Grounding Higher Education Leadership Research in Non-affirmative Education Theory

This chapter argues that higher education leadership research lacks sufficient theoretical underpinning and requires a more comprehensive theoretical framework. We propose that establishing a solid theoretical foundation involves a systematic exploration of three key perspectives: the why, how and what of leadership. First, recognising that leadership in and of educational institutions is relational and contextual, shaped by historical evolution, we advocate for a clarification of universities’ roles and responsibilities from societal, cultural, disciplinary, economic and individual perspectives—the why of higher education curriculum leadership. We argue that education theory provides valuable insights into understanding how the university, as an institutional context, and its tasks relate to these dimensions. Second, considering higher education institutions as knowledge-intensive organisations, leadership’s fundamental role is seen in facilitating the professional and personal development of both staff and students. Consequently, higher education leadership should articulate its position on pedagogical influence across various levels—the how of higher education curriculum leadership. Third, recognising that the primary focus of higher education leadership at different levels is the academic and professional learning of students, it involves providing direct and indirect support for leaders and teachers, as well as shaping the curriculum and organisation of study programmes. These aspects collectively constitute the what of higher education curriculum leadership. In light of these three perspectives, this chapter outlines the theoretical grounding for research on the pedagogical dimension of multi-level higher education leadership within the framework of non-affirmative education theory.