This article addresses study programme leadership, a still-emerging phenomenon in European higher education (HE). Given its novelty, descriptions and insights into study programme leadership remain sparse. Therefore, this study aims to describe and critically explore health profession study programme leaders' work tasks and responsibilities as they appear in institutional mandates. A qualitative hermeneutical interpretative text analysis is conducted using data derived from 14 Norwegian HE institutions. This research focuses on expectations of study programme leadership actions as expressed through the verbs used in the sentences of the mandates. Accordingly, we reveal that the verbs reflect diverse directions: controlling, facilitating, coordinating, and advising. To obtain our findings, we draw on a reflexive leadership approach. We demonstrate that diverse study programme leadership actions require different modes of organising. Thus, this study reveals the tensions among the various leadership actions constructed in HE mandates.