Whilst the path traversed by those seeking research leadership within higher education are well-defined and recognised, the journey to leadership in learning and teaching (L&T) is often not widely discussed and/or recognised. Much of the literature around leadership in academia focusses on those who have accessed leadership positions owing to their research excellence (see for e.g. Bryman, 2007; Dopson et al.,2016) and less so due to their learning and teaching leadership (Hofmeyer et al. 2015; Shaked, 2021). This might be owing to the position learning and teaching occupies in comparison to research ( see for e.g. Chen, 2015). Therefore, the indicators of what might count as L&T leadership and how might individuals get to these places of leadership are often ill defined.

With the increased emphasis on L&T leadership in higher education globally, and considering its significance for the student learning experience, a focus on understanding the challenges of L&T leadership is therefore timely and appropriate. We draw on 21 personal narratives and 8 case studies of L&T leaders from nine countries including those from Europe in this study.  Using a  motivational framework of push and pull factors, we analysed 21 personal narratives and 8 case studies of L&T leaders from nine countries including those from Europe to:

1. Contribute to our collective understanding of the diverse forms of learning and teaching leadership which currently exists within Higher Education 

2. Explore the particular motivations and challenges faced and opportunities available to those seeking to establish themselves as L&T leaders within academia.

Within a narrative inquiry research context (eg Clandinin & Connelly, 2000; Clandinin & Rosiek, 2007), this research project is founded on a documentary analysis of the 21 personal narratives and 8 case studies contributed by learning and teaching leaders from 9 different countries. These autoethnographic accounts of the personal experiences of the 29 learning and teaching leaders were published as part of three edited books and were used as data for the study to understand the challenges and negotiations undertaken by L&T leaders in various countries. In these autoethnographic accounts, the L&T leaders offer a glimpse (and not a totality) of what they perceive as key aspects of their learning and teaching leadership. Textual analysis of the published narratives using Braun and Clarke’s (2006) thematic analytical approach was undertaken. The researchers each read the three books as part of the study, which one or more of them had already read previously as part of their role as editors of the book. The open codes that emerged as a result of the thematic analysis were checked and cross-checked and confirmed by each of the editors to ensure they did not miss anything and to reach an agreement on the codes.

The findings of the study would be helpful in recognising the impact of individual, institutional, sectoral and national contexts (such as discipline, country context, diverse identities - early career identity, female leader) in accessing and succeeding in L&T leadership within Higher Education. Through the analysis of challenges and opportunities that these L&T leaders identify in their lived experience, the paper seeks to open up the diverse L&T leadership pathways in Higher Education. Preliminary findings suggest that the push factors for leaders in L&T included mentors/colleagues championing them to take up positions and the need to pursue their passion for teaching and teaching development. The pull factors included new university structures and policies which valued L&T and the need to find a solution to a problem/challenge with L&T within the system. The outcomes of the study would be helpful in considering ways institutions can recognise and support the individuals wanting to access learning and teaching leadership positions.

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