This book explores the implications of focusing learning in university
leadership. While a range of external and internal factors push
contemporary higher education leaders towards a reactive and
transactional style, the author argues that placing learning at the
centre of the decision-making process ultimately grounds higher
education leadership in values. Illustrated by numerous case studies and
informed by Peter Senge's theory of learning, the author examines this
central thesis across a variety of areas and functions of higher
education that are vital to the development and success of this shared
endeavour. This book will be of interest and value to both new and
established university leaders, as well as scholars of leadership in
higher education more generally.