6 th Global RCE Conference Turnaround Leadership for ESD in Higher Education Professor Geoff Scott Professor Daniella Tilbury Co-Chairs SFA Leadership Program
Why undertake this project? A turnaround moment for higher education world-wide ‘Good ideas with no ideas on how to implement them are wasted ideas’ Change doesn’t happen but must be led – and deftly
About the project (see the 2 page outline) Focus Key leadership capabilities & strategies The world of the EfS leader in HE Key satisfactions, challenges, effectiveness indicators Best approaches to leadership selection and development Four phases Identification of experienced EfS leaders Survey Participant feedback on the results Report and action on recommendations
Leadership capability & competence Capability vs competence Our capability is most tested when things go wrong or the unexpected happens Dimensions of capability 1.Personal 2.Interpersonal 3.Cognitive 4.Role specific competencies 5.Generic competencies Capability studies over the past 15 years
Leadership Capability Framework Personal Capabilities Interpersonal Capabilities Cognitive Capabilities Role-specific Competencies Generic Competencies Capability Competency
Leadership Capability Scales Personal Self-awareness Decisiveness Commitment Interpersonal Influencing Emphathising Cognitive Diagnosis Strategy Flexibility & Responsiveness Competencies Management University operations EfS Self-organisation
Studies of academic & professional leaders in HE - their world The world of the HE leader juggler – of personalities, expectations, egos, eggs, priorities, chainsaws captain, navigator, mate on anything from a large ship to a small yacht ringmaster conductor of an orchestra (sometimes with the score, sometimes not) custodian, broker or gatekeeper coach of a team herding cats/corralling kangaroos/working with organised chaos
Studies of academic & professional leaders in HE - key satisfactions & challenges Recurring satisfactions Working with a great team Helping shape strategy Implementing projects Seeing systems run smoothly & productively Having autonomy & trust Being recognised for work well done Recurring challenges HR & staffing issues Unclear direction/priorities Staff won’t engage Inefficient processes, systems & meetings Balancing home & work Having to respond to ad hoc demands
Studies of HE academic & professional leaders - top 10/38 capabilities in rank order (n= 672) 1 st : being able to remain calm when things go awry (P – self- awareness) 1 st : being transparent & honest in dealings with others (IP - emphathising) 3 rd : Understanding my strengths & limitations (P – Self-awareness) 4 th : Ability to make a hard decision (P - Decisiveness) 5 th : Diagnosing underlying causes & taking the right action (C - diagnosis) 5 th : Motivating others to achieve +ve outcomes (IP - influencing) 7 th : Being able to bounce back from adversity (P – self-awareness) 7 th : Empathising & working with diversity (IP - empathising) 7 th : Influencing others behaviour & decisions +vely (IP - influencing) 7 th : Seeing the best way to respond in a perplexing situation (C - strategy)
Summary lessons from the leadership research so far The most effective leaders in HE –Listen, link and lead in that order –Model, teaching and learn A change capable culture is built by change capable leaders Everyone is a leader in their own area of expertise and responsibility Our capability as a leader is most tested when things go wrong or the unexpected happens
Implications for leadership in RCEs. Key challenges Key messages from this session Potential for a parallel study of effective leadership in RCEs.
Further reading Fullan, M (2011): Change leader: learning to do what matters most, Jossey Bass, San Francisco Fullan, M & Scott, G (2009): Turnaround Leadership for higher education, Jossey Bass, San Francisco Scott, G (2008): University student engagement & satisfaction, commissioned report to the Bradley Review of Australian Higher Education Scott, G, Coates, H & Anderson, M (2008): Learning leaders in times of change, ALTC