Managing Effectively in Academia: Sunway Shorts, #2

Copyright © 2021 by Sunway University Sdn Bhd

Published by Sunway University Press

An imprint of Sunway University Sdn Bhd

No. 5, Jalan Universiti

Bandar Sunway

47500 Selangor Darul Ehsan

Malaysia

press.sunway.edu.my

––––––––

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, now known or hereafter invented, without permission in writing from the publisher.

eISBN 978-967-5492-38-9

Perpustakaan Negara Malaysia Cataloguing-in-Publication Data

Wilkinson, Graeme

Managing Effectively in Academia: A Guide to Good Practice for Academic Managers and Leaders in Higher Education / Graeme Wilkinson.

(Sunway Shorts)

Mode of access: Internet

eISBN 978-967-5492-38-9

1. Educational leadership.

2. Universities and colleges—Administration.

3. College administrators.

4. Electronic books.

I. Title. II. Series.

378.1

Edited by Sarah Loh

Designed by Rachel Goh

Typeset by Helen Wong

Cover image: Lera Efremova/Shutterstock.com

Image used under licence from Shutterstock.com

Preface

––––––––

I have written this book primarily with the aim of helping academics who are undertaking management roles in higher education to become more effective. The book should also be of value to academics who hope or expect to take on management roles in the near future and would like some guidance on what good management really means in the higher education context. Being a good manager in any organisation is certainly not easy but the academic environment presents its own unique set of challenges. By learning to be more effective as an academic manager, you can make your working life more enjoyable and also contribute more towards your institution’s development.

At the outset, if you are an academic manager in a university you should recognise that universities or other higher education institutions are complex organisations involved in multiple activities such as teaching, undertaking research, offering business consultancy, and managing large estates and facilities, often including residences and conference centres. They may have several thousand staff and tens of thousands of students, a significant proportion of whom may come from overseas. They may even operate on multiple campuses in more than one country. Their staff and students are mostly highly intelligent and trained to question received wisdom and critically challenge new ideas.

The academic staff generally are, or believe themselves to be, experts in their fields and consider that they are worthy of considerable respect because of that. The students, who usually invest considerable quantities of time and money in their higher education, increasingly see themselves as customers and they expect high-quality service and a valuable qualification at the end of their studies as a passport to future success and wealth.

The contemporary university is thus an extremely demanding environment in which to be a manager. Not only that, but many people who find themselves in management roles in universities did not start out with a management career in mind and had not taken any significant steps to prepare themselves for it before becoming a manager. The route to becoming an academic manager is normally through being a good academic, being promoted because of it, and then being entrusted to manage people. Yet a good university teacher or researcher is not necessarily a good manager of people, at least not without some preparation or training for the role.

Lack of good management capability in universities is a refrain heard from many governments in both developed and developing countries. Governments throughout the world know full well that their universities are vital to their economic prosperity and that they need to be managed extremely well, but they also know that there are weaknesses. Some governments have put in place national training programmes for university managers, although these are, by and large, only taken up by a small proportion of the managers in the sector.

This book is focused on the role of academic managers who may lead research teams, departments, or faculties. We begin with considering what is good managerial practice, how to behave in order to be a good team leader, and what you need to understand about managing such complex institutions. We then progress to some of the broader aspects of institutional development and strategy and the individual manager’s role in regard to that.

The early chapters aim to provide common-sense advice that academic managers at all levels can relate to, focusing on general day-to-day management issues such as human resource management and finance, as well as the importance of engaging effectively with non-academic support services. Much of what is written here is simply good management practice put into the context of the highly challenging university environment.

The book is intended to provide helpful practical advice to academic managers with the aim of improving organisational effectiveness. Although it has been written with new managers or newly promoted managers particularly in mind, it should be of value to anyone undertaking a management role in a university either new or long in post.

The book aims to be thought-provoking and reflective and to highlight some of the unexpected challenges that managers in universities might encounter as well as things that can and do go wrong in trying to manage universities. Also, it aims to give a perspective on governance and long-term strategic issues that managers at all levels ought to be aware of.

Many readers, myself included, may have experienced appalling managers in universities who seem capable of doing everything possible to demotivate and alienate staff and students. If this book helps to correct some of the deviant managerial behaviours that are still prevalent in many universities today, it will be a success. If, in addition, it helps already effective academic managers hone their skills and achieve new heights of managerial performance, it should help good universities become great universities.

No book on university management can ever cover every aspect of managing an institution as sophisticated and complex as a 21st-century university. It has therefore been necessary to focus on some of the key managerial topics that I personally consider to be the most important in fostering institutional effectiveness. It is an eclectic collection of topics and personal reflections, but one that I hope most readers will find appropriate and relevant to their daily lives as managers in higher education.

Management is sometimes considered to be both a science and an art. Certainly, some aspects of university management can be analysed scientifically, but most day-to-day management is about handling people and situations in order to move a highly complex organisation forward in a harmonious way to reach new levels of achievement. This, in a nutshell, is mainly an art. So, let me welcome you to the art of effective university management.

––––––––

Graeme Wilkinson

Centre for Higher Education Research &

Vice-Chancellor’s Office

Sunway University

Chapter 1: The Higher Education Management Challenge

––––––––

The Higher Education Industry

The higher education industry is growing rapidly. Across the globe young people with ability and drive increasingly recognise that to maximise their opportunities in life they need to gain higher education qualifications. As a consequence, the higher education industry has evolved over time in most countries from what used to be a system of elite higher education with restricted access to a system of mass higher education, and then to a system of universal higher education in which a majority of the population undertake higher education studies at some point in their lives.

Higher education participation rates for high school-leavers are now approaching 50% in many developed countries; exceeding this in some. Data from the Office of National Statistics, United Kingdom (UK) show that in some parts of Greater London, the proportion of the 16-to-64-year-old population with degrees exceeds 50% and in one borough—the City of London—it has passed 70%. Although in most developing countries the trend is towards a mass system, with a universal system some way off, growth is accelerating.

Higher education is, therefore, a truly global expanding industry. At the height of the western financial crisis in 2008, the London head of a global investment bank was asked which industry he thought gave the most hope for economic recovery. His answer, surprisingly for many, was higher education. Higher education catalyses economic development and universities are themselves major employers. In some small cities, they may even be the largest employer overall.

As the demand for higher education has been growing, national higher education systems have become enormous and increasingly complex with many challenges particularly related to resourcing.¹,² The expansion of state-funded universities has been rapid in many countries. However, governments have increasingly had to turn to the students themselves to fund the cost through higher fees or graduate taxes. They also look to international students to bring in additional revenue through paying higher fees than domestic students.

In some countries, governments have reached the limit of what they can realistically afford and have been looking to the private sector to fill the gap. The growth rate of private higher education is now well ahead of the growth rate in state-funded higher education globally. This is a trend that is likely to continue in the coming decades. The demand is such that students and their families are increasingly willing to pay privately for what their governments may not be able to provide publicly.

There are currently in excess of 30,000 higher education institutions in the world, based on the biannual Webometrics ranking. Not all have the label of university, but they nonetheless provide higher qualifications such as diplomas and degrees. To function effectively and deliver what their customers want, these institutions need to be managed well. They offer a sophisticated product to a highly intelligent, discerning, and demanding multicultural clientele.

Students want the qualifications and higher-level professional skills that will give them success in their careers and enable them to meet their personal life goals and ambitions. When so much is at stake, students will naturally expect to receive very good service and a high-quality outcome from their university experience. Governments and companies that fund research at universities also want good returns for their investment.

It is an undeniable fact that universities, once regarded as rarefied ivory towers, are now powerhouses of economic activity of great importance to nations. They have great value to their students and to society, and they drive innovation.² Good management is essential for such institutions to function effectively and to deliver what everyone wants. Yet universities are not institutions that were once thought to require management. They originated in medieval times as tranquil monastic communities of scholars in which the concept of management as we know it today probably would not have been understood.

Many distinguished universities still retain ancient traditions and modes of behaviour that do not sit comfortably with modern methods of industrial management. However, given the scale of the industry and the size of most university-level institutions as well as the demands placed on them by society, professional high-quality management is now obligatory.

Academics in positions of responsibility, such as heads or chairs of departments or deans, have to see themselves primarily as managers of people and other resources. Their roles as academic specialists might even become secondary. This is something that can come as a surprise to a newly elected or promoted academic department head who, up until that time, spent most of his or her time focusing on being a good researcher or teacher.

––––––––

Managing in Higher Education

Universities present particularly interesting challenges to any manager, and particularly to new managers. They are enormously complex organisations and becoming more so as time goes by.³ They are also evolving very fast with new types of international partnerships, for example, forging new pathways for institutional development.⁴ The fast pace of development is global, but in Asia there is a strong focus on learning how to develop high-quality institutions rapidly⁵ and taking on the longer-established institutions in the West in a global competition for academic supremacy.

Interestingly, most textbooks written on the subject of management are in fact written by university academics who are usually thinking about industries other than their own. Yet their own is one of the most interesting and challenging ones in which to be a manager.

Universities tend to be medium- to large-sized organisations. Most range from having a few hundred to a few thousand staff. There are no mega-corporations in the