Supports and constraints to middle leadership development in higher education: A Q-methodology study

Abstract

Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their lead- ership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was developed based on a proposed conceptual framework inspired by complexity thinking, and consisting of three dimensions; intraper- sonal, relational, and institutional. Q factor analysis revealed four significantly different viewpoints regarding the conditions that participants perceived were most influential for their leadership devel- opment, namely (1) institutional goals, (2) a culture of trust, (3) senior leadership support, and (4) personal ambitions. Despite the differences in viewpoints, three common constraints to leader- ship development were also identified. The study has implications for middle leadership develop- ment, with its distinctive methodological, theoretical, and contextual contributions.