This study explored the leadership strategies academic leaders of technology departments in higher education may use to build high-performing faculty teams. The objective of the study was to discover the most effective ways for fostering faculty ingenuity in curriculum reform for a technology-focused program. In addition, the literature review presents The Five Practices of Exemplary Leadership by Kouzes and Posner (2019) as the theoretical basis for this study. Literature uncovered thirteen effective leadership elements for building high-performing teams (Friedman, 2021; Katzenbach & Smith, 2005). The research subquestions for this qualitative study were organized around Kouzes and Posner's model of leadership. The selection of participants follows a purposeful sampling (Creswell & Poth, 2017), with the objective of obtaining input from academic leaders with experience leading technology-focused university departments. Seven academic leaders were interviewed using Zoom as part of this study. The findings of this research indicate that academic leaders of technology-focused departments use leadership strategies that align with the key factors and approaches of building a high-performing team. Twenty-one strategies were identified that integrate and overlap with the major ideas of Kouzes and Posner's Five Practices of Exemplary Leadership (2019). Future research considerations could investigate how support staff can improve faculty teamwork and outcomes. This study draws on previous research on high-performing teams and contributes to the increasing body of literature by examining how faculty within technology-focused departments of higher education might become a high-performing team.
Library of Congress Subject Headings
Educational leadership--Education, Higher; Technology--Study and teaching--Education, Higher; Strategic planning--Education, Higher.
Date of Award
Graduate School of Education and Psychology
Hollerman, Liz, "Leadership strategies for building high-performing faculty teams in technology-focused higher education departments" (2023). Theses and Dissertations. 1313.