| Summary: | Although universities have not historically focused on their own organisational leadership as a subject of academic enquiry, there has been much academic substantiation of leadership knowledge as theory. My PhD dissertation was designed to explore the current typology of leadership in South African universities and to validate a conceptual model proposed in the dissertation. The model is based on complexity science and Ken Wilber’s theory of holism, and employs such key concepts as values, personal development, and mechanistic and holistic performance. The rationale for this study was the researcher’s desire to explore the qualities required of those in higher education leadership positions, in order for them to meet demands to widen access to education as well as to contribute to the social, cultural, and economic development of South Africa. The selected sample was composed of personnel occupying the senior management positions of Vice-Chancellor (VC) and/or Principal and/or Rector; Deputy Vice-Chancellor (DVC) and/or Vice-Principal; and Faculty Dean. The primary data collection methods were both quantitative and qualitative. The quantitative results of the Cassandra© survey and the qualitative findings utilizing semi-structured interviews were merged at the interpretation stage. The data were analysed, coded, and organized according to the research questions. Significant findings were that the current funding crisis was a major challenge within the sector; however, fee-free higher education for all in the current economic context is neither equitable nor likely to be affordable in the medium term. The research revealed weakness in the understanding and practice of diversity within the sector. The strengths of staff who work directly with leaders were found to be wanting, as they are not always adequately skilled to do their jobs. Innovation was not a priority for leadership and the sector did very little to provide the space for innovation. Complexity science provides a useful tool for the analysis of leadership in higher education. Finally, a cogent model of leadership for South African higher education institutions is described, synthesized and presented.
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