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 ID: 473271
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Slide1
Turnaround Leadership for Higher EducationSlide2
Turnaround Leadership for Higher Education
Professor Geoff Scott
University of Western Sydney, AustraliaSlide3
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
Slide4
Broad
World-wide, ‘tectonic’ stresses
Globalisation
Loss of talent & experience
ICT revolution
Fractious divisions
Higher EducationOpening up accessFunding pressures & new sources of incomeGrowing competitionUser pays & changing patterns of participationChanging expectations, increased scrutiny, maintaining ‘standards’
Change forces feeding into and off each otherSlide5
“Good ideas with no ideas on how to implement them are wasted ideas”
What
+
How
= productive investment What - How = failed investmentSlide6
Effective change management
in Higher Education
1. Right Vision
& Priorities
2. Aligned
Infrastructure
& Support
3. Consistent & Effective
Delivery
4. Effective
Performance
& ImpactSlide7
1. Right focus – clear & ‘owned’ priorities
Relevant, feasible & evidence based
Listen, link & lead
Steered engagement
2. Aligned support & infrastructure
Responsive and agile
Targeted staff learningPeer supportFocused 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)Slide8
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 keySlide9
Setting Priorities:
Tests & Dilemmas
Key tests
Relevant
Desirable
Clear
FeasibleDilemmasAccess vs quality
Higher Education - investment or cost?
Mission
vs
market
Compete
vs
collaborate
University - virtual
vs
physical?
Addressing digital dividesSlide10
Innovation in Higher Education
Some 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 mythSlide11
Change doesn’t just happen – it must be led
The 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 Slide12
HE Leadership Capability Framework
Personal
Capabilities
Interpersonal
Capabilities
Cognitive
Capabilities
Role-specific
Competencies
Generic
Competencies
Capability
CompetencySlide13
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 capabilitiesBeing transparent & honest in dealings with others (1)
Being able to empathise and work productively with diversity (4)Cognitive capabilitiesBeing 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 modelSlide14
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 leadersTurn inquiry inward on to Higher Education itself – new ways to grow, share and link knowledgeDoes a turnaround university have be a place?
‘Good ideas with no ideas on how to implement them are wasted ideas’Slide15
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, SydneyScott, G (2006): Accessing the student voice, Australian Government, CanberraSlide16