In higher education, leadership is a concept that encompasses multiple dimensions, such an efficient management, academic processes, and institutional identity. Inspired by this multidimensional model, this study explores how faculty leaders interpret leadership. Using a qualitative approach with semi-structured interviews, the research highlights the diverse motivations, decision-making models, and perspectives on leadership within the School of Engineering at Universidad de los Andes (Colombia). The findings, first, reveal that leadership depends on personal and professional contexts, underscoring the need to identify and train future academic administrators early on. Second, they provide strategies to replicate successful practices and promote gender diversity in administrative roles across the university.