[en] The purpose of this paper is to report findings from a larger study into the role of middle leaders of change in New Zealand higher education. In total, ten middle leaders from the New Zealand higher education sector took part in a recent The purpose of this paper is to report findings from a larger study into the role of middle leaders of change in New Zealand higher education. In total, ten middle leaders from the New Zealand higher education sector took part in a recent he purpose of this paper is to report findings from a larger study into the role of middle leaders of change in New Zealand higher education. In total, ten middle leaders from the New Zealand higher education sector took part in a recent The purpose of this paper is to report findings from a larger study into the role of middle leaders of change in New Zealand higher education. In total, ten middle leaders from the New Zealand higher education sector took part in a recent research project which examined successful change leadership in higher education. As part of that larger study, each middle leader answered questions about their views on being in the "middle" in their change leadership roles and their views on middle leadership in general. The ten middle leaders all described their place in their respective organisations in terms of being "caught in between", or "sandwiched between" senior management to whom they were accountable, lecturers whom they described as colleagues or peers, and subordinates for whom they had some functional and often moral responsibility. The paper discusses the perceptions of being in the "middle" and how change leaders reconcile their position as a subordinate, an equal and a superior. Insight is gained into how educational leaders reconcile their position in the "middle" as they hold management responsibility for both academic and general staff who are hierarchically, beneath them; lead teams of colleagues in collegial decision making; and answer to higher authority in the form of senior organisational leadership. The participant contributions of personal observations and unfolding real life stories which meld personal common sense with local meaning have formed a unique local ontology therefore allowing for a deeper understanding of the contributing factors toward being in the "middle". Some of these perspectives have been used by the author's own organisation in the development of leadership training for future organisational change, particularly those aspects concerning communication and participation that are tailored to meet the unique needs of management and staff. For middle change leaders the focussed examination of the working relationship between middle change leaders and staff groups might prove to be a rich area of further study. These relationships take a variety of forms, including where a staff member has risen through the ranks (off the shop floor as it were) to take on the mantle of leadership, or simply where there is a shared understanding based on subject or professional backgrounds which binds the two together. Further investigation into these relationships may provide perspectives that enable leaders to develop a greater understanding of how change occurs. The paper shows how the participants locate themselves as being "very much" in the middle in terms of line management of both resources and academic matters and often as being caught between competing imperatives, institutional dynamics and institutional structures

[es] El objetivo de este artículo es mostrar los resultados de un estudio intensivo sobre el rol que tienen los líderes intermedios en la Educación Superior de Nueva Zelanda. Un total de diez líderes intermedios formaron parte de un proyecto reciente de investigación, cuyo objetivo era examinar los cambios de liderazgo exitosos en la Educación Superior. En dicho estudio, cada líder intermedio contestó preguntas acerca de su propia visión sobre estar "en medio" de los cambios en los roles de liderazgo y su visión general sobre el liderazgo intermedio. Los diez líderes intermedios describieron la situación que están viviendo en sus respectivas organizaciones en relación a ser "el de en medio", o ser "el sándwich" entre el nivel directivo superior a quien les rinden cuentas, entre aquellos que describen como colegas o compañeros, y entre los subordinados de quienes tienen cierta responsabilidad moral. La investigación analiza las percepciones sobre "estar en medio" y cómo los líderes de cambio median su postura entre ser un subordinado, ser un colega y ser un superior. Además, se profundiza sobre cómo los líderes educativos median sus capacidades de gestión entre el personal académico y el general que se encuentra en una posición más baja; cómo dirigir equipos de compañeros que toman decisiones de manera colegiada; y responder a las autoridades superiores desde un liderazgo organizativo. Las aportaciones de los participantes en cuando a sus observaciones personales e historias de vida, han formado una particular y única ontología del centro, permitiendo así entender profundamente los factores que les influyen por el hecho de ser "el de en medio". Algunas de esas perspectivas han sido puestas en práctica por el autor, a través de un liderazgo organizativo que responde a futuros cambios, llevando a cabo una buena gestión de la comunicación y participación de una Comunidad Educativa. Para los líderes intermedios que han participado en el estudio, la valoración de las relaciones de trabajo con los líderes de cambio y los grupos directivos podría ser un área productiva para próximos estudios. Estas relaciones toman distintas formas, incluyendo aquellas en donde algún miembro ha ascendido (desde la base) y toma el liderazgo, o simplemente aquellas en donde hay una experiencia compartida. Futuras investigaciones sobre este tipo de relaciones, podrían proporcionar perspectivas que faciliten a los líderes desarrollar una mejor comprensión sobre cómo ocurre el cambio. La investigación muestra cómo los participantes se consideran "importantes" al estar en medio de la línea directiva, tanto en la gestión de recursos como de temas académicos, así como en el medio de los imperativos de las competencias, las dinámicas y las estructuras institucionales