Subject Index

Citation (2022), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Role of Leaders in Managing Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 48), Emerald Publishing Limited, Bingley, pp. 129-135. https://doi.org/10.1108/S2055-364120220000048012 Publisher: Emerald Publishing Limited Copyright © 2023 Emerald Publishing Limited INDEX Academic activism, 35 Academic citizenry, 28 Academic freedom, 14, 20, 22–23, 30 Academic leaders, 4, 65 Academic leadership, 5, 63 Academics, 27, 84 Adjusted goodness-of-fit index (AGFI), 72 Administrative Leadership In academia, 105 Affiliative leadership, 64 Afghan families, 92 Afghan government, 86 Afghan Human Rights Defenders Committee (AHRDC), 92 Afghan women Afghanistan and Women, 86–87 context of study, 85 discussion of themes, 89–93 in higher education, 85 limitations of study and further scope of research, 93 methodology, 85–86 participants, 87–88 qualitative themes, 89 rights and gender equality, 86 Afghan Women Chamber of Commerce and Industries, 87 American Association of University Professors (AAUP), 99 ASSOCHAM, 63 Attributes of servant leader, 66–67 Autonomous Educational Institutions (AEI), 13 ethical challenges in autonomous higher educational institutions, 21 ethics-oriented culture for growth of teachers and students, 22 findings, 20–21 objectives, 13 quality of education from quality of teachers, 21–22 research methodology, 16–20 review of literature, 13–16 Autonomous institutional environment, 14 Autonomy, 4–5 Average variance extracted (AVE), 72 Balancing, 89, 91 Balancing typical role of wife and careerist, 93 Barrier Free Partnerships, 55 Basic education, 13 Behavior, 12–13 Bootstrapping method, 74 Bullying, 103 Career development, 84 growth, 20, 106–108 in higher education, 84 Caste, 31, 33 Challenges, 6, 8, 22 Change, 20–21 Change-oriented leadership behavior, 45 Citizenship behavior, 13 Collaboration, 46 Commitment, 15–16, 27, 47, 100 Communities, 46, 54 school connection with, 51 Community building, 67 Comparative fit index (CFI), 72 Comprising minimum discrepancy per degree of freedom (CMIN/DF), 72 Confirmation biases, 98 Confirmatory factor analytics (CFA), 72 Congruity theory, 85 Constructivist leadership, 64, 70 Contingency leadership theory, 45 Conventional In-service teacher training, 53 Convergent validity, 72–74 Corruption, 15, 21, 23, 35 COVID-19, 89 Creators, HEIs as, 62 Credibility, 105 Critical leadership, 29 Cronbach’s–α values, 71 Cultural system, 86 Culture, 6, 12, 19, 44, 47 Curriculum co-ordination, 55 Curriculum design, 61 Deans, 4 Deemed to be University, 62 Democracy, 6 Descriptive gender stereotypes, 98 Development, 12–13 Digitalization of education, 21 Direct discrimination, 34 Director of studies, 4–5 Disciplinary-based departments, 4 Discriminant Validity, 72–74 Disparity, 12 Disseminators of knowledge, HEIs as, 62 Distributed leadership, 45–46, 52–53 E-Modules, 61 Education, 12, 14–15, 60 action plan on gender equality and equilibrium in, 108 system, 13 Educational environment, 14–15, 17, 20–21 Educational institutions, 61, 63 Educational leadership models, 45 Educational sector, 65, 76 Educator, 63 Effective schools, 53 Empathy, 66 Employee engagement in HEIs, servant leadership style and, 68 Environments, 29–30 Equal representation, 7 Ethical practices in higher educational institutions, 14–15 Ethical standards, 12–13, 20 Ethical transformative leadership, 37–38 Ethics-oriented culture for growth of teachers and students, 22 quality of education from, 19–20 European Commission (EC), 107 European Council, 107 European Union (EU), 106–108 EU-funded LIBRA project, 106 Exclusion from Informal Networks, 100 Exercise teacher power to enable quality of education, 15–16 Exploratory factor analysis (EFA), 72 Face daunting challenges, 89 Family-oriented programs, 103 Fear for life theme, 92 Financial support, 21 “Fix the women” approach, 85 Flemish Inter University Council, 106 Foresight, 67 Formal mentoring, 101 Former school, 46 Functional integration, 55 Functional leaders, 47 GDP, 60 Gender, 30–31 Gender Action Plan, 106 Gender barriers, 99 Gender discrimination, 102–103 Gender equality, 33, 84, 107 Gender equality and action plan, 108 Gender equality and equilibrium in research, action plan on, 108 Gender Equality Plan (GEP), 107 Gender equity, 93 Gender leadership, 105 Gender stereotype, 98, 103 Gender stereotyping, 103 Gender-based workplace harassment, 103–104 Glass ceiling, 7 Glass Ceiling Index (GCI), 109 Global University Network & for Innovation (GUNi), 26 Goodness-of-fit index (GFI), 72 Governance, 27–29 Government, 15, 34, 63 Government of India, 62 Great man theory, 44 Heads of department, 4 Healing process, 65 Higher education (HE), 26–27, 60, 102–103 Higher Education Studies (HES), 26 Higher educational institutions (HEI), 5, 61, 70Autonomous Educational Institutions (AEI) convergent validity and discriminant validity, 72–74 as creators, maintainers, and disseminators of knowledge, 62 ethical practices in, 14–15 important attributes of servant leader, 66–67 in India, 62 job satisfaction as mediating variable, 68–69 literature review, 64 major leadership challenges faced by higher education, 62 measurements, 71–72 mediation effect, 74–75 need for transformation in, 18–19 research design, 70 research methodology, 70 respondents’ characteristics, 71 results and findings, 72 sample and data collection, 70 servant leadership, 64–66 servant leadership and work engagement, 67–68 servant leadership style and employee engagement in, 68–69 structural equation model, 74 structure of, 62 validity analysis, 72 Historical legacies, 30 Human Development Index, 60 Illegal, 13, 15–16 Imaginaries, 39 Implicit bias, 106–108 Inclusion, 47 Inclusive schools, 47 learning culture in school, 50 practices, 49 school connection with communities, 51 school improvement plan and teams, 51 school response to SEN children, 52 shared leadership in school, 49–50 India, 27 Indian context, 63 Indian education system, 13 Indian Higher Education Institutions, studying transformative change in, 27–28 Indian institutions, 36 Indian Universities, 61 Individual Educational Plan, 55 Industry, 63 Inequalities, 30, 35 Inequality, 7, 26–27, 37 Informal exclusion, 100 Informal mentoring, 101 Informal networks, exclusion from, 100 Information and communication technologies (ICT), 21 Infrastructure, 12–14, 63, 92 Infrastructure facilities, 63 Injustice, 26, 30 Innovation, 61 Institution of patriarchy, 35 Instructional leader, 45 Instructional leadership, 45–46, 64, 70 Integration, 55 Interactional dynamics, 32 Invitational leadership, 29 Job satisfaction, 68–69 Joint Children’s Unit, 49 Judgmental sampling, Purposive sampling Kaiser–Meyer–Olkin estimates (KMO estimates), 72 Katholieke Universiteit Leuven (KU Leuven), 106 “Keep striving” theme, 93 Lack of Mentorship Opportunities, 100–101 Lack of Sponsorship, 101–102 Leaderism, 5 Leaders, 44 in higher education, 4 Leadership, 5, 29, 44, 84 in academia, 105 activity, 4 building capacity of staff, 53–54 as citizenship, 29 distributed, 46 distributed leadership & team planning, 52–53 inclusive school practices, 49–52 instructional, 45–46 involvement of stake-holder groups facilitating response to diverse needs, 54–56 leadership in practice, 44–46 methodology, 48–49 policies, 6, 46 in practice, 44–46 practices, 47 review of empirical evidence, 46–48 shared leadership in school, 49–50 in UK Primary School, 44 Leadership behavior, 45 change-oriented behavior, 45 passive leadership, 45 relational-oriented behavior, 45 task-oriented behavior, 45 Leadership challenges faced by higher education, 62 leadership styles adopted in HEI, 63 Leadership styles, 4 adopted in HEI, 63 affiliative leadership, 64 constructivist leadership, 64 instructional leadership, 64 servant leadership, 64 transformational leadership, 63 Learners autonomy, 14 Learning culture, 45, 50 organizations, 46 process, 55, 64 programs, 45 LIBRA project, 106 Likert-type scale, 71 Listening, 66 Low income of teachers, 16 Lower-bound confidence interval (LCI), 75 Maintainers, HEIs as, 62 Management team, 53 Measurement model, 72 factor loading, 73 Mediating variable, job satisfaction as, 68–69 Mediation effect, 74–75 Microaggressions, 37 Middle managers, 4 Mindfulness, 66 Ministry of Education (MoE), 87 in India, 14 Mixed-method study, 27 Motivators, 7 Muslims, 28 Nation’s Security Council Resolution, 87 National Action Plan, 86 National Assessment and Accreditation Council (NAAC), 70 National Priority Program (NPP), 87 Negotiation skill, 14 Normed fit index (NFI), 72 Occupational sexism, 99, 104–105 Organization change, 60–61 Organizational citizenship, 76 Other Backward Class (OBC), 28 Parents, 63 Parents/teachers association (PTA), 51, 55 Participation, 27–28, 30, 37 Passive leaders, 45 Passive leadership, 45 Patriarchy, 35 Patron Saint Catholic Primary School, 47 Perception, 61, 77 of education, 21 Personality, 6, 13, 15, 17, 22 Persuasion, 67 Policy, 26–28 Policy and principle gaps, 36–37 Population, 16, 37 Positional leaders, 48 Positioning, 28 Poverty theme, 92 Prescriptive gender stereotypes, 98 Primary school, 48 Principle, 27–28, 30 Principle-policy gaps, 32 Private universities, 62 Privatization of academic institutions, 13 of education, 22 Professional barriers, 99 Program leaders, 4–5 Public universities, 62 Publications, 100 Purposive sampling, 71 Qualitative interviews, 85 Qualitative research, 86 Qualitative themes, 89–90 Quality of education, 12–13 from ethics-oriented culture, 19–20 from quality of teachers, 21–22 Quality of teachers, 21–22 Quality of teaching, 13, 20 Quantitative research methodology, 16 Questionnaire, 16 Race, 30 Rashtriya Uchchatar Shiksha Abhiyan (RU SA 2. 0), 39n1 Regressive culture, 8 Relational-oriented leadership behavior, 45 Religious discrimination, 32 Research leaders, 4–5 Research leadership, 105 Resilience of Afghan women leaders in academia, 93 Restricted mobility, 94 Root mean squared error approximation (RMSEA), 72 Salary inequalities, 102 School cohesion, 46 connection with communities, 51 improvement plan and teams, 51 inclusion project, 48 leadership, 46 plans, 47, 52 practices, 6–7, 49 response to SEN children, 52 shared leadership in, 49–50 Security threats theme, 92 Self-awareness, 66 Self-preservation, 31 Senior leaders, 5 Senior management team, 5 Servant leader community building, 67 empathy, 66 foresight, 67 important attributes of, 66 listening, 66 persuasion, 67 self-awareness, 66 stewardship, 67 trust, 66 Servant leadership, 29, 64–68, 70 and job satisfaction, 69 style and employee engagement in HEIs, 68 Sexism, 32, 104 Shared leadership in school, 49–50 Social justice, 32 Social location, 30, 36 Society, 63 South Africa, 27 South African Higher Education Institutions, studying transformative change in, 27–28 Special Educational Need Co-ordinator (SENCO), 55 Special educational needs (SEN), 48 school response to SEN children, 52 Spiritual growth, 60 Sponsorship, lack of, 101–102 Sponsorship program, 101 St. Arnold primary school, 49 Staff composition, 26, 32 Stakeholders, 6, 63 Standardized root mean square residual (SRMR), 72 Stereotypes, 98 components, 98 Stereotypical barriers exclusion from informal networks, 100 GCI, 109 gender discrimination, 102–103 gender equality, 107 gender equality and action plan, 108 gender leadership, 105 gender-based workplace harassment, 103–104 higher education, 102–103 impacting women leaders, 99 lack of mentorship opportunities, 100–101 lack of sponsorship, 101–102 occupational sexism, 104–105 reducing implicit bias, 106–108 reducing stereotypical barriers, 106 salary inequalities, 102 tokenism, 99–100 women leaders, 99 Stereotypical barriers impacting women leaders, 99 Stewardship, 67 Strategic leadership, 70 Striving, 13, 89 Structural equation modeling (SEM), 7, 70, 74 CFA and SEM estimates, 74 hypotheses testing, 75 Students, 63 diversity, 47 voice, 47 Superiority-based casteism, 32 Sustainability, 26 in HE, 28 Sustainable development, 29–30, 36 Sustainable development goals (SDGs), 26–27 Sustainable institutions, 29 Task-oriented leadership behavior, 45 Teachers absenteeism, 63 autonomy, 14 as leader to cultivate ethical culture, 15 Teacher–student autonomy, 16 Team planning, 52–53 Technology, 21 Thematic analysis, 89 Themes, 89–93 Theoretical baggage, 89 Token women, 99 Tokenism, 99–100 Training, 12, 51, 64 Trait theory, 44 Transcription, 89 Transformation, 16, 18–19 in HE, 28 Transformational leaders, 6 Transformational leadership, 63, 70 Transformative change, 34 Transformative leadership, 28Servant leadership analysis of responses from contexts, 29 critical review of literature, 29–30 findings from Indian institutions, 31–36 findings from South African component of study, 29–31 higher education and SDGs, 26–27 Indian institutions, 36 institute of technology of national importance, 33–35 institution of eminence, 35–36 old and large university of high national ranking, 32–33 qualitative insights from SAI2, 30–31 qualitative insights from semi-structured interviews, 32 questionnaire responses, 31 questionnaire responses from two South African institutions, 30 research findings and implications, 36–38 South African institutions, 31 studying transformative change in Indian and South African Higher Education Institutions, 27–28 Trust, 66 Unethical, 13–16, 20 United Nations Assistance Mission in Afghanistan (UNAMA), 92 University Grants Commission (UGC), 62 University Grants Commission Act, 62 University of Bergen, 107–108 Unprofessional behavior of teachers, 13 Unstable conditions, 87 Upper-bound confidence interval (UCI), 75 Validity analysis, 72, 75 Value education, 13, 16 Values, 36 Values driven teaching professionals, 15 Values-driven culture (VDC), 16 Vice-chancellors, 4 VlaamseInteruniversitaireRaad (VLIR), 106 Ward Coordination Group, 49 Women, 101, 102, 105 Afghanistan and, 86–87 empowerment, 85 human rights defenders, 92 stereotypical barriers impacting women leaders, 99 Women’s Economic Empowerment National Priority Program (WEE-NPP), 87 Work engagement, 67–68 Workplace, 93 Book Chapters Prelims Part I: Leadership Styles Chapter 1: Introduction to Role of Leaders in Managing Higher Education Chapter 2: Empower Teachers Autonomy Under Ethics-oriented Culture in Autonomous Educational Institutions Chapter 3: “Like King, Like Subject”? The Conditions for Transformative Leadership in India and South Africa Chapter 4: Distributed Leadership in the UK Primary School: An Analysis of the Views of a Headteacher Chapter 5: Leadership Styles in Higher Educational Institutions in India – “A Need for Paradigm Shift!” Part II: Glass Ceiling Chapter 6: Role of Afghan Women in Higher Education Chapter 7: Stereotypical Barriers Affecting Women Aspiring High-ranking Leadership Role in Higher Education About the Authors Name Index Subject Index