Fifteenth International Conference on Technology, Knowledge & Society

Abstract

Higher education technology administrators (HETAs) are facing a very tight labor market, shrinking budgets, challenging enrollment trends, and elevated demand for competent talent (Blankenberger & Phillips, 2016; Gast, Werner, & Kraus, 2017; Torres, Rochmes, & Harding, 2017). As leaders, HETAs are also responsible for managing personnel that requires a leadership perspective historically not usually associated with those responsible for leading technology initiatives. The purpose of this research was to review cogent relational leadership literature to identify emerging themes that align with HETAs. Historically, technology administrators were more independent in nature, deriving their power from their position. Yet lately, benefits of a more relational role are being realized by these leaders. The findings of this study suggest relational leadership as an approach that focuses on the satisfaction, motivation, and well-being of team members resulting in a deeper human connectedness (EDUCAUSE, 2015; Orr & Bennett, 2017; Uhl-Bien, 2011). The methods used were a review of over 200 peer-reviewed publicly accessible publications were identified and analyzed using comparative analysis. Prominent themes emerged and were identified as important relational leadership considerations for higher education technology administrators. Findings included five central practices which indicated relational leadership was connected to team trust, innovation, and enhanced employee outcomes, satisfaction, and tenure. The results of this research benefit higher education technology administrators, their communities, and the institutions they serve.