Exploring Efficacy of Inclusive Leadership Practices in Higher Education Institutions in India: A Contextual Analysis

Abstract

Inclusive leadership is a distinctive leadership approach that builds psychological safety, belongingness, and uniqueness among employees, motivating them to contribute their best towards organisational effectiveness. The main objective of the study is to examine the efficacy of inclusive leadership practices employed by academic leaders in building an inclusive work environment to ensure sustainable quality education. The study, based on the literature review, developed a research instrument, conducted reliability and validity testing, and thereafter administered the same among faculty members working across various colleges in Jammu and Kashmir, using a systematic sampling approach. The data collected underwent descriptive and parametric statistical analysis to draw inferences. The study, based on empirical evidence, reveals that academic leaders in India are significantly aloof from inclusive leadership practices. They overwhelmingly operate unprofessionally and are not fully sensitised to their role, responsibilities, and, more importantly, are not conscious of what leadership demands. The study suggests that before the nomination and appointment of institutional educational heads, they must be properly enrolled in leadership training programmes at professional business schools, where they are become fully aware of their professional responsibilities, moral uprightness, proactiveness, and the significance of having a vision and mission for running institutions. They should not be allowed to function in a paradoxical, disoriented manner, unaware of their roles and responsibilities.