How to Improve Leadership in Higher Education Institutions: The Impact of the Leadership Skills for Leaders in Higher Education Institutions in Kurdistan

By Ismail Noriey

This study explores how leaders in higher education (directors, principals, vice presidents, and presidents) in Kurdistan perceive leadership and the leadership skills required to make them effective. It also examines the challenges that leaders face in leading and managing their institution and how to improve their leadership. Knowledge sharing is acknowledged as the most significant resources for competitive advantage and the key to improving innovation. The knowledge management and the promotion of knowledge sharing among the members of an organization are a vital part of the learning process, as they help to convert the tacit knowledge. This research has an interest in understanding research participants subjective experiences as well as their general perception of the participative leadership in order to decide on the position as a researcher to adopt differing ontological, epistemological, and methodological assumptions that underpin each paradigm in turn or ways of viewing by educational research.

The aim is to accomplish this in a way that influences me to position myself philosophically as a researcher that is a mix of interpretivist with positivist. The study data analysis adopted an interpretive approach and attempted to address the research questions through developing a structured interview and questionnaire guide to facilitate the collection of data. This is because some of participates (twenty-three) accepted questionnaire only. The sample in this mixed-methods case study is to investigate the perspective of the small cohort of fifteen leaders comprising ten males and five females currently or recently holding senior positions in the HEls in Kurdistan in two state and five private universities, and they accepted face-to-face interviews.

The finding showed that the nature of leadership for leaders in higher education are complex, demanding, and requires a combination of leadership skills and management. This study captures insights about the four aspects that define leadership, which are leadership is distinct from management, leadership relates to leaders characteristics, leadership is about influencing, and leadership requires a vision. Correspondingly, there is data about leadership skills required for future university leaders to make them effective, such as communication skills. And there dis data about the four main challenges based on the findings, which are difficultly in sharing the leaders vision, poor communication skills, lack of self-confidence, and lack of motivation. Finally, it shows the ways in which leadership of university leaders could be improved, such as length of experience, and it highlights the possible inadequacies of formal leadership development for academic leaders in higher education in Iraqi Kurdistan.

• Language: English
• Publisher: AuthorHouse UK
• Release date: Sep 18, 2017
• ISBN: 9781546280361

Ismail Noriey

Educational background 1. Ph.D “Leadership in Education” London Humanities College 2013-2016 2. Master Degree “Leadership in Education” University of Wolverhampton 2010-2012 3. PGCE “PGCE Post Compulsory Education “Teaching Qualifications, University of Wolverhampton 2009-2010 4. Bachelor of Science “BSc Computer Aided Engineering Design” University of Wolverhampton 2006-2009 5. Access in ICT, First Class; Matthew Bolton College Birmingham; 2005-2006 6. EDCL Level 1 & 2 ; Matthew Bolton College Birmingham; 2004-2005 7. All six Modules of Interpreting; • MODULE 1: Community Interpreting • MODULE 2: Interpreting for the NHS • MODULE 3: Mental Health Interpreting • MODULE 4: Health and Safety, Security, Confidentiality, Equality & Environment • MODULE 5: Safeguarding Children & Vulnerable Adults • MODULE 6: Legal & Court Interpreting 8. First Class A Level Shorsh Secondary School “Kurdistan 1997-1999 Summary of Experience Dr. Ismail Noriey has more than 10 years’ experience in teaching within diversity level in further and high education in the UK. He comes from Kurdish Region North Iraq originally, and he had moved to the UK since 2001. Following a Master Degree (2010-2012) in Leadership in Education at the University of Wolverhampton and he took up a position as a director at the Education Development College. In addition to, he has as a leader of the Kurdish Community in the heart of Birmingham in the UK, since 2013. He has conducted the activities at school, college; including support-teaching, leading the whole school as a Headteacher. He has been dedicating hundreds of unpaid hours expanding the curriculum of the school to include such social justice issues homelessness and many other issues. Furthermore, he has been a freelance lecturer at the FBT College in Birmingham, since 2013 up until the present. He has undertaken to teach across various HND units; Leadership and Management Modules and Business Analysis for Tourism and Hospitality Managers. Also, he was an assistant lecturer at the University of Sulaimani in Kurdish Region North Iraq and he has undertaken to teach across various undergraduate units; coordination of the Leadership and Education core programs. He is currently sector head of course leader at the London Humanities College and action leader for knowledge leadership, management and education. On the other hand, he is lecturer at the FBT College in Birmingham and part-time EdD Researcher at the University of Wolverhampton.

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© 2017 Ismail Noriey. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse 08/23/2017

ISBN: 978-1-5462-8035-4 (sc)

ISBN: 978-1-5462-8037-8 (hc)

ISBN: 978-1-5462-8036-1 (e)

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Contents

Abstract

Acknowledgement

Chapter One Introduction

1.1 Background of the Research

1.2 Importance of the Research Problems

1.3 Reflections on performance Leadership in Higher Education

1.4 Aims and objectives of the Research

1.5 Research Questions

1.6 Structure of the thesis

1.7 Summary

Chapter Two Literature Review

2.1 Introduction

2.2 Section one

2.2.1 Definitions of Leadership

2.2.2 The Journey of performance Leadership in Education

2.3 Management in Higher Education

2.4 Leadership and Management in Higher Education

2.5 Theories of Leadership

2.5.1 Trait Theories

2.5.2 Behavioural Theories

2.5.3 Leadership Style Theories

2.5.4 Situational Theories

2.6 Transformational leadership

2.6.1 The importance of Transformational Leadership

2.7 Section two

2.7.1 Leadership Model in Education

2.7.2 Training and Development for leadership in Higher Education

2.7.3 Knowledge Distribution

2.7.4 Factors that influence Leaders in Higher Education

2.8 Section three

2.8.1 Why Transformational Leadership

2.8.2 Develop effective listening skills to enhance professional leaders

2.8.3 Self Confidence in the face of challenges of leaders

2.8.4 Leadership Skills Foundation for Higher Education Leaders

2.8.5 Continue Learning

2.8.6 Communication Skills

2.8.7 Identify Leadership Challenges in Higher Education

2.8.8 Knowledge Management in Education

2.8.9 Factors that influence leader’s views of leadership

2.8.9.1 Competencies learning of Management in Education

2.8.9.2 Problem Seeking and Solving

2.8.9.3 Collaborative climate among leaders

2.9 Acceptance of risk research

2.9.1 Feedback for learning

2.9.2 What is Knowledge Sharing?

2.10 Summary

Chapter Three Over view of the HE in Kurdistan

3.1 Introduction

3.2 Section one

3.2 Characteristics of Higher Education Leaders

3.3 Current Situation of Higher Education in Kurdistan

3.4 Section two

3.4.1 The Development of Higher Education Institutions in Kurdistan

Chapter Four The Methodology and Research Design

4.1 Introduction

4.2 Section One

4.2.1 Research Philosophy

4.2.2 The concepts of ontology and epistemology

4.2.3 The account of research methodology and methods

4.3 Research Paradigm

4.3.1 Case Study Research Design (The Mixture Methods)

4.4 Method of Data Collection

4.4.1 Qualitative Phase

4.4.2 Interviews: definition

4.4.3 Sampling of the interviewees

4.4.4 Interview questions and analysis

4.5 Validity and reliability

4.5.1 Quantitative Phase

4.5.2 Online- Questionnaire

4.5.3 Pilot questionnaire

4.6 Questionnaire Design

4.6.1 Data Analysis of the on-line Questionnaire

4.6.2 Validity and Reliability of the Questionnaire

4.7 Section Two

4.7.1 Research Paradigms; Knowledge Claims

4.7.2 The Core of interpretivist

4.7.3 The Core of Positivism/postpositivism

4.8 Section Three

4.8.1 Being an Insider and Outsider

4.8.2 Self-Reflections on this Study

4.9 Summary

Chapter Five Data Analysis and Discussion of Findings

5.1 Introduction

5.2 Section one

5.2.1 Descriptive Data Analysis

5.3 Structural Equation Modelling

5.3.1 Factors Analysis

5.3.2 Measurement Model

5.3.3 Interviews

5.3.4 Analysis Interview

5.3.5 Developing Analysis of Field Data

5.3.6 Quantitative Measures

5.3.7 On-line Questionnaire Analysis

5.3.8 Discourse Analysis as Theory and Method

5.4 Reliability of the Interviews

5.4.1 Reliability and transcripts of the interviews

5.4.2 Validity in Quantitative research

5.4.3 Validity in Qualitative Research

5.5 Section Two

5.5.2.1 Effective Communication Skills

5.5.2.2 Professional development and continuous learning

5.5.2.3 Teamwork and collective leadership

5.5.2.4 Leaders drive change

Challenge 1: Difficulty to share the leader’s vision

Challenge 2: Poor Communication Skills

Challenge 3: Lack of self-confidence

Challenge 4: Leader’s lack of motivation

5.5.4.1 Skills and experiences

5.5.4.2 The selection criteria of leaders in higher education

5.5.4.3 Ability to identify and evaluate student learning outcomes

5.5.4.4 Strengths and Weaknesses of leadership and Management in HEls

5.5.4.5 Leadership and Management Framework responsibilities

5.6 Summary

Chapter Six Conclusions and Recommendations

6.1 Introduction

6.2 Sect ion One

6.2.1 Overview the Aims and Objectives

6.3 Section Two

6.3.1 Evaluation of the Research and Implications for Theory

6.3.2 Critique of Research Methodology

6.3.3 Critique of the Educational Research

6.4 Section Three

6.4.1 Recommendations

6.5 Section Four

6.5.1 The Limitations of the Research

6.6 Conclusion

Appendix 1 Interview Schedule

Appendix 2 (An example for Online- Questionnaire)

Appendix 3 Sample Invitation email to the participants

References

Brief Biography

List of Tables

Table 1. List of Abbreviations

Table 2. Knowledge Management Process

Table 3: Definitions of Knowledge sharing

Table 4: Differences between the Positivist and Interpretive Approaches

Table 5: descriptive analysis for the constructs in public and private universities

Table 6. Typology of interview strategies

Table 7. Three Versions of Interview data

Table 8. Leadership defined by leaders

Table 9. Leadership relates to leaders’ characteristics and responsibility

Table 10. Leadership is about influencing

Table 11. Leadership requires a vision

Table 12. Leadership skills required for future university leaders to make them effective

Table 13. Effective Communication Skills

Table 14. Leaders stressed on Communication Skills

Table 15. Professional development and continuous learning

Table 16. Teamwork and collective leadership

Table 17. Leaders drive change

Table 18. The challenges that face university leaders

Table 19. Difficulty to share the leader’s vision

Table 20. Poor communication skills

Table 21. Lack of self-confidence

Table 22. Leader’s lack of motivation

Table 23. The ways in which leadership of university leaders could be improved

Table 24. Skills and experiences

Table 25. The selection criteria of leaders in higher education

Table 26. The factors that might influence leaders’ views on leadership

Table 27. Direct and indirect of the fear-factor

Table 28. People (staff and student), policies and places

Table 29. Length of experience

Table 30. Lack of clarity of vision

List of Figures

Figure 1. Leadership Theories

Figure 2. Approaches to change

Figure 3. Components of self-confidence

Figure 4. The development of leadership through experience

Figure 5. The development of innovation and Change

Figure 6: Hierarchy in higher education institutions in Kurdistan

Figure 7. Case Study Research Design

Figure 8. Research Design

Figure 9. Choosing a Research Strategy

Figure 10. Leadership Define

Figure 11. Leadership Skills Required for University Leaders

Figure 12. Leader as vision creator

Figure 13. The Challenges that face HEls Leaders

Figure 14. The Methods of the leadership of HEls leaders could be improved

Figure 15. The Factors that might influence leaders on leadership

March 2016

REQUEST FOR PERMISSION TO CONDUCT RESEARCH

Dear Dr Omar Ali

My name is Ismail Noriey and I am a study the impact of the Leadership and Management skills in Higher Education. As an academic researcher at the London Humanities College and EdD researcher at the University of Wolverhampton. The research I wish to conduct for my Doctoral thesis involves the impact of transformational leadership and management skills in Higher Education Institutions in Iraqi Kurdistan. This thesis will be conducted under the supervision of Dr. Omar Ali in the United Kingdom.

I am hereby seeking your approval to make sure that this study has used mixed methods approach to data collection.

I have provided you with a copy of my Doctoral thesis proposal which includes copies of the measure and consent and assent forms to be used in the research process. I undertake to provide the Department of Education with a bound copy of the full research report.

If you require any further information please do not hesitate to contact me on 00447455799978 or [e-mail]

Thank you for your support and consideration in this matter

Yours sincerely,

Ismail Noriey PhD Researcher signature.jpg

Dr Omar Ali

Abstract

Unquestionably, every researcher is different; each has their own backgrounds and their cultures that make them unique. Nowadays, the higher education sector in developing countries is facing challenges from a dynamic environment characterised by swift technological change and increased demand. The challenge is to bring the formal processes of learning gained throughout a leader’s experience into meaningful for quality leadership in Higher Education institutions (HEls). Implementing quality leadership and management in higher education establishments is the main focus of the reform process currently undertaken by the Ministry of Higher education and Scientific Research in the Kurdistan Region of Iraq.

This study explores how leaders in higher education (Directors, Principals, Vice president and President) in Kurdistan perceive leadership and the leadership skills required to make them effective. It also examines the challenges, which leaders face in leading and managing their institution and how to improve their leadership. Knowledge sharing is acknowledged as the most significant resources for competitive advantage and the key to improving innovation. The knowledge management and the promotion of knowledge sharing among the members of an organisation are a vital part of the learning process as they help to convert the tacit knowledge. This research has an interest in understanding research participants’ subjective experiences as well as their general perception of the participative leadership. In order to decide on the position as a researcher to adopt differing ontological, epistemological and methodological assumptions that underpin each paradigm in turn or ways of viewing by educational research.

The aim is to accomplish this in a way that influences me to position myself philosophically as a researcher that mixed an interpretivist with positivist. The study data analysis is based adopted an interpretive approach and attempted to address the research questions through developing a structured interview and questionnaire guide to facilitate the collection of data. This is because some of participates (23) they have accepted questionnaire only. The sample in this mixed methods case study is to investigate the perspective of the small cohort of 15 leaders comprising ten males and five females currently or recently holding senior positions in the HEls in Kurdistan in two state and five private universities, and they were accepted face-to-face interviews.

The finding showed that the nature of leadership for leaders in higher education are complex, demanding and requires a combination of leadership skills and management. This study captures insights the four aspects that define leadership, which are: leadership is distinct from management; Leadership relates to leaders’ characteristics, leadership is about influencing and leadership requires a vision. Correspondingly, leadership skills required for future university leaders to make them effective such as communication skills, and the four main challenges based on the findings, which are: difficult to share the leader’s vision, poor communication skills, lack of self-confidence and lack of motivation. Finally, the ways in which leadership of university leaders could be improved such as length of experience and highlights the possible inadequacies of formal leadership development for leader-academics in higher education in Iraqi Kurdistan.

Acknowledgement

First of all, I give my full thanks to Allah for protection and the ability to do this work and the power to believe in myself and haunt my dreams. I could never have done this project without the faith of Allah that I have in you. I would like to thank a number of people who helped support me throughout this research project as well as those who have provided me with support throughout my time in the school of education at the University of Wolverhampton as an EdD academic researcher during this PhD research. I have taken this opportunity to express my gratitude to the people who have been helpful in the successful completion of this project.

At present, however, there often appears to be a polarization of interests that prevents fruitful discussions. As such, this has not been an easy project. There are a number of people who have encouraged me in the writing of this thesis. First, I would like to thanks to Dr. Omar as a supervisor at the London Humanities College for guiding me throughout this project and his critical comments on the project itself.

Second, I would like to show my greatest appreciation to Dr. Linda at the University of Wolverhampton for guiding me throughout her sessions. I feel motivated and encouraged every time I attend her sessions in EdD course at the University of Wolverhampton. Furthermore, she has been always supporting me and her great supervision during my Master degree on 2013, and kindness from the earliest to the concluding level enabled me to develop an understanding of the subject on leadership.

Third, I am thankful to the 38 leaders of the various higher education institutions in Kurdistan for their participation in my study through sharing their experiences and thoughts with me.

(Table 1. List of Abbreviations)

Chapter One

INTRODUCTION

1.1 Background of the Research

Unquestionably, every researcher is different; each has their own backgrounds and their cultures that make them unique. This research study is concerned with leadership and management skills in HEls in Kurdistan, focusing particularly on the relationship of leading and managing to maximising learning and improvement within individual educational institutions. The researcher hope that it will be of interest and benefit to everybody who is concerned with the provision of higher education sector. Hence, in order to really understand what is being researched; the researcher act like an experienced engineer who understands the conceptual bases out of which the previously developed tools have been derived. According to Smith, (2002), there is indeed a personal element in research in the sense that doing research is moved by a desire to explain and understand that always points back to self-understandings and self-constructions (p.37).

It is argued that over the past few years an extensive amount has been written on the subject of leadership within the compulsory education sector and, within higher education, much has been focused on the challenges of managing and leading universities and colleges in the UK (Smith, 2002, p.33). However, in Iraqi Kurdistan, this has been a few due to Kurdistan Region universities being increasing subject to external audit through research, which there is an imperative need for higher education leaders in Iraqi Kurdistan to exhibit a wider range of competencies.

In my opinion, the prevailing framework of individual activity focused on positional leaders such as heads of departments of faculties inadequate because leadership is not just a function of what these leaders to do. Knowing what leaders do it useful as a starting point, but without a rich of understanding of how and why leaders become leaders, understanding of leadership is incomplete.

In addition to, as observed by Bass, (1999) & Smith, (2000) institutional leadership is now more clearly based on managerial and entrepreneurial skills and operational competencies rather than collegial or charismatic leadership (p.152). Leaders of HEls are now charged with the responsibility to keep higher education responsive to the needs of business and industry (Smith & Bass 2006, p.157). Similarly, Bass (1999) pointed out that in order to be a leader in higher education, one must be a ‘dove’ of peace intervening among warring factions that are causing destructive turbulence in the university, a dragon driving away both internal and external forces that threaten the university, and a diplomat guiding, inspiring, and encouraging people who live and work in the university environment (p.161).

Therefore, it’s a vital for leaders in HEls to understand there are several skills are required to make them lead and manage effectively; such as effective communication skills, professional development and continuous learning by experience. This study has explored the philosophical underpinnings of the educational leadership research, which investigates the epistemological and theoretical assumptions of the primary focus of the researcher, for instance, what is the position of the researcher in justifying the ontological and epistemological assumptions that reinforce research. Furthermore, this chapter introduces a research project that seeks to examine of academic leaders within HEls in Kurdistan. The aims of this study is to investigate leadership and management skills in HEls in Kurdistan and the challenges leaders face and how their leadership could be improved. Moreover, the leadership skills required for future university leaders to make them effective and the challenges that face university leaders in leading their institutions. This study has the focus on experienced to see if the length of experience impacts on their views. This research has considered two public and five private universities, which are the biggest universities in Iraqi Kurdistan region.

This chapter has split into five sections; first, the importance of the research problems of this study and second the reflections on performance leadership in HE in Kurdistan. The aims and objectives of the research have discussed in section four. In section five, the research questions have addressed briefly. The whole structure of thesis has described in section six.

1.2 Importance of the Research Problems

An introductory review of the literature on educational leadership "reveals that although many studies have been undertaken,