Learning to Lead: A Shift from Faculty to Academic Leadership

Abstract

Academic leadership usually involves senior faculty members. Typically, junior faculty are shielded from higher level responsibilities given the need to progress in their teaching, scholarship, and service; but in some instances, the department needs and limited faculty make it necessary to step into leadership positions. This paper employs an autoethnographic approach of members of an academic leadership team, leveraging personal narratives and institutional experiences to explore the complexities of academic leadership at a Hispanic-Serving Institution (HSI). Autoethnography allows for a reflective examination of leadership development within the context of institutional structures, faculty responsibilities, and student engagement. We learned that the role of leadership is a multifaceted approach, and leaders must balance several moving parts simultaneously. Effective leaders must possess certain leadership qualities and need support from several sources. This experience will inform future leaders of their expectations when they assume leadership roles in higher education.