Learning about Leadership

This program supports learning about leadership in the context of TNE. It does not attempt to present a detailed exposé of leadership but to provide a relatively simple model that will enable you to critically analyse TNE scenarios for the purpose of developing or extending your understanding of the role of leadership in managing or changing TNE. To understand leadership within the TNE context, you will need to know something about 'internationalisation of the curriculum' and we recommend that you read this brief paper discussing current definitions of internationalisation. It would also be helpful to unpack the term intercultural competence in this context. Here, we encourage you to look at the report from the ALTC project lead by the University of Sydney entitled "Embedding the development of intercultural competence in Business education"and completed in 2009.

The Integrated Competing Values Framework, ICVF, model of leadership has been adopted for this program of leadership development. It was constructed by Vilkinas and Carton (2006) from an earlier model by Quinn et al (2003), and adapted and tested for its efficacy when applied to leadership behaviours of academic coordinators (Vilkinas 2009).

The model does not seek to strictly differentiate leadership from management although we recognise that the terms are not synonymous. Also note that we use the term 'leadership behaviours' to denote behaviours which are recognised within the model.

Integrator diagram

Diagram adapted from: Vilkinas, T., Leask, B., & Ladyshewsky, R. (2009). Academic leadership: Fundamental building blocks [Resource book]. Strawberry Hills, New South Wales: Australian Learning and Teaching Council.

ICVF leadership framework

The framework describes two dimensions to effective leadership: a people versus task dimension, and an external versus internal dimension. The leadership model then proposes five different leadership roles within the framework: Innovator, Broker, Developer, Monitor and Deliverer. A sixth, central role is that of Integrator. Integrators are both 'critical observers' and 'reflective learners'.

While you may find that you naturally adopt one or two of these behaviours, there might be times, or situations, when a different set of behaviours will be more effective. Will a problematic situation require you to focus more on the people involved, or will a stronger focus on the task be the most important thing to bring the situation to a resolution? Would it be better to focus on internal factors or would external factors need your attention? How flexible might you be in adopting the different types of leadership roles described in the model?

What have you learnt from past experience which will guide your future actions - and what can you learn from others' experiences? Integrators, for example, are able to switch readily from one role to another, based on having thought critically about past experiences.

Before working on your Leadership Module take some time and reflect on your role - What leadership behaviours do you already display? Download the template document and in Column 4 write down how you would describe your TNE role and responsibilities. The behaviours in Column 3 were identified in academic coordinators and these might prompt your thinking. If you are working in a group, write separately and then compare notes.

When you have completed this self-evaluation, you are ready to undertake your chosen Module/s.

Leadership roles Typical leadership behaviours Academic Coordinator's behaviours
Innovator Is creative
Encourages, envisions and facilitates change
Innovative in own teaching approach. Sees need for and implements for new programs/delivery approach
Broker Develops, scans and maintains networks

Acquires needed resources
Maintains necessary networks within and outside of the University

Secures necessary teaching resources
Deliverer Is work focused
Motivates behaviour
Sets goals
Clarifies roles

Does scheduling, coordination and problem-solving
Ensures courses are well designed and delivered
Motivates teaching staff
Sets clear and achievable teaching and learning goals for the team
Communicates and clarifies goals with teaching staff

Schedules, coordinates and solves teaching issues

Monitor Sees rules and standards are met
Collects and distributes information

Checks on performance

Ensures University rules and regulations are conformed to
Regularly collects and distributes information on teaching performance

Monitors own and others' teaching performance


Is aware of individual needs and facilitates development

Develops teams

Develops teaching staff
Participates in mentoring and peer coaching sessions as a mentor and coach
Is aware of strengths and weaknesses of teaching team

Develops and maintains teaching teams Arranges for appropriate development strategies for teaching team

Table adapted from Vikinas et al (ALTC 2009, p. 14) To read further about this leadership model and explore related activities and tools developed by the authors, see:
Vilkinas, T., Leask, B., & Ladyshewsky, R. (2009). Academic leadership: Fundamental building blocks [Resource book]. Strawberry Hills, New South Wales: Australian Learning and Teaching Council [pdf 3.9 mb]