Abstract
This research explores the relationship between leadership styles - particularly transformational leadership - and the effectiveness of change management in higher education institutions (HEIs) in the United Arab Emirates (UAE). In light of the UAE's national shift toward a knowledge-based economy, universities are increasingly called upon to implement significant institutional and cultural reforms. Despite this urgency, there remains a gap in the literature regarding how leadership behaviours influence the outcomes of such change initiatives, particularly within the UAE’s uniquely diverse and rapidly evolving educational landscape.To address this gap, the study adopts a mixed-methods design, combining quantitative data drawn from two sets of surveys obtained from faculty and students, in addition to leaders’ self assessment on the Multifactor Leadership Questionnaire (MLQ), with qualitative insights from semi-structured interviews with senior academic and administrative leaders. The analysis revealed a strong positive correlation (r = 0.926) between faculty and student’s beliefs about transformational leadership behaviours - specifically Inspirational Motivation and Individualised Consideration - and their perceptions of successful change implementation. Faculty members reported higher levels of satisfaction and engagement in environments where leaders demonstrated transparency, collaboration, and cultural sensitivity.
The findings further indicate that, in the views of senior academic and administrative leaders, participative and adaptive leadership styles tend to foster trust and reduce resistance to change, whereas authoritarian or inconsistent approaches often contribute to disengagement and inertia, which can impede successful transformations. Based on these insights, the study proposes a Contextual Change Leadership Model, which integrates transformational principles with situational awareness, cultural intelligence, and stakeholder engagement factors critical for effective leadership in the UAE’s higher education sector.
By contextualising established leadership and change management models within the Gulf region, this thesis contributes to both academic literature and practical leadership development. It offers targeted recommendations for institutional leaders, policymakers, and leadership training programs aiming to navigate complex change processes in culturally diverse academic settings.
| Date of Award | 10 Dec 2025 |
|---|---|
| Original language | English |
| Awarding Institution |
|
| Supervisor | Dan Davies (Supervisor) & Christina Gitsaki (Supervisor) |