Vision Effects:

A Critical Gap in
Educational
Leadership Research
(Sooksan Kantabutra, 2010)

Presented by:
Earl Jan L. Santos
Overview

01 02 03
Contextual Background Introduction Review of Related Literature
Thailand’s Higher Education Background of the Study Vision Concepts, Realizing Visions,
Measuring Performance in Higher
System Statement of the Problem
Education
Research Objectives

04 05 06
Methodology Findings, Conclusion, Learnings
Research Model, Directional
Recommendation
Hypotheses
 01
Contextual Background
Thailand’s Higher Education System
 Thailand’s Higher Education System
● According to Timothy Scott et. al (2022), the current status of the
educational system in Thailand faces several challenges and
initiatives.

Challenges Thai government has

 decreasing student population
 financial instability in higher
education institutions (HEIs)
 declining K12 education
standards
 resistance to policy reforms
 over-dependence on
international students
These challenges
initiated the "Thailand
have led to a shift
4.0" reform strategy,
towards a market-
which aims to promote
driven approach in
innovation and research-
which HEIs compete
oriented studies to
for students as
transform Thailand into a
consumers.
knowledge-based society.
 02
Introduction
Background of the Study
Statement of the Problem
Research Objectives
Problems in Higher Education
External Pressures Changing Student Body Fast-Changing Context

 demand for • The nature of the student The higher education

body is evolving, with
improved business university students
sector operates in a
practices generally becoming older rapidly changing
 distance learning and having different environment.
expectations.
 virtual universities • Students now demand
 increased creative use of technology
competition for in instruction, requiring
educational institutions to
students. adapt their teaching
methods and integrate
technology effectively.
What kind of leadership strategy is
needed for universities and colleges
to survive and remain competitive?

To many leadership scholars,

leadership with vision as a core
component is the answer.
 Statement of the Problem
There is a lack of empirical research and
understanding regarding the impact of vision in
educational leadership. This limits our ability
to develop evidence-based practices and
strategies that can positively influence
educational institutions.
Research Objective
 To propose a research model that
examines the impact of various
components of vision in higher
education institutions on their
performance indicators, including
financial stability, student satisfaction
and growth, process improvement, and
learning and faculty satisfaction.
 03
Review of Related Literature
Vision Concepts, Realizing Visions, Measuring
Performance in Higher Education
 Vision Concepts: Defining a Vision
Author Year Conclusion / Findings

Baum et al. 1998 • Different scholars have proposed diverse

definitions.
• Suggested defining vision as each leader
defines it.
Mumford and 2005 • Proposed that vision is a cognitive
Strange construction or mental model.
• In the context of higher education, a vision is
defined as a mental model each faculty leader
defines
 Vision Concepts: Vision Attributes
Author Year Conclusion / Findings

Kantabutra 2003 • Opinions on vision attributes vary

• developed a vision theory that identifies
seven attributes: brevity, clarity, challenge,
abstractness, stability, future orientation, and
desirability.
Baum et al. 1998 found that vision attributes, along with vision
content, impact organizational performance in
new ventures.
Mumford and 2008 reported positive effects of the seven vision
Strange attributes on customer and staff satisfaction in
retail stores.
 Vision Attributes
(Kantabutra, 2003)

Brevity Challenge
Future
Clarity Stability
Orientation
Abstractness Desirability
Vision Attributes (Kantabutra, 2003)
Brevity: A vision should be concise and
expressed in a few clear statements,
avoiding unnecessary complexity. For
example, instead of a long-winded vision
statement, a concise vision would focus on
the institution's key aspirations and goals
 Vision Attributes (Kantabutra, 2003)
Clarity: A vision should be easily understood
by everyone, leaving no room for confusion
or misinterpretation. It should convey a clear
sense of purpose and direction. For
instance, a clear vision statement would
avoid using jargon or ambiguous language.
 Vision Attributes (Kantabutra, 2003)
Abstractness: A vision should capture
broader ideals and overarching goals, rather
than getting lost in specific details. It should
provide a guiding framework for decision-
making. For example, an abstract vision
statement might emphasize the institution's
commitment to fostering creativity and
innovation.
 Vision Attributes (Kantabutra, 2003)
Challenge: A vision should inspire and
motivate individuals by setting ambitious
goals and pushing boundaries. It should
encourage people to strive for excellence.
For instance, a challenging vision might aim
to be at the forefront of educational
innovation and research.
Vision Attributes (Kantabutra, 2003)
Future Orientation: A vision should have a
forward-looking perspective, considering
long-term goals and aspirations. It should
anticipate future trends and developments.
For example, a vision with future orientation
might focus on preparing students for the
jobs and challenges of tomorrow.
 Vision Attributes (Kantabutra, 2003)
Stability: A vision should provide a sense of
stability and direction, especially in the face
of uncertainty and change. It should offer a
reliable framework that guides decision-
making. For instance, a vision emphasizing
stability might prioritize maintaining high
academic standards and financial
sustainability.
 Vision Attributes (Kantabutra, 2003)
Desirability: A vision should be inspiring
and evoke enthusiasm and commitment
from stakeholders. It should capture their
imagination and create a sense of pride and
ownership. For example, a desirable vision
might aim to create a vibrant and inclusive
learning community that celebrates diversity.
 Vision Concepts: Vision Content
Author Year Conclusion / Findings

Larwood et al. 1995 Vision content should align with the specific
business and competitive environments
Dvir et al. 2004 Found positive relationships between vision
formulation, social-oriented values, assimilation,
and affective commitment.
Kantabutra 2003 Found that store manager visions containing
references to customer and staff satisfaction
were correlated with satisfaction levels in apparel
stores.
 Vision Realization: Vision Communication
Author Year Conclusion / Findings

various authors various dates Visionary leaders communicate their visions to

(e.g. Bass) (e.g. 1985) promote change and seek support
Kouzes and 1987 Various communication channels are used,
Posner including written statements and personal
communication
Kantabutra 2003 The seven vision attributes facilitate the vision
communication process
 Vision Realization: Organizational Alignment
Author Year Conclusion / Findings

Kotter 1990 Visionary leaders align people and supporting

systems to support their visions
Priem and 2000 Alignment involves restructuring reporting lines,
Rosenstein incentives, teamwork, job design, and recruiting
systems
Parikh and 1993 Good visions align people within organizations,
Neubauer reducing internal conflicts
 Vision Realization: Empowerment
Author Year Conclusion / Findings

Nanus 1992 Visionary leaders empower their followers by

shaping social contexts and distributing power and
control

Vision Realization: Motivation

Author Year Conclusion / Findings

McGivern 1997 Visionary leaders motivate their followers through

various means
 Measuring Performance in Higher Education
Author Year Conclusion / Findings
Kaplan and Norton 1992 • developed the balanced scorecard as a model for
measuring progress in higher education.
• The balanced scorecard translates vision and strategy
into objectives, measures, and targets in four areas:
financial, customer, internal process, and innovation and
learning.
• Financial measures need to be complemented by
operational measures in customer satisfaction, internal
processes, and innovation and improvement activities.
Kaplan and Norton 2001 Empirical evidence is limited, but the balanced scorecard
has been used in the administrative service units of the
University of California
Bailey et al. 1999 Academic participants in other cases also supported the use
of the balanced scorecard as a simple and multi-dimensional
measure
 Measures for the Balanced Scorecard Perspectives
Author Year Conclusion / Findings

Cullen et al. 2003 • Financial perspective: Measures include income

and remaining budget at year end
• Customer perspective: Measures include
enrolment targets, new partners, student
registrations, and number/quality of business
contracts.
• Internal process perspective: Measures include
elimination of non-core courses, simpler
reporting mechanisms, successful program
reviews, and student recruitment figures.
• Learning and growth perspective: Measures
include publications, registered PhD students,
awarded bursaries, seminars/conferences,
international journal articles, and peer review of
teaching.
Literature Highlights
• The literature review highlights the concepts of vision, the challenges in
realizing visions, and the importance of measuring performance in higher
education.
• The definition of vision lacks universal agreement and often overlaps with
mission and goals.
• Effective visions possess attributes such as brevity, clarity, challenge,
abstractness, stability, future orientation, desirability, yet limited empirical
research exists on these attributes.
• The content of visions varies based on the organization type and competitive
environment, with a scarcity of research in the higher education sector.
• Measuring performance is crucial for assessing the effectiveness of vision
implementation and determining organizational outcomes. However, despite its
importance, there is a need for more research in this area, particularly in the
context of higher education.
 04
Methodology
Matrix, Research Model, Directional Hypothesis
 Objective
To propose a research
model that examines the
impact of various
components of vision in
higher education
institutions on their
performance indicators,
including financial stability,
student satisfaction and
growth, process
improvement, and learning
and faculty satisfaction.
Methodology Conclusion / Findings
Based on a critical With future empirical
review of existing support, the model will
theoretical concepts help university and
and empirical college administrators to
evidence, a new effectively improve their
research model, as institutional performance.
well as research
hypotheses, are
developed for future
research.
Research Model

Figure 1: Proposed model linking vision and faculty performance

(Source: Sooksan Kantabutra, (2010) "Vision effects: a critical gap in educational leadership research",
International Journal of Educational Management, Vol. 24 Issue: 5, pp.376-390, https://
doi.org/10.1108/09513541011055956)
Research Model
• The research model proposes a relationship
between different components of vision in higher
education institutions and faculty performance.
• The model suggests that vision attributes, such
as clarity and purpose, have positive effects on
vision communication, which in turn influences
motivation.
• Motivation then impacts learning and faculty
satisfaction, leading to process improvement.
Research Model
• Process improvement contributes to student
satisfaction and growth, ultimately affecting
financial stability.
• Vision content influences organizational alignment,
communication, and empowerment, which also
impact motivation and subsequent outcomes.
• By considering multiple factors of vision realization,
the proposed model aims to provide a comprehensive
understanding of the relationship between vision and
performance in higher education.
Directional Hypotheses
H1. Vision attributes is indirectly predictive of enhanced learning and faculty satisfaction.
H2. Vision content is indirectly predictive of enhanced learning and faculty satisfaction.
H3. Vision communication is indirectly predictive of enhanced learning and faculty satisfaction.
H4. Organisational alignment is indirectly predictive of enhanced learning and faculty satisfaction.
H5. Motivation of faculty members is directly predictive of enhanced learning and faculty satisfaction.
H6. Empowerment of faculty members is directly predictive of enhanced learning and faculty satisfaction.
H7. Vision attributes is directly predictive of enhanced vision communication.
H8. Vision content is directly predictive of enhanced organisational alignment.
H9. Vision content is directly predictive of enhanced vision communication.
H10. Vision content is directly predictive of enhanced empowerment of faculty.
H11. Vision communication is directly predictive of enhanced motivation of faculty members.
H12. Organisational alignment is directly predictive of enhanced motivation of faculty members.
H13. Empowerment of faculty members is directly predictive of enhanced motivation of faculty members.
H14. Learning and faculty satisfaction is directly predictive of enhanced process improvement.
H15. Process improvement is directly predictive of enhanced student satisfaction and growth.
H16. Student satisfaction and growth is directly predictive of enhanced financial stability.
 05
Findings, Conclusion,
Recommendation
 Conclusion
The proposed research model highlights the significance of
vision components in higher education institutions and their
impact on performance indicators. By considering factors such
as financial stability, student satisfaction and growth, process
improvement, and learning and faculty satisfaction,
institutions can effectively shape their vision to drive positive
outcomes. Further research in this area will provide valuable
insights and guidance for administrators to enhance overall
performance and make informed decisions in higher
education.
 Future Research Directions
Future research should empirically test the
proposed hypotheses, explore the effects of
specific vision attributes on outcomes,
examine the mediating role of vision
realization variables, and determine the
relative importance of these variables in
shaping faculty performance.
 06
Learnings
Through this research, I have gained several important insights:
1. Vision is not just a theoretical concept but a powerful tool that can significantly
impact the success and performance of higher education institutions.

2. While the importance of vision in leadership is widely acknowledged, there is a

lack of sufficient empirical research specifically exploring its impact on the
higher education sector. This highlights the need for further studies in this area.

3. A well-defined vision with attributes such as brevity, clarity, abstractness,

challenge, future orientation, stability, and desirability is more likely to bring
positive effects to an institution. These attributes contribute to creating a
compelling and inspiring vision that can drive institutional progress.

4. Merely having a vision is not enough; effective communication of the vision and
the commitment of all stakeholders to its fulfillment are essential. Vision
communication plays a critical role in aligning organizational efforts and
fostering a shared sense of purpose.
Thanks!
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