Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    The Losses of Leadership? Masks, Mirrors and Meaning when Leading in Higher Education
    (Journal of Higher Education Policy And Leadership Studies, 2024-09-30) Quinton J; Brabazon T
    Leadership – as a noun, trope, imperative, directive and proxy - is used repetitively in higher education. It is an empty signifier. While noting this lack of definitional clarity, leadership roles in universities remain competitive and coveted. Titles, salaries and profile follow. Within universities, the attributes of successful leaders are rarely studied. Instead, Goffmanesque frontstages are assembled that construct a seamless story of promotion and achievement. This positional power subverts accountability, transparency and scrutiny. These frontstages mask, minimize and decentre failures, inconsistencies and detours that deflect from a crisp narrative of success. There are also losses in and from leadership. This theoretical article deploys distinctive and provocative literature from outside of the United States, United Kingdom, and Canada. Activating the leadership research from Aotearoa / New Zealand, the Philippines, China, Iran, and Saudi Arabia, this article investigates the consequences of marginalizing academic success in teaching and research as a requirement for leadership roles and positions. This article shows that communication skills are more significant in creating organizational success than neoliberal-framed financial ‘management.’ With little attention to followership or failures, what is lost from leadership?
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    Development and evaluation of a predictive algorithm and telehealth intervention to reduce suicidal behavior among university students.
    (Cambridge University Press, 2024-04-01) Hasking PA; Robinson K; McEvoy P; Melvin G; Bruffaerts R; Boyes ME; Auerbach RP; Hendrie D; Nock MK; Preece DA; Rees C; Kessler RC
    BACKGROUND: Suicidal behaviors are prevalent among college students; however, students remain reluctant to seek support. We developed a predictive algorithm to identify students at risk of suicidal behavior and used telehealth to reduce subsequent risk. METHODS: Data come from several waves of a prospective cohort study (2016-2022) of college students (n = 5454). All first-year students were invited to participate as volunteers. (Response rates range: 16.00-19.93%). A stepped-care approach was implemented: (i) all students received a comprehensive list of services; (ii) those reporting past 12-month suicidal ideation were directed to a safety planning application; (iii) those identified as high risk of suicidal behavior by the algorithm or reporting 12-month suicide attempt were contacted via telephone within 24-h of survey completion. Intervention focused on support/safety-planning, and referral to services for this high-risk group. RESULTS: 5454 students ranging in age from 17-36 (s.d. = 5.346) participated; 65% female. The algorithm identified 77% of students reporting subsequent suicidal behavior in the top 15% of predicted probabilities (Sensitivity = 26.26 [95% CI 17.93-36.07]; Specificity = 97.46 [95% CI 96.21-98.38], PPV = 53.06 [95% CI 40.16-65.56]; AUC range: 0.895 [95% CIs 0.872-0.917] to 0.966 [95% CIs 0.939-0.994]). High-risk students in the Intervention Cohort showed a 41.7% reduction in probability of suicidal behavior at 12-month follow-up compared to high-risk students in the Control Cohort. CONCLUSIONS: Predictive risk algorithms embedded into universal screening, coupled with telehealth intervention, offer significant potential as a suicide prevention approach for students.