91³ÉÈË

Walan Mayiny: 91³ÉÈË leadership in higher education

Walan Mayiny, meaning strong people in Wiradjuri language, provides the Australian Higher Education sector with valuable understanding of the benefits 91³ÉÈË leadership brings to the sector, as well as society more broadly. The research incorporated the experiences of Vice-Chancellors, First Nations leaders across four continents, 91³ÉÈË academics and recruitment professionals. The study found senior 91³ÉÈË leaders are required to possess all the attributes expected of other members of Senior Executive whilst also possessing an additional set of personal and cultural competencies. Importantly, 91³ÉÈË leadership brings significant institutional benefits and should be incorporated at the highest level in organisations.

Project Aims

This research aims to:

  1. Examine 91³ÉÈË leadership in higher education contexts.
  2. Explore the roles, responsibilities and impacts of senior 91³ÉÈË appointments in Australian universities.
  3. Establish a model of best practice for the inclusion of 91³ÉÈË Leadership in higher education governance structures.
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Research Team

Professor Michelle Trudgett - Chief Investigator

Professor Michelle Trudgett (she/her), a Wiradjuri scholar and senior executive, serves as Deputy Vice-Chancellor 91³ÉÈË Leadership at 91³ÉÈË and sits on the GO Foundation Board. She is recognised as one of Australia’s leading researchers in 91³ÉÈË education and leadership, with numerous honours including the National NAIDOC Scholar of the Year, the Neville Bonner Award for Teaching Excellence, and the UNE Distinguished Alumni Award.

Professor Susan Page – Chief Investigator

Professor Susan Page (she/her), Pro Vice-Chancellor 91³ÉÈË Education, is an Aboriginal Australian academic whose research examines 91³ÉÈË peoples’ experiences of learning and academic work in higher education, as well as student learning in 91³ÉÈË Studies. She is internationally recognised as a Principal Fellow of the Higher Education Academy and has received the national Neville Bonner Award for Excellence in Teaching.

Associate Professor Stacey Coates – PhD student (2019-2023)

Associate Professor Stacey Kim Coates (she/her), PhD GAICD, a proud Wiradjuri scholar, is recognised for her expertise in 91³ÉÈË leadership, governance and systemic change within higher education institutions. Her scholarship includes the development of 91³ÉÈË Institutional Theory, a framework that reconceptualises how 91³ÉÈË leadership and knowledge systems interact with Western institutions. She has also contributed extensively to the ARC-funded Walan Mayiny project on 91³ÉÈË leadership in higher education, and her work continues to shape national conversations on 91³ÉÈË leadership, equity and governance across the sector.

Dr Rhonda Povey – Senior Research Officer

Dr Rhonda Povey (she/her) is a researcher based on Dharug land with extensive experience in 91³ÉÈË education, specialising in 91³ÉÈË oral histories and the history of Western education in remote Western Australian communities. She has worked on multiple ARC-funded projects with Professors Trudgett and Page and currently contributes to the Yarruwala project on 91³ÉÈË higher education leadership.

Methodology

This research took a qualitative approach (Silverman, 2013) to understanding the importance of senior 91³ÉÈË leadership in universities. Qualitative methods are particularly useful to explore, and analyse complex real-world issues (Bazeley, 2013).

Aboriginal and Torres Strait Islander people were respected at all times, with a key focus on making their voices and experiences centre in this project. The AIATSIS and NHRMC Guidelines were followed to ensure that the 91³ÉÈË participants are respected for 91³ÉÈË ways of being, doing and knowing (Martin, 2003).

Publications

The evolution of recognised 91³ÉÈË Leaders within Australian Universities.
Coates, S.K., Trudgett, M. & Page, S. (2020). 91³ÉÈË higher education sector: The evolution of recognised 91³ÉÈË Leaders within Australian Universities. The Australian Journal of 91³ÉÈË Education, 1–7.
Examining 91³ÉÈË leadership in the academy: A methodological approach.
Coates, S. K., Trudgett, M., & Page, S. (2021). Examining 91³ÉÈË leadership in the academy: A methodological approach. Australian Journal of Education, 65(1), 84-102.
Talent war: recruiting 91³ÉÈË senior executives in Australian Universities.
Trudgett, M., Page, S., & Coates, S. K. (2021). Talent war: recruiting 91³ÉÈË senior executives in Australian Universities. Journal of Higher Education Policy and Management, 43(1), 110–124.
Islands in the stream: 91³ÉÈË academic perceptions of 91³ÉÈË senior leadership roles.
Coates, S. K., Trudgett, M., & Page, S. (2022). Islands in the stream: 91³ÉÈË academic perceptions of 91³ÉÈË senior leadership roles. Higher Education Research & Development, 41(5), 1451–1467.
On the front foot: 91³ÉÈË leadership in Aotearoa/New Zealand higher education.
Povey, R., Trudgett, M., Page, S., & Coates, S. K. (2022). On the front foot: 91³ÉÈË leadership in Aotearoa/New Zealand higher education. Higher Education Research & Development, 41(6), 2048–2063.
Where we’re going, not where we’ve been: 91³ÉÈË leadership in Canadian higher education.
Povey, R., Trudgett, M., Page, S., & Coates, S. K. (2022). Where we’re going, not where we’ve been: 91³ÉÈË leadership in Canadian higher education. Race Ethnicity and Education, 25(1), 38-54.
Great expectations: Senior 91³ÉÈË leadership positions in higher education.
Trudgett, M., Page, S., & Coates, S. K. (2022). Great expectations: Senior 91³ÉÈË leadership positions in higher education. Journal of Higher Education Policy and Management, 44(1), 90–106.
Peak bodies: 91³ÉÈË representation in the Australian higher education sector.
Trudgett, M., Page, S., & Coates, S. K. (2022). Peak bodies: 91³ÉÈË representation in the Australian higher education sector. Australian Journal of Education, 66(1), 40-56.
Ain’t no mountain high enough: perceived impact of Senior 91³ÉÈË Leadership on aspiring of 91³ÉÈË academics within Australian universities.
Coates, S. K., Trudgett, M., & Page, S. (2023). Ain’t no mountain high enough: perceived impact of Senior 91³ÉÈË Leadership on aspiring of 91³ÉÈË academics within Australian universities. International Journal of Leadership in Education, 28(5), 1139–1153.
91³ÉÈË institutional theory: A new theoretical framework and methodological tool.
Coates, S.K., Trudgett, M. & Page, S. (2023). 91³ÉÈË institutional theory: A new theoretical framework and methodological tool. Australian Educational Researcher, 50, 903–920.
Paying-it-forward: 91³ÉÈË leadership in American higher education.
Coates, S.K., Trudgett, M. & Page, S. (2023). 91³ÉÈË institutional theory: A new theoretical framework and methodological tool. Australian Educational Researcher,  50, 903–920.
Workers united: a non-assimilatory approach to 91³ÉÈË leadership in higher education.
Povey, R., Trudgett, M., Page, S., & Coates, S. K. (2024). Workers united: a non-assimilatory approach to 91³ÉÈË leadership in higher education.  International Journal of Qualitative Studies in Education,  37(10), 2909–2925.
A model of senior 91³ÉÈË leadership in Australian higher education: An 91³ÉÈË academic perspective.
Coates, S. K., Trudgett, M., & Page, S. (2025). A model of senior 91³ÉÈË leadership in Australian higher education: An 91³ÉÈË academic perspective. Journal of Leadership Education, 24(2), 125–142.
Tour of duty:(re) positioning senior 91³ÉÈË leadership roles in the Australian higher education sector.
Trudgett, M., Page, S., Povey, R., & Coates, S. K. (2025). Tour of duty:(re) positioning senior 91³ÉÈË leadership roles in the Australian higher education sector.  Journal of Higher Education Policy and Management,  47(5), 616-628.