Ph.

D Research Proposal

ACADEMIC LEADERSHIP AND THE PERFORMANCE OF HIGHER EDUCATION

INSTITUTIONS IN TELANGANA

1. INTRODUCTION

In the dynamic landscape of higher education, the role of academic leadership has emerged as a critical
determinant in shaping the trajectory of institutions, influencing academic outcomes, and fostering an
environment conducive to growth and excellence. As Telangana strides towards becoming a knowledge
hub, the need to assess and understand the nuances of academic leadership within its higher education
institutions becomes increasingly imperative. This research proposal seeks to undertake a comprehensive
exploration and evaluation of academic leadership, specifically within selected public and private higher
education institutions in Telangana.

The state of Telangana, carved out of Andhra Pradesh in 2014, has witnessed a rapid expansion of its higher
education sector to meet the evolving needs of a knowledge-driven society. Amidst this transformation, the
effectiveness of academic leadership becomes paramount, serving as a linchpin for institutional success and
the fulfillment of educational objectives. Public and private higher education institutions play distinct yet
interconnected roles in contributing to the region's educational landscape, making it crucial to understand
the leadership dynamics in both sectors.

The proposed study draws inspiration from the seminal work of Robert Blake and Jane Mouton, pioneers
in the field of organizational psychology, who developed the Leadership and Managerial Grid. This model
classifies leadership styles based on the leader's concern for people and concern for production. By applying
the Blake-Mouton's framework to the context of academic leadership, this research seeks to categorize
leadership styles exhibited by academic leaders, providing a structured lens through which their
effectiveness can be evaluated.

The research objective is to unravel the leadership intricacies that define the academic realm in Telangana,
discerning the impact of leadership styles on institutional culture, faculty engagement, and overall academic
performance. By focusing on both public and private higher education institutions, the study aims to offer
a comparative analysis, shedding light on the unique challenges and opportunities each sector presents in
terms of academic leadership.

In essence, this study contributes to the existing body of knowledge by addressing the dearth of
comprehensive assessments on academic leadership within the Telangana higher education landscape. The
outcomes are anticipated to guide institutional administrators, policymakers, and educators in fostering

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leadership practices that align with the evolving needs of the academic community, ultimately enhancing
the quality and effectiveness of higher education in the region.

1.1 LEADERSHIP

Leadership is a complex and dynamic concept that transcends the boundaries of industries and sectors,
including the realm of higher education. Various scholars and practitioners have attempted to define
leadership, and the definitions often highlight its multifaceted nature. At its core, leadership is commonly
described as the ability to influence and guide individuals or groups towards the achievement of shared
goals or a common vision.

In the context of academia, where knowledge creation, dissemination, and institutional development are
paramount, the role of an academic leader is distinctive. Academic leaders are individuals who navigate the
complexities of higher education institutions, balancing administrative responsibilities with a commitment
to fostering an environment conducive to learning, research, and innovation.

1.2 FEATURES OF LEADERSHIP

In the dynamic landscape of academia, where the pursuit of knowledge is paramount, effective leadership
plays a pivotal role in driving research endeavours forward. Whether leading a laboratory, research team,
or academic department, research leaders are tasked with the responsibility of not only advancing scientific
discovery but also nurturing talent, fostering collaboration, and navigating the complexities of the scholarly
ecosystem. Rooted in a deep understanding of their research domain and armed with strategic foresight,
research leaders serve as catalysts for innovation, guiding their teams towards impactful outcomes while
upholding the highest ethical standards. Understanding the features of leadership in research is crucial for
aspiring scholars and seasoned academics alike, as it provides insights into the multifaceted roles and
responsibilities inherent in research leadership.

• Affect other people's behaviour: Leadership is the capacity of an individual to affect the actions of
other workers in an organisation to accomplish a shared objective or purpose, resulting in their willing
cooperation to achieve it.
• Interpersonal process: This refers to the interaction between the followers and the leader. How well
and efficiently the organization's goals are achieved depends on the relationship between the leader and
the followers.
• Achieving shared organisational objectives: The role of leadership is to direct individuals within an
organisation towards the accomplishment of shared objectives. The leader unites the group's efforts to
accomplish shared objectives.

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• Ongoing Process: Being a leader is an ongoing endeavour. A leader must always provide guidance to
his team members and keep an eye on them to ensure that they are working towards the same objectives
and not straying from them.
• Group process: This type of process entails interactions between two or more individuals. A leader
cannot govern in the absence of supporters.
• Situation-specific: Because it all hinges on handling the current circumstances, it is situation-bound.
Therefore, there isn't just one ideal leadership style.

1.3 IMPORTANCE OF LEADERSHIP

In the dynamic landscape of academic inquiry, effective leadership serves as the cornerstone of progress
and innovation. Research endeavors, whether in scientific exploration or scholarly inquiry, necessitate
guidance and direction to navigate complexities and maximize potential. The researcher explores the
significance of leadership in driving research forward, elucidating its impact on fostering collaboration,
promoting excellence, and achieving transformative outcomes.

• Initiating Action: Leadership starts from the very beginning, even before the work starts. A leader is a
person who communicates the policies and plans to the subordinates to start the work.
• Providing Motivation: A leader motivates the employees by giving them financial and non-financial
incentives and gets the work done efficiently. Motivation is the driving force in an individual’s life.
• Providing guidance: A leader not only supervises the employees but also guides them in their work.
He instructs the subordinates on how to perform their work effectively so that their efforts don’t get
wasted.
• Creating confidence: A leader acknowledges the efforts of the employees, explains to them their role
clearly and guides them to achieve their goals. He also resolves the complaints and problems of the
employees, thereby building confidence in them regarding the organization.
• Building work environment: A good leader should maintain personal contacts with the employees and
should hear their problems and solve them. He always listens to the point of view of the employees and
in case of disagreement persuades them to agree with him by giving suitable clarifications. In case of
conflicts, he handles them carefully and does not allow it to adversely affect the entity. A positive and
efficient work environment helps in stable growth of the organization.
• Co-ordination: A leader reconciles the personal interests of the employees with the organizational
goals and achieves co-ordination in the entity.
• Creating Successors: A leader trains his subordinates in such a manner that they can succeed him in
future easily in his absence. He creates more leaders.

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• Induces change: A leader persuades, clarifies, and inspires employees to accept any change in the
organization without much resistance and discontentment. He makes sure that employees don’t feel
insecure about the changes.

1.4 LEADER

A leader is an individual who possesses the ability to influence, guide, and inspire others towards the
achievement of common goals or a shared vision. Leadership involves the capacity to motivate and direct
a group or organization, fostering collaboration and cohesion among members. Effective leaders exhibit a
combination of personal qualities, skills, and behaviors that contribute to their ability to navigate
challenges, make informed decisions, and facilitate positive outcomes within their respective domains.

1.5 Key Characteristics of a Leader

In academia, the role of leadership is pivotal for the advancement of knowledge and the progression of
research endeavors. Leaders in academic settings, particularly within the realm of research, play
multifaceted roles in steering projects, fostering collaborations, and nurturing talent. Their influence
extends beyond the confines of their immediate teams, shaping the trajectory of entire fields and disciplines.
The following are the key characteristics of such leaders.

1. Visionary Thinking: Leaders are often characterized by their ability to envision a future state or goal
for the group or organization. They articulate a compelling vision that inspires and motivates others.
2. Effective Communication: Communication is a fundamental aspect of leadership. Leaders convey
ideas clearly, listen actively to diverse perspectives, and facilitate open and transparent dialogue within
their teams.
3. Adaptability: Leaders demonstrate adaptability in the face of change. They navigate uncertainties and
challenges, adjusting strategies as needed to address evolving circumstances and opportunities.
4. Collaborative Approach: Successful leaders understand the importance of collaboration and
teamwork. They foster an inclusive environment where individuals work collectively towards common
objectives.
5. Ethical Integrity: Ethical leadership is paramount. Leaders adhere to high ethical standards, exhibiting
integrity, honesty, and fairness in their decision-making and interactions.
6. Inspirational Influence: Leaders inspire and motivate others. Through their actions, words, and
behavior, they cultivate a positive and empowering environment that encourages individuals to excel
and contribute.

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7. Strategic Thinking: Leaders engage in strategic planning to set a clear direction for the organization.
They assess challenges and opportunities, formulate long-term goals, and develop actionable plans to
achieve them.
8. Decision-Making Skills: Leaders make informed and timely decisions. They weigh available
information, consider diverse perspectives, and choose courses of action that align with the
organization's objectives.
9. Resilience: In the face of setbacks and challenges, leaders demonstrate resilience. They maintain
composure, learn from experiences, and lead their teams through adversity.
10. Empathy: Effective leaders understand the needs and concerns of their team members. They
demonstrate empathy, foster a supportive environment, and prioritize the well-being of individuals
within the organization.

1.6 LEADERSHIP STYLES – BACKGROUND

A leader's behavioural approach to directing, inspiring, and influencing their subordinates is referred to as
their leadership style. The way in which leaders carry out plans and strategies to achieve certain goals while
taking into consideration the expectations of stakeholders and the safety and well-being of their team is
determined by their leadership style. In a variety of contexts, leadership styles have been examined to
determine the best or most suitable approach for inspiring and influencing others to achieve objectives. The
degree to which a leadership style fosters follower trust is a fundamental principle of effective leadership.

Research suggests that followers who have faith in their leader will be more inclined to go above and
beyond what is required of them. As a result, they will meet their objectives and be free to express their
opinions about how to take the current projects forward. The following discussion of leadership
philosophies is grounded in the study and observations of a number of eminent scholars in the field,
including Bruce Avolio, Karl Lewis, Daniel Goleman, Robert K. Greenleaf, and Bernard M. Bass.

1.7 LEADERSHIP STYLES

Within the dynamic landscape of academia, leadership styles significantly influence the trajectory of
research initiatives, the development of scholars, and the overall advancement of knowledge. Research
teams thrive under leadership that balances direction with empowerment, fostering innovation,
collaboration, and academic excellence. Understanding various leadership styles is paramount for aspiring
scholars to cultivate effective leadership practices in research settings. The following are the common
leadership styles.
1. Democratic Leadership
While a leader uses a democratic leadership style, team members' opinions are considered while making
choices. With this consultative and collaborative leadership style, every team member has the chance to
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influence the course of ongoing initiatives. But ultimately, the decision-making rests with the leader.
Democratic leadership is widely recognised as a highly effective leadership style because to its capacity to
grant voice and importance to lower-level personnel inside the organisation. It's a format that's like
corporate boardroom decision-making. A vote to make choices may be the final step in democratic
leadership. Delegating authority to those who decide on job assignments is another aspect of democratic
leadership. It makes use of the abilities and backgrounds of team members to complete tasks. Democratic
leadership fosters team participation and creativity, which frequently results in high production and job
satisfaction. But reaching an agreement as a team may be expensive and time-consuming, particularly when
choices need to be made quickly.
2. Autocratic Leadership
The exact opposite of democratic leadership is autocratic leadership. In this scenario, the team's leader acts
as their representative and makes all decisions without consulting them. The leader is in charge and has all
authority. They determine all that must be done and have total authority. Before a decision is taken, the
staff is not consulted. Everyone is required to support the leader's decision after it has been made. The team
frequently harbours some degree of fear towards the leader. Since most decisions made by an autocratic
leader would not be in the best interests of their subordinates, this kind of leadership can be extremely
retrogressive and encourage employee dissatisfaction. A unilateral increase in working hours or other
unfavourable changes to working conditions implemented by management in an effort to boost output are
two examples of such actions. In the absence of employee consultation, the management can be obliged to
raise working hours since they don't completely understand why productivity isn't rising. High staff
turnover and chronic absenteeism may result from it. However, in situations where the decision needs to be
taken quickly and the leader is experienced and informed about the conditions around it, autocratic
leadership can be a successful strategy. It is also the best option in other situations, such as when a choice
can be made without the team's input or approval to be successful.
3. Laissez – Faire Leadership
A hands-off or passive style of leadership is a precise definition of laissez-faire leadership. Rather, leaders
give their team members the resources, knowledge, and instruments they need to complete their
responsibilities. The "let them be" style of leadership involves a leader stepping back and allowing team
members to operate independently, freeing them up to plan, organise, decide, solve issues, and finish the
tasks they have been allocated. Creative, talented, and self-motivated personnel benefit greatly from the
laissez-faire leadership style. The team's degree of autonomy and trust has the potential to be inspiring,
fruitful, and contribute to job happiness. However, it is crucial to maintain control over this kind of
leadership because if the team is disorganised, chaos and confusion can happen very rapidly. The group

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may wind up acting entirely differently from the leader's expectations. Laissez-faire leadership is the least
productive and satisfying, according to various studies.

4. Transformational Leadership
The main goal of transformational leadership is to inspire team members to continuously raising the bar
and accomplishing goals they never would have imagined they could. This can be applied to businesses or
groups. Transformational leaders hold their team members to a high standard and relentlessly push them
until they achieve significant improvement or a change in their work, life, and enterprises. The goal of
transformational leadership is to foster change in both individuals and organisations. Team members are
inspired to push themselves outside their comfort zones and accomplish far more than they think they are
capable of in order to bring about the transformation. Transformational leaders need to have a strong sense
of integrity, emotional intelligence, empathy, a shared future vision, and great communication skills in
order to be successful. Such a leadership approach is frequently linked to highly productive, growth-
oriented companies that push the envelope in terms of innovation. In real life, these kinds of leaders
typically assign more challenging assignments with ever-tighter deadlines. However, because certain team
members might not receive the proper coaching and mentoring to get through difficult tasks,
transformational leaders run the risk of losing sight of individual learning curves. Transformative leaders
can also result in high levels of engagement and productivity by fostering a shared vision and trust between
themselves and their workforce.
5. Transactional Leadership
The best way to characterise transactional leadership is as a "give and take" style of relationship that is
more immediate. On accepting a job, team members consent to follow their leader; as such, it's a transaction
involving payment for services provided. Workers receive compensation for the precise labour they would
have completed. You obtain the bonus that was promised to you if you reach a specific goal. It is especially
so in sales and marketing occupations. Each team member's roles and responsibilities are defined under
transactional leadership, which also promotes timely completion of tasks. Incentive programmes can be
used in situations where regular pay is insufficient. To govern how work should be done, penalties are also
in place in addition to incentives. With transactional leadership, there is no misunderstanding between the
leader and the follower because the tasks are explicitly stated by the leader. It is a more direct style of
leadership. But because of its strict guidelines and unambiguous expectations, it might stifle originality and
creativity. It may also result in a high staff turnover rate and decreased job satisfaction.
6. Bureaucratic Leadership
Leadership that follows a set of rules is known as bureaucratic leadership. Policies dictate how procedures
and laws must be followed; there is no leeway. Bureaucratic executives make sure that team members
strictly adhere to the rules that define how work should be done. The leader takes employee input into
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consideration but rejects it if it doesn't follow organisational policy. There's a lot of red tape and new ideas
come slowly. A further attribute is a hierarchical authority structure, which suggests that power is attributed
to formal titles and moves from top to bottom. Frequently, bureaucratic leadership is linked to sizable,
"century-old" establishments that have achieved prosperity by utilising conventional methods. As a result,
introducing a novel or inventive approach to these organisations is met with strong opposition. Innovative
concepts are perceived as dangerous, inefficient, or even wasteful. Compared to an authoritarian leadership
style, there is less control and greater independence, but this does not mean that there is any incentive to be
creative or go above and beyond. Therefore, it is not appropriate for nascent, growth-oriented organisations.
Jobs involving safety concerns or handling valuables like big sums of money or gold are good fits for
bureaucratic leadership. It is also perfect for overseeing workers who carry out regular tasks.

7. Servant Leadership

Being a servant leader means that a leader puts the needs of the team above their own. The goal of a servant
leader is to put the needs of their group before their own. It is another example of setting a good example.
To achieve the finest outcomes, servant leaders look for methods to inspire, uplift, and develop those who
follow their example. Leaders with a high degree of honesty and generosity are necessary for servant
leadership. Team morale is raised, and a positive organisational culture is fostered. Additionally, it fosters
an environment of ethics with high moral standards. Nonetheless, other academicians argue that
competitive scenarios where servant leaders face off against one another might not be the best fit for servant
leadership. More ambitious leaders can quickly overtake servant leaders. Another criticism of the servant
leadership approach is that it is not flexible enough to deal with high-pressure situations and deadlines.

1.8 OTHER LEADERSHIP STYLES

Each leadership style brings its own unique strengths and considerations to the research environment,
shaping the culture, dynamics, and outcomes of research teams and projects. Effective research leaders
often integrate elements of multiple leadership styles, adapting their approach to suit the specific needs and
contexts of their research endeavours. Apart from the common leadership styles, there are some other
identified leadership styles as follows.
1. Coach - Style Leadership
Coach-style leadership is figuring out how to best use each member of the team's unique talents and
coming up with plans to make the group function as a cohesive unit.
2. Luminous Guidance

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The purpose of charismatic leadership is to inspire and encourage followers. A team can be brought together
by a leader's fluent communication abilities and shared vision. The overwhelming nature of charismatic
leaders, however, might cause them to feel larger than the team and lose sight of the crucial responsibilities.
3. Strategic Leadership
The company's primary operations are guided by strategic leadership, which also organises its expansion
prospects. Multiple employee layers can be supported simultaneously by the leader.

1.9 WHICH IS THE BEST LEADERSHIP STYLE?

There is no one leadership style that works for all groups or circumstances. Furthermore, there may be a
need to alternate between many leadership philosophies because there is no one correct approach to lead.
Therefore, it's critical to understand the benefits and drawbacks of every leadership style.
The following elements frequently define the best leadership strategy:
• The nature of the organization—mature or growth-oriented, for example.
• The nature of the task, such as routine or creative.
• The team's degree of expertise and experience.
• The leader's disposition.
The right leadership style to use, or the right blend of several leadership styles, will probably be determined
by considering the aforementioned elements.

1.10 CONCEPT OF ACADEMIC LEADERSHIP

Academic leadership refers to the guidance, direction, and management provided by individuals within
educational institutions, particularly in the higher education sector. Academic leaders are responsible for
overseeing and influencing the strategic, administrative, and scholarly aspects of an institution, ensuring its
effective functioning and the fulfillment of its educational mission.

Academic leadership is the role of institutional administrators in assisting teachers and students in achieving
their goals. Academic leaders offer creative methods for knowledge assessment and assist students in
developing the abilities they will need to succeed in the workplace. Maintaining academic excellence and
promoting quality, rigour, and diversity, equality, and inclusion (DEI) on campus are aspects of academic
leadership. Academic leaders possess great organisational abilities, innovative problem-solving techniques,
and effective verbal, written, and nonverbal communication skills. Institutional leaders who manage change
and collaboration at their college and establish the strategic direction for the institution are referred to as
academic leaders. Academic leaders in North American colleges come in a variety of forms. Presidents,
Vice-Presidents, Vice-Chancellors, Provosts, and Deans are among them. Each of these academic leaders

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contributes to the teaching, research, and service missions of their respective institutions, either directly or
indirectly. In Indian Universities, the hierarchy starts from Chancellor followed by Vice-chancellor,
Registrar, Academic Director, Dean, Head of the department, and the faculty.

1.11 CONCEPT OF ACADEMIC LEADERSHIP

The concept of academic leadership encompasses a blend of administrative acumen, educational vision,
and a commitment to fostering a vibrant intellectual community. Academic leaders navigate the
complexities of higher education institutions, balancing the need for administrative efficiency with a
dedication to advancing scholarly pursuits and educational excellence.

The dynamic nature of academic leadership recognizes the evolving landscape of higher education,
including technological advancements, globalization, and changing student demographics. Effective
academic leaders are adaptable, innovative, and responsive to the diverse needs of faculty, students, and the
broader academic community.

1.12 KEY ELEMENTS OF ACADEMIC LEADERSHIP

In the realm of academic research, effective leadership is indispensable for driving forward the frontiers of
knowledge, fostering a culture of collaboration, and nurturing the next generation of scholars. Academic
leaders play a pivotal role in shaping research agendas, promoting interdisciplinary dialogue, securing
funding, and cultivating an environment conducive to scholarly excellence. The following are the key
elements of Academic Leadership.

1. Educational Vision: Academic leaders articulate a compelling vision for the institution's academic
direction. This includes defining educational goals, fostering innovation, and promoting a culture
of continuous improvement.
2. Administrative Management: Leaders in academia are involved in administrative functions, such
as resource allocation, budget management, and institutional planning. They ensure efficient
operations to support academic programs and research initiatives.
3. Faculty Development: Academic leaders play a pivotal role in the professional growth of faculty
members. This involves providing mentorship, facilitating professional development opportunities,
and creating an environment that encourages research and teaching excellence.
4. Student Engagement: Focused on student success, academic leaders work to create an inclusive
and supportive learning environment. They may implement policies and initiatives to enhance
student engagement, retention, and overall satisfaction.

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 5. Research Promotion: In research-oriented institutions, academic leaders promote and support
scholarly activities. This includes fostering a research culture, securing funding opportunities, and
facilitating collaborative research initiatives.
6. Curriculum Innovation: Academic leaders contribute to the development and enhancement of
academic programs. They may lead efforts to revise curricula, introduce new courses, and ensure
alignment with evolving educational trends.
7. Community Relations: Building positive relationships with external stakeholders, including
industry partners, alumni, and the broader community, is a crucial aspect of academic leadership.
This can involve collaboration on research projects, community outreach, and fundraising
initiatives.
8. Institutional Governance: Academic leaders often participate in or lead decision-making
processes related to institutional policies, academic standards, and strategic planning. They work
collaboratively with faculty and administrators to shape the institutional governance structure.

1.13 ROLES AND RESPONSIBILITIES OF ACADEMIC LEADERS

The roles and responsibilities of academic leaders encompass a wide range of activities that contribute to
the overall success and growth of higher education institutions. Academic leaders may hold various
positions, including deans, department heads, provosts, or university presidents. Their responsibilities often
include:

1. Strategic Planning: Developing and implementing long-term strategies that align with the institution's
mission and goals.
2. Resource Management: Effectively managing financial, human, and infrastructure resources to
support academic programs and research initiatives.
3. Faculty Development: Nurturing the professional growth of faculty through mentorship, training, and
support for research and teaching excellence.
4. Student Engagement: Promoting an inclusive and engaging learning environment that prioritizes the
welfare and development of students.
5. Community Relations: Building and maintaining positive relationships with external stakeholders,
including industry partners, alumni, and the broader community.

The numerous formal roles of academic leaders include the Chancellor, Vice-Chancellor, Pro Chancellor,
Director, Dean, Head of School and Head of Department. The chancellor is the Governor of the state who
heads all the higher education institutions. The role of Vice Chancellors demands that they must follow the
rules and regulations of the governing bodies of the higher education. They must ensure that the institute is

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running smoothly without any deviations with respect to the rules framed. The leaders must ensure that
every decision they take should match with the vision and mission of the institute. The role of the Directors
ensures that they look at the administration and the liasioning at all levels. The Deans are expected to run
the institute as per the UGC guidelines and the affiliated university polices in the aspects such as conduction
of the exams, meetings with the universities etc. The role of the principal is further narrowed to the core
operations of the institute like smooth running of the institute, addressing the major parent queries, training
the staff on personality development and motivation, ensuring that the fee is collected in time etc. A
Principal is the person who would do 360 degrees monitoring of the institute with respect to the operations.
The role of the head of the departments are very niche. They are subject specific. They head the department
where in a group of teachers teaching the same subject report to them. The HODs are entrusted with the
responsibility to guide the teachers and ensure that they meet the deadlines. The role of a teacher is class
specific wherein she / he is responsible for syllabus completion, working on assignments, assessing the
students and mentoring the students.

1.14 HIGHER EDUCATION SCENARIO IN INDIA

It has been globally realized that the economic success of a country is dependent upon its education systems.
A close examination of developed nations reveals the integral role played by the education system. Higher
education plays an extremely prominent role in fostering human and societal well-being. Higher education
significantly aids towards sustainable employment and economic development of nation as envisioned in
Indian Constitution. Indian higher education system is one of the largest in the world with 1043 universities
and 42343 colleges (AISHE, 2019-20). However, despite being large it faces certain challenges e.g. low
Gross Enrolment Ratio (GER) of 27.1% (AISHE, 2019-20) as compared with China (49.07%) and US
(88%). Working on a developmental agenda Government of India (GOI) aims to increase GER to 50% by
2035 (National Education Policy, 2020).

To improve the GER, there is a dire need to increase the world-class educational hubs. Higher education
enables an individual to study a specialized area of interest at an advanced level, develop scientific temper,
creativity and sense of service across various disciplines. Along with that it also prepares the students for
meaningful and satisfying lives, work structures and also enables economic independence. The purpose of
higher education is to create more job opportunities. All these characteristics developed in turn contribute
to the growing national economy. Thus, higher education is the key to happier, cohesive, productive,
cultured, progressive and prosperous nation. Only quality higher education can develop thoughtful, well-
rounded, and creative individuals. Higher education institutions are complex organizations. Universities
make a significant contribution to society intellectually, economically and socially. Boundaries of
universities have widened, are permeable and have complex and broad projects to be completed.
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Development encompasses series of challenges and HEIs are no exception. In particular they face various
challenges namely institutional change, recruit and retain competent faculty, incorporate updated
technologies, heightened student expectations, quality education and the student welfare service, meet
public demands, procure government funding. Schuller, 1995 reported that governing bodies of HEIs are
constantly challenged with political and economic pressures, demands of growth and enhanced
accountability.

Contemporary higher education faces domestic and global competition similar to any other sector of
economy. These significant changes bring out the heightened need for effective academic leadership. It has
been consistently proven that change does not just occur but must be led and academic leaders are
instrumental for leading change in HEIs. Thus, a demand is created for academic leaders who are competent
to face these challenges and at the same time can be relied upon for balancing the interests of diverse
stakeholders. There is a demand for academic leaders with a variety of skills who can not only operate
across boundaries but also find, foster, and support faculty interested in academic leadership as well as
manage organizational growth and development. Academic leadership is unquestionably the chief
component for academic excellence. Academic leadership is a challenging role leading to stress, high
burnout and high employee turnover rate. Academic leaders create learning atmosphere, cultural awareness,
seek multiple ways of knowing, indulge in strategic thinking, work as collaborators, investigators,
facilitators, lead via partnerships and teams with heightened accountability. Hence to survive in today’s
changing environment, an effective, competent, and efficient academic leadership is required at key
positions at all levels.
1.15 OVERVIEW OF HIGHER EDUCATION INSTITUTIONS IN INDIA
India boasts a rich tradition of higher education dating back to ancient times, with institutions such as
Takshashila and Nalanda serving as centres of learning. However, the modern landscape of Indian higher
education began to take shape during the colonial period, with the establishment of universities such as the
University of Calcutta in 1857.

Post-independence, the Indian government embarked on a mission to expand access to higher education
and promote scientific research. This led to the proliferation of universities, colleges, and specialized
research institutions across the country. Notable milestones include the establishment of the Indian
Institutes of Technology (IITs) and the Indian Institutes of Management (IIMs) in the 1950s and 1960s,
respectively.

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India's higher education system is characterized by its diversity, encompassing a wide range of institutions
offering undergraduate, postgraduate, and doctoral programs across various disciplines. HEIs in India can
be broadly categorized into three types: Central Universities, State Universities, and Deemed Universities.

Central Universities, established by an Act of Parliament, are funded and governed by the central
government. They play a crucial role in promoting national integration and fostering excellence in education
and research. Examples include the University of Delhi and Jawaharlal Nehru University.

State Universities, on the other hand, are established and funded by the state governments. They cater to
the educational needs of specific regions and often focus on state-specific issues and priorities. These
universities vary widely in terms of size, academic offerings, and research output.

Deemed Universities enjoy autonomy in academic matters and are granted the status of "Deemed to be
University" by the University Grants Commission (UGC). They have the freedom to design their own
curriculum, set admission criteria, and determine fee structures. Some renowned Deemed Universities
include the Tata Institute of Fundamental Research (TIFR) and the Birla Institute of Technology and
Science (BITS).

In addition to these categories, India is home to a vast network of colleges, polytechnics, and vocational
institutions that contribute significantly to the higher education landscape. These institutions play a crucial
role in imparting specialized skills and vocational training to students.

1.16 Education scenario in Telangana State

On June 2, 2014, Telangana was admitted as a state after an arduous, nearly six-decade-long struggle. This
accomplishment fulfils the long-held dreams of around four crore individuals to forge their own identities
and shape their own futures. The Indian Republic's 29th State was established with the desires of the
Telangana people to live in their own state and shape it according to their wishes came true.

• 3,50,03,674 people live in the State, which has a land area of 1,12,077 square
kilometres (2011 Census).
• The state's gross state domestic product (GSDP) is Rs 13.13 lakh crores, while
per capita income (2022-23) is Rs 3,12,398.
Source: https://telangana.gov.in/wp-content/uploads/2023/12/Telangana-Economy-2023.pdf

Literacy rate

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 Literates 206.97 Lakhs
Literates Male 117.02 Lakhs
Literates Female 89.05 Lakhs
Literacy Rate 66.54 %
Literacy Rate Male 75.04 %
Literacy Rate Female 57.99 %
Source: https://www.telangana.gov.in/about/state-profile/

Residential Educational Institutions Society: TSWREIS runs 268 schools for students of classes 5th to
Undergraduate level with English medium. There are 1,50,000 students enrolled.

Source: https://tgswreis.in

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1.17 STRUCTURE OF AN ACADEMIC INSTITUTION IN INDIA

1.18 ROLE OF ACADEMIC LEADERS IN THE NEW EDUCATION POLICY 2023.

As we maneuver through the intricacies of the twenty-first century, Academic leaders in India play an
increasingly important role. As part of the recent introduction of the New Education Policy (NEP),
Academic leaders are leading the charge in putting these changes into practice.

1. Visionary Leadership in the Transformation of Education: It is the responsibility of educational

leaders to make the NEP's goal a reality. They have to imagine an educational future that encourages
creativity, critical thinking, and problem-solving abilities rather than mindless memorization. Through
the expression of a captivating vision, leaders motivate stakeholders and propel systemic
transformation.
2. Handling Technological Progress: Rapid technological breakthroughs characterise the twenty-first
century, and educational leaders need to make sure that their institutions and schools adjust to these
developments. Incorporating technology into the educational process and fostering digital literacy are
crucial elements of contemporary educational leadership.
3. Inclusion: The NEP places a strong emphasis on inclusivity and stresses the value of attending to the
various needs of students. In order to guarantee that all students, irrespective of their background or

16
 aptitude, have access to high-quality education, educational leaders must promote inclusive education.
This necessitates creating plans to close socioeconomic divides and setting up the required support
networks.
4. Developing Skillsets for Worldwide Competitiveness: In today's globalised economy, having a
trained labour force is essential. Educational leaders need to make sure that curricula emphasise
developing skills in addition to traditional academic knowledge, in order to meet market requirements.
This guarantees that students are prepared to succeed in the workplace in addition to being proficient
academically.
5. Teacher’s Professional Development: Any school system's ability to succeed rests on the skill and
dedication of its teachers, as any effective educational leader understands. Developing a culture of
cooperation, offering mentorship opportunities, and offering ongoing professional development are all
crucial components of educational leadership that result in a staff of highly qualified educators.
6. Collaboration Among Stakeholders and Community Engagement: To promote cooperation
amongst different stakeholders, including parents, communities, corporations, and legislators,
educational leaders are essential. Creating solid collaborations guarantees a comprehensive approach to
problem-solving and improves the overall success of educational activities.
7. Data-driven decision making: Academic leaders must embrace data-driven decision-making
processes. Analysing education data provides insight into student performance, helps identify areas for
improvement and ensures strategic allocation of resources. This approach is consistent with the NEP's
emphasis on outcome-based education.

1.19 ROLE OF ACADEMIC LEADERS IN A GLOBAL PERSPECTIVE

In a global context, academic leaders play a crucial role in shaping the direction and success of educational
institutions. Their responsibilities extend beyond the confines of a specific country or region, and they are
often tasked with navigating complex challenges while fostering a diverse and inclusive academic
environment. Here are key aspects of their role:
1. Diversity of Institutions: Academic leaders globally oversee a wide range of educational institutions,
from small colleges to large universities, each with its own unique challenges and goals. They also deal
with a variety of educational systems, each with its own structure, priorities, and challenges. This
diversity requires a broad understanding of global education trends.
2. Internationalization: Global academic leaders often focus on fostering international collaborations,
attracting international students and faculty from different parts of the world, and ensuring the global
competitiveness of their institutions.

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3. Research and Innovation: Emphasis on research, innovation, and technological advancements is a
common global trend. Academic leaders often play a crucial role in promoting research activities and
securing funding and facilitating partnerships with industries for innovative projects.
4. Global Reputation and Rankings: Enhancing the global reputation of the institution by maintaining
high academic standards, fostering research excellence, and showcasing faculty achievements. Working
to improve the institution's rankings on a global scale, which can attract international students and
faculty.
5. Cultural Diversity and Inclusivity: Fostering a culturally diverse and inclusive academic environment
by embracing various perspectives, backgrounds, and experiences. Implementing policies and
initiatives that promote equality, diversity, and inclusion within the institution.
6. Adaptation to Technological Advances: Staying abreast of global technological advancements and
incorporating them into the curriculum and research activities. Leveraging technology for global
collaboration, online learning, and research partnerships.
7. Fundraising and Resource Management: Engaging in global fundraising efforts to secure resources
for research projects, infrastructure development, and scholarships. Efficiently managing financial
resources to ensure the institution's sustainability and competitiveness on the global stage.
8. Crisis Management and Risk Mitigation: Anticipating and managing global challenges, such as
health crises, political instability, or economic fluctuations. Developing contingency plans to mitigate
risks and ensure the continuity of academic operations.
9. Global Citizenship Education: Emphasizing global citizenship and ethical responsibility in education,
preparing students to contribute positively to the global community. Integrating international
perspectives into the curriculum to broaden students' understanding of global issues.
10. Advocacy and Policy Influence: Advocating for policies that support international collaboration,
academic freedom, and the free exchange of knowledge and ideas. Engaging with international
organizations and policymakers to influence decisions that impact global higher education.
11. Ethical Leadership: Exemplifying ethical leadership practices, promoting academic integrity, and
upholding the values of transparency and accountability.

2. REVIEW OF LITERATURE

Literature survey or review of literature helps the researcher to understand the conceptual framework,
identify the variables and look insights into the research problem with gap analysis. Further, the study
frames the research questions by identifying the key variables. The researcher critically evaluates the
available and existing literature on the subject “A Study on Academic Leadership and the performance of
Higher Education Institutions in Telangana”
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In this context, the researcher follows systematic evaluation of literature survey in a chronological order
and various authors‟ research contribution is studied.

2.1 STUDIES ON THE CONCEPTUAL FRAMEWORK

2.1.1 STUDIES ON THE OVERVIEW OF ACADEMIC LEADERSHIP

1. Tony Bush (2007) In his study on “Theory and Research in Educational Leadership and Management”.
The researcher has done an in-depth literature review and concluded that, the remarks make it clear that
theory and practice are frequently seen as distinct facets of educational leadership and management.
While managers put their theories into practice, academics create and improve them. To put it
succinctly, there is a "gap," or theory-practice difference. However, managers and leaders frequently
act based on unconscious beliefs or theories about how to react to certain circumstances or occurrences.
One could argue that if people had a more systematic and logical knowledge of theory, their decisions
would be better informed.
2. Stephen Anthony, Jiju Antony (2017) In their study titled “Academic Leadership – Special or
Simple,” the authors examine whether academic leadership is unique or straightforward. The study
begins by contextualizing the environment in which academic leaders operate, followed by an analysis
of the traits and characteristics that distinguish academic leadership from traditional leadership theories.
It then discusses current trends and proposes a working definition of academic leadership. The primary
objective of this paper is to determine whether academic institutions require specific leadership qualities
that are unique to the academic career path, or if an exceptional individual from outside the academic
community could effectively lead scholars, researchers, administrators, and support personnel. The key
findings of this study include a definition of academic leadership and an analysis of its similarities to
conventional leadership theories. However, it highlights that many traditional leaders do not navigate
the unique culture and politics of academic institutions, which distinguishes academic leadership as a
specialized domain.
3. Maryam Mahdinezhad, Mahaliza Mansor, Norimah Rmbeli, Emilda Hashim, Mohammad
Shahhosseini (2018) Their study titled “Effective Academic Leadership: Key Aspects of Leader
Behaviour in Higher Education” aims to analyse research on effective leadership in higher education.
The findings provide a comprehensive perspective on effective academic leadership styles, revealing
that most academic leaders adopt appropriate leadership philosophies and roles. Key leadership
behaviours identified include reliability, a focus on the big picture, open communication, leading by
example, and trustworthiness. The literature indicates that effective leadership in higher education
fosters a collaborative environment, eschewing dictatorial behaviour in favor of transformational
leadership characterized by collaboration and engagement. Effective leaders are expected to work

19
 closely with their teams, communicate their vision clearly, and prioritize the final outcomes, embodying
the principles of transformative leadership.
4. Jose Frantz, Vivienne Lawack, Anthea Rhoda (2020) examined the "Reflections of Academic
Leaders on Leadership in a Higher Education Institution" with the intention of investigating the
perspectives of academic and professional support leaders regarding how they have changed their
perspectives on and methods for handling leadership after taking part in a programme for leadership
development. Based on the program's influence, the study came to the conclusion that participants began
to think about leadership styles in ways that went beyond the typical definitions. Furthermore, the
participants made use of the chance to reflect on their own leadership roles and the adjustments they
needed to make. Using reflections provided by 19 participants in a leadership development programme,
a document analysis was used to collect the qualitative data.
5. Nandita Mishra & P. S. Aithal (2023) The researches in the study “Academic Leadership in Higher
Education” gathered data from 53 academic leaders across different B-schools in India, encompassing
all regions through a triangulation approach. Using structured questionnaires, telephonic interviews,
and focus group discussions with senior cadre members, the study concluded that fostering a corporate
vision and mindset in students requires academic leaders to encourage diverse thinking. This goal-
oriented approach is vital for agile business schools, aligning research, teaching, institution building,
and administrative duties with current trends and regulations in management education to compete for
better rankings and quality. Faculty members who balance classroom and administrative roles become
stronger leaders, adept at handling complex situations to achieve both personal and organizational goals.
Despite increasing recognition of faculty engagement by universities, its practical implementation
remains uncertain. Effective faculty involvement begins with understanding motivational drivers,
behavior influences, and factors contributing to performance and organizational commitment.

2.1.2 STUDIES ON LEADERSHIP STYLES

6. Robert R. Blake and Jane Srygley Mouton (1982) have examined the “Theory and research for
developing a science of Leadership”. Having conducted studies in the field of "Theory and research for
developing a science of leadership." They came to the conclusion that conceptual frameworks influence
how people perceive leadership, how leadership is measured and studied, and how leadership
development programmes are created to aid in the development of leadership skills. The main
conceptual dispute in the field of leadership theory, research, and practice centres on two opposing
viewpoints. Advocates of situationism or contingency view leadership theory and research to suggest
that there is no one style that is more effective than others. Your leadership style is contingent upon the

20
 circumstances. There is one more successful leadership approach, which is based on the application of
developing and well-established leadership behaviour concepts in the behavioural sciences.
7. Zakeer Ahmed Khan, Allah Nawaz, Irfanullah Khan (2016) In their study “Leadership Theories
and Styles: A Literature Review,” they concluded that transformational leadership advocates reject
using past arrangements as blueprints for the future. Effective transformational leaders, according to
Bass, develop compelling future visions and exhibit both transactional and visionary behaviors. They
focus on long-term goals, system alignment, change management, and the development of others. The
discredited Great Man hypothesis, which suggested leaders are born, not made, was challenged by
historical figures like Hitler and Napoleon, raising questions about its validity. Early leadership studies
emphasized the traits distinguishing leaders from non-leaders, but later research indicated minimal
differences between the two. Situational leadership emphasizes both the leader and the group dynamic.
Leadership styles include laissez-faire (minimal direction), autocratic, and democratic (involving others
in planning and implementation). Servant leaders prioritize followers' needs, fostering knowledge and
independence. Positive reinforcement, merit-based promotions, and collegial collaboration are also
highlighted. Bass describes transformational leaders as those who inspire followers to transcend self-
interest and pursue higher-order needs.
8. Priyanka Jain, Ashok Luhar (2021) have done research on “A Literature Review On Leadership
Styles And Framework”. They concluded that, for any organisation to succeed, it must have a
management that is both appropriate and responsible. Effective leaders are essential for every
organisation to assess their efficacy through raising employee engagement, productivity, and work
satisfaction. Though a great deal of research has been done on effective leadership styles, some scholars
contend that the best guidance for the modern world lies in the nexus of transformational and
transactional leadership. Certain scholars contend that proficient leadership necessitates a harmonious
blend of transformational and transactional leadership styles. It is common knowledge that a leader of
change must accept the changes they must deal with in order to be an effective leader. It is not the sole
perfect leadership style that can be applied to every question because individuals may possess greater
expertise and experience in certain circumstances but not in others. Effective leadership requires being
receptive to criticism, flexible in approach, and open to receiving it. In summary, the organisation must
make these adjustments if it hopes to stay relevant.
9. Nereida Hadziahmetovic, Nataša Tandir, Amra Dzambić (2023) have undergone the study titled “A
Research Review of Leadership Styles” This study tracks the most influential people and educational
establishments in the field of leadership research between 2016 and 2022. The Leadership Quarterly,
Journal of Leadership and Organisational Studies, and Journal of Leadership and Organisational
Development are the journals with the most published articles on this subject. The study's findings

21
 demonstrate that academic institutions, or universities, publish all articles. The majority of the research
countries are industrialised nations, and the less developed nations are less adept at studying different
forms of leadership. The substantial contributions made by various academics and organisations to the
field of leadership style research is one of the study's main conclusions. The most current trends in
leadership research were highlighted by the authors through an analysis of the number of papers
published in each journal and year. In addition, this study provides an integrated and thorough
assessment of the literature on leadership styles, offering insights into the past and future directions of
the topic.

2.2 STUDIES ON LEADERSHIP STYLES IN SCHOOL AND HIGHER EDUCATION

10. Nurul Hanim Mohd Amin, Marlita Mat Yusof (2012) The study “Head of Program's Leadership
Style and Academicians' Perception Towards Higher Learning Institution Students' Academic
Achievement” examines the relationship between academic leaders' styles and academicians'
perceptions of student achievement. The literature review establishes a conceptual framework linking
transformational and transactional leadership styles with academic outcomes such as attendance,
punctuality, and attentiveness. Conducted at University Technology of MARA, the study involved
Heads of Programmes, academics, and students from the Faculty of Business Management's Centre of
Applied Management Sciences (CAMS). Utilizing a quantitative design, data was collected via
questionnaires distributed through self-delivery and mail. Results indicate a significant positive
correlation between the Head of Programmes' leadership style and academicians' perceptions of student
academic progress.
11. Tesfaye Demissie Hailegebreal, Ayalew Temesgen (2020) Their study on “The Effects of Leadership
Style on Students' Performance” at Debre Berhan University's Natural and Computational Colleges
investigates the impact of leadership styles on student success and college efficacy. The sample
included 95 females, 125 males, 16 administrators, 24 student monitors, and 180 randomly selected
students. Data was collected through observation, focus group discussions, and questionnaires, utilizing
a descriptive survey design with both qualitative and quantitative analyses. Findings indicated that
autocratic and transformational leadership styles were predominant, with components scoring 0.895,
0.714, and 0.887, 0.674, respectively, while other styles were minimally used. The results showed that
students and staff performed better under these leadership styles, with both groups expressing
satisfaction. The study suggests enhancing transformational and autocratic leadership styles to further
improve student performance.
12. Berhane Aradom Tedla, Ephrem Habtemichael Redda, Dr. Gaikar Vilas (2021) have done
research on “Leadership Styles and School Performance: A Study Within An Eritrean Context Of

22
 Eastern Africa” with an Aim to look into and evaluate the connection between different principal
leadership philosophies and academic achievement in secondary schools in Eritrea. The study used
qualitative and quantitative approaches in a descriptive research design to find a correlation between
school performance and leadership styles. A sample (N = 375) consisting of 30 schools/principals, 250
teachers, 50 students, and 45 parents took part in the study using non-probability sampling. It was
concluded that no leadership style is suitable for every situation at all, as no leadership style is ever
correct. Contrary to accepted practices in the Eritrean educational system, the study's empirical findings
suggest that school administrators adopt situational and democratic leadership theories in order to
improve student performance. The report suggests, among other things, that professional development
be given to school principals to enhance their leadership abilities in order to enhance overall school
performance as well as academic achievement of students.
13. Abdur Rasheed, Rooh ul Amin, Iqbal Amin (2021) did research on “Analysing Principals’
Leadership Styles and Student Academic Performance in Secondary Schools in Dir Upper Khyber
Pakhtunkhwa”. This study examined secondary school principals' leadership philosophies as well as the
academic achievement of their students. An approach known as co-relational research was used to
conduct the study. The district's 64 secondary schools made up the research population. Out of the 32
secondary schools, 32 were selected using standard random selection techniques. 32 principles out of
64 were selected using a stratified random selection technique for this project. Information was gathered
via a questionnaire. Various statistical techniques were applied to the collected data. The results of the
poll indicate that secondary school administrators in the area most frequently employ democratic
leadership. In a similar vein, an authoritarian leadership style was associated with students' academic
success. It was recommended that in order to assist students in their specific schools in improving their
academic performance, administrators should adopt an authoritarian leadership style.
14. Samra Maqbool, Hafiz Muhammad Ihsan Zafeer, Pingfei Zeng, Tamara Mohammad, Osama
Khassawneh, Ling Wu1 (2023) In their study on “The role of diverse leadership styles in teaching to
sustain academic excellence at secondary level” the researches investigates diverse leadership styles'
impact on sustaining academic excellence in secondary education. Employing quantitative research,
data from 103 secondary schools in Punjab, Pakistan, were collected using a leadership style scale. The
sample comprised 540 active teachers. Mean analysis tested two hypotheses regarding leadership style
rankings, while Pearson correlation assessed their association with academic achievement. Findings
reveal prioritization of strategic, instructional, and cultural leadership by teachers to maintain academic
excellence. A statistically significant positive correlation (r = 0.752) was found between leadership
styles and academic achievement, suggesting potential improvement with strategic, instructional, and
cultural leadership emphasis.

23
15. Aigerim Mynbayeva, Gulsharat Minazheva, Mansiya Sadyrova & Manzura Zholdassova (2024)
In their study on "Examining Leadership Styles in Higher Education Management: Evidence from
Kazakhstan", the researchers investigates leadership philosophies among university managers in
Kazakhstan. It highlights the influence of cultural traditions and the Soviet-era educational system, as
well as Western academic values from internationalization and the Bologna process. Findings indicate
79% of Kazakh university managers identify with "democratic" or "collegial" leadership styles, with
notable gender differences favoring males for independent leadership. Correlation analysis reveals
positive associations between management styles, leadership abilities, and age in Kazakhstani
universities. Gender imbalance in university leadership is noted. These findings offer insights for further
research aiming to enhance academic quality, social capital, and competitiveness in Kazakhstani
universities.

2.3 STUDIES ON ACADEMIC LEADERSHIP

2.3.1 RELEVANT RESEARCH ON LEADERSHIP IN HIGHER EDUCATION GLOBALLY

16. Thomas W. Miller & Jean M. Miller (2001) have done research on “Educational leadership in the
new millennium: a vision for 2020”. It was concluded that, in evaluating the educational landscape for
2020, we need to take into account three key factors: (1) the impact of technology and automation on
education; (2) the significant influence of societal change; and (3) the advancements we have made in
identifying and comprehending our own needs, both personal and professional. The implications of
technology and automation in education, significant societal shifts, and advancements in the
development and comprehension of administrators' personal and professional requirements are all
crucial factors to take into account while evaluating educational leadership aspects for 2020. Essential
leadership traits include conscience, inventiveness, and the development of interpersonal skills.
17. Terrell Strayhorn (2008) In his study on “Teacher Expectations and Urban Black Males’ Success in
School: Implications for Academic Leaders”. The following were the conclusions: Firstly, compared to
their White male and Black female colleagues, teachers appear to have lesser expectations for Black
men, according to the study's data. Of Black men, sixteen percent (16%) said that their teachers had
advised them to focus on job instead of school. Conversely, Black women and White men reported
much lower percentages, at 8% and 4.8%, respectively. Further proof of instructors' low expectations
can be found in the fact that Black men were much more likely to have a teacher propose work rather
than school. Secondly, it should worry us that 20% of Black men and 4.8% of Black women said they
felt denigrated by their teachers in the classroom. Although it is very obvious that Black men are the
only ones seeing this trend, it is unclear exactly how this can happen in the classroom.

24
18. M.P. Koen, E.M. Bitzer (2010) In their study on "Academic Leadership in Higher Education: A
Participative Perspective from One Institution" the researchers examines the potential of collaborative
leadership in addressing key challenges within a South African university. It underscores the significant
changes and increased responsibilities faced by academic leaders due to globalization, knowledge
economy demands, resource competition, staffing issues, funding constraints, and technological
advancements. The study emphasizes the ongoing need for academic leaders to drive excellence across
all university functions, particularly in fostering academic quality. It stresses the importance of
leadership in setting objectives, strategic planning, and resource allocation. Additionally, the study
highlights the importance of addressing institutional culture alongside structural reforms to enhance
leadership effectiveness in South African higher education.
19. Elham Shahmandi, Abu Daud Silong, Ismi Arif Ismail, Bahaman Bin Abu Samah (2011) have
examined the “Competencies, Roles and Effective Academic Leadership in World Class University”
The study investigates the research topic, "How can an academic leader become more effective?" within
the framework of middle level leadership in research universities, encompassing department heads and
deans. Its foundation is an analysis of the body of research on the topic of studying successful academic
leadership. In the current globalised environment, being a world-class university is frequently
associated with academic brilliance. It was concluded that effective academic leaders, including
department heads and deans at research universities, ought to employ a range of situational model-
related leadership philosophies. Four leadership philosophies were put forth by Hersey and Blanchard:
telling, selling, participating, and delegating in accordance with followers' capacity and willingness to
do tasks. In order to carry out the essential leadership tasks in a research institution, particularly when
functioning in a global setting, effective academic leaders also need to possess certain leadership
qualities. To guarantee academic leadership effectiveness in research universities, a methodical
programme for developing leaders must be created.
20. Anam Siddique, Hassan Danial Aslam, Mannan Khan, Urooj Fatima (2011) In their study on
"Impact of Academic Leadership on Faculty’s Motivation and Organizational Effectiveness in Higher
Education System" the researchers establishes a model linking leadership, faculty motivation, and
organizational effectiveness in higher education. It encompasses administrative, instructional, and
research leadership dimensions, aligned with previous research by Ramsden and Hertzberg et al. The
model integrates intrinsic and extrinsic motivational factors and effectiveness characteristics outlined
by Cameron. However, limitations include incomplete exploration of variables due to time constraints
and a lack of consideration for contextual elements, limiting its applicability. Further empirical research
is recommended to refine the model and explore contextual influences, enhancing its effectiveness in

25
 understanding the dynamics of academic leadership and its impact on faculty motivation and
organizational effectiveness in higher education systems.
21. Ijaz Mehmood, Khan Raziq, Shaheen Ashraf Tahirkheli (2012) have done research on “Role of
Academic Leadership in Change Management for Quality in Higher Education in Pakistan”. It was
concluded that, Globally, new knowledge is being created and impacting every region equally. Nearly
every aspect of life has changed as a result of this phenomenon, and higher education institutions now
need to adapt to these changes in order to function in the globalised world. In the current situation,
higher education is in charge of a number of responsibilities. Research in higher education is bringing
about new changes that both facilitate and present new problems to humanity. The study's participants
concurred that it is necessary to adapt the teaching and learning process in the modern day. After
verifying every equation that guarantees quality in higher education, research in this field is bringing
about a lot of changes. According to the respondents, in order to raise the standard of higher education,
academic leaders need to keep an eye on developments and compare their programmes to those in other
countries. The respondents concurred that academic leaders need to be aware of faculty members'
thoughts on the shift and need to have faculty members ready to accept it when it comes to the teaching
and learning process. According to the respondents, academic leaders need to support and encourage
faculty members to embrace change by training them to do so.
22. Munevver Olcum Cetina, F. Sehkar Fayda Kinik (2015) have done research on “An analysis of
academic leadership behaviour from the perspective of transformational leadership” with a purpose to
examine academic leadership behaviour from a transformational leadership standpoint. Firstly, the
notion of transformational leadership is reviewed in detail in this study along with its four components:
Individualised Consideration, Intellectual Stimulation, Inspirational Motivation, and Charismatic
Leadership, or Idealised Influence. Second, a clear discussion of the study's methodology and findings
is provided. As a research tool, the Multifactor Leadership Questionnaire (MLQ) is used to gauge
several aspects of transformational leadership. There are 100 participants in the field being surveyed,
including research assistants, instructors, associate professors, and full professors from several Turkish
state universities. It was concluded that the four components of the Transformational Leadership
Framework become more significant in the management of higher education. Because they have a
distinct vision and purpose, leaders in higher education should be recognised and revered by those who
aspire to reform their organisations. It is strongly advised that followers be inspired by examples of
dedication to objectives and a common vision; moreover, followers' particular differences should be
valued, and creativity should be fostered in response to organisational problems.
23. Mehrnaz Fahimirad, Khairuddin Idris, Sedigheh Shakib Kotamjani (2016) In their study on
“Effective Academic Leadership of Learning and Teaching in Malaysian Higher Education” This study

26
 aimed at thorough examination of the leadership strategies used in a few Malaysian universities that
have been designated as academic leadership. The results of this study validate the essential components
of academic leadership that scholars and professional associations have previously recognised.
Academic leaders specifically concentrate on student learning and instruction in connection to teacher
development. An approach to qualitative research is used in this work. The data was analysed using
thematic technique. Detailed interviews were used to gather data. The study's conclusions suggest that
leadership in Malaysian universities contributes to the institution's future by supporting faculty growth
and involvement and facilitating teaching and learning. Based on the findings, Malaysian universities
devised long-term educational development programmes to successfully apply teaching and learning
concepts while creating learning environments for their students. Secondly, in order to apply these
ideas, academics require a culture of support. As of right now, developing a learning culture requires
collaboration among academics within the academic community to foster a student-centred mindset in
addition to the efforts of well-educated, well-intentioned individual academics.
24. Muhammad Hasmi Abu Hassan Asaari, Ashish Dwivedi, Alan Lawton, Nasina Mat Desa (2016)
In their study on “Academic Leadership And Organizational Commitment In Public Universities of
Malaysia” with a purpose to investigate the connection between organisational commitment and
academic leadership. Academic leadership is a function of several independent variables, including
vision, competence, adaptability to change, effective leadership, charisma, transformational style, and
organisational commitment. A total of 251 questionnaires were obtained from Malaysian public
university faculty members; 41.8% of them responded. According to the findings, there is a strong and
favourable correlation between academic leadership traits such as charisma, transformational style, and
adaptability to change and organisational commitment. In theory, this work adds to the body of
knowledge on organisational commitment and academic leadership. In actuality, senior administrators
of public institutions must take into account programmes and trainings on charisma, change, and
transformation that strengthen faculty members' academic leadership. This research concludes by
highlighting the significance of charisma, change, and transformation as elements of academic
leadership that influence faculty members' organisational commitment in Malaysian public universities.
25. Lars Geschwind, Timo Aarrevaara, Laila Nordstrand Berg, and Jonas Krog Lind (2019) In their
study on “The Changing Roles of Academic Leaders: Decision-Making, Power, and Performance”.
This chapter's goal has been to clarify the function of managers in postsecondary educational
establishments. The Nordic countries' significant reforms have significantly changed HEI systems.
They have expanded higher education institutions' official autonomy to decide on their own primary
academic duties as well as management and administrative responsibilities. Detailed, centralised
decision-making regarding things like appointing academics and introducing new educational

27
 programmes was a feature of the previous, more state-regulated system. Due to the increased autonomy,
HEIs are now using new management techniques that are in line with NPM and were motivated by
private companies. These practices include developing strategies, adhering to tight budgetary controls,
measuring performance, and more.

26. Igusti Ayu Manuati Dewi, Luh Gede Meydianawathi, Ni Made Purnami, Ni Made Dwi
Puspitawati (2020) have examined the “Academic Leadership and Organizational Effectiveness in
Context of Higher Education” with the intention of examining how academic leadership and workplace
culture affect organisational success as determined by lecturers' professional dedication, job happiness,
and motivation at work. All regular instructors in Udayana University's five main faculties—the Faculty
of Cultural Sciences, Medicine, Engineering, Law, and Economics and Business—constituted the study
population. 150 lecturers from the five faculties that were chosen based on quota served as the sample.
A questionnaire was utilised as the data collection tool. This study employed structural equation
modelling with partial least squares (SEM-PLS) as its analysis method. The results demonstrate that
work motivation positively and significantly influences academic leadership, and that academic
leadership fully mediates the effect of work motivation on lecturers' professional commitment.
Academic leadership also has a positive and significant effect on work motivation. This study suggests
that to directly boost lecturers' work motivation, academic leadership needs to be strengthened.
Furthermore, because it boosts work motivation, which in turn raises lecturers' job satisfaction,
academic leadership is crucial to the Three Pillars of Higher Education's operations.
27. Xiaoyao Yue, Yan Ye, Xu Zheng, Yanan Yang (2021) In their study on "Principal Investigator’
Perceptions of Effective Academic Leadership in Chinese Research Institutions and Universities" aims
to identify key attributes of academic leadership in China. Six primary investigators were interviewed
extensively, revealing that academic leadership encompasses academic knowledge, team allocation,
goal setting, social skills, team relationship management, morale boosting, and collaboration abilities.
Academic proficiency emerges as paramount, consistent with Western literature on academic
leadership. Chinese institutions face similar globalization challenges as Western counterparts. Chinese
principal investigators' expectations align closely with those in Western academia, emphasizing
academic expertise, team management, goal setting, relationship building, morale enhancement, and
teamwork skills. Strong academic credentials and subject-specific competence are highly valued, akin
to the role of Principal Investigator in British universities, as revealed through interview analysis.
28. Fernanda Kri, Shelleyann Scott, Donald E. Scott (2021) has done research on “A Thematic Literature
Review about Academic Leadership Development: Exploring and Comparing Latin American with
Non-Latin American Leadership Literature” it was concluded that, the start of the study in Chile and
possibly other Latin American contexts, it also offered helpful insights about leadership and LD in Latin
28
 America. Universities now serve multiple purposes, and in order to be prepared to lead in these
complicated circumstances, leaders need to possess new talents. Additionally, it was noted that there
was a significant degree of agreement across various nations about the difficulties that leaders
encounter. It was agreed that in order to guarantee they had the abilities needed for success, academic
leaders needed to be prepared for and develop as leaders. It was also noticed that a number of
competencies were necessary for university leaders to be successful and effective.
29. Hengameh Habibi, Shoaleh Bigdeli, Zohreh Sohrabi, Abbas Ebadi (2022) has done research on
“Professionalism among Academic Educational Leaders: A Concept Analysis”. It was concluded that,
the educational leader prioritises the ethics of critique, justice-oriented ethics, and caring ethics. He is
shown in the caring ethics theme as someone who is in charge of his actions, who tries to look out for
and not hurt the workers, and who exhibits empathy, respect, friendliness, and thankfulness towards his
subordinates. He maintains his composure and seeks to help people at difficult circumstances. He
upholds moral standards, conventions, and ideals. He organises teamwork and prioritises lifelong
learning for his educational group's objectives. Within the realm of justice-oriented ethics, the
educational leader embodies the values of democracy, equity, openness, and transparency. They also
don't think twice about speaking the truth in any given circumstance. He is dedicated to the university
and believes in the rights of individuals. Within the realm of critical ethics, an educational leader
possesses bravery, risk-taking, knowledge, a creative and critical attitude, and fluency in the university's
cultural language.
30. Louise Claire Maddock (2023) in her research article titled “Academic middle leaders, middle leading
and middle leadership of university learning and teaching: A systematic review of the higher education
literature”, she concluded that, the review discovered a small but expanding body of work in the area,
most of which used qualitative approaches, a single departmental level of analysis, and subjects
pertaining to leadership experiences, responsibilities, and situations. The results of the analysis
demonstrated the complexity and diversity of academic middle leadership roles, the conflicts that these
leaders encounter, and the value of collaborative academic middle leading techniques. Academic middle
leaders need greater autonomy, resources, and role clarity from universities, according to scholars. In
order to support university leadership in learning and teaching, academic middle leaders are essential.

2.3.2 STUDIES SPECIFIC TO INDIA AND TELANGANA

31. Shalaka Parker, Viral S Ahire (2019) has done research on “Role of Academic Leadership in Bringing
about a Transformational Change in the Organizational Behaviour of Hei’s in India” This research has
made the argument that models of leadership that emphasise the abilities, attitudes, and situational
circumstances of individual leaders need to be questioned. As an alternative, the academic
29
 organization's objective and aims must be achieved while taking into account the interests and wants of
numerous stakeholders. This paper's examination of the adaptive leadership process is not meant to be
the exclusive approach to resolving important organisational issues. But this process can offer a set of
guidelines that will help leaders know when and how to respond to the growing pressure to be
financially viable, competitive, and accountable in today's academic environment, all the while
promoting successful and long-lasting changes in the organization's relationship with its stakeholders.
32. Hemakumar G (2021) did research on “Study on Academic Leadership for Effective Governance in
HEIs”. This research aims to investigate academic leadership and discovers that issues facing academic
leadership differ significantly from those faced by leadership in businesses and government
organisations. Paper absorbed that in order to bring out the best in academics, academic leaders must
collaborate closely with teaching, learning, research, and scholarship. A review of the literature is
conducted on the topics of academic freedom and academic leadership in higher education (HE),
demonstrating the significance and applicability of these topics in this particular setting.
33. Anand Pawar (2023) has done research on “Academic Leadership in Indian Higher Education
Scenario: Visionary Insights”. He concluded that, the body of research on academic leadership
highlights the significance of producing capable leaders who can successfully negotiate the intricate
and quickly evolving Indian higher education scene. It also emphasises how important it is for academic
leaders to continue growing and succeeding, which calls for constant research and professional
development. Academic leaders in Indian universities have a chance to change the new educational
system to fulfil the demands of the twenty-first century thanks to the NEP 2020. To effectively handle
these areas, academic leaders must concentrate on curriculum design, instructional methods, research
and innovation, internationalisation, governance, and administration. Academic administrators may
guarantee that Indian universities stay relevant and competitive in the global knowledge economy by
taking this action. The measures that academic leaders must take to bring Indian universities up to speed
with international norms and to develop a lively, dynamic campus culture that encourages creativity,
inquiry, and education are also looked at. As a result, great communication abilities, vision, strategic
thinking, and a dedication to excellence in all facets of the institution's operations are necessary for
effective academic leadership. Lastly, academic leadership and technology may collaborate to give
students an educational experience that is more effective, accessible, and engaging. Academic leaders
may equip students for success in the digital age by utilising technology and encouraging an innovative
culture.

2.4 STUDIES RELEVANT TO LEADERSHIP STYLES

30
34. Norlina M. Alia, Rohani Janggaa, Mazlina Ismaila, Siti Nuur-Ila Mat Kamala, Mohammad Nazri
Ali (2015) In their study on "Influence of Leadership Styles in Creating Quality Work Culture" the
researchers aims to identify the leadership style conducive to positive work environments in financial
institutions. Data collection involved surveys and interviews with CEOs, targeting employees from
various management levels. The Multifactor Leadership Questionnaire (MLQ Form 5X) by Bass and
Avolio (1995) was employed to assess leadership styles and work culture. The IFE matrix determined
prevailing work culture. Results indicate transactional leadership's significant impact on high-quality
work environments. Both transactional and transformational leadership styles influence organizational
culture positively, with transactional leadership showing greater impact. Gender differences were
observed, with more male leaders, aligning with Eagly & Hansen-Schmidt (2001) and Carless (1998)
findings of men exhibiting transactional and women transformational leadership styles.
35. Ebrahim Hasan Al Khajeh (2018) has done research on “Impact of Leadership Styles on
Organizational Performance”. The performance of organisations is examined in this study in relation to
the influence of leadership styles. Six main leadership philosophies were highlighted: transactional,
autocratic, charismatic, bureaucratic, and democratic. This study has shed light on a variety of
leadership philosophies. Specifically, it has been found that transformational, democratic, bureaucratic,
and autocratic leaderships all improve organisational performance. In contrast, transactional and
charismatic leaderships hinder employees' opportunities and freedom. This study has shed light on the
complex relationship between leadership styles and organisational effectiveness. It does, however, have
certain drawbacks, such as the utilisation of just quantitative data. The research's relevance and breadth
have been greatly diminished as a result.
3. RESEARCH GAP

The current research addresses the gap in existing literature by conducting a comprehensive evaluation of
Academic Leadership and the performance of Higher Education Institutions (HEIs) in Telangana. It aims
to provide an overview of Academic Leadership within higher education, focusing on both India and
Telangana. The study will investigate factors and institutional dynamics influencing the adoption and
implementation of different leadership styles among academicians. Furthermore, it seeks to establish the
relationship between academic leadership and the performance of selected public and private HEIs. This
evaluation will consider leadership vision, academic program delivery, service provision, and overall
excellence in performance. By examining these aspects, the research aims to contribute valuable insights
into enhancing academic leadership effectiveness and HEI performance in Telangana.

31
 4. NEED AND SIGNIFICANCE OF THE STUDY

The systematic review of research literature helps the researcher to identify the problem. This study presents
the evaluating Academic Leadership and the performance of Higher Education Institutions in Telangana.
Academic leadership refers to the guidance, direction, and management provided by individuals within
educational institutions, particularly in the higher education sector. Academic leaders are responsible for
overseeing and influencing the strategic, administrative, and scholarly aspects of an institution, ensuring its
effective functioning and the fulfillment of its educational mission. This study is significant as it evaluates
the performance of select public and private institutions in Telangana from the view point of Academic
Leadership. The present study is a sincere attempt in this direction to provide various Leadership styles in
the Academia based on the way a leader works in the higher education institutions.

5. RESEARCH PROBLEM

The primary objective of this research is to investigate how academic leaders in both public and private
higher education institutions in Telangana state address the institutional needs and evaluate student
perceptions of academic leadership and institutional performance. While existing literature extensively
explores conceptual frameworks, organizational efficiency and effectiveness, and work and organizational
cultures, there is a notable gap in studies specifically examining academic leadership and the performance
of higher education institutions in Telangana. This study aims to fill this gap by providing a comprehensive
analysis of academic leadership and its impact on the performance of higher education institutions in this
region.

6. RESEARCH QUESTIONS

The problem statement has raised important questions that may be answered in this study.

RQ1. What are the key characteristics and practices of academic leadership within higher education
institutions in India, with a specific focus on Telangana?

RQ2. How do various factors and institutional dynamics influence the adoption and implementation of
different leadership styles among academicians in HEIs in Telangana?

RQ3. What is the nature of the relationship between academic leadership and the performance of selected
public and private HEIs in Telangana, particularly in terms of leadership vision, academic programs, service
delivery, and overall excellence?

7. OBJECTIVES OF THE STUDY

The overall objective of the study is to answer the above research questions. The specific objectives of the
present study are:
32
1. To present the overview of academic leadership in higher education in India in general and Telangana
in particular;
2. To examine the factors and Institutional dynamics that influence the adoption and implementations of
various leadership styles among the academicians of HEIs in Telangana;
3. To find out the relationship between academic leadership and the academic leadership and the
performance of select public and private HEIs in terms of leadership vision, academic programmes,
delivery of service and excellence;
4. To assess the students’ perceptions towards academic leadership and the performance of HEIs; and
5. To identify issues and challenges faced by academic leaders in HEIs.

8. HYPOTHESES

Hypotheses are the basic assumptions made by the researcher under the study. The significant task of the
researcher is to prove or disprove the assumptions by using certain statistical tools. The hypotheses are
classified into null hypothesis (denoted by H0) and alternative hypothesis (denoted by Ha). The below listed
are null hypothesis framed under the study:

Hypothesis 1: The overview of academic leadership in higher education in India, particularly in Telangana,
will demonstrate significant differences in leadership styles and practices compared to global standards.

Hypothesis 2: Various factors and institutional dynamics, such as organizational culture, resources, and
leadership training programs, significantly influence the adoption and implementation of different
leadership styles among academicians in HEIs in Telangana.

Hypothesis 3: There is a positive correlation between academic leadership and the performance of select
public and private HEIs in Telangana, with strong academic leadership positively impacting leadership
vision, academic programs, service delivery, and overall excellence.

9. SCOPE OF THE STUDY

The clear description of the scope of study is essential to define the problem within a particular framework
and to provide more concentration on specific areas of the problem. Data will be collected from the
Academic Leaders of both Public and Private Higher Education Institutions based on the nature of the
education institution, size of the institution, staff size, infrastructure, organizational culture, organization’s
Vision, Mission and Policies, and effectiveness of management. Both primary as well as secondary data
will be collected for the present study. The study will be limited to the public and private higher education
institutes only located in Telangana State. Top institutes running for more than 5 years is considered for the
proposed study.

33
 10. PERIOD OF THE STUDY

The present study covers the timeline of 4 years i.e., 2021-2025

9. RESEARCH DESIGN
The study adopts Descriptive research design and Quantitative in nature. Descriptive design focuses on
analysing the critical variables in research, which can provide an expected outcome. To achieve the
expected research outcome, descriptive research design strategy will be selected. The quantitative strategy
of this study will be carried with survey/questionnaires.

10. POPULATION OF THE STUDY

At macro level, the geographical area of this study will be limited to Public and Private Higher Education
Institutions of Telangana which have established and run for at least 5 years.

11. SAMPLING METHOD AND SAMPLING TECHNIQUE

Sample Unit

In the proposed study, the focus is on Academic leaders of select Public and Private Higher Education
Institutions of Telangana. Therefore, the sampling unit will be the Vice Chancellors, Heads of the
Institutions, Principals, Vice Principals, Head of the Departments and Teachers who act as leaders in their
respective positions.

Sampling Technique

Sample techniques are used for selecting sample from population by reducing the number of respondents
in manageable size. Sample technique is broadly classified as non-probability and probability sampling.
Sampling technique used for the current research will be Non-Probability Sampling.

Sampling Method

As a non-probability sampling technique, convenience sampling chooses units for the sample based on
those are most convenient for the researcher to reach. This might be the result of factors like proximity
geographically, availability at a specific moment, or interest in taking part in the study. The researcher
selects nonprobability sampling method and convenient sampling method to select the sample of 50 Higher
Education Institutions comprising both public and private higher education institutions.

12. SOURCES OF DATA AND DATA COLLECTION METHODS

For this proposed study, the required data and information will be collected from both primary and
secondary sources.

34
Primary data will be collected with the help of a structured questionnaire to collect the data from Vice
Chancellors, Heads of the Institutions, Principals, Vice Principals, Head of the Departments and Teachers
who act as leaders in their respective positions.

Secondary data will be gathered from related journals, articles, books, company reports, press releases,
websites of companies, search engines etc.

13. LIMITATIONS OF THE STUDY

The study is confined to the Public and Private Higher Education Institutions in Telangana only. Hence the
study cannot be generalized.
14. CHAPTERISATION/STUDY PLAN

The proposed study will be organized into six chapters as detailed here under

Chapter 1: Introduction

This chapter includes introduction to the study starting with Introduction to Leadership, Features,
Importance of Leadership, Concept of Leader, Characteristics of a leader, Leadership Styles, Meaning,
Concept, Key elements, Roles and Responsibilities of Academic leadership. Higher Education scenario in
India, Overview of HIEs, Higher Education in Telangana, Structure of an academic institution, and the Role
of National Education Policy.
Chapter 2: Overview of Academic Leadership in HEIs
This chapter offers a comprehensive overview of academic leadership within Higher Education Institutions
(HEIs) in Telangana, including an examination of leadership structures, practices, and challenges specific
to the region.
Chapter 3: Institutional Dynamics and Leadership Styles Among Academicians
This chapter delves into the institutional dynamics influencing leadership styles among academicians in
HEIs, exploring factors such as organizational culture, structure, and governance mechanisms.
Chapter 4: Academic Leadership and the Performance of HEIs
Here, the focus is on exploring the relationship between academic leadership and the performance of HEIs,
assessing factors such as leadership vision, academic program quality, service delivery, and overall
institutional excellence.
Chapter 5: Students' Perceptions of Academic Leadership and the Performance of HEIs
This chapter investigates students' perceptions of academic leadership and its impact on the overall
performance of HEIs, considering factors such as leadership effectiveness, communication, and support for
student success.

35
Chapter 6: Issues and Challenges Faced by Academic Leaders in HEIs
Examining the various challenges encountered by academic leaders in HEIs, this chapter highlights issues
related to governance, resource management, stakeholder engagement, and navigating the complexities of
higher education environments.
Chapter 7: Summary of Conclusions, Findings, and Suggestions
This concluding chapter summarizes the key conclusions and findings from the study, offering suggestions
for enhancing academic leadership effectiveness, improving HEI performance, and addressing challenges
faced by academic leaders in Telangana's higher education landscape.
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