5 fine tips til uddannelsesledelse i det videregående uddannelsessystem

Five fine tips for educational management in higher education - focusing on what works for young leaders:

 http://www.theguardian.com/higher-education-network/blog/2014/sep/01/university-head-of-department-five-top-tips

Feedback

http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger?utm_source=facebook&utm_medium=post&utm_campaign=blog-tips-providing-students-meaningful-feedback-shared-image

 

Links til forskellige tilgange

http://www.waikato.ac.nz/tdu/pdf/booklets/7_AssessmentandFeedback.pdf

http://projekter.aau.dk/projekter/files/63452603/Formativ_Feedback.pdf

The Leader as Action Researcher

In the past seven month, many reflections and actions have characterized my work as head of social education at UC Zealand (UCZ).

First of all, I have crossed boundaries from on UC to another reflecting on all the differences in two organizations with the same overall agenda. One of the first things which stroke me was that all the campuses at UCZ are of extremely high standard: auditoriums, classrooms, group-rooms, teacher offices, access to technology for students and lecturers, library, canteens, and beautiful surroundings. It is of high importance if you shall study, work and learn. Secondly, UCZ offers all the employees a wonderful and very cheap lunch and it is extremely flexible so you get your lunch at any of the nine campuses. It is an important good which means that the employees meet on campus lunching together.

In the spring 2012, the organization changed radically moving from a focus on campuses to a focus on educations. It led to the creation of a team of head of education. I have been part of this team for ten month – and we still wait for the last team-members. 

It is of course a comprehensive task to change an organization with all its structures, processes and traditions. Sometimes it is a demanding task for an impatient soul.   

I have also crossed boundaries as far as I have moved from Research and Development (RD) to another educational perspective where safe operations, student learning and satisfaction are in focus. I have reflected on many differences within the two domains. In RD, all researchers and consultants were dedicated to their work as well as to the brand of the organization. In a program as Social Education, the lectures are primarily dedicated to the program and their own subject. In RD, it was extremely rare that someone was ill. Last year, in the program of Social Education, more than nine FTE were used to cover ill lecturers.

One of the main differences is that the processes in RD are more open, easier to communicate and explain. In RD, you have to work under extremely stressful conditions however you often get recognized for your work – and you often have to collaborate with other people to achieve your goals.

My doctoral studies have to some extend been neglected. I have however decided to work with three cases from my work as head of social education. I have done the first draft of my purposal and I have read and reflected on the leader as action researcher - and I have decided to use four different theoretical perspectives. According to Amin and Thrift, (2005, p. 222)

"No particular theoretical approach, even in combination with others, can be used to gain a total grip on what's going on. Theory-making is a hybrid assemblage of testable propostions and probable explanations derived from sensings of the world, the world's persistent ways of talking back, and the effort of abstraction" 

Amin, A. and Thrift, N. (2005). What's left? Just the future. Antipode, 37, pp.220-38.

Leadership and Culture

A study comparing leadership behavior across cultures with the use of a test based on transformational leadership (Rudd, Kent, Blair & Schuele, 2009) shows that US and German leaders are quite similar in their leadership behavior. However, the results indicates that US leaders scored higher than the German leaders on each of the five behaviors studied. The Leader Behavior Inventory (LBI) is used as the test as it has been used in other cultural comparisons (den Hartog, House, Hanges, & Ruiz-Quintanilla, 1999; Quesada, Gonzalez,  & Kent, 2008). Furthermore, the study draws on Hofstede and Hofstede’s (2005) four cultural dimensions.

According to Hofstede (1986),  four distinct dimensions characterize a culture: 1. collectivism/individualism, 2. masculinity/femininity, 3. power distance and finally, 4. uncertainty avoidance. These dimensions influence people’s relations and help assess the leader’s capability to manage change and the attitudes and abilities of their colleagues and  followers to accept and handle it.

References 

Den Hartog, D. N., House, R. J., Hanges, P. J., Ruiz-Quintanilla, S. A., & Dorfman, P. W. (1999, Summer).Culture specific and cross-culturally generalizable implicit leadership theories: are attributes of charismatic/transformational leadership universally endorsed? Leadership Quarterly, 10, 219-257.

Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301- 320.

Hofstede, G., & Hofstede, G. J. (2005). Cultures and organizations. New York: McGraw Hill

Quesada, G., Gonzalez, M., & Kent, T. W. (2008). A road for achiving an international measure and understanding on leaders‟ behaviors. Leadership and Organizational Development , 29, 678-692.

Rudd, H. Kent, T., Blair C.A., and Schuele, U. (2009) Leader Behavior Inventory: A Test of Measure Equivalence in Germany and the United States, International Journal of Leadership Studies,(5), 1, 22-36.

Leadership and Training

"Leadership is a skill that is learned through life experiences and watching fellow leaders. While many experts would agree that leadership is a skill that can be taught very few institutions take the time to train new leaders. Many institutions of higher education are more focused on managing the daily crises which occur on a regular basis. These issues are important however, many of these crises may be prevented by having people properly trained to handle these situations. Many usually lack the administrative experience to transition from a faculty member to a leadership position (Tucker, 1984). While managing a classroom and an institution may have similar attributes, most would argue they are vastly different. Learning the political, financial, and societal factors of an institution is a complicated process." (p.33-34)

According to Morris, key issues are: lack of training, financial resources as well as involvement of top managers. In attempt to adress these issues, planning, concrete training and monitoring are essential parts of the solution.

Hargreaves (2007) claims that sustainable leadership “preserves and develops deep learning for all that spreads and lasts, in ways that do no harm to and indeed create positive benefits for others around us, now and in the future” (p. 224). The claim makes Grooms & Reid-Martinez (2011) draw the conclusion that there is a "need for leadership education to encourage leaders to know themselves, their gifts, and personality tendencies, as well as their leadership abilities within the organization" (p.415).

In a study of strategic leadership in a global firm, Van Beek and Grachev (2010) relate leadership effecitivity directly to leadership competencies:

"Leader effectiveness is a function of interaction between strategic organizational contingencies, leadership competencies, and leader attributes and behaviors. Leader attributes and behaviors that meet the requirements of strategic organizational contingencies will result in increased leader effectiveness (House et al., 2004). Hence, directed development of leadershipcore competencies in a global firm changes managers‘ behaviors and contributes to effective growth in the markets" (p. 320).

According to Hollander (1958, 1974), we can differentiate between the hierarchical and the emergent leadership. The first category is based on a formal position within an organization whereas the emergent leadership refers to a leader in an uformel position based on collegiate support.


References
Grooms, L. D., & Reid-Martinez, K. (2011). Sustainable leadership development: a conceptual model of a cross-cultural blended learning program. International Journal of Leadership Studies, 6 (3), 412-429.

Hargreaves, A. (2007). Sustainable leadership and development in education: Creating the
future, conserving the past. European Journal of Education, 42(2), 223-233.

Hollander, E. P. (1958). Conformity, status, and idiosyncrasy credit. Psychological 

Review, 65, 117-127.

Hollander, E. P. (1974). Processes of leadership emergence. Journal of Contemporary Business,
Autumn, 19-33


Van Beek, M. & Grachev, M. (2010). Building strategic leadership competencies: the case of unilever. International Journal of Leadership Studies, 5 (3)313-332.

Morris, A. (2012). Perspectives and Thoughts on Leadership Development in Higher Education e-Journal of Organizational Learning and Leadership 10,(1), 33-36.

Strategy and Culture

The dissertation An Exploratory Study of Organizational Culture and Its Relationship to Organizational Effectiveness in Distance Education Institutions (Willis, 2010) shows how some cultural elements seem to relate more to distance education institutions than others. The findings in the study point out innovation, collaborative engagement, mentoring, team cohesion, morale, technology and the development of human resources as essential elements which influence the organizational effectiveness in distance education institutions.  

In the dissertation, Willis (2010) refers to Schein (2004) in claiming that leadership and culture is strongly interrelated. Culture creates leaderships as well as leadership creates culture.

Willis draws on Weick (1985) for emphasizing that the need for strategy and planning depends on the culture. Organizations with different cultural foundations need planning and strategy-work more than organizations based on the same values and beliefs. According to Weick, culture can be an alternative to strategy because a sound coherent culture is a possible alternative to strategy whereas strategy cannot in the same way substitute culture. Willis also emphasizes several studies (Clott & Fjortoft, 2000; Smart, 2002; Cameron & Zammuto, 1983) drawing the conclusion that culture highly affects organizational effectiveness.

So, there are several reasons for focusing on culture and working with the construction and re-construction of culture in Higher Education.

References

Cameron, K. S. & Zammuto, R. (1983) Matching managerial strategies to conditions of decline. Human Resource Management, 22, 359-375.

Clott, C. & Fjortoft. N (2000). Culture and strategy in business schools: Links to organizational effectiveness. Mid-Western Educational Researcher, 13(2), 27-33.

Schein, E. (2004). Organizational culture and leadership. San Francisco: Jossey-Bass.

Smart, J. C. (2002). Enhancing the educational effectiveness of two-year colleges: New perspectives and evidence of the role of institutional characteristics. Paper preseeted at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 1-5, 2002.

Weick, K. E. (1985). The significance of corporate culture: Organizational culture, 381-389. Beverly Hills, CA: Sage Publicatins

Willis, D. A. (2010). An exploratory study of organizational culture and its relationship to organizational effectiveness in distance education institutions. Dissertation University of Maryland University College

Leaders' Perspective on DE

I have just read an interesting ph.d-dissertation about distance education and leaders’ perspective.

Hummell uses a qualitative approach to focus on the leaders perspectives, theoretical foundation, professional background, personal preferences and the institutional demographic.

The study shows that leaders in DE focus on teamwork, communication, organizational change, and lifelong learning in their work as leaders.

Reference

Hummell, L.J.( 2008). Distance education leaders’ perspective: a study of how select higher education institutions implement and lead online distance education programs.