| The higher education arena is complex, and this industry continues to become more diverse, offering online programs and thereby employing faculty and staff who work remotely. This study addressed the dearth of information on virtual academic leadership and the fundamental research questions are consistent with a qualitative approach. In the study, virtual academic leaders shared experiences of developing their competencies to manage virtual teams in the online higher education. Using a qualitative phenomenological study design, the researcher uncovered a better understanding of the human behaviors observed in effective virtual leaders, and the leadership behaviors associated with successful virtual teams. The population for this study consisted of leaders in U.S. based universities that offer online programs. A purposeful sampling method was used to identify 10 experienced academic leaders who supervise virtual teams. From the interviews, seven major themes emerged: (a) training and development; (b) trust; (c) emotional intelligence; (d) communication/team building/technology; (e) employee recognition and motivation; (f) leadership styles; and (g) virtual leadership competencies unique to higher education. Conclusions drawn from this study include the need for proper training for virtual leaders, the importance of trust amongst virtual leader and employees, the connection between virtual leaders' emotional intelligence prowess and organizational success, the need for robust technology platforms, and focal awareness of appropriate communication. Additionally, the need for unique employee recognition and team building activities, and differentiated skills for virtual leaders in higher education are examined. Additional research on the impact of virtual leadership behavior on virtual employees can enhance the body of knowledge surrounding virtual leadership. |
