Building leadership capacity of engineering academics in a leadership vacuum constructed within a participatory group to engage a professional body

Abstract

This research investigates academic leadership at the frontline. It seeks to understand how and why engineering academics react to opportunities to develop and exhibit leadership. The analysis thus far indicates that there is an interdependent relationship between learned skills, traits, environment, and context in the way academics perceive, value, develop and exhibit leadership. The preliminarily findings are: Academics can operate within academia and be very successful without developing or exhibiting leadership; Most participants have industry experience and are engineering leaders, however, they chose not to exhibit leadership; Leadership vacuum alone does not necessarily encourage exhibition of leadership; Authority and structures were perceived as important; Academic context presents driving forces that inhibit developing and exhibiting leadership even in favourable environments; There is a self-selection process for academics to enter academia; Providing opportunities and changing the discourse of academics will enhance their leadership perceptions and behaviours.