The university context: An introduction



Contents overviewThe university context: An introductionScreenContentsWelcomeCourse authors and supporting universitiesCourse highlightsCourse structureLearning outcomesOrientationIntroductionAims of the courseVideo interview: Professor Shelda Debowski, Professor of Higher Education Development, The University of Western Australia Module 1: Welcome to ‘University Leadership and Management’Introduction to the programmeVideo interview: Professor Sir David Watson, Principal, Green Templeton College, University of OxfordWhat was the rationale behind building the University Leadership and Management programme?What is the purpose of taking these courses and what do you hope participants will learn?What will participants be able to achieve from using these courses?Reflection: How do you currently feel about your role?The structure of the programmeActivity (Click to view): The six coursesCourse features:Right-hand boxesActivity (Click to view): CharactersActivity (Click to view): TerminologySome guiding principlesActivity (Click to view): Four programme themesThe four principles in practiceActivity (Notemaking): What would you do in Sarah’s situation?Guiding principles – self reflectionActivity (Rating): How often do you apply the four principles in your role?Module 2: The higher education contextThe role of universitiesWhat is the purpose of higher education?Activity (Notemaking): What do you consider to be the main functions of a university?Video interview: Professor Eric Thomas, President of Universities UK and Vice-Chancellor, University of Bristol; Professor Michael Arthur, Vice-Chancellor, University of LeedsWhat are the main functions of higher education?How can higher education best serve the interests of the national community?What changes would you make to higher education to increase its relevance to society?Trends within higher educationActivity (Click to view): Key trends affecting higher education institutionsActivity (Click to view): Trends in higher education affecting academic managersActivity (Reflection): Dealing with trends in practiceLeadership and management within higher educationVideo scenario: Sarah and Daniel’s experiences Activity (Classification): How do Sarah and Daniel’s experiences compare to your own?Activity (Click to view): Dimensions of effective leadership and management Module 3: Your personal developmentLearning to be an effective leader and managerActivity (Click to view): The leadership and management learning cycleActivity (Reflection): Obtaining feedbackActivity (Notemaking): Creating support structuresThe value of having a mentorBuilding a leadership and management portfolioThe importance of personal managementThe importance of balanceVideo scenario: Sarah’s problemReflection: What should Sarah do differently?Personal management continuedWhere does your energy go?Activity (Rating): Barriers to effectivenessActivity (Click to view): Five dimensions of time and priority managementA personal appraisalActivity (Rating): Personal appraisalClosingCourse summarySummary of key pointsNext stepsResource bankUseful resources and further reading on:The higher education contextTime managementHigher education developmentsDownload documents for this courseReferencesThird-party materials in the courseUniversity leadership and management ScreenNotesWelcomeCourse authors and supporting universitiesCourse highlightsCourse structureLearning outcomesOrientationIntroduction‘Welcome to the front lines’Your role as a headVideo interview: Dr Robert Birnbaum, Professor of Higher Education, Emeritus, University of MarylandA note on terminologyActivity (Click to view): Key termsModule 1: Introduction to academic management and leadershipDo you have what it takes?Audio scenario: Reflective exercise with Lubna and DanielTrait theoryActivity (Classification): Traits of the best and worst headsOther traitsDo you have what it takes?The head in the middleDepartmental perceptions and expectationsActivity (Click to view): Examples of the head in the middleWhat department members do, and don’t, wantActivity (Notemaking): What motivates members of your department?The primacy of the departmentActivity (Click to view): What do department members want?Activity (Click to view): What don’t department members want?A note on financial motivationTheories of motivation and self-determinationWhy universities are differentCharacteristics of organisationsActivity (Click to view with audio):Case study 1: World-Wide Widget CompanyCase study 2: Prettigoode UniversityActivity (Reflection): Characteristics of a universityMaking decisions in a universityActivity (Click to view): Decision-makingYour own universityActivity (Notemaking): What might you do to improve the situation?Purposes and practicesCase study: The consultant’s reportActivity (Notemaking): How would you respond to the report?Academic management and academic leadershipActivity (Rating): Management and leadership in the university settingWhat managers and leaders shareActivity (MCQ): Is the head a leader or a manager?The authority of the headActivity (Classification): Managers vs. leadersFour ways to read a university – and yourselfIntroducing the four cognitive framesActivity (Classification): The four cognitive framesThe four frames in practice: ScenarioActivity (Notemaking): How would you use each of the four structural frames to solve Lubna’s problem?Which solution to try?The benefits of considering all the optionsYour own cognitive preferenceActivity (Rating): Leadership Orientation QuestionnaireModule reviewActivity (Click to view): SummaryModule 2: Becoming an effective academic managerTo be or not to be: Weighing the costs and benefitsWhat might happen if you take the role?Activity (Click to view): Modal (average), failed or exemplary head?To be or not to be: Deciding whether to serve as head of departmentActivity (Classification): Advantages and disadvantages of serving as headAcademic management tasksA word about dataWhat are a head’s managerial tasks?Activity (Click to view): A head’s managerial responsibilitiesPrioritising responsibilitiesActivity (Rating): Potential conflict areas between head of department and university hierarchyActivity (Click to view): Moving things forward when conflicts arisePerformance of academic management tasksManaging the departmental meetingThe purposes of a meetingThe meeting as an opportunityActivity (Click to view): Roles and responsibilities of the chair in a meetingVideo scenario: How to chair a meetingActivity (Classification): Before, during and at the end of the meetingThe importance of timeliness Management made simpleActivity (Click to view): What does it take to be a good manager?Activity (Sequencing): Your own strengths and possible areas for improvementModule reviewActivity (Reflection): Key questions relating to this moduleAudio scenario: Lubna and DanielModule 3: Becoming an effective academic leaderThe nature of leadershipWhat can leaders do?Activity (Click to view): Key roles that university leaders can playWho can become a leader?Activity (Multiple choice): Four ideas about leadershipIn summary: What is leadership?How departments select their leadersCriteria for selecting departmental leadersActivity (Click to view): Legitimacy, commitment and expertiseA note on the power of the departmentLeaders and followers: The fair exchangeBenefits of being a leaderBenefits of accepting a leaderThe psychological contractThe leader’s objectiveActivity (Agree or disagree): What do you wish to achieve as a leader?The importance of consistencyActivity (Classification): Where you might lead your department and where they might want to goDeveloping a personal philosophy of leadershipActivity (Multiple choice): Valid behaviours and/or relationships between a leader and a departmentHead-centric and department-centric leadershipActivity (Reflection): Potential challenges of head-centric and department-centric leadershipWhich approach to choose?Activity (Click to view): Reflective questionsLeadership stylesThree sets of leadership stylesActivity (Classification): Democratic vs authoritarian leadersActivity (Classification): Transformational vs. transactional leadersActivity (Classification): Instrumental vs. expressive leadersThe leader’s dilemmaThe effectiveness of different leadership stylesActivity (Rating): Attention to task and attention to peopleCase studyVideo interview: Professor James Copestake, University of BathWhy did you agree to become a head of department?What kind of formal or informal training or mentoring did your University provide to prepare you for the role?What were your main achievements? How did you accomplish them?What were your main challenges as a new head of department?How did you manage any conflicts between different groups or individuals in your department?Whom did you turn to for advice?How did you manage to maintain your own research productivity while being head of department?Would you be head of department again?What advice would you give to others who might be asked to be head of department?Leadership made (relatively) simpleActivity (Click to view): Ten simple suggestions for leaders and the rationale behind themActivity (Classification): Your own practice as a leaderModule reviewActivity (Multiple choice): Key points from this moduleConcluding remarksAudio scenario: Lubna and DanielModule 4: Maintaining influenceThe sources of social powerThe importance of maintaining influence Activity (Click to view): Five sources of social powerActivity (Multiple choice): Examples of the five sources of social powerThe consequences of social powerActivity (Reflection): Possible consequences of using different kinds of powerActivity (Click to view): Graphic representation of use of social powerThe science and art of leadershipThe importance of the department’s perception of what the head doesThe need for intelligenceWhat is intelligence?Activity (Rating): How do you compare to others in your department on the 7 hypothesised intelligences?The importance of emotional and social intelligenceActivity (Classification): Social and emotional intelligenceThe need for communicationsThe head as a nexus for communicationsDiagram of communication avenuesActivity (Matching): The consequences of communications failureSelectivityActivity (Click to view): Guiding principles to help a head find the right balanceThe grapevineActivity (Reflection): The grapevine and the importance of credibilityTo thine own self be trueErrors in judgement: Lubna’s experienceActivity (Rating): Your own performance, your predecessor’s performance, the performance of the department/universityAvoiding cognitive biasWhat are cognitive biases?Activity (Click to view): Seven types of cognitive biasHow can you avoid cognitive biases?Finding a good fool – honest feedbackActivity (Click to view): Other suggestions Case studies and adviceVideo interviews:Professor Jonathan Gosling, University of ExeterProfessor Toni Antonucci, University of MichiganDr Richard Bolden, University of Exeter Business SchoolProfessor Tim Johnson, University of Michigan Health SystemSeven key lessons for managers and leadersActivity (Click to view): Advice on how to maintain your influence as a leader or managerModule reviewActivity (Click to view): Key points covered in this moduleAudio scenario: Lubna and DanielApplicationApplicationActivity (Notemaking): Reflections on a scenarioClosingCourse summarySummary of key pointsNext stepsResource bankUseful resources and further reading:GeneralBy moduleDownload documents for this courseReferencesThird-party materials in the courseUniversity cultures and organisational management ScreenNotesWelcomeCourse authors and supporting universitiesCourse highlightsCourse structureLearning outcomesOrientationIntroductionChallenges faced by university communitiesTopics covered by this courseVideo interview: Professor Shelda Debowski, Professor of Higher Education, The University of Western AustraliaA note on terminologyModule 1: Understanding university culturesWhat is ‘culture’?Activity (Click to view): University buildings/environments and cultureWhat is ‘culture’?Activity (Click to view): Your understanding of cultureCultures and sub-culturesActivity (Click to view): Influences on cultureWhat does culture ‘do’? Functions of cultureAre universities really different?Culture: Complexity and generalisationsActivity (Multiple choice): Business cultures and university culturesSocial identity and organisational cultureActivity (Click to view): How we introduce ourselves – priorities, values, culturesStakeholder expectations of academic communitiesWhat is higher education for?Activity (Rating): Functions of higher educationWhat do stakeholders want of higher education?Activity (Click to view): Stakeholder perspectivesScenario: Sarah and Peter discuss stakeholder demandsWhat does this mean for university cultures?Defining academic cultureInfluences on academic cultureVideo scenario: Robert’s experiences of his new roleConflicting messagesActivity (Sequencing): Dimensions of academic staff cultureActivity (Rating): Dominant values influencing your own institutionSocial and professional identityActivity (Click to view): How social and professional identity are shapedThe ‘pull factors’Activity (Reflection): Pull factors at workThe ‘push’ factorsAudio scenario: Robert, Daniel and Ellen with commentaryActivity (Tick or cross): When is management ‘managerialism’?Strong and weak culturesActivity (Click to view): Robert deals with mixed messages about the rules and cultural norms at his new institutionWhat is cultural ‘strength’?Strong vs. weak culturesVideo animation: Too much of a good thing? Goldilocks and the strong and weak cultures!Implications for leaders and managersActivity (Rating): Evidence of cultural strength in your departmentPsychological contractsWhat is the psychological contract?Activity (Classification): Priorities for employers vs. priorities for employeesVariation in psychological contractsActivity (Rating): Your views on the psychological contractWhy does all this matter? The significance of the psychological contractActivity (Notemaking): The consequences of failing to meet the expectations of the psychological contractHow to keep the contractActivity (Matching): University expectations – and what members can expect in returnCompeting values frameworkCameron and Quinn’s (1988) competing values frameworkActivity (Click to view): Four main organisational approaches Activity (Classification): The four organisational approaches in a university setting Module reviewActivity (Click to view): University culture and your role within itSome reflective questionsActivity (Click to view): Sarah, Robert, Peter – and you!Module 2: Leading cultural shiftsTypes and levels of changeYour role in guiding changeLevels of changeActivity (Click to view): Three levels of change and examples of approachesHow staff might react to the three levels of changeWhat’s in a name? From ‘change management’ to ‘leading transitions’Activity (Matching): Change management and leading transitionsLeading cultural shiftsYour role in cultural shiftsActivity (Click to view): Activities performed by cultural change agents and general principles for minimising conflictEngaging your colleaguesActivity (Click to view): Lubna’s plan for change – and the potential impact on her teamActivity (Notemaking): Lubna’s colleagues’ thoughts on her planSome basic principles for facing colleagues’ anxieties head onWhy things stay the sameThe cultural webActivity (Click to view): Johnson and Scholes (2008) – six interlinking processes that determine how culture is established and reinforcedThe cultural web as a barrier and as a toolActivity (Click to view): Undertaking a cultural web analysisThe cultural web as diagnosticActivity (Click to view): Schein’s (2009) model of changeUndertaking a cultural auditActivity (Reflection): How might you carry out a cultural audit?Video interview: Professor John Dell, Dean of Engineering, The University of Western AustraliaWhy did you decide to participate in a cultural audit?What did you find out from the cultural audit?What were the reactions of staff to the cultural audit?How did you use the results of the cultural audit?The transition process: Case studyBridges’ (2009) model of organisational change and transitionActivity (Click to view): Case study – Daniel’s thoughts on a major curriculum reform at his universityActivity (Reflection): Your views on Daniel’s reactions to the proposed changeActivity (Click to view): Case study – Daniel tries a different approachImplementing changeActivity (Click to view): Kotter’s model of change leadershipActivity (Click to view): An alternative model of change leadershipConsulting with your colleaguesWhat is ‘consultation’ and why is it so important?Activity (Reflection): Benefits of consultationWhat does good consultation look like?Activity (Classification): Dissemination vs. consultationActivity (Click to view): Practical guidelines when planning and undertaking consultationKey principles of successful consultationStepping out of your own shoes: Other perspectivesModule reviewSummary of key pointsActivity (True or false): Your understanding of the different processesVideo interviews: Case studies – implementing changeCarol Bolton, Organisational Manager, Human Resources Department, University of LiverpoolCarol Campayne, Equality & Diversity Manager, London South Bank UniversityDr Chris Davis, Vice Provost, Colorado Technical UniversityProfessor David Engelke, Associate Dean, Rackham Graduate School, University of MichiganModule 3: Cultivating constructive, cohesive knowledge culturesKnowledge communitiesWhat makes a constructive knowledge community?Activity (Matching): Types of knowledge and their definitionsWorking with clever people: Goffee’s (2007) recommendationsPeople are not all the same! Different needs and different mindsetsActivity (Reflection): How an academic, a researcher and a professional might interpret the different types of knowledgeWorking with other leadersActivity (Click to view): Harnessing the commitment of other leadersManaging constructivelyThree alternative management styles: passive-defensive, aggressive-defensive and constructiveVideo scenario: Sarah and Peter – three approaches to a conversation about financial irregularitiesActivity (Reflection): Characterising the three management stylesCartoon: BlameBalancing productivity and innovationWhat’s the difference between productivity and innovation?How productivity and innovation can conflict Activity (Notemaking): Conflicting demands, priorities and valuesDo productivity and innovation have to conflict?How does all this relate to your community?Managing up and acrossThe head of department within the broader university environmentActivity (Classification): Your broader leadership context – current and desiredInfluencing your wider communityActivity (Click to view): Building a collaborative and collegial senior management communityYou and your line managerActivity (Reflection): Your relationship with your line manager and some strategies to improve your interactionsBeing inclusiveThe importance of equality and diversityReflecting on your own biasesActivity (Classification): Possible biases during recruitment, reviews, meetings and crisis situationsYour role in setting the tone that others will followOrientating colleagues from other countriesDiversity in the broader university contextModule reviewSummary of key pointsActivity (Click to view): Sarah reflects on her first months in the roleModule 4: Tough working cultures: Dealing with conflictCase study: When things go wrongAudio scenario: Two members of Sarah’s department express complaints about each otherSome reflective questions on this scenarioResolving conflict 1: What happened?Graphic: Possible causes of conflictActivity (Click to view): How can you find out the causes?Activity (Click to view): Lubna, Daniel and Sarah share advice on how to find out what caused the conflict Resolving conflict 2: Finding solutionsWhat are you aiming for? Two types of resolutionActivity (Classification): Ellen’s substance goals vs. relationship goalsActivity (Classification): Lionel’s substance goals vs. relationship goalsActivity (Click to view): How can you achieve it? Steps to find a solution to the conflictYour responsibility in conflict resolutionWhat if your attempts fail? Seeking helpPrevention is better than cure: Developing a constructive cultureBullyingBullying: Definition, frequency and consequencesDefining and identifying bullyingActivity (Multiple choice): What constitutes bullying?The higher education sociopathActivity (Click to view): Sociopathic tendenciesCombating bullyingPreventing bullying Case studyVideo interviews: Elaine Fitzgerald, Employee Relations and Equality, Human Resources Division, University of LimerickProfessor Elizabeth Geelhoed, Head of School of Population Health, The University of Western AustraliaYou are not alone: Sources of supportScenario: How Sarah resolved the conflict between Ellen and LionelActivity (Click to view): Sources of support and specialist colleaguesModule reviewActivity (Sequencing): Your priorities in relation to dealing with conflictApplicationApplicationActivity (Notemaking/Multiple choice): Reflections on a scenarioClosingCourse summarySummary of key pointsNext stepsResource bankUseful resources and further reading by moduleDownload documents for this courseReferencesThird-party materials in the courseStrategic planningScreenNotesWelcomeCourse authors and supporting universitiesCourse highlightsCourse structureLearning outcomesOrientationIntroductionThe purpose and importance of strategic planningVideo interview: Professor Peter McCaffery, Deputy Vice-Chancellor, London Metropolitan UniversityA note on terminologyModule 1: The role of strategic planning The value and purpose of strategic planningWhat is strategic planning and why do we need it?Activity (Notemaking): Key elements of the strategic planning processWhat happens when strategic planning goes wrong?Activity (Reflection): Sarah’s thoughts on strategic planning at her universityWhat happens when strategic planning goes right?Video interviews:Professor Michael Arthur, Vice-Chancellor, University of LeedsDr Richard Bolden, Senior Lecturer and Head of the Centre for Leadership Studies, University of Exeter Business SchoolDr Chris David, Vice Provost, Colorado Technical UniversityProfessor Michael Kelly, Director of LLAS Centre for Languages, Linguistics and Area Studies and Professor of French, University of SouthamptonPeter Curtis, Executive Director (Academic Services) and Registrar, The University of Western AustraliaProfessor Michael KellyActivity (Notemaking): The benefits of strategic planningThe importance of alignmentStrategy management at your universityReflecting on strategic planning in your department and your universityCase study: Strategic planning at my universityVideo interview: Professor Michael Arthur, Vice-Chancellor, University of LeedsHow did you develop your university strategic plan?What are the different sections of your plan and how do they fit together?Why did you choose the form that you have for your plan?How do faculties, departments and university services fit into your plan?Activity (Notemaking): How Professor Arthur’s experiences compare with your own institutional strategic planThe structure of strategic plansActivity (Matching): Common elements of a strategic plan and their descriptionsThe strategic planning processIntroduction to the phases of the strategic planActivity (Click to view): The cyclical process of strategic planning: Planning, documentation, implementation and monitoringFocus on the planning phaseActivity (Click to view): Elements of the planning phase: Scanning, analysing, generating ideas and enablingChallenges in the strategic planning processActivity (Click to view): Manifestations and examples of challenges in strategic planningEnvisioning your initial role in the strategic planning processThe role of leaders and managers in strategic planningActivity (Click to view): How you can ‘pave the way’ in strategic planning in your departmentGenerating a visionActivity (Click to view): Different elements to consider when defining, building and refining your visionCase studies: Envisioning in practiceActivity (Click to view): Lubna and Sarah review their departments’ purposes, cultures, markets etcStrategic deliveryActivity (Classification): The futures of Lubna’s and Sarah’s departmentsModule reviewSummary of key pointsActivity (Click to view): Using strategic planning for your personal and professional developmentModule 2: Developing the strategic planScanning your university’s environmentNo department is an island: Understanding your institution’s environmentThe key strategic challenges for universitiesActivity (Click to view): Reflecting on the implications of these strategic challenges for your university and for your departmentStakeholders in higher educationActivity (Click to view): The role and function of each university in relation to each of its stakeholdersTraditional vs. new higher educationThe fundamental transition faced by higher educationActivity (Matching): Traditional and new elements of higher education institutionsScanning your department’s environmentAssessing the departmental environmentActivity (Click to view): Completing a STEP analysisAssessing your department’s internal resourcesActivity (Click to view): Steps for assessing internal resourcesCase studiesActivity (Click to view): Lubna and Sarah – environmental scanActivity (Click to view): Lubna and Sarah – internal resource assessmentAnalysing your departmentPortfolio analysisActivity (Reflection): Criteria for portfolio analysisFocus on teaching programmesActivity (Click to view): Actions for alpha, beta, gamma and delta coursesYour department’s competitive positionBuilding a SWOT analysis to consolidate your findingsSWOT analysisActivity (Classification): Strengths, weaknesses, opportunities and threatsActivity (Click to view): SWOT analysis and key strategic objectivesCase studyBackground – Northeastern University, BostonHow did departments respond?Consulting and engaging your colleaguesThe importance of consultationTips for ensuring colleagues’ support for strategic changesVideo interviews: Can you give an example of when you were successful in engaging your colleagues?Can you give an example of when you failed to engage colleagues?What advice would you give to a new head of department trying to engage their colleagues?Consulting others and achieving strategic fitConsulting beyond your departmentActivity (Reflection): Consulting with stakeholders – content vs. processStrategic fit between department and institution plansActivity (Reflection): How would you respond to a strategic plan as a senior university officer?Identifying and setting your strategic objectivesSetting objectives to achieve your aimsSMART goalsActivity (Notemaking): Turning DUMB objectives into SMART onesActivity (Click to view): Case study: Strategic action plan – Daniel’s key aims and SMART objectivesIdentifying key performance indicatorsKey performance indicators (KPIs)Activity (Click to view): Key attributes of KPIsBenefits of identifying KPIsActivity (Click to view): Interpreting KPIsHow to articulate KPIs to avoid unintended outcomesActivity (Notemaking): Strategic aims, SMART objectives and KPIsAssessing and managing risk 1Risk assessment at institutional levelActivity (Notemaking): Rationale for risk assessmentsActivity (Click to view): Risk maturityRisk appetiteAssessing and managing risk 2Risk assessment at departmental levelMeasuring riskActivity (Matching): Mitigating riskModule reviewSummary of key pointsActivity (Reflection): Different stages in developing the strategic planActivity (Multiple choice): Elements of the strategic planning processModule 3: Implementing your strategic planDeciding your approach to implementationDifferent approaches to implementation: How will you initiate strategic change?Activity (Matching): Four major approaches to managing changeImplementing strategic change and leadership stylesYour personal values and the need for fairness, respect and integrityActivity (Sequencing): Which of the four strategies is most appropriate for your context?Ensuring your strategic planning document is fit for purposeGenuine staff engagementEffective communicationActivity (Click to view): The benefits of creating a document outlining your action planA thoughtful and reflective approachWhen strategic implementation goes wrong: Lessons from failureCase study: University of Oxford – the Said Business SchoolActivity (Click to view): The ‘eight of indecision’ (Kay, 2000b)Activity (Notemaking): Lessons we can learn from Kay’s experienceWhen strategic implementation goes right: Lessons from successVideo interview: Professor David Engelke, Associate Dean, Rackham Graduate School, University of MichiganBriefly outline your vision, mission and key aimsWhat did you have to do to turn this strategy into a reality?What did you find to be the most effective way of implementing your strategy?What are the key lessons you learned during the implementation process?Activity (Notemaking): Your thoughts on the University of Michigan case studyDrawing some conclusionsActivity (Click to view): Myths about strategic implementationActivity (Click to view): Eight essentials for effective strategic implementationStrategic implementation in your universityYour university contextActivity (Click to view): A six-stage process to help you find out more about strategic implementation at your universityKurt Lewin’s force-field analysisActivity (Matching): Case study: Force-field analysis – driving forces and resisting forcesActivity (Click to view): Conducting your own force-field analysisLeading strategic implementationYour role at the level of changing individuals’ behaviourDeveloping empathyActivity (Reflection): How your own experience of change can be used to help othersYour departmental climateActivity (Click to view): Considering the subtext of daily interactions within your departmentTailoring your approach to implementation according to the situationModule reviewSummary of key pointsActivity (Classification): Tips on leading and managing the process of strategic implementation: How confident are you?Module 4: Integrating effective planningMonitoring your strategic plan 1Video scenario: The story so far – Sarah’s experienceMonitoring your strategic planActivity (Reflection): Sufficient information for effective monitoringActivity (Reflection): Modifying the strategic action planMonitoring your strategic plan 2Principles of effective monitoringWhy effective monitoring is crucialActivity (Click to view): Tips on effective progress monitoringReviewing and revising your strategic planThe annual planning cycleCase study: The University of LeedsInteractive graphic: Strategy mapActivity (Reflection): Impact of a new development on the University’s strategyVideo interviews: Stories from some experienced heads of departmentsProfessor Peter McCaffery, Deputy Vice-Chancellor, London Metropolitan UniversityDr Mary Jo Gonzales, Associate Dean of Students, Academic Success Center, Dean of Students Office, Iowa State UniversityActivity (Notemaking): Your thoughts on the videosModule reviewSummary of key pointsSelf-reflective exerciseApplicationApplicationActivity (Notemaking/Multiple choice): Reflections on a scenarioClosingCourse summarySummary of key pointsNext stepsResource bankUseful resources and further reading by moduleDownload documents for this courseReferencesThird-party materials in the courseManaging peopleScreenNotesWelcomeCourse authors and supporting universitiesCourse highlightsCourse structureLearning outcomesOrientationIntroductionThe importance of people – and people managementOverview of topics covered in this courseVideo interview: Professor Peter McCaffery, Deputy Vice-Chancellor, London Metropolitan UniversityA note on terminologyModule 1: The HR challenge for HE managersThe university as a working environment 1Activity (Reflection): Characteristic features of universities and their consequencesThe different roles you playActivity (Click to view): A typical working day for a new head of departmentActivity (Click to view): A typical working day for an experienced head of departmentThe university as a working environment 2Your academic setting: A model of conceptualising universities and their evolution (McNay, 1995)Activity (Multiple choice): Describing the organisational features of your academic settingYour formal duties and responsibilitiesYour approach to managing peopleReflecting on your own attitudes and assumptionsActivity (Rating): Measuring your assumptions about human behaviour against McGregor’s (1960) Theory X – Theory Y dichotomyReflecting on your behaviourActivity (Click to view): Typical complaints from people who are being treated poorly by their managersActivity (Click to view): Tips on how to improve your behaviour towards and management of your colleaguesModule reviewFour essential prerequisites for being an effective leader in higher education: Knowing your university, your department, your environment and yourself Activity (Notemaking): What changes do you intend to make to your behaviour?Module 2: Motivating staffWhat is motivation?Motives (which operate the will which leads to action)Theories of motivation and their implications for practiceContent theoriesActivity (Click to view): Maslow’s (1943) hierarchy of needsActivity (Click to view): Developing Maslow’s theory – more recent workHertzberg’s ‘two factor theory’Activity (Classification): Dis-satisfiers/’hygiene factors’ and satisfiers/motiavtorsProcess theoriesSummary: Common principles of motivation theoryUnderstanding your university’s motivational climateExternal factors affecting motivationYour university’s motivational climate – and its effect on your department Activity (Reflection): Shortfalls of your department and/or institution Enhancing departmental motivationCase studyActivity (Click to view): Motivation within Sarah’s department and Lubna’s departmentActivity (Reflection): Helping Sarah – possible solutions, consequences and good leadership practiceActivity (Reflection): Helping Lubna – possible solutions, consequences and good leadership practiceMotivation and trustTrust in the workplace – a variety of themesActivity (Reflection): Trust in your departmentCase study: A well-motivated and high-performing departmentVideo interviews: What does a well-motivated and high-performing department look like to you? What role can the head of department play in fostering positive motivation?What mistakes would you advise a new head of department to avoid?What advice would you give a new head of department seeking to improve motivation in their department?Activity (Reflection): Your thoughts on the video interviewsPutting motivational theory into practiceMaximising satisfiersActivity (Reflection): The motivational climate in your department and a possible action plan to maximise motivatorsMinimising dis-satisfiersActivity (Reflection): The motivational climate in your department and a possible action plan to minimise dis-satisfiersMaintaining your motivational climateModule reviewActivity (Click to view): Key points about motivationModule 3: Recruiting and inducting staffSome common pitfallsRecruiting new staff – the opportunitiesActivity (Reflection): Identifying mistaken assumptions and poor practices in the recruitment processApplying business sense to making a new appointmentActivity (Reflection): Deciding whether a new appointment is neededJob descriptions and person specificationsDistinction between job descriptions and person specificationsActivity (Classification): Job description vs person specificationGood practice and the pitfalls to avoidActivity (Interactice graphic): Example job descriptionActivity (Interactive graphic): Example person specificationThe selection processNext steps in the recruitment processThe application process and methods of assessmentAdvertising the vacancyActivity (Click to view): Advice on creating a job advert that will attract the best applicantsShortlisting candidatesCase study: How the introduction of any new criteria can lead to discriminationInterviewing candidatesActivity (Matching): Errors committed by interviewersThe induction processActivity (Notemaking): The consequences of failing to plan and implement effective induction for new staffActivity (Click to view): Tips on good practice with staff inductionModule reviewReflecting on current processes and practices in recruitmentModule 4: Optimising high performancePrinciples and challengesThe challenges of managing the performance of your staff – three guiding principlesActivity (Notemaking): Academics’ possible objections to performance managementWhat is performance management?Activity (True or false): Your understanding of performance managementEncouraging colleagues to engage with performance managementThe value and purpose of performance managementEstablishing and reviewing performance standards 1Activity (Click to view): What individual staff members need to know – establishing the context of the job roleDeveloping the job roleActivity (Notemaking): Developing a new job role profileThe detail of the job profile – competencies Example role analysis – key competencies, corresponding requisite competencies and measurementActivity (Reflection): Competencies and measures of successEstablishing and reviewing performance standards 2Establishing accountabilityClarifying expectationsPriorities – Establishing SMART targets and allocating appropriate staff workloadsVideo interview: Professor Peter McCaffery, Deputy Vice-Chancellor, London Metropolitan UniversityNegotiating staff workloadsEstablishing and reviewing performance standards 3Monitoring performance and giving feedback to staffActivity (Click to view): Seven models of poor practice when giving feedbaclGuiding principles for performance review sessionsActivity (Notemaking): Tips for planning and conducting performance review sessionsProgression: Identifying and resourcing development needsModule reviewSummary of key pointsActivity (Click to view): Reflection on a scenario – a pending annual reviewModule 5: Managing difficult situationsRecognising and dealing with poor performanceTackling poor performanceActivity (Reflection on video scenario): Sarah deals with a case of under-performanceActivity (Click to view): The causes of poor performance – and possible solutionsIf you feel that there is under-performance in your department – tips on handling poor performanceDifficult situations: Complaints, grievances and disciplineGeneral advice on complaints, grievances and disciplineHow to handle complaintsActivity (Interactive flowchart): Step-by-step process for handling complaintsActivity (Reflection): Four practical scenariosHow to handle disciplinary issuesHow to handle grievancesManaging redundanciesYour approach to managing redundanciesCase study: Sarah manages a redundancy situationActivity (Click to view): Process for handling redundanciesActivity (Click to view): Specimen selection criteria for redundancy of academic staffFacing redundancy: Phases of griefHelping staff through the phases of grief and offering supportModule reviewGuiding principles for managing under-performance, complaints, grievances, discipline and redundanciesModule 6: Developing staffThe learning organisationWhat is a learning organisation?Characteristics of a learning organisationActivity (Classification): A learning vs a non-learning organisationCase study: Lubna’s attempt to foster a learning-progressive and more outward-looking climate in the departmentUnderstanding and valuing staff developmentWhat is staff development?Video interview: Professor Peter McCaffery, Deputy Vice-Chancellor, London Metropolitan UniversityWhat is ‘staff development’?What benefits does staff development bring to an organisation?What benefits does staff development bring to individuals?As a manager, how should you foster learning in your department?Activity (Notemaking): Staff development, its importance and ways of learningStaff development: Expert viewsVideo interviews:An opinion from industry – Sir William SargentCan you give an example of how staff development has contributed to high performance?What advice would you give to a head of department seeking to foster a learning climate?Establishing a learning climate in your departmentEstablishing learning and development needs and strategiesActivity (Click to view): How heads might assess the training and development needs of their staffClarifying, developing and securing agreement on your staff development policyImplementing learning and development opportunitiesActivity (Classification): Learning activities – individual/collective and professional/departmentalOther forms of learning and developmentActivity (Click to view): The GROW frameworkDelegating tasks to colleaguesEffective team buildingActivity (Rating): Where do you stand? Pre-existing groups within the departmentPromoting teamworkCoakes (2006): ‘C’ words to characterise good teamworkActivity (Click to view): How heads might promote good teamwork within their own departmentsKeeping track of your progressTuckman (1965) and Hersey & Blanchard (1969) – four-stage models of group developmentUnderstanding and valuing diversityDiversity and equal opportunityVideo interview: Professor Peter McCaffery, Deputy Vice-Chancellor, London Metropolitan UniversityWhat is diversity, what is equal opportunity, and how do they differ?Why does diversity matter?The legal principlesPositive/affirmative action vs positive discriminationActivity (Reflection): Key principles relating to direct and indirect discrimination and their practical implications for you as head of departmentActivity (Multiple choice): Your understanding of equality and diversity legislationSupporting diversity in your departmentHow well does your department measure up on diversity? Conducting a surveyHow can you contribute to encouraging an inclusive environment?Celebrating your department as a living community as well as a learning communityLet your department be a trailblazer in supporting your university’s response to diversityFollowing the lead of others beyond your universityVideo interviews:What does ‘diversity’ mean to you?How has your university put diversity into practice?How do you think heads of department should manage diversity?Module reviewSummary of key pointsSelf-reflective exerciseApplicationApplicationActivity (Multiple choice): Reflections on a scenarioClosingCourse summarySummary of key pointsNext stepsResource bankUseful resources and further reading – general and by moduleDownload documents for this courseReferencesThird-party materials in the courseManaging resourcesScreenNotesWelcomeCourse authors and supporting universitiesCourse highlightsCourse structureLearning outcomesOrientationIntroductionFinancial challenges facing heads of departments Video interview: Dr Margaret Barr, Professor Emeritus, School of Education and Social Policy, Northwestern University & Dr George McClellan, Vice-Chancellor for Student Affairs, Indiana University–Purdue University Fort WayneA note on terminologyModule 1: Responsibilities and roles of a department headIntroduction to responsibilitiesDefining ‘roles’ and ‘responsibilities’Facilities and financial resourcesAssessing departmental provisionIdentifying goals or desired outcomesActivity (Click to view): Satisfaction, efficiency and learningActivity (Rating): An outcomes and assessment inventoryServing as an advocateActivity (Click to view): Case study – an unexpected bequestThoughts on the case study: What went wrong?Activity (Click to view): Examples of advocacyOne additional form of advocacyActivity (Notemaking): Five advocacy strategies that could be usedManaging the expectations of those around youMeet the new boss: In the shoes of a newly appointed department chairActivity (Click to view): Expectations of colleagues and studentsActivity (Reflection): Strategies for responding to and managing your colleagues’ expectationsIdentifying creative solutionsEncourage others to bring their ideas forwardActivity (Click to view): Advice on a good approach to encouraging others to bring their ideas forwardAdvice on a good approach to encouraging others to bring their ideas forwardEncourage the development of new activitiesActivity (Click to view): A process for encouraging the development of new ideas and activitiesModify or eliminate existing activitiesBuilding and sustaining relationshipsNo department is an island – recognising centres of power and influenceInterdepartmental relationshipsActivity (Click to view): Relationships with partner departmentsThe environment outside your departmentModule reviewVideo interview: Dr George McClellan, Vice-Chancellor for Student Affairs, Indiana University–Purdue University Fort WayneModule 2: Resource management: Governance, mission, strategic planGovernancePublic vs. private institutionsChartered universitiesIncorporated universitiesActivity (Click to view): Typical governance structure for a chartered/incorporated institutionThe relationship between governance and resource planningMissionExample of a university mission statementUnderstanding the institutional missionActivity (Reflection): Funding support for different institutionsMission and resource utilisationStrategic planThe relationship between a strategic plan and an associated budgetActivity (Click to view): How mission and strategic plan influence resource allocation and utilisationModule reviewAnimation: Governance, mission and strategic planModule 3: Understanding departmental financesRevenueActivity (Click to view): Common sources of revenue for higher education institutionsImportant caveats to keep in mind when considering revenue possibilitiesMission ahead of moneyRevenue and expenseEndowment incomeRestrictionsPublic and private institutionsActivity (Sequencing): Importance of different sources of support at public and private institutionsPublic and private institutions: The role of the government and government fundingEndowmentsExpensesYour department’s expensesActivity (Click to view: Categories of expenseHow do you determine accurate and appropriate costs?Activity (Notemaking): Issues to understand before you project costs for goods and servicesExpense decisions: Common pitfallsExpenditure on technologyExpenditure on communicationExpenditure on library periodicalsThe need to consider the surrounding political climateModule reviewSummary of key pointsModule 4: Managing departmental budgetsPurposes of budgetsActivity (Click to view): Five purposes of budgetsActivity (Click to view): Allocating resources, providing incentives, assigning controlTypes of budgetsActivity (Click to view): Four common types of budgetModels of budgetingActivity (Click to view): Common budget modelsActivity (Click to view): Strengths and weaknesses of common budget modelsBudget developmentEstablishing the institutional framework for budget developmentThe departmental process of budget developmentActivity (Click to view): Tips for effective budget developmentCautionary note – ‘real’ savingsIdentifying options for funding new initiativesReading budget documentsVideo: Tips on reading budget documentsActivity (Notemaking): Key observations about budget documentsManaging budgetsForecasting revenues and expenses in the current fiscal yearForecasting revenues and expenses in the current fiscal year into the futureWhen problems occurClosing the year’s budgetBudget cyclesVideo scenario: Stacks, stacks and more stacks! Sarah discusses the complex issues of budget managementActivity (Notemaking): Reviewing the prior year’s budget, reviewing the current year’s operating budget, budget guidelinesModule reviewActivity (Reflection): Key questions from this moduleModule 5: Managing departmental facilitiesOperational considerationsCase study: Facilities managementActivity (Click to view): Operational considerations in facilities managementFinancial considerationsActivity (Click to view): Approaches taken by ancillary/auxiliary departments to day-to-day maintenance, ongoing maintenance and deferred maintenanceActivity (Rating): Maintenance and budgets in your departmentModule reviewSummary of key pointsModule 6: The art and ethics of resource managementIntroductionManagement of resourcesA dilemma: Example of conflicting perspectives and priorities on an important budgetary matterVideo scenario: Sarah, Robert and Daniel discuss the funding and operation of a new childcare centreThoughts on how to move forwardActivity (Notemaking): Information the Director of Finance should prepare for the Senate meeting Practical tips for department managersActivity (Click to view): Practical tips for managing resourcesAccountabilityActivity (Matching): Constituents and their expectationsWorkload allocationActivity (Click to view): Workload allocation in higher education across the worldModule reviewVideo interviews: Professor Sir David Watson, Principal of Green Templeton College, University of OxfordKirsten Gillingham, Bursar of St Anthony’s College, University of OxfordDr Paul Temple, Co-Director of the Centre for Higher Education Studies, Faculty of Policy and Society, Institute of Education, University of LondonApplicationApplicationActivity (Reflection): Reflections on a scenarioClosingCourse summarySummary of key pointsNext stepsResource bankUseful resources and further reading by moduleDownload documents for this courseReferencesThird-party materials in the course ................
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