C ONCLUDING COMMENT

Because DL is a contested concept and there is no consensus on DL theory, my research on the implementation of a flawed, 'high risk' DL model of change with nobody in charge, had little in terms of a solid theoretical base. Instead, the base I chose for my research was practical—find out what those who are rarely considered in research on DL thought about being involved in a DL model.

The findings I have presented in this study clarify what not to do when implementing DL at DUU, but they also show that positive change can happen regardless of the model or what it is labelled. My conceptual framework applied to DL suggests that even if change agents at school level could be selected such that they all had collegial, expert and referent academic powers, not all would be able to borrow positional power from their respective HoS. If borrowing positional power was possible for all these change agents, the leadership contexts in HE are so variable that even these ideal change agents with all four academic powers would not necessarily succeed. These musings lend support to the suggestion at the start of this chapter, 'that DL may ... be an idea that is so challenging to the

conventional wisdom of how organisations actually work [that it] will remain ... a lens for studying the process of leadership' (Iszatt-White & Saunders, 2014, p. 130).

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