ABSTRACT
This chapter focuses on Norway, a country with similar and also dissimilar experiences of higher education (HE). The close clustering of inclusive leadership (IL) concepts manifest in students' responses in Norway, with one component accounting for 47.39% of the variance in the data, mirrors the finding in the UK university study where a single factor accounted for 39.37% of the variance. The findings mirror those obtained with a sample of younger university students in the UK, with a combined sample showing highly significant associations between students' perceptions of leadership as inclusive and student self-perceptions as highly productive and motivated and with good mental well-being. The correlations between Norway- and UK-based studies in higher education suggest that multi-level academic leadership behaviours are a significant and overlooked factor in student performance, motivation and mental well-being.
