Purpose: This study focuses on leadership transfer by academic managers in public universities. Motivation to transfer is expected to mediate the relationship between peer and supervisor support (independent variables) and the transfer of training (dependent variable). Methodology: The study sample comprises 263 academic managers who completed leadership training programs in public universities. Structural equation modeling is used to test the study model for four hypotheses. Findings: In line with previous findings from different contexts, the study shows that (a) the motivation of academic managers to transfer training mediates between the actual transfer and the two types of organizational support, from peers and supervisors; (b) peer support has a stronger impact than supervisor support on motivation to transfer; (c) training transfer in public universities has a pattern similar to that in other organizations; and (d) the country context does not seem to affect the dynamics of training transfer. Implications: To remain competitive with successful policies, universities need to foster learning environments by effectively engaging those responsible for managing university policies. Applying new leadership knowledge, skills and abilities is a sophisticated process in which academic managers are not the only stakeholders. Given the nature of the organizational phenomenon, work environments are similar across countries and sectors; therefore, emphasizing the role of national cultural norms and values over the objective needs of the workplace seems problematic. Limitations: Structural equation modeling may not capture all psychological and personal aspects of transfer; therefore, triangulation methods can be useful. The competition in higher education is increasing,and it is recommended that leadership training transfer in public and private universities should be compared.
ASJC Scopus subject areas
- Organizational Behavior and Human Resource Management