Que(e)rying leadership on an LGBTQ+ leadership development programme for UK higher education staff

Lesbian, gay, bisexual, transgender, queer and other sexual and gender minorities (LGBTQ+) leadership has often been overlooked, meaning that leadership is narrowly understood and recognised. By obtaining unique access to an LGBTQ+ leadership development programme in UK higher education (HE) and conducting an in-depth multi-layered study, this (post-)qualitative research reframes leadership and leadership development. The study involved observations of programme sessions and repeated interviews with programme attendees. Using reflexive thematic analysis and thinking with queer theory, three interwoven themes were identified: (1) the distinctiveness and potential of LGBTQ+ leadership; (2) the portrayal, solidarity and collaboration of community; and (3) the possibility, precarity and rupture of queer space. By reframing leadership in these ways, this research helps to make LGBTQ+ leaders’ leadership intelligible and makes leadership more pertinent to LGBTQ+ staff. Significantly, it offers an alternative conceptualisation of leadership emphasising relationalities and communities in specific contexts, one which appears to be relevant to the challenging landscape of UK HE. This research may also inspire future LGBTQ+ leadership development programmes to attract, retain and progress diverse talent.