170
Table 5.27: MEANS Table for academic leadership demands
Analysis variable : academic leadership demands
Item
n obs
mean
Minimum
maximum
std dev
Provide intellectual direction 23
1.7727
1.0000
4.0000
0.7516
Encourage research
23
1.3636
1.0000
3.0000
0.5811
Collective purpose/interest
23
1.5000
1.0000
3.0000
0.6726
Disciplinary/teaching direction
23
1.9545
1.0000
3.0000
0.7854
Direction: new programmes 23
1.9545
1.0000
3.0000
0.7222
Stimulate group/individual effort 23
1.6364
1.0000
3.0000
0.5811
Policy implementation
23
2.0000
1.0000
4.0000
0.8165
Communication
channel
23
1.5000
1.0000
4.0000
0.7400
Facilitate individual/group work
23
1.2273
1.0000
2.0000
0.4289
Promote group values
23
2.4091
1.0000
4.0000
1.1406
Inspirational leader
23
1.3636
1.0000
3.0000
0.5811
Attract
resources
23
1.5909
1.0000
3.0000
0.6661
Dispute resolution
23
1.7273
1.0000
4.0000
0.7673
Responsible official
23
1.9545
1.0000
5.0000
1.1742
171
Table 5.28: Table for ordered combined frequencies for academic leadership
demands
Academic leadership demands
frequency
Cumulative
frequency
Facilitate individual/group work
22 22
Communication channel
21 43
Encourage research
21 64
Inspirational leader
21 85
Stimulate group/individual effort
21 106
Attract resources
20 126
Collective purpose/interest
20 146
Dispute resolution
20 166
Provide intellectual direction
20 186
Direction: new programmes
17 203
Policy implementation
17 220
Responsible official
17 237
Disciplinary/teaching direction
16 253
Promote group values
12 265
The results indicated in Tables 5.26, 5.27 and 5.28 seem to suggest that many demands
are placed upon the HoD in her task. The most difficult one is striking a balance between
facilitating the work of the individual and that of the group. This seems to imply that it is
not an easy task to ensure that both individual and group needs are equally satisfied.
However, ‘being a servant of the group who embraces the group’s values and goals’(item
46.10), seems to be the least demanding aspect of the HoD’s academic leadership role.
This appears to indicate that the HoDs who participated in this study see their role in
terms of ‘servant leader’. This observation parallels that of Brown’s and Rutherford’s
(1998) finding cited by Briggs (2005:29) whereby middle managers involved in the
study
saw the role of the school HoD as including ‘servant leader’. A possible explanation for
this may be that women are naturally predisposed to being ‘other-oriented’ because they
are nurturing and sensitive to the needs of others. They also have the
ability to redefine
organisational values and beliefs and be connected to others whilst also being committed
to team-building (cf 2.3.3).