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Leadership and Management in Universities

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Robin Middlehurst

Leadership

Leadership and Management in Universities

Two Concepts that are not the same but strengthen each other

The terms ‘leadership’ and ‘management’ are sometimes used interchangeably, as if they meant the same thing, and sometimes as completely distinct concepts, practised by separate groups of people – ‘leaders’ and ‘managers’. Some authors (Bennis 1989) go further still by implying that philosophical differences underpin fundamental distinctions in values and behaviours in that ‘the manager does things right’ while ‘the leader does the right thing.’ In universities, leadership and management are seen and practised both as interconnected and as separate concepts as a consequence of historic structures and ongoing changes in the internal and external operating environments of these institutions. This paper examines these concepts and their interrelationship in the context of changing universities and changing higher education environments. It argues for greater clarity, conceptually and practically, between these concepts and a better balance between management and leadership in universities.

Universities, like several other professional service organisations such as hospitals or legal firms, have traditionally separated policy decision-making related to their core functions from the administration of these functions. For universities, decisions about teaching and research were undertaken by academics while the implementation of such decisions was done by administrators, often described as ‘non-academics’. Career paths, working practices, professional values and beliefs were very different in these two parallel arenas. This dual structure existed in most universities until at least the mid-twentieth century and is still recognisably present in many parts of the world. Today the sharp divide between the academic and administrative domains has become much more fluid as universities have become larger and more complex organisations (Middlehurst 2010). At the same time, the nature of both academic and administrative domains has changed as both these professions have become more specialised and sophisticated. In both cases, ‘management’ has grown in importance and prominence within academic and administrative discourses and activities. The drivers of change come from many directions: changes in technology, changes in the costs and funding of teaching and research, political and social expectations of universities’ role in society, competition from new educational providers (CVCP/UUK 2000) as well as the changing dynamics of disciplines and knowledge creation activities (Gibbson et al. 1994) in a global context. Many governments have instituted ‘reform’ agendas in their higher education systems in order to ensure that universities and related institutions are ‘fit for the future’; this is also the case in the European region where the European Commission has issued two recent communiqués on the ‘modernisation of universities’ (European Commission 2006, 2011)... Lesen Sie den gesamten Artikel von Robin Middlehurst in der kommenden Ausgabe WISSENSCHAFTSMANAGEMENT 4/12 mit dem Schwerpunkt "Leadership". Bild: Rainer Sturm/pixelio