At the same time, there is the need to incorporate new teaching and learning strategies, informed by educational research and seeking to satisfy marketplace demands, whilst integrating new information technologies into the curricula. This rapid push for reform of educational policy and practice has resulted in an environment of insecurity and uncertainty, one in which most academics are focussed more on survival than innovation. The functioning of the organisation is then 'transformed' as members who share a vision, work with commitment and purpose towards a common goal. When translated into the academic environment, it is assumed that a leader who creates an environment that is supportive and nurturing of teaching, one who leads by example, will 'enable' staff to teach more effectively. It ignores current university context Today, more than ever before, academics find themselves the subject of intense government and societal scrutiny.
Finances are tight, job security no longer assured and morale low.
Though quality in teaching and learning is demanded, promotion is still very strongly tied to the research quantum. To be excellent in either research or teaching is demanding, to be excellent in both is often impossible. Expecting that academics embrace an ideal that requires enormous time and effort, when the reward is minimal or even intangible, is unrealistic. In the present climate of crisis management, it is not assured that a charismatic leader will be able to shift more than the enthusiastic few. It assumes 'teaching' is the priority of academic leaders Such a leader requires not only an understanding of educational theory, and have practical expertise, but also the interest, time and ability to inspire staff to share the vision and become committed to making it a reality.