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<p>The evolution of leadership theory since the Industrial Revolution has been characterised by a shifting of focus from leaders’ qualities to the construction of effective leadership systems and methods. Transformational leadership, as one such theory, has gained traction in educational settings thanks both to its democratic principles and the applicability offered by its value profile modelling. A set of capacities are provided by the theory, with the intention of providing a toolkit for effective leadership which can be adopted by a range of leaders, thus avoiding the need for inherent leadership qualities. The theory continues to face charges of promoting despotism, however, and most importantly of lacking relevance to real-world settings. Through the reflective analysis of a university-based English for Academic Purposes pre-sessional course – a fixed-term, high-stress setting – a grounded assessment of the real-world applicability of transformational leadership theory can be conducted. It is proposed that such courses within the higher education sector pose specific challenges to leadership, due to time constraints, staff retention and pressures on student achievement. The scope for meaningfully engaging staff in structural processes is thus restricted and there is a clear need for an accessible theory which supports a democratic, pluralistic approach to leadership, such as transformational leadership. However, reflective analysis of the leadership methods employed on the course, and an assessment of their correlation to the principles of transformational leadership, reveals a deficit in real-world applicability of the theory and a failure to convincingly avoid the pitfalls of the cult of the leader.</p>
</abstract>

The evolution of leadership theory since the Industrial Revolution has been characterised by a shifting of focus from leaders’ qualities to the construction of effective leadership systems and methods. Transformational leadership, as one such theory, has gained traction in educational settings thanks both to its democratic principles and the applicability offered by its value profile modelling. A set of capacities are provided by the theory, with the intention of providing a toolkit for effective leadership which can be adopted by a range of leaders, thus avoiding the need for inherent leadership qualities. The theory continues to face charges of promoting despotism, however, and most importantly of lacking relevance to real-world settings. Through the reflective analysis of a university-based English for Academic Purposes pre-sessional course – a fixed-term, high-stress setting – a grounded assessment of the real-world applicability of transformational leadership theory can be conducted. It is proposed that such courses within the higher education sector pose specific challenges to leadership, due to time constraints, staff retention and pressures on student achievement. The scope for meaningfully engaging staff in structural processes is thus restricted and there is a clear need for an accessible theory which supports a democratic, pluralistic approach to leadership, such as transformational leadership. However, reflective analysis of the leadership methods employed on the course, and an assessment of their correlation to the principles of transformational leadership, reveals a deficit in real-world applicability of the theory and a failure to convincingly avoid the pitfalls of the cult of the leader.

An Assessment of Transformational Leadership Theory against a University EAP Pre-sessional Course

Polish Journal of Educational  Studies

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The evolution of leadership theory since the Industrial Revolution has been characterised by a shifting of focus from leaders’ qualities to the construction of...

An Assessment of Transformational Leadership Theory against a University EAP Pre-sessional Course

Publié en ligne: 30 déc. 2021

Pages: 24 - 38

DOI: https://doi.org/10.2478/poljes-2021-0003

Mots clés
Transformational, leadership, English for Academic Purposes, higher education, university

© 2021 Sarah Blythe, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

An Assessment of Transformational Leadership Theory against a University EAP Pre-sessional Course

Publié en ligne: 30 déc. 2021

Pages: 24 - 38

DOI: https://doi.org/10.2478/poljes-2021-0003

Mots clésTransformational, leadership, English for Academic Purposes, higher education, university

© 2021 Sarah Blythe, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
Transformational, leadership, English for Academic Purposes, higher education, university