Abstract
This study examines the influence of academic leadership on university reputation, focusing on both administrative and departmental levels using a case study of a comprehensive university in South Africa. It investigates how academic leaders utilise effective communication with internal and external stakeholders, engage with global rankings, and promote community involvement, branding, teaching and learning practices. The theoretical framework integrates Institutional Theory and the Rep Trak Model to analyse academic leadership as a key driver of reputation, specifically through leadership styles, decision-making processes, and strategic initiatives implemented by leaders at the university. Employing a mixed-methods approach, the research utilised sequential exploratory methods. Qualitative data were gathered through semi-structured interviews with 13 university leaders and managers, providing insights into leadership factors such as vision, strategic planning, resource allocation, and faculty development. The thematic analysis of this data assessed the impact of these factors on academic output, research funding, student satisfaction, and external partnerships. The second phase involved a quantitative survey designed to collect data from 157 internal and external stakeholders, addressing the research questions regarding the influence of academic leadership on university reputation.
Results indicate that transformational, situational, and transactional leadership styles, characterised by innovation, inclusivity, and the ability to inspire academic communities significantly enhance a university's reputation. Conversely, weak or inconsistent leadership can lead to stagnation, reduced research productivity, and a decline in institutional standing. Confirmatory factor analysis identified significant differences between the first- and second-order models of reputation, reinforcing the conclusion that university reputation is primarily grounded on four first-order factors: FB1.0 (Innovative pursuit of excellence), FC1.0 (Accessible leadership), FD1.0 (Supportive academic administration), and FE1.0 (Socially responsible research). Regression analysis further demonstrated that accessible leadership influences prominent reputation through mediators such as innovative pursuits of excellence, supportive academic administration, and socially responsible research. The study highlights the central role of academic
v
leaders in shaping institutional reputation and emphasises the necessity for strategic actions to enhance institutional perception. Qualitative interviews with key informants corroborated the quantitative findings, reinforcing the idea that academic managers must engage with stakeholders and leverage digital platforms to maintain and improve university reputation. This research contributes to the literature on higher education leadership by providing practical recommendations for university administrators seeking to strengthen their institution's global reputation through effective leadership strategies.
academic leadership, academic management, reputation, university reputation, academic reputation, reputation management, higher education