Student-centered leadership in higher education: Perspectives from academic Department Heads

Student engagement, learning outcomes, and competency development have garnered growing attention in higher education. However, academic leaders often face challenges in fostering holistic student learning while also enhancing student career prospects. Drawing on student-centered leadership (SCL) theory, this study examines how university Department Heads (DHs) facilitate student learning and development, and explores the extent to which the K-12 SCL model is transferable to higher education contexts. The case study draws on semistructured interviews with eight DHs in a Canadian university. Data were analyzed using abductive reasoning. Findings show that DHs acted as operational actors who sought to improve learning outcomes by integrating high-impact practices into, and enhancing the quality of, teaching and curricula. A deep analysis of the findings suggests that DHs were required to make trade-offs between administrative compliance and student-centered practices, as their professional agency was constrained by intersecting cultural, structural, and resource-related factors. This study has two main theoretical contributions: (i) developing a novel typology of factors enabling or constraining SCL in higher education and (ii) proposing a context-specific framework for understanding how DHs achieve academic goals within their departments. The study concludes with recommendations for practice and future research.