Competencies and Practices in Academic Engineering Leadership Development: Lessons from a National Survey

Abstract

Traditionally, higher education has relied on recruiting executive leaders based largely on scholarly credibility, expecting leadership competency to develop with “on the job” experience. This approach is risky to organizational success. Building upon research about how institutional leaders identify, select, develop, and support those in succession, this study aims (1) to explore how senior academic leaders in engineering perceive their leadership roles, specifically the importance they attribute to various leadership skills and their self-confidence in exercising those skills, and (2) to discern the prevalence of mentoring and sponsorship practices those leaders use as part of their leadership portfolio. Results of a national survey, distributed in collaboration with the American Society for Engineering Education (ASEE) to leaders in academic engineering in North America, confirm the importance of select leadership skills, including practices related to the mentoring and sponsorship of emerging leaders. However, the reported prevalence of those practices was relatively low in this sample. The authors recommend holding leaders accountable for developing future leaders and present an instrument for self- and organizational assessment of such practices for use in implementing more intentional approaches to leadership development in higher education.

Keywords

• leadership competencies in higher education
• mentoring and sponsorship practices
• academic engineering
• inclusive leadership development
• self-assessment