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Turnaround Leadership for Higher Education

Turnaround Leadership for Higher Education. Turnaround Leadership for Higher Education. Professor Geoff Scott University of Western Sydney, Australia. Key Points. ‘Good ideas with no ideas on how to implement them are wasted ideas’ Never waste a crisis.

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Turnaround Leadership for Higher Education

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  1. Turnaround Leadership for Higher Education

  2. Turnaround Leadership for Higher Education Professor Geoff Scott University of Western Sydney, Australia

  3. Key Points ‘Good ideas with no ideas on how to implement them are wasted ideas’ • Never waste a crisis. • More focus on implementation and building change capable systems & universities • Change doesn’t just happen it must be led, deftly

  4. Broad World-wide, ‘tectonic’ stresses Globalisation Loss of talent & experience ICT revolution Fractious divisions Higher Education Opening up access Funding pressures & new sources of income Growing competition User pays & changing patterns of participation Changing expectations, increased scrutiny, maintaining ‘standards’ Change forces feeding into and off each other

  5. “Good ideas with no ideas on how to implement them are wasted ideas” • What + How= productive investment • What - How= failed investment

  6. Effective change management in Higher Education 2. Aligned Infrastructure & Support 3. Consistent & Effective Delivery 4. Effective Performance & Impact 1. Right Vision & Priorities

  7. 1. Right focus – clear & ‘owned’ priorities Relevant, feasible & evidence based Listen, link & lead Steered engagement 2. Aligned support & infrastructure Responsive and agile Targeted staff learning Peer support Focused leadership 3. Effective implementation Targeted benchmarking ‘Learn by doing’ On-going review 4. Focus on impact Ensure those intended to benefit have done so In combination, these attributes characterise a change capable higher education institution (TLHE pgs 76-77)

  8. Evaluating turnaround initiatives in Higher Education Evaluation = making judgements of quality Evaluating inputs • Quality of the vision, plan – e.g. its relevance & feasibility • Alignment and quality of infrastructure & support Evaluating outcomes 3. Consistency and effectiveness of implementation • Quality of impact on those intended to benefit All four levels count but level 4 is the key

  9. Setting Priorities:Tests & Dilemmas Key tests • Relevant • Desirable • Clear • Feasible Dilemmas • Access vs quality • Higher Education - investment or cost? • Mission vs market • Compete vs collaborate • University - virtual vs physical? • Addressing digital divides

  10. Innovation in Higher EducationSome change management myths • Brute logic myth • Consensual myth • Academic independence myth • “Knight on the white charger” myth • “Single disciplinary structures suit a trans-disciplinary world” myth • Linear myth • Restructure myth • Strategic plan myth

  11. Change doesn’t just happen – it must be ledThe Learning Leaders in Times of Change Study Funded by the Australian Learning & Teaching Council • Experienced leaders identified as being effective • 512 from Provost to Head of Program • National & international scrutiny of the results for veracity and implications (n=1500 leaders) • Countries involved: Canada, South Africa, New Zealand, USA and the UK

  12. HE Leadership Capability Framework Interpersonal Capabilities Cognitive Capabilities Personal Capabilities Capability Role-specific Competencies Generic Competencies Competency

  13. Personal capabilities Being true to personal values & ethics (2) Remaining calm under pressure (3) Understanding personal strengths & limitations (5) Energy & passion for learning & teaching (7) Admitting to & learning from errors (10) Interpersonal capabilities Being transparent & honest in dealings with others (1) Being able to empathise and work productively with diversity (4) Cognitive capabilities Being able to identify the core issue or opportunity in any situation (8) Making sense of and learning from experience (9) Thinking creatively & laterally (11) Diagnosing the underlying causes of a problem & taking appropriate action to address it (12) Key competencies Being able to organise work & manage time effectively (6) These capabilities closely parallel the attributes of a change capable institution – leader as model

  14. Next steps… • Learn from each other • Focus on implementation • Build change capable leaders for change capable systems • Note change capable leaders = change capable professionals, teachers and Higher Education cultures • What engages students in productive change (learning) is what engages staff and leaders • Turn inquiry inward on to Higher Education itself – new ways to grow, share and link knowledge • Does a turnaround university have be a place? ‘Good ideas with no ideas on how to implement them are wasted ideas’

  15. Sources • Fullan, M & Scott, G (2009) :Turnaround Leadership for Higher Education,Wiley/Jossey-Bass, San Francisco • Scott, G., Coates, H., & Anderson, M (2008):Learning Leaders in Times of Change,ALTC, Sydney • Scott, G (2006): Accessing the student voice, Australian Government, Canberra

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