ABSTRACT
The last two chapters have shown how research evidence and the voices of lecturers combine to provide a representation of the kind of academic environment that facilitates academic work. The pre-dominant theme has been the idea that academic work gets done better when the leadership is enabling, coherent, honest, firm, and competent; when it is combined with the efficient management of people and resources; and when it blends a positive vision for future change with a focus on developing staff-a focus on helping them to learn. I showed that there was a powerful similarity between the views of academic leaders and academic followers about what a good academic leader does. Effective leaders in universities do not conform to the stereotype of being functionaries whose main role is to react to academic demands.
