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johepal 2025, 6(1): 186-197 |
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Andrew A J, Doyle L B, Playter K L. (2025). Supporting Remote Faculty: Theoretical and Practical Implications for Higher Education Leaders. johepal. 6(1), 186-197. doi:10.61186/johepal.6.1.186
URL: http://johepal.com/article-1-1117-en.html
URL: http://johepal.com/article-1-1117-en.html
Abstract: (371 Views)
Courses in higher education have been taught online for decades by remote faculty; however, research on how leaders can best support these faculty is minimal. Many administrators and leaders work primarily on-campus, but they often lead both traditional and remote faculty. The challenges for remote faculty are not always the same as those faced by on-campus colleagues. For instance, remote work has challenges related to geography, relationships, and accessibility. Two leadership theories can help leaders in this particular context; transformational leadership, especially the concept of individual consideration, and Whole Person Leadership. The authors of this paper suggest three overarching strategies or areas of focus: establishing effective communication, building a foundation of trust, and utilizing a HR specialist who understands the needs of remote employees. Future research should study the perceptions of leaders regarding remote or hybrid faculty support and provide insights from the perspective of the administrator, while another study could address the perceptions of remote faculty who work for an on-campus administrator.
Keywords: Remote Faculty, Higher Education, Transformational Leadership, Whole Person Leadership, Support
Type of Study: Research |
Subject:
Special
Received: 2024/12/13 | Accepted: 2025/03/14 | Published: 2025/03/31
Received: 2024/12/13 | Accepted: 2025/03/14 | Published: 2025/03/31
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