In the complex web of post-conflict higher education, where institutions often grapple with the shadows of their pasts and the demands of the future, the role of middle managers has emerged as a critical focal point. Recent research highlights how these individuals navigate transformative changes within their institutions. This study, led by Idahosa and Love, offers an illuminating perspective on the concept of “transversal agency,” shedding light on the complexities and nuances that define the journey of middle managers in such dynamic environments.
Middle managers operate at the crossroads between the strategic ambitions of senior leadership and the operational realities faced by academic staff. They are tasked with the dual responsibility of implementing change initiatives while maintaining the stability of their institutions. This balancing act is particularly pronounced in post-conflict contexts, where historical challenges can create entrenched resistance to change. The metaphor of “dominoes” aptly captures the interplay of actions and consequences within these institutions, suggesting that a single shift can trigger a cascade of reactions.
The study draws attention to the importance of understanding the socio-cultural dynamics that underpin middle managers’ actions. It posits that their ability to influence change is not solely a function of their positional authority but is also shaped by their relationships and networks within the institution. This relational aspect of leadership underscores how success in navigating transformation often hinges on the capacity to build alliances and foster collaboration among diverse stakeholders.
Furthermore, the concept of transversal agency embodies the idea that middle managers possess agency that transcends their immediate roles. They are agents of change who can engage in creative problem-solving and innovative thinking, often harnessing grassroots support to drive initiatives forward. This capacity for agency allows them to interpret and adapt existing policies and practices in ways that resonate with the unique context of their institution, thus facilitating smoother transitions during times of upheaval.
As institutions emerge from conflict, the necessity for responsive leadership becomes paramount. Middle managers often find themselves in the unenviable position of having to advocate for change while also addressing the concerns of faculty and staff who may feel anxious about the implications of such transformations. The research underscores the need for clear communication and active involvement of all parties in the change process. This participatory approach can mitigate resistance, foster trust, and create a sense of shared ownership over the transformation journey.
The findings of this study have significant implications for professional development programs targeted at higher education leaders. Training initiatives that focus on enhancing relational skills and fostering collaboration can empower middle managers to fulfill their roles more effectively. Such programs should also emphasize the cultivation of emotional intelligence, enabling these leaders to navigate the often complex emotional landscapes of their institutions.
One notable aspect of the research is its emphasis on context-specific strategies. Rather than advocating for a one-size-fits-all approach to change management, the study highlights the importance of situational awareness. Middle managers operating in different post-conflict settings must be attuned to the historical, cultural, and political factors that influence their institutions. This nuanced understanding enables them to tailor their strategies in ways that resonate with the unique characteristics of their environment.
Agency in post-conflict higher education is not solely about individual actions; it also encompasses collective movements. Middle managers often become catalysts for broader institutional changes that reflect the aspirations and needs of their academic communities. This collective agency can manifest in various forms, such as collaborative initiatives that bridge divides, promote inclusivity, and foster a culture of shared governance.
The research further reveals the critical role of resilience in the transformation process. Middle managers frequently encounter setbacks and obstacles as they champion new initiatives. The ability to bounce back from challenges and remain committed to their vision is essential. Resilience is not merely a personal trait but can also be cultivated through supportive institutional frameworks that prioritize mental health and well-being.
As the landscape of higher education continues to evolve, particularly in post-conflict settings, the significance of learning from lived experiences cannot be overstated. The study encourages institutions to document and share success stories, failures, and lessons learned from transformative processes. This knowledge exchange fosters a culture of continuous improvement, allowing new generations of leaders to benefit from the insights gained by their predecessors.
In conclusion, Idahosa and Love’s research offers a profound exploration of the role of middle managers in post-conflict higher education. It serves as a reminder that while transformation is often fraught with challenges, it also presents opportunities for growth, innovation, and collective agency. By recognizing the complexities and embracing the potential of these leaders, institutions can better navigate the turbulent waters of change and emerge stronger and more resilient.
In a world where the pursuit of knowledge is paramount, the contributions of middle managers should not go unnoticed. Their transversal agency is the linchpin in ensuring that educational institutions not only survive in the aftermath of conflict but thrive in the face of adversity. The discourse on their role is a call to action for all stakeholders invested in the future of higher education—one that encourages empathy, collaboration, and bold visions for a more inclusive and equitable academic landscape.
With the future of post-conflict higher education hanging in the balance, it is essential to recognize the vital role that middle managers play. Their unique position allows them to be at the forefront of navigating transformation, and their success is crucial in shaping the educational experiences of countless students. Emphasizing their significance can inspire a renewed commitment to leadership development, encouraging a more collaborative and responsive higher education landscape that upholds the values of equity and justice.
In sum, the study offers an essential framework for understanding the dynamics of leadership in the context of transformation in post-conflict higher education. This article is not just an analysis; it is a clarion call for recognizing and empowering the agents of change—middle managers—who can create a ripple effect of positive transformation within their institutions.
Subject of Research: Middle managers’ agency in post-conflict higher education transformation.
Article Title: ‘It’s like dominoes’: middle managers transversal agency and the complexity of navigating transformation in post-conflict higher education.
Article References:
Idahosa, Go., Love, D.N. ‘It’s like dominoes’: middle managers transversal agency and the complexity of navigating transformation in post-conflict higher education.
High Educ (2025). https://doi.org/10.1007/s10734-025-01537-6
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s10734-025-01537-6
Keywords: Transformation, Higher Education, Post-Conflict, Middle Management, Agency
