New models of leadership recognize that effectiveness in knowledge-based environments depends less on the heroic actions of a few individuals at the top and more on collaborative leadership practices distributed throughout an organization suggesting that a more dynamic relational concept of leadership has emerged (Pearce & Conger (2003), (Fletcher 2004, p. 648). Shared leadership is a miscellaneous version of leading, Day et al., (2004) defines shared leadership as an emergent team property that results from the distribution of leadership influence across multiple team members. It represents a condition of mutual influence embedded in the interactions among team members that can significantly improve team and organizational performance. However, despite the fact that there isn’t always a tremendous deal of research in this area, research conducted so far have verified that the implementation of shared leadership has led to high-performance teamwork. In fact, a great deal of this research measures how a growth in influence behaviors and the introduction of a gaining knowledge of culture will increase the potential for leadership and enhance group overall performance, which is some of the motivation behind this study. The purpose of this study is to examine a shared leadership model in higher education organizations, and determine how shared leadership depends much less on heroic, unbiased thinking to resolve challenging issues and how it embodies a relational, interdependent engagement method. Next, the purpose is to also examine theoretically, identify and test conditions that support shared leadership in work teams; provide an improved conceptualization and operationalization of the shared leadership construct that reflects its theoretical complexity; and predict performance outcomes with existing research on shared leadership, which has almost exclusively relied on team members’ and/or external leaders’ ratings of performance, a practice that raises concerns about both common method variance and the ability to obtain an independent assessment of a team’s performance (Carson, Tesluk, & Marrone, 2016). Lastly, I believe that shared leadership is a vital model for today’s higher education organizations because it entails a shift of obligation from a single leader to dispensed leadership, which inspires a higher degree of collaboration—one of the essential components for managing complexity.