EXEMPLARY LEADERSHIP IN
HIGHER EDUCATION: STUDY AT UNIVERSITAS
ISLAM SYEKH-YUSUF TANGERANG
M. Rosul Asmawi,
Seno Santoso*, Muhamad
Nur, Siti Maesaroh
Faculty of Social and Political Science, Universitas Islam Syekh Yusuf,
Banten, Indonesia
e-mail: mrosul.unis.ac.id*
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Article Information |
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ABSTRACT |
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Received:
December 12, 2022 Revised:
December 28, 2022 Approved:
January 15, 2023 Online:
January 28, 2023 |
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This study aims to find out exemplary
leadership: studies at Universitas Islam Syekh-Yusuf Tangerang. This research is very strategic,
important and interesting, considering that exemplary leadership is very
interesting to study in depth. For this reason, this research intends to take
a more in-depth picture of exemplary leadership. Referring to the research
focus, it can be understood that this research uses qualitative research with
descriptive qualitative analysis, thus the data is presented descriptively,
factually and systematically. this
research shows that the Rector's leadership can still be drawn from exemplary
behavior. The Rector's leadership can still be drawn from exemplary
aspects, including aspects of (a) the intimacy of the Rector's leadership
conversation is a little less focused; (b) the interactivity of the Rector's
leadership is indeed less intense; (c) seen from the aspect of the
Chancellor's leadership, the participation of the Chancellor appears to have
a sense of responsibility for the dynamics that occur; and (d) this
intentionality is indeed important, although it must be admitted that the
Rector's activities are very numerous, and therefore cannot be monitored in
detail. The Rector should have full time at work so that the dynamics can be
observed carefully and the progress can be known clearly. |
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Keywords |
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exemplary
leadership;
leadership; higher
education; Universitas Islam Syekh-Yusuf
Tangerang |
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INTRODUCTION
Higher
education institutions in Indonesia are currently growing and growing, both in
terms of quantity and quality. Because of that the arrangement is done in a
provision. Law Number 20 of 2003 concerning the National Education System, in
Article 20 (1) Higher education institutions can take the form of academies,
polytechnics, high schools, institutes or universities; (2) Universities are
obliged to organize education, research, and community service; (3) Higher
education institutions can organize academic, professional and/or vocational
programs.
This
research was conducted at Universitas Islam Syekh-Yusuf Tangerang as stated in Article 20 paragraph
(1); namely a college can take the form of a university; and in paragraph (2)
tertiary institutions are obliged to provide education, research, and community
service. Thus the university organizes academic programs.
The
implementation of the university is led by the rector, namely the top leader
who is called the leader. As it is known that a leader carries out leadership
in the place where he works as a form of accountability to the institution. A
rector is the leader of a university that organizes education, research, and
community service which is commonly known as the tridharma of higher education.
Regarding
this leader, there are those who call it teacher leadership behaviors, namely
teacher leadership behaviors that have five exemplary leadership practices.
This is as described by (Bryant, 2017) state this quantitative ex
post facto study communicated important findings and revealed a significant
difference in teacher leadership behaviors before and after participation in a
leadership development program, and specifically behaviors related to the Five
Practices of Exemplary Leadership: (1) model the way, (2) inspire shared
vision, (3) challenge the process, (4) enable others to act, and (5) encourage
the heart (Kouzes & Posner, 1995)This study confirmed that
research-based transformational leadership development could improve
transformational leadership behaviors. However, the study also had several
limitations.
Referring
to this opinion, it is emphasized that behaviors related to the five
practices of exemplary leadership: (1) model the way, (2) inspire shared
vision, (3) challenge the process, (4) enable others to act, and (5) encourage
the heart. These five exemplary leadership practices are important
with regard to
teacher
leader behaviors. (Bryant, 2017) state the explicit
leadership model examined was the transformational leadership model as used by (Kouzes & Posner, 1995).
(Bryant, 2017) state leadership and
management theory, specifically the transformational leadership model of (Kouzes & Posner, 1995) Five Practices of Exemplary
Leadership (model the way, inspire shared vision, challenge the process, enable
others to act, encourage the heart) guided this research. These research
questions acted as the focus of the study. The study examined if there was a
significant difference in leadership behaviors before and after participating
in a teacher leadership professional development by addressing the following
questions:
1.
Is
there a significant difference in the leadership practice of model the way for teacher leaders in a
professional development program focused on transformational teacher?
2.
Is
there a significant difference in the leadership practice of inspire shared vision for teacher
leaders in a professional development program focused on transformational
teacher leadership?
3.
Is
there a significant difference in the leadership practice of challenge the process for teacher
leaders in a professional development program focused on transformational
teacher leadership?
4.
Is
there a significant difference in the leadership practice of enable others to act for teacher leaders
in a professional development program focused on transformational teacher
leadership?
5.
Is
there a significant difference in the leadership practice of encourage the heart for teacher leaders
in a professional development program focused on transformational teacher
leadership?
(Ghias et al., 2018) state whereas exemplary leadership practices are sub-characterized as
“model the way‟, “inspire a shared vision‟, “challenge the process‟, “enable
others to act‟ and “encourage the heart‟ identified by (Kouzes & Posner, 2003) after 30 years of research in business organizations.
These research questions are the focus of research as the
responsibility of the leader. Leaders carry out in general at the tridharma level
of higher education, while the academic implementer at the faculty is the dean.
(Bertrand & Rodela,
2018) state the academic dean position is a complex and demanding role, and
one that requires a great amount skill, perspective, and dexterity. More explained by (Bertrand &
Rodela, 2018) state the lifecycle of a dean is important to
note, as the practice of executive coaching at the correct time in a dean’s
tenure could prove to be meaningful if the desired result is to expand
leadership capacity. Before the lifecycle even begins, however, there are many
things a prospective dean can do to prepare for the upcoming leadership
challenges such as volunteer for leadership roles, request to be placed on
accreditation review committees, stay apprised of ongoing higher education
issues, promote interdisciplinary work, develop budgetary experience, and
attend workshops for academic leaders (Buller, 2015)
The dean's activities are important to note, as is the
practice of executive coaching related to leadership capacity. The Dean along
with other administrators carry out the tridharma of
higher education, the Dean prepares for leadership challenges such as
volunteering for leadership roles, handling accreditation, ongoing higher
education issues, promoting interdisciplinary work, developing budgetary
experience, and attending workshops for academic leaders. Next is (Bertrand & Rodela,
2018) state academic dean leadership itu meliputi: (1) duties and
responsibilities; (2) leadership in higher education; (3) challenges; and (4)
lifecycle of a dean. Deans could possibly hurt their institutions by serving
years in excess of the normal lifecycle. After ten years of service, deans may
want to honestly evaluate their position as this juncture seems to be a
critical point in their careers where they typically disengage in direction
setting, which “could prove crucial to the wellbeing of their colleges” (Wolverton & Gmelch, 2002) The
lifecycle of a dean is important to note, as the practice of executive coaching
at the correct time in a dean’s tenure could prove to be meaningful if the
desired result is to expand leadership capacity.
Observing the opinions above shows that the dean can
provide college welfare. It is important to note the life cycle of a dean, as
the practice of executive coaching at the right time during a dean's term can
prove to be meaningful, i.e. enhance leadership capacity. From the study above,
a relationship can be drawn between higher education leadership and the
implementation of higher education tridharma, where the dean is the academic implementer in the
faculty, while the chancellor is responsible for implementing the higher
education tridharma.
Judging from the organization the dean's duties are on operational tasks while
the rector is related to the general policy formulation of the implementation
of the tridharma
of higher education. Today's leadership applies to universities; meaning that
the dean and the chancellor are two people who have their respective duties and
responsibilities in one interconnected unit. Therefore, these two positions
have shared responsibilities that need to be carried out in achieving the
vision and mission of the university.
Exemplary leadership practices are very important in
higher education because they are sub-characterized for the formation of
leaders and followers in building and developing organizations. Universitas Islam Syekh-Yusuf
Tangerang as the location of this research has a big advantage because this
sub-characterization is needed for leaders and followers in implementing
exemplary leadership in tertiary institutions. However, exemplary leadership as
a theory has a negative impact if universities do not implement it. It could be
that universities do not have strong competitiveness with similar
organizations. This is where it shows that exemplary leadership is a strength
that needs to exist.(Bryant, 2017) state this study confirmed that research-based transformational
leadership development could improve transformational leadership behaviors.
However, the study also had several limitations.
Transactional leadership is related to the relationship
between leaders and employees in the organization which implies exchange.
Regarding transactional leadership, this was put forward by (Dartey-Baah &
Addo, 2018) state transactional leadership the word
“transaction” connotes an “exchange” between two parties. According to (Howell & Hall-Merenda,
1999), the foundation of transactional leadership
is an “exchange”. Burns (1978) had already described this exchange as a social exchange by which
leaders depend on rewards and punishments to increase their employees’
performance in their organizations. Thus, such leaders may either offer
rewards, such as praise and recognition, to employees for remarkable or desired
performance, or threaten employees with punishment, such as forfeiture of
incentives and suspension, for poor performance. In view of this exchange
philosophy, transactional leadership is most concerned with setting standards
that individual followers are expected to adhere to strictly in order to
measure their performance against set standards. (Bass & Stogdill, 1990) opined that transactional leaders create the basis for relationships
between themselves and their followers by specifying expectations, clarifying
responsibilities and providing recognition and rewards in order to achieve the
levels of performance expected.
Transactional leadership relates to the word
"transaction" implies "exchange" between two parties. the
foundation of transactional leadership is "exchange". This study of
exchange as a social exchange in which leaders depend on rewards and
punishments to improve their employees' performance in their organizations.
Thus, these leaders may offer rewards, such as praise and recognition, to
employees for outstanding or desired performance, or threaten employees with
punishment, such as forfeiture of incentives and suspensions, for poor
performance. Transactional leadership is most concerned with setting standards
that each follower must strictly adhere to in order to measure their
performance against the set standards. Transactional leaders create the basis
for the relationship between leaders and their followers by setting
expectations, clarifying responsibilities and providing recognition and rewards
for achieving expected levels of performance.
Next (Dartey-Baah & Ampofo,
2015) state research indicates that transactional leadership is characterized
by contingent rewards and management by exception (Bass & Stogdill, 1990) (Avolio et al., 1999) (Antonakis, 2003). In essence transactional leadership is characterized by
rewards and contingency management by exception. This reward is the basis for
employees as a form of income which is seen as an addition and provides work
motivation. The following is a study of contingent rewards with exceptions as
stated by (Dartey-Baah &
Ampofo, 2015) states: this
is when leaders provide rewards in exchange for achieving targets and these
targets are set on short-term and measurable bases. According to (Nicholson, 2007), leaders clarify the tasks that followers
need to achieve and use rewards to achieve results. The rewards that leaders
offer are supposed to benefit employees immensely, to the extent that they
would transcend their own immediate self-interest for the sake of the entire
organization. (Avolio et al., 1999) averred that in order to establish effective transactional leadership,
there should be an appropriate use of contingent rewards which might act as an
important feedback channel by which followers’ expectations might be understood
with regard to their performance.
This contingent reward is the leader giving gifts in
return for achieving targets and these targets are set on a short-term and
measurable basis. Leaders clarify the tasks followers need to accomplish and
use rewards to achieve the results. The rewards that leaders offer should
greatly benefit employees, to the extent that they will transcend their own
self-interest. To build effective transactional leadership, there must be
appropriate use of contingent rewards which can act as a feedback channel as
the expectations of followers as they are understood in relation to their
performance.
According to (Hargis & Bradley III,
2011) there are two types of management by exception: active and passive.
Active management by exception occurs when leaders actively appraise and
monitor the work of subordinates and make sure that predefined standards are
met (Antonakis, 2003). Such leaders do not wait for things to
deteriorate before intervening; rather, they try to identify and prevent any
diversions from the prime objectives of the organization. On the other hand,
passive management by exception comes about when leaders ensure that followers
meet predetermined standards and they do not intervene unless problems arise,
or if noncompliance occurs (Antonakis, 2003). Such leaders believe in the ability of their
subordinates to execute assigned tasks perfectly even in times of challenge,
and that there is no need to interfere unless problems arise and become
compounded.
However, researchers have criticized transactional leadership for
several reasons (Patiar & Mia, 2009). Key among these is that followers are not
made to make decisions on any task they are given. Thus, transactional
leadership can stifle initiative and suppress the emergence of innovative ideas
(Bass & Stogdill, 1990)
There are two types of management by exclusion: active
and passive. Active management by exception occurs when leaders actively assess
and monitor the work of subordinates and ensure that set standards are met. On
the other hand, passive management by exception arises when leaders ensure that
followers meet predetermined standards and they do not intervene unless
problems arise, or if non-compliance occurs. Such leaders believe in the
ability of their subordinates to carry out assigned tasks flawlessly even in
times of challenge, and that there is no need to interfere unless problems
arise and escalate. However, researchers have criticized transactional
leadership for several reasons.
Key among these is that followers are not made to make
decisions about any task assigned to them. Thus, transactional leadership can
stifle initiative and suppress the emergence of innovative ideas.
(Lavigne, 2016) state academic deans’ responsibilities generally include: fiscal
resources, students, staff, faculty, enrolment, research, quality, program
development, leadership, fundraising, and external and public relations. Accordingly,
academic deans must conciliate the conflicting realities of academic and
managerial worlds, which operate at different speeds and through different
structures and processes (Gallos & Bolman, 2021) In this context, academic leadership can easily be contested, as what
counts as leadership performance depends on one’s standpoint. Distinct and
often opposing constituencies, such as central administration, staff members,
faculty members, students, and external stakeholders, are likely to have
different expectations about an academic dean’s leadership.
The responsibilities of an academic dean generally
include: fiscal resources, students, staff, faculty, enrollment, research,
quality, program development, leadership, fundraising, and external and public
relations. Academic deans must reconcile the conflicting realities of the
academic and managerial worlds, which operate at different speeds and through
different structures and processes. In this context, academic leadership can
easily be contested, as calculated because leadership performance depends on
one's point of view. Different and often opposing constituencies, such as
central administration, staff members, faculty members, students, and external
stakeholders, tend to have different expectations about the leadership of an
academic dean.
Then (Hunde et al., 2019) state deans, in fact, are responsible for the multitude of activities. (Bassaw, 2010)
in this regard states that: “The dean has the responsibility of
maintaining high standards in teaching, research and professional practice;
bringing about educational development; building research capacity;
contributing to the development and advancement of the institution; developing
external links; overseeing academic administration; managing faculty’s budget;
chairing faculty board and other committees; dealing with quality cont
rol and quality assurance; ensuring accreditation for the faculty; managing
human resource; dealing with issues such as effective staff review, personal
and career development; seeking funding and capacity building”.
Observing the dean's responsibilities as stated is very
big and heavy both internally and externally so that the faculty can still grow
and develop according to what is desired; including personal, career
development and seeking funding and capacity building. With the resignation of
most community college leaders pending, it is in the best interest of all
current board of trustees, college presidents, and other college leaders to
come up with a plan for developing the future of their organizations.
It is hoped that future researchers will be able to use
this study to inform their research and explore the relationship between deans,
their faculty members, gender issues, and adjunct faculty members brought
together.
The dean is a leader who has the ability to nurture the
community, as (King, 2017) state the leader must possess the “ability to
foster a vibrant and empowered community through a proven leadership style that
evokes trust, welcomes collaboration, reflects confident decision making, and
effectively engages the talents and experiences of employees,” and has the
“capability to engage and influence the general, civic, corporate, and
governmental communities effectively” (Chronicle of Higher Education, 2016,
June 2).
Leaders must have the ability to nurture a vibrant and
empowered community through a leadership style that inspires trust, welcomes
collaboration, reflects confident decision-making, and effectively engages the
talents and experiences of employees, and has the ability to engage and
influence the general public, civic, community companies, and governments
effectively.
Deans can become presidential candidates in colleges, as
suggested by (King, 2017) state the ideal candidate is an energetic, inspirational, and
collaborative leader with a strategic mindset and an unwavering commitment to
academic and research excellence. The ideal candidate will possess a doctoral
degree, a distinctive record of academic achievement, and a successful track
record of administrative leadership experience in a university or similarly
complex organization. A confident, articulate, and compelling communicator, the
new President will be a relationship builder who is able to engage a wide
variety of external stakeholders and position the University strategically to
attract students, faculty, and support. The President will possess demonstrated
commitment to diversity, equity, and inclusivity and a proven understanding of
aboriginal perspectives and communities (Chronicle of Higher Education, 2016,
July 4). The same attributes were expressed in
another article announced: The successful candidate will demonstrate vision, a
record of innovation, a commitment to exceptional scholarly inquiry,
appreciation of the value and importance of interdisciplinary research and
education, a proven commitment to diversity and inclusion, and boundless energy
and enthusiasm to elevate an already outstanding institution and to lead the
discussion about higher education’s future on a national and global platform” (Chronicle of Higher Education, 2016,
July 13).
The successful candidate can demonstrate vision, a record
of innovation, a commitment to scientific inquiry, an appreciation of the value
and importance of interdisciplinary research and education, a proven commitment
to diversity and inclusion, and a boundless energy and enthusiasm to elevate
institutions and to lead discussions about the future of education high on
national and global platforms.
(Powell, 2018) state terms relevant to this study are defined in this section. All
definitions are theoretical and based in literature, excepting exemplary, which
includes a theoretical and an operational definition. The final form of each
definition was determined through collaborative processes among a team of
researchers participating in a thematic dissertation.
Exemplary. Theoretical definition. Someone set apart from peers in a
supreme manner; suitable behavior, principles, or intentions that can be copied
(Goodwin et al., 2014) Operational definition. (Kouzes & Posner, 2003) affirmed that the leadership is a skill and ability that can be
enhanced and improved upon through the desire to become a better leader. (Kouzes & Posner, 2003) emphasized the Leadership Practices Inventory (LPI) that focuses on the
behavioral factors contributed to the Leadership effective practices. (Kouzes & Posner, 2003) earlier had created a Model of Exemplary Leadership serving as a
desirable technique and represent the best kind of its model as it removes the
organizational barriers. It usually has its solution to solve problem that
arises with certain practices.
Leaders who succeeded within this leadership practice established
principles for themselves and demonstrated a commitment to their values on a
daily basis. These leaders spent time with their followers often working next
to them or asking questions to encourage followers to determine their own
values (Kouzes & Posner, 2003)‚Modeling the way is essentially about earning
the right and the respect to lead through direct individual involvement and
action. People first follow the person, then the plan‛ (Kouzes & Posner, 2003). The most common view of leadership is to
influence as role models for their followers, inspirational motivation which
involves motivating and inspiring followers by providing meaning and challenge
to their work, intellectual stimulation which involves stimulating followers’
efforts to be innovative and creative, individualized consideration which
involves paying special attention to each individual’s needs for achievement
and growth (Bass & Avolio, 1994).
Leaders who displayed behaviors within this leadership practice have a
desire to create something new. They had a picture in their mind, and they
worked to make that picture a reality. These leaders knew the dreams, values,
hopes and aspirations of their followers. They spoke the same language as their
followers and used that language to enlist the followers to achieve the same
vision (Kouzes & Posner, 2003) (Mulford & Silins,
2011), a principal who can bring harmony in values
and beliefs underlying the school’s goal and objectives will be most likely to
influence teacher’s work and student achievement. (Orr & Orphanos, 2011)affirmed that an excellent of practices which is embedded in the
principal personality, shall promote a school should have a clear mission or
set of a goals.
This practice was exhibited by leaders who were willing to step into the
unknown. These leaders searched for opportunities to innovate and improve.
‚Innovation comes from listening than telling‛ (Kouzes & Posner, 2003) The leaders’ primary contribution was to recognize and support new
ideas in addition to getting new products and systems adopted. Leaders also pay
attention to the capacity of their constituents to take control of challenging
situations and become fully committed to change‛ (Kouzes & Posner, 2003) The school needs a leader who has the intellectual stimulation which
means challenging teachers to professionalize themselves in such a manner that
the organization is learning a whole (Leithwood & Jantzi,
1997).
This practice was demonstrated by leaders who fostered collaboration and
built trust among their followers so good work was completed. These leaders did
not keep power to themselves; they ‚ work to make people feel strong, capable,
and committed‛ (Kouzes & Posner, 2003) When followers felt trusted and were given discretion to make decision,
they worked hard and surpassed their own expectations (Kouzes & Posner, 2003) Qing, Day & Ko (2010) believes that the practices cover a wide area that is robust with
underlying dimensions of leadership that can lead school and classroom
strategies and actions that school principals and staff have adopted to raise
pupil attainment which later will turn into predicted improvement in schools’
academic performance.
This practice was exhibited by leaders who recognized the contributions
made by other individuals (Kouzes & Posner, 2003) Leaders used celebrations and rituals to allow others to recognize the
benefits of aligning behavior with values. In addition, leaders created strong
collective identity that carried a group through tough times (Kouzes & Posner, 2003).
The individual consideration is factor to concern and respect for the
personal feelings and needs of teacher. Leadership fosters the basic needs of
followers, emphasizes the transaction or exchange between leaders and their
followers, and is characterized by management by exception and contingent
reward. The leader also tells the staff what to do to be rewarded for their
efforts (Leithwood & Jantzi,
1997)
(Powell, 2018) state Central Research Question. What are the behaviors that exemplary
elementary school principals practice to lead their organizations through
conversation using Groysberg and Slind (2012) four elements of conversational leadership: intimacy, interactivity,
inclusion, and intentionality?
Thus, a research focus can be arranged, including: (1) How do exemplary leadership lead their organizations through the
conversational element of intimacy? (2) How do exemplary leadership lead their
organizations through the conversational element of interactivity? (3) How do
exemplary leadership lead their organizations through the conversational
element of inclusion? (4) How do exemplary leadership lead their organizations
through the conversational element of intentionality?
Cardenas (2019) quote Groysberg and Slind (2012) 4 elements of conversational leadership were used as the framework to
describe the lived experiences of exemplary unified school district
superintendents who lead their organizations through conversation. Based on the
data, 4 conclusions were drawn. Unified school district superintendents who
demonstrate conversational leadership (a) are committed to fostering effective
relationships by engaging others in honest and authentic conversations to build
trust, (b) promote conversational interactivity to communicate with
transparency and engage others in two-way dialogue, (c) trust organizational
members to have meaningful engagement opportunities and communicate the shared
organizational goals, and (d) guide purpose-driven actions to support
organizational goals by providing timely, targeted information through multiple
venues.
METHODS
The principal aim of the study is to describe and analyze how exemplary
leadership in a university using a qualitative approach to uncover what has
occurred in the field, both factual and hidden. In this research study, several
techniques are used: (a) in-depth interview; (b) observation; and (c)
documentation. Determining informants is carried out using a snowball
technique. The informants were selected based on preliminary information about
parties involved and determining the leadership style in the universities. Data
analysis used a qualitative method, where collected data in the form of trimmed
findings relevant to events or cases according to research focus, was presented
in a narrative. Thus, the data presented are descriptive, factual and
systematic. The next process is the conclusion drawing, data analysis is
conducted in logical explanation, in which both data are qualitative and
quantitative (secondary data) provided with complementary (Asmawi, 2017).
RESULTS
This conclusion can be emphasized that exemplary
leadership in tertiary institutions: a study at the Universitas
Islam Syekh-Yusuf Tangerang, namely the Rector's
leadership can still be drawn from exemplary, it can be seen from the aspect of
(a) the intimacy of the Chancellor's leadership conversation is a little less
focused because the Rector as the top leader is not always can feel intimate
with subordinates except for the Rector's relationship with YIS, this is common
and often occurs everywhere; (b) the interactivity of the Rector's leadership
is indeed less intense when it happens with subordinates except with YIS. This
can often happen at UNIS Tangerang; (c) seen from the aspect of the Rector's
leadership, the participation of the Rector seems to have a sense of
responsibility for the dynamics that occur so that from an authority standpoint
it appears that all tasks can be monitored properly, so that the Rector's
leadership participation is quite good, even though the Rector is not always in
the office but all existing dynamics can be monitored closely; and (d) this
intentionality is indeed important although it must be admitted that the
Rector's activities are very numerous, therefore they cannot be monitored in
detail, but everything that happens can be monitored from the Chancellor's
leadership. The Chancellor should have full time at work so that the dynamics
can be observed carefully and the progress can be known clearly.
Clearly the Chancellor's leadership with regard to
exemplary leadership can be described as follows:
Figure 1. Exemplary Leadership
DISCUSSION
This study was designed to analyze the importance of exemplary
leadership behavior, where the research was conducted. The university as an
organization has its own uniqueness compared to other organizations in general. The study mainly employed descriptive survey research design. Furthermore, qualitative data were collected and analyzed in order to augment the
quantitative data. This design was assumed
to be preferable
when the researcher(s) interested in concurrently collecting and analyzing data in order to come up
with more credible result which is also
applicable for this study (Hunde et al., 2019). The limitations inherent in this research design are the
lack of discussions with fellow researchers to analyze and interpret research
data. This research is intended to collect and interpret the findings of field
data by using the relevant theory. The researchers realized that the research
findings that confirmed the importance of university exemplary leadership
behavior would allow other findings to be entered into by future researchers.
The conclusions drawn from this research will be more flexible if exemplary
leadership behavior becomes the conclusion of this research. Thus, it can be
ascertained as a result of research findings.
The implications of these findings have provided input to
tertiary institutions that the exemplary leadership research findings are quite
satisfactory. However, the theory of exemplary leadership is most effectively
applied in university management. Intimacy, intentionality, the goals of the
organization remain a mystery (Powell, 2018). Those who lead their organizations through conversation
“intentionally engage in their interactions with others” (Nichols, 2012); (Powell, 2018). Therefore for a leader who acts as a leader, exemplary
leadership must be sought at the Islamic University Syekh-Yusuf
Tangerang. Some of the limitations of this study should be considered in future
research to replicate, strengthen and interpret research data. It is certain
that the study findings do not represent a definite solution and further
research is needed. Studies can be specifically directed at the same focus or
more.
CONCLUSION
In this global era where competition is getting tougher, leadership
styles adopted by the university is an important factor. Therefore, exemplary
leadership is required to make the organization grow and survive. It is crucial
for the higher education institutions to have a leader who is capable of
exemplary leadership. The research findings indicate that perilaku
exemplary leadership is the most popular style based on the analysis of
informants’ opinion.
Research conducted at the Universitas
Islam Syekh-Yusuf proves that the Rector has
exemplary leadership behavior. Next (Hunde et al., 2019) state based on positivist research philosophy, current study is
descriptive in nature. The study setting is non-contrived and cross sectional
data is taken from actual work place setting through questionnaires. The respondents
were asked to fill the questionnaire without interference of researcher.
Theoretically speaking, transformational leadership style is the most effective
to manage the universities, as confirmed by (Levine, 2000) quoted (Bass, 1985) that argues “Transformational leadership is the most successful form of
leadership in academic settings”. Concerning the research findings, a Rector
possessing the leadership skills mentioned above should be sought after by
higher education institutions.
Thus, the contribution of this study is to provide support for the
existing theory as proposed by (Levine, 2000) although research result at the Universitas
Islam Syekh-Yusuf exhibits that its Rector possessing
a democratic leadership.
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