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Management and Leadership in the Contemporary University.

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Title: Management and Leadership in the Contemporary University.
Authors: Yielder *, Jill1 (AUTHOR) jyielder@unitec.ac.nz, Codling, Andrew1 (AUTHOR)
Source: Journal of Higher Education Policy & Management. Nov2004, Vol. 26 Issue 3, p315-328. 14p. 3 Charts.
Subject Terms: *Research, *Universities & colleges, *Higher education, *Vocational education, Management, Executives
Abstract: This paper proposes a model of leadership within tertiary education based on research into expertise and institutional distinctiveness. It builds on row contrasting styles of institutional development. Firstly, in the traditional university (higher education) sector, promotion to senior management positions has tended to be based on academic prowess, largely relating to research capability. The result is senior academic leaders who may not be well suited to line or operational management. By contrast, in the traditional polytechnic (vocational education and training) sector, promotion to leadership positions has tended to be based more on perceived managerial qualities, and the resultant leaders may be more inclined to be good managers without displaying overt academic leadership, A model of shared academic management and leadership focused on departmental/school level, based on research into the nature of professional expertise, is therefore proposed which brings together the strengths of both of the above styles. This model develops the responsibilities of both the academic leader and the operational manager and explores their symbiotic relationship. The performance of associated administrative functions is also considered in regards to the overlap between the administration occurring in these roles and that of designated office administrators. The implications of this model on organisation structure and culture and on staff promotion and career development are also addressed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education Policy & Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Management and Leadership in the Contemporary University.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Policy+%26+Management%22">Journal of Higher Education Policy & Management</searchLink>. Nov2004, Vol. 26 Issue 3, p315-328. 14p. 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+education%22">Vocational education</searchLink><br /><searchLink fieldCode="DE" term="%22Management%22">Management</searchLink><br /><searchLink fieldCode="DE" term="%22Executives%22">Executives</searchLink>
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  Data: This paper proposes a model of leadership within tertiary education based on research into expertise and institutional distinctiveness. It builds on row contrasting styles of institutional development. Firstly, in the traditional university (higher education) sector, promotion to senior management positions has tended to be based on academic prowess, largely relating to research capability. The result is senior academic leaders who may not be well suited to line or operational management. By contrast, in the traditional polytechnic (vocational education and training) sector, promotion to leadership positions has tended to be based more on perceived managerial qualities, and the resultant leaders may be more inclined to be good managers without displaying overt academic leadership, A model of shared academic management and leadership focused on departmental/school level, based on research into the nature of professional expertise, is therefore proposed which brings together the strengths of both of the above styles. This model develops the responsibilities of both the academic leader and the operational manager and explores their symbiotic relationship. The performance of associated administrative functions is also considered in regards to the overlap between the administration occurring in these roles and that of designated office administrators. The implications of this model on organisation structure and culture and on staff promotion and career development are also addressed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education Policy & Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1360080042000290177
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        Text: English
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        PageCount: 14
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      – SubjectFull: Universities & colleges
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      – SubjectFull: Higher education
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      – SubjectFull: Vocational education
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      – SubjectFull: Management
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      – SubjectFull: Executives
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              Text: Nov2004
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              Y: 2004
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