Higher Education (HE) in the United Kingdom is undergoing rapid change and transformation driven by various players in the field such as local governments, global markets and internationalisation, as well as student and local community demands. In these challenging situations many leaders have to co-ordinate between conflicting internal and external demands. Such co-ordination requires certain skills to motivate, influence and shape the attitudes of staff, academics and students. It becomes, therefore, imperative to transform, not only HE quality and service but also to transform leadership from being a figurative role with administrative responsibilities to leaders becoming agents of change playing progressive transformational roles. It could be argued that research into HE leadership is abundant, but I argue that researching leadership effectiveness in times of change and transformation is not sufficiently addressed. Bryman (2007) notes that there is not a great deal of literature that addresses leadership effectiveness in HE. Research in the field of university leadership is relatively new to the general field of leadership. “Until twenty years ago, there was virtually no systematic research into management of HE” (Watson, 2008). This research is intended to fill such a gap using strategic decision-making as a medium.