From Academic Leader to Institutional Leader: A Longitudinal Reflective Narrative Study of Newly Appointed Associate Deans of Education of Education

Background

Associate Dean of Education roles occupy a critical position within higher education institutions, yet limited research has explored how individuals experience the transition into these senior leadership positions.

Aim

To explore the lived experiences of newly appointed Associate Deans of Education during their first months in post.

Methods

Longitudinal reflective narrative study using structured written reflections collected over three months from newly appointed Associate Deans. Data was analysed using Braun and Clarke's thematic analysis.

Findings

Five themes were identified:

•Negotiating leadership identity and legitimacy
•Emotional labour and competing demands
•Leading through influence rather than authority
•Relational leadership and communities of practice
•Developing strategic perspective and institutional thinking

Conclusion

Through participation in communities of practice, engagement in reflective learning and the development of emotional resilience, Associate Deans of Education evolve from academic leaders into strategic institutional leaders capable of spanning organisational boundaries and translating institutional priorities into educational practice.