Blended leadership: employee perspectives on effective leadership in the UK further education sector

Organisation Work and Technology

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Blended leadership: employee perspectives on effective leadership in the UK further education sector. / Collinson, D L ; Collinson, M.
In: Leadership, Vol. 5, No. 3, 08.2009, p. 365-380.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Collinson, DL & Collinson, M 2009, 'Blended leadership: employee perspectives on effective leadership in the UK further education sector', Leadership, vol. 5, no. 3, pp. 365-380. https://doi.org/10.1177/1742715009337766

APA

Collinson, D. L., & Collinson, M. (2009). Blended leadership: employee perspectives on effective leadership in the UK further education sector. Leadership, 5(3), 365-380. https://doi.org/10.1177/1742715009337766

Vancouver

Collinson DL , Collinson M. Blended leadership: employee perspectives on effective leadership in the UK further education sector. Leadership. 2009 Aug;5(3):365-380. doi: 10.1177/1742715009337766

Author

Collinson, D L ; Collinson, M. / Blended leadership: employee perspectives on effective leadership in the UK further education sector. In: Leadership. 2009 ; Vol. 5, No. 3. pp. 365-380.

Bibtex

@article{2f6db0fb43584f41b8e24c666e39d252,

title = "Blended leadership: employee perspectives on effective leadership in the UK further education sector",

abstract = "This article explores employee perspectives on effective leader ship in UK Further Education (FE). Studies on leader ship effectiveness typically seek either to specify the individual qualities of {\textquoteleft}heroic{\textquoteright} leaders or, increasingly, to highlight the collective nature of {\textquoteleft}post-heroic{\textquoteright} leader ship. While these discourses are frequently seen as dichotomous and competing, our research found that FE employees often value practices that combine elements of both. They tended to prefer subtle and versatile practices that we term {\textquoteleft}blended leader ship{\textquoteright}; an approach that values, for example, both delegation and direction, both proximity and distance and both internal and external engagement. Drawing on other studies which indicate that paradoxical blends of apparently irreconcilable opposites might form the basis for effective leader ship, the article considers the implications of this analysis for the study of Higher Education (HE). It concludes by highlighting the potential value of more dialectical approaches to the theory and practice of leadership. ",

keywords = "delegation , direction, external, followership, heroic, internal engagements, post-heroic leadership, proximity",

author = "Collinson, {D L} and M Collinson",

year = "2009",

month = aug,

doi = "10.1177/1742715009337766",

language = "English",

volume = "5",

pages = "365--380",

journal = "Leadership",

issn = "1742-7150",

publisher = "SAGE PUBLICATIONS INC",

number = "3",

}

RIS

TY - JOUR

T1 - Blended leadership: employee perspectives on effective leadership in the UK further education sector

AU - Collinson, D L

AU - Collinson, M

PY - 2009/8

Y1 - 2009/8

N2 - This article explores employee perspectives on effective leader ship in UK Further Education (FE). Studies on leader ship effectiveness typically seek either to specify the individual qualities of ‘heroic’ leaders or, increasingly, to highlight the collective nature of ‘post-heroic’ leader ship. While these discourses are frequently seen as dichotomous and competing, our research found that FE employees often value practices that combine elements of both. They tended to prefer subtle and versatile practices that we term ‘blended leader ship’; an approach that values, for example, both delegation and direction, both proximity and distance and both internal and external engagement. Drawing on other studies which indicate that paradoxical blends of apparently irreconcilable opposites might form the basis for effective leader ship, the article considers the implications of this analysis for the study of Higher Education (HE). It concludes by highlighting the potential value of more dialectical approaches to the theory and practice of leadership.

AB - This article explores employee perspectives on effective leader ship in UK Further Education (FE). Studies on leader ship effectiveness typically seek either to specify the individual qualities of ‘heroic’ leaders or, increasingly, to highlight the collective nature of ‘post-heroic’ leader ship. While these discourses are frequently seen as dichotomous and competing, our research found that FE employees often value practices that combine elements of both. They tended to prefer subtle and versatile practices that we term ‘blended leader ship’; an approach that values, for example, both delegation and direction, both proximity and distance and both internal and external engagement. Drawing on other studies which indicate that paradoxical blends of apparently irreconcilable opposites might form the basis for effective leader ship, the article considers the implications of this analysis for the study of Higher Education (HE). It concludes by highlighting the potential value of more dialectical approaches to the theory and practice of leadership.

KW - delegation

KW - direction

KW - external

KW - followership

KW - heroic

KW - internal engagements

KW - post-heroic leadership

KW - proximity

U2 - 10.1177/1742715009337766

DO - 10.1177/1742715009337766

M3 - Journal article

VL - 5

SP - 365

EP - 380

JO - Leadership

JF - Leadership

SN - 1742-7150

IS - 3

ER -

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