An Analysis of Power Dynamics in University Leadership Roles

This report analyzes the various sources of power available to university leaders, differentiating between those directly accessible and those that are less so. It explores the significance of legitimate and referent power, highlighting their influence on students and the university environment. The report also examines the role of informational and coercive power within the university setting, as well as discusses how these powers can be utilized effectively. Furthermore, the report identifies and discusses the limitations of student leaders, particularly in relation to reward and expert power. The report also emphasizes the importance of delegating power within a team and fostering open communication, which promotes a positive work culture and enhances leadership capabilities.

ORGANIZATIONAL
BEHAVIOUR

Sources of power available and unavailable to students’ leader
The leader of any university association inhibits two forms of powers one is “Positional
power” and the other is “Personal power”. Both can be utilised in different ways according to the
type of situations introduced within any university or institution.
There is “legitimate power” that is directly links with the capabilities of an individual
turning him or her suitable for the position of leader. Within any university, a leader with
legitimacy is more likely to draw students’ attention and can effectively influence them to make
things work (Tan and Adams, 2018). Referent power is also commonly found within the leaders
because of their capabilities and way of handling all the association’s functions (Densten, 2018).
Another form of power that a leader of a university association inhibits is the informational
power and coercive power. With informational power, a leader builds the capability of making
people aware of persisting situations and coercive power can also be sometimes utilised to
execute certain plans even when students or people are against of doing it.
For a students’ leader, the powers that are least available are reward power and expert
power. Both the powers are associated with higher authority of institution which involves team
faculty members, board of directors, Head of departments and Vice president of any university.
Students’ leader are not authorised to provide any reward to students at an official platform and
cannot delegate advises related to any university functions without prior permit (Madi et.al.,
2018).
Ways to utilise powers
For effective results, the leaders must delegate their powers in order to distribute
responsibilities as well as a uniform sense of leadership within the team members. Delegation of
powers not only develops leadership skills but also promotes open communication among
subordinates and leaders (Alapo, 2018). It generates positive working culture and stimulates the
sense of recognition and motivation among all the working members. It builds a suitable
leadership culture and proper engagement of subordinate leaders as well as students.
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REFERENCES
Alapo, R., (2018). Organizational Power Politics and Leadership Experiences on the View and
Use of Power in Organizations. Management, 6(1), pp.30-36.
Densten, I., (2018). Creating University Spaces of Inspiration: Examining the Critical Link
Between Leading and Lecturing. IGI Global.
Madi, S.A., El Talla, S.A., Abu-Naser, S.S. and Al Shobaki, M.J., (2018). The dominant pattern
of leadership and Its Relation to the Extent of Participation of Administrative Staff in Decision-
Making in Palestinian Universities. PhilArchive.
Tan, M.H. and Adams, D., (2018). Malaysian student leaders' perception of their leadership
styles. International Journal of Innovation and Learning, 23(3), pp.368-382.
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