Virtual academic leadership in higher education

The purpose of this research was to develop a deeper understanding of the experiences of leading in virtual academic environments, specifically in higher education settings. The study focused on the experiences of department chairs leading virtually at public and private four-year higher education institutions that are accredited by the Middle States Commission on Higher Education. Using phenomenology and rich description of the participants' experiences, the data revealed practices and competencies necessary for leading in a virtual academic environment. Additionally, the research explored professional development opportunities offered in this environment and the types of opportunities that would be beneficial to leading virtually in an academic setting. This research is also interwoven with an issue intensified by the recent COVID pandemic. The research questions that guided this study were as follows: 1. How do academic administrative leaders in higher education describe their experiences with virtual leadership as compared to in-person leadership? 1a. How do academic administrative leaders in higher education describe leadership competencies in virtual environments as compared to in-person? 1b. How do academic administrative leaders in higher education describe leadership practices in virtual environments as compared to in-person? 2. How can academic administrative leaders' experiences leading virtually inform leadership development opportunities at higher education institutions? Responses indicated that interpersonal competencies, including emotional support for faculty, communication, and community building, were critical for successful leadership in virtual higher education settings. Individual experiences, such as previous work experience, religion, family, and therapy were also key concepts revealed in the data that contribute to effective leadership in virtual academic settings. Institutional influence played a role as well, including the need for supporting logistics for teaching and learning and streamlining managerial responsibilities. According to the participants' responses, there was a gap in professional development opportunities relative to virtual leadership. While there were opportunities offered by institutions to develop pedagogical skills, there was a lack of opportunities for enhancing leadership skills needed for virtual academic settings. Recommendations for practice include standardizing communication systems, providing ongoing emotional care for virtual academic leaders, creating opportunities for "structured spontaneity," and offering virtual academic leadership development. Future research in the area of virtual academic environments could include long term effects of COVID on virtual academic leadership, leadership in hybrid academic settings, and reflective practices and virtual academic leadership. These findings and recommendations will inform institutional practices around leadership, specifically in virtual environments and will contribute to the growing body of knowledge on developing leadership skills in virtual settings.