Unraveling the Complexity of the Administrative Experiences of Academic Middle Managers

Abstract. This qualitative ethnomethodological study explores the lived experiences of academic middle managers in higher education institutions. Six participants were purposefully selected, with roles ranging from two to five years of experience, offering diverse insights into their leadership challenges. Framed by role theory and organizational culture, the research investigates how these managers balance academic leadership with administrative duties amidst institutional dynamics. The study employs unstructured interviews and thematic analysis, revealing key themes such as strategic leadership, ethical decision-making, policy development, and the critical need for professional development programs. Findings underscore the importance of leadership in fostering institutional growth, improving student outcomes, and enhancing faculty well-being. Addressing role-related stress and providing leadership development opportunities are vital for sustaining resilience and long-term institutional success. The study offers practical recommendations for creating supportive frameworks for academic middle managers, emphasizing tailored professional development initiatives that enhance their leadership capacities and align with institutional goals. These insights are crucial for fostering effective management in educational environments, contributing to both managerial and institutional development.