Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 0 / 4 [1996] 2 1 –2 5 © MCB Unive rs ity Pre s s [ISSN 0951-354X]
Post-secondary educational leadership: preparing
for the brave new world
Richard Bond
and Terry Boak Fac ulty o f Educ atio n, Bro c k Unive rsity, St Cathe r-ine s , Ontario , CanadaIdentifi es a number of recent shifts in issues affecting edu-cation and examines the impact on leadership in educa-tion with particular reference to the Canadian context. Discusses implications for changes in leaders’ behaviours within the context of social and leadership theories. Presents some proposals which facili-tate appropriate controls in educational leadership, but at the same time are supportive of increasing democratization. These do not represent an abrogation of administrative responsibilities, but emphasize the need for new views of the multiple roles of leaders in education at a time when international similarities are being identifi ed.
Foreword
E d u ca t ion a l lea d er s a r e fa ced w it h in cr ea s-in g ch a llen ges w h ich a p p ea r, a t t im es, t o b e m u lt ip ly in g a t a loga r it h m ic r a t e. T h e wor ld gr ow s s m a ller a n d t h e ed u ca t ion p r ofes sion s fa ce gr ea t er s cr u t in y by in for m ed con su m er s; a r a n ge of id en t ifi ed m in or it ies feel ju s t ifi ed in t h eir d em a n d s for eq u a lit y of ed u ca t ion a l op p or t u n it y w it h in a n u m b er of con t ext s ; exist in g r es ou r ces a r e n ot a lw ay s a d eq u a t e t o d ea l w it h n ew a n d d iffer en t ch a llen ges ; fa cili-t ies b ecom e r ed u n d a n cili-t or sim p ly fa ll in cili-t o d is r e p a ir ; fi s ca l r ed u ct ion s in d ica t e t h e n eed for ch oices in d ir ect ion s w h ich , w h ile in i-t ia lly p lea s in g n o on e, u li-t im a i-t ely cr ea i-t e op p or t u n it ies; ch a n gin g socia l m or es ch a l-len ge es t a blish ed m or a l va lu es ; p olit ica l im p lica t ion s for m a n a gem en t a n d a d m in is-t r a is-t ion r ea ch fa r b eyon d is-t h e loca l com m u n iis-t y. Som et im es it seem s a s t h ou gh ed u ca t ion a l lea d er s a r e r u n n in g a s fa s t a s t h ey ca n t o st ay in t h e s a m e p la ce.
Introduction
E d u ca t ion a l in s t it u t ion s a r e gen er a lly v iew ed a s im p or t a n t in st r u m en t s of s ocia l p olicy. P a q u et t e[1] st a t es t h ey a r e h igh ly v is i-ble, h igh ly cost ly a n d a r e s y m b ols of officia l p olicy a im ed a t sh a p in g w h o w e a r e a n d w h a t w e b ecom e a s n a t ion s a n d p eop les. In Ca n a d a , a s els ew h er e, p r es s u r es a r e b r ou gh t t o b ea r on ed u ca t ion a l in s t it u t ion s by for m a lized in fl u en ces su ch a s :
• gover n m en t d e p a r t m en t s (fi s ca l p olicy ); • t h e ju d icia r y (ed u ca t ion a ct s a n d cr im in a l
cod es ); fu r t h er com p lica t ed by
• socia l d em a n d s for gr ea t er in st it u t ion a l a n d p er s on a l a ccou n t a b ilit y fr om a n in cr ea s in gly in for m ed (a lt h ou gh n ot a lw ay s a ccu r a t ely in for m ed ) p u blic.
In Ca n a d a t h ese r a n ge fr om t h e ser iou s (t h e cu t t in g of a b illion d olla r s a yea r in t r a n s fer p ay m en t s for ed u ca t ion fr om t h e fed er a l t o t h e p r ov in cia l gover n m en t s ) t o t h e s illy (M ik e H a r r is, P r em ier elect of On t a r io say s h e w ill elim in a t e fa cu lt y t en u r e a t u n iver s i-t ies ). T h es e a r e in exi-t r ica b ly in i-t er i-t w in ed , a n d ed u ca t ion in a n y sh a p e or for m is in fl u en ced by t h e p r ocess of h u m a n dy n a m ics d er ived fr om b iologica l, p s ych ologica l a n d s
ociologi-ca l p er sp ect ives. Wh ile t h ese a t t r ibu t es m ay b e con st a n t , t h e m a n y w ay s in w h ich t h ey in t er a ct a r e k a leid oscop ic in n a t u r e, so t h a t p a t t er n s of ou t p u t s a r e ever -ch a n gin g a n d it is t h e dy n a m ics of t h ese in t er a ct ion s, a p a r t fr om t h e q u a si-le ga l d im en sion s, w it h w h ich ed u ca t ion a l a d m in ist r a t or s m u st a t t em p t t o com e t o t er m s.
In t h e p s ych ologica l d om a in , t h is in clu d es m eet in g lea r n in g n eed s of p eop le in va r y in g st a ges of d evelop m en t . T h is is of in cr ea sin g con cer n in Ca n a d a , a s t h e n eed s of s p ecia l gr ou p s b ecom e r ecogn ized . T h ese n eed s m ay r efer t o t h ose of t h e lea r n in g d isa bled , t h e p h y sica lly ch a llen ged a n d ot h er m in or it y gr ou p s w h ich ca n a lso in clu d e, for exa m p le, t h e “fi r st n a t ion s” a n d wom en ’s gr ou p s. T h u s, fost er in g a p p r op r ia t e lea r n in g en v ir on m en t s, cu r r icu lu m d evelop m en t a n d a ccessin g t h e r a n ge of r esou r ces n ecessa r y for a ccom p lish -in g t h ese con cer n t h e a d m -in ist r a t or. Wit h -in t h e sociologica l d om a in , a w id e r a n ge of va r i-a bles m u st b e con sid er ed . Wit h in t h e con t ext of fos t er in g a n in cr ea se in p u blic aw a r en ess, eq u it y a n d d em ocr a cy t h ese in clu d e, a ga in , gen d er issu es (of w h ich b iologica l con cer n s a r e a p a r t ), m in or it y gr ou p is su es, h u m a n r igh t s issu es, p r es su r es fr om a n in cr ea sin gly w ell-in for m ed p u blic a n d in cr ea sin g
d em a n d s for h igh er st a n d a r d s of t ea ch in g a n d p r ofes sion a l con d u ct .
Com b in e t h ese w it h t ech n ologica l ch a n ges a n d in cr ea s in g n eed s t o a ccess in for m a t ion on t h e p a r t of ed u ca t or s a n d t h eir clien t gr ou p s a n d , if a ll goes w ell, a d m in ist r a t or s m a y b e a ble t o m eet t h e r eq u ir em en t s of t h e la r ger socia l a n d p olit ica l a gen d a . Bu t life is n ot lik e t h a t a n d m a jor p olicy s h ift s a t t h e gover n m en t level com b in ed w it h ch a n ges in p u blic a t t it u d e m a k e it in cr ea sin gly d ifficu lt t o a d m in is t er w ell a n d a t t h e sa m e t im e d eliver t h e ed u ca t ion r eq u ir ed . T h ese va r i-a bles id en t ify i-a n y ed u ci-a t ion i-a l in st it u t ion i-a s m u ch m or e t h a n a geogr a p h ica l loca t ion w h er e ed u ca t in g t a k es p la ce. It is in a n d of it self a n or ga n iza t ion , a n d is a com p on en t p a r t of a la r ger socia l or ga n iza t ion .
A social systems theory
Ric hard Bo nd and Te rry Bo ak
Po st-se c o ndary e duc atio nal le ade rship: pre paring fo r the brave ne w wo rld
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 0 / 4 [1 9 9 6 ] 2 1 –2 5
collect iv it y w h ich h a s a s s u m ed a p a r t icu la r ly im p or t a n t p la ce in m od er n in d u st r ia l s ociet y. E xa m p les of or ga n iza t ion s in clu d e h os p it a ls, la r ge bu s in esses, gover n m en t d e p a r t m en t s a n d ed u ca t ion a l in s t it u t ion s s u ch a s colle ges a n d u n iver s it ies. T h ey a ll h ave som et h in g in com m on b eca u se t h ey a ll in volve s ocia l s cien ce, econ om ics a n d ed u ca t ion . T h e d iffer -en ces exis t on ly in p r im a cy of or i-en t a t ion t o a sp ecifi c goa l a n d t h is a p p lies t o ext er n a l r ela t ion s a n d t h e in t er n a l st r u ct u r e of t h e s y s t em . F u r t h er, in P a r s on ia n t er m s, t h e or ga n iza t ion m u s t p r od u ce a n id en t ifi a ble s om et h in g w h ich ca n b e u sed by ot h er sy s-t em s a n d s-t h e fu n cs-t ion in g of s-t h e ed u ca s-t ion a l or ga n iza t ion w ill m a k e a d iffer en ce t o t h e fu n ct ion in g of ot h er sy st em s a n d s u b sy s t em s in s ociet y.
On t h e a ss u m p t ion t h a t t h er e is a m a r k et for t h e p r od u ct , p r ior it y m u s t b e given t o t h ose p r ocess es w h ich a r e m ost d ir ect ly in volved w it h t h e su cces s or fa ilu r e of goa l-or ien t ed en d eavou r s. In t h is ca s e, t h e d ecs ion m a k er m u ecst b e a ble t o cou n t on t h e m ob i-liza t ion of r esou r ces in t h e in t er es t s of t h e goa l. T h is is h ow p ow er is d evelop ed . A s p e-cia lized goa l is a s p ee-cia lized or d iffer en t ia t ed fu n ct ion fr om t h e p oin t of v iew of a su b s y s -t em or s u p r a s y s -t em . T h is r ela -t ion sh ip is -t h e lin k b et w een a n or ga n iza t ion a n d t h e la r ger s y s t em of w h ich it is p a r t a n d is t h e b a sis for cla s s ifi ca t ion s.
Wit h in t h e P a r son ia n d efi n it ion of or ga n i-za t ion , t h e ed u ca t ion a l in s t it u t ion wou ld h ave t o b e a ble t o m ob ilize r es ou r ces su ch a s la n d , bu ild in gs, eq u ip m en t , m a t er ia ls, ca p i-t a l, la b ou r, goodw ill a n d exp er i-t is e. Of i-t h es e, p er h a p s fi n a n cin g is t h e m ost ea sily id en t i-fi ed p er en n ia l p r oblem b eca u s e i-fi n a n cin g is a ffect ed w it h p u blic in t er es t a n d m ay b e r e ga r d ed a s a n exer cis e in p olit ica l p ow er. T h is la t t er s t a t em en t u n d er s cor es t h e n ot ion t h a t s u cces sfu l a d m in ist r a t ion h a s m u ch t o d o w it h t h e exer cis e a n d r ecogn it ion of p ow er.
The problem of power
T h e d evelop m en t of or ga n iza t ion s (in t h is ca s e t h e ed u ca t ion a l or ga n iza t ion ) is t h e p r im a r y m ech a n is m by w h ich t h in gs get d on e – t o a ch ieve goa ls b eyon d t h e r ea ch of t h e in d iv id u a l a n d u n d er con d it ion s w h ich fa cilit a t e a m a xim u m d e gr ee of effect iven es s. T h e cen t r a l p h en om en on of or ga n iza t ion is t h e m ob iliza t ion of p ow er, t h e gen er a t ion of w h ich is b a s ed on :
• in st it u t ion of a va lu e s y s t em w h ich le git -im izes t h e goa l a n d p r in cip a l p a t t er n s by w h ich a n or ga n iza t ion fu n ct ion s ;
• r e gu la t ion of t h e p r ocu r em en t a n d d ecision -m a k in g p r oces s in or d er t o cla i-m loya lt ies a n d t o ob t a in (a n d su s t a in ) co-op er a t ion ; • com m a n d of d et a iled a n d d ay t od ay su p
-p or t of -p er son s w h ose co-o-p er a t ion is n eed ed ;
• t h e com m a n d of fa cilit ies, of w h ich t h e p r im a r y ca t e gor y in ou r societ y is fi n a n -cia l.
P a q u et t e’s[1] s t a t em en t a t t h e b e gin n in g of t h e p a p er v iew s t h e ed u ca t ion a l in st it u t ion a s a n im p or t a n t in st r u m en t of s ocia l p olicy. P a r s on s [2] t a k es t h is fu r t h er by in clu d in g ed u ca t ion a l in st it u t ion s a s p a t t er n m a in t e-n a e-n ce or ga e-n iza t ioe-n s. T h is im p lies t h a t a la r ge n u m b er of ot h er sy st em s a n d su b sy st em s h ave a st a k e in en su r in g t h a t ed u ca t ion a l in st it u t ion s m a in t a in va lu es a n d d issem in a t e lea r n in g w h ich w ill n ot r u n cou n t er t o socia l va lu es es p ou sed by gover n m en t , t h e p eop le, t h e ju d icia r y or t h e m ilit a r y a m on g ot h er s. A foca l con cer n in t h e a d m in is t r a t ion of in st it u t ion s of ed u ca t ion , p a r t icu la r ly h igh er ed u ca t ion , r ela t es t o t h e d em on st r a t ion of lea d er -sh ip a n d t h e exer cise of p ow er.
Leadership and power
Most p eop le sp ea k of lea d er s a n d lea d er sh ip w it h ou t p a u sin g t o id en t ify w h a t is r ea lly m ea n t by t h ese t er m s. Wh a t , for exa m p le, a r e t h e d iffer en ces b et w een lea d in g 50 yea r s a go a n d n ow ? Do t h e d iffer en ces lie in t h e w ay s in w h ich ed u ca t ion a l lea d er s su p p or t p a t t er n m a in t en a n ce (p a r t icu la r ly in Ca n a d a w h er e t r a d it ion a l, p olit ica l a n d et h n ic r ela t ion sh ip s a r e u n d er goin g a m et a m or p h osis)? Is t h e b est t y p e of lea d er s h ip for n ow b et t er t h a n t h e b est t y p e of lea d er s h ip for t h en ? Wh o ca n lea d ? Do t h e t im es r eq u ir e d iffer en t t y p es of lea d er s? At a t im e of in cr ea sin g d em ocr a t iza t ion , d o w e n eed lea d er s? Wh y n ot h old r efer en d u m s on ever t h in g a n d sim p ly r ely on bu r ea u cr a -t ized m a n a ger s a n d cler k s -t o h elp u s -t o follow p r oced u r e?
-Ric hard Bo nd and Te rry Bo ak
Po st-se c o ndary e duc atio nal le ade rship: pre paring fo r the brave ne w wo rld
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 0 / 4 [1 9 9 6 ] 2 1 –2 5
p r eh en s ive in t h a t it en com p a ss es coer cion , p u r s u a s ion a n d s u gges t ion . Au t h or it y, w it h it s im p lied n a r r ow er s cop e, con n ot es le git im a cy, or a le git im a t e s ou r ce of p ow er. It is p os sible t h a t t h e n ot ion of p ow er is a com -b in a t ion of a ll t h ese. A p a r a p h r a s e of Sir Win s t on Ch u r ch ill’s exp r es s ion s p r in gs t o m in d , n a m ely t h a t som e p eop le a r e b or n t o lea d er sh ip, s om e a cq u ir e it a n d yet ot h er s h ave it t h r u s t u p on t h em . Wh ile t h is m ay n ot b e en t ir ely t r u e in t h e ca se of ed u ca t ion a l a d m in is t r a t ion (in d eed , t h e n ot ion of t h e Web er ia n [5] con ce p t s of h er ed it a r y a u t h or it y in ed u ca t ion s h ou ld n ot a p p ly a n d t h a t of ch a r ism a t ic a u t h or it y, u n for t u n a t ely, u s u a lly d oes n ot ), t h e m a n n er in w h ich lea d er s h ip (a n d by a s s ocia t ion , p ow er a n d / or a u t h or it y ) is exer cis ed in ed u ca t ion a l a d m in is t r a t ion m ay s p ell t h e d iffer en ce b et w een t h e su cces s or fa ilu r e of goa l a t t a in m en t .
Bir d [6], J en k in s [7], St ogd ill[8] a n d Ma n n [9] h ave d em on st r a t ed t h e in a b ilit y of r esea r ch er s t o fi n d a con sist en t set of lea d er sh ip t r a it s. Ben n is[10], in h is a r t icle h a s con -clu d ed t h a t “t h e con ce p t of lea d er sh ip elu d es u s, or t u r n s u p in a n ot h er for m t o t a u n t u s a ga in w it h it s s lip p er in es s a n d com p lexit y ”, a fu r t h er in d ica t ion t h a t t h er e m ay b e n o on e d efi n it ion of lea d er sh ip or on e b est lea d er -sh ip s t y le. T h e follow in g exa m p les illu st r a t e Ben n is’s p oin t . Lew in et a l.[11], in t h eir s t u dy w it h 11-yea r -old ch ild r en d et er m in ed t h r ee s t y les of lea d er sh ip – a u t ocr a t ic, d em ocr a t ic a n d la issez -fa ire. T h ey fou n d t h a t u n d er a u t ocr a t ic lea d er sh ip t h er e w a s d iscon t en t , su b -m is s iven es s, d e p en d en ce a n d a ggr es s ion ; u n d er t h e la issez -fa ire lea d er sh ip t h er e w a s la ck of p u r p ose, less wor k d on e a n d fr u s t r a -t ion ; u n d er d em ocr a -t ic lea d er sh ip -t h er e w a s s t r on ger wor k m ot iva t ion , gr ea t er or igin a lit y, m or e s h a r in g a n d m or e gr ou p -m in d ed n ess. P a r t icip a n t s in t h e s t u dy gen er a lly exp r es s ed a p r efer en ce for d em ocr a t ic lea d er sh ip.
Lea d er s ten d t o d em on st r a t e a n u m b er of ch a r a ct er is t ic t r a it s a ccor d in g t o Kim b r ou gh a n d N u n n er y [12]. T h ey ten d t o b e sligh t ly h igh er in in t elligen ce t h a n t h e aver a ge of t h e gr ou p a n d p osses s a d m in ist r a t ive a n d t ech n i-ca l com p et en ce. T h ey t en d t o b e em ot ion a lly m a t u r e, a r e con fi d en t , goa lor ien t ed , d e p en d -a ble -a n d h -ave -a st r on g d r ive t o su cceed . T h ey u su a lly com m u n ica t e w ell w it h ot h er s a n d seek t h eir co-op er a t ion , a r e s ocia ble a n d con s id er a t e. Wh ile t h ese ch a r a ct er is t ics d o n ot gu a r a n t ee effect ive p er for m a n ce, t h eir p r es en ce en h a n ces t h e p r ob a b ilit y of effect ive lea d er s h ip p er for m a n ce. F ied ler [13] p os it ed t h a t lea d er sh ip s t y le in com b in a t ion w it h t h e sit u a t ion d et er m in ed gr ou p p er for m a n ce (t h e m ea s u r e of lea d er effect iven es s). H e su g-ges t ed t h a t t h er e w er e t h r ee sit u a t ion a l d im en s ion s of m a jor im p or t a n ce;
1 t h e lea d er m em b er s in t er p er s on a l r ela -t ion sh ip s ;
2 t h e st r u ct u r e of t h e t a sk s; 3 t h e lea d er ’s p osit ion p ow er.
H ou se a n d Mit ch ell’s [14] p a t h -goa l t h eor y of lea d er sh ip in d ica t es t h a t t h e st r a t e gic fu n c-t ion s of c-t h e lea d er con s isc-t s of:
• r ecogn izin g or a r ou sin g su b or d in a t es’ n eed s for ou t com es over w h ich t h e lea d er h a s som e con t r ol;
• in cr ea sin g p er son a l p ayoffs t o su b or d in a t es for wor k -goa l a t t a in m en t s;
• m a k in g t h e p a t h s t o t h ose p ayoffs ea sier t o t r avel by coa ch in g a n d d ir ect ion ;
• h elp in g su b or d in a t es t o cla r ify exp ect a n -cies ;
• r ed u cin g fr u st r a t ion b a r r ier s;
• in cr ea sin g t h e op p or t u n it ies for p er son a l sa t isfa ct ion con t in gen t on effect ive p er for -m a n ce.
H er sey a n d Bla n ch a r d [15] r ecogn ized t h e im p or t a n ce of m a n y va r ia bles a ffect in g lea d -er sh ip su ch a s p osit ion , p ow -er, t a sk a n d t im e a n d m a t u r it y of t h e gr ou p a s a cr it ica l va r i-a ble m od er i-a t in g t h e r eli-a t ion sh ip b et w een lea d er b eh av iou r a n d effect iven ess. T h eir t h eor y a p p lies b ot h t o in d iv id u a ls a n d t o gr ou p s a n d a d d r esses b ot h h ier a r ch ica l r ela -t ion sh ip s a n d r ela -t ion sh ip s a m on g
collea gu es. It t h er efor e h a s a p p lica t ion w h et h er on e is a t t em p t in g t o in fl u en ce t h e b eh av iou r of a su b or d in a t e, a su p er ior or a collea gu e.
Lea d er sh ip d oes n ot r es u lt fr om t h e in d iv id -u a l t r a it s of lea d er s, b-u t m -u st a lso in volve a t t r ibu t es of t h e t r a n sa ct ion s b et w een t h ose w h o lea d a n d t h ose w h o follow. As Mer t on [16] d efi n es it , lea d er s h ip is t h er efor e som e k in d of socia l t r a n sa ct ion . T h is h av in g b een sa id , it d oes n ot n ecessa r ily follow t h a t lea d er sh ip em er ges fr om t h e r a n ge of s ocia l in t er a ct ion s id en t ifi ed t h r ou gh t h e gen er a l sy s t em s t h eor y of Von Ber t a la n ffy [17]. T h is t h eor y h a s fr e-q u en t ly b een t ou t ed a s a p a n a cea for a va r iet y of a d m in ist r a t ive ills, bu t d oes n ot a ct u a lly con t r ibu t e t o lea d er sh ip t h eor y ot h er t h a n by gen er a t in g h y p ot h eses for r es ea r ch . N on et h e-less, it ca n r en d er lea d er s w it h on ly aver a ge q u a lit ies of lea d er sh ip m or e effect ive in t h eir p er for m a n ce a n d t h u s p r even t s t h e “or ga -n ized a -n a r ch y ” d escr ib ed by Coh e-n et a l.[18].
Leadership strategies for now
In t h e ligh t of t h e t y p es of even t w h ich cu r -r en t ly sh a p e t h e p -r a ct ice of lea d e-r sh ip in ed u ca t ion , it wou ld seem p r u d en t t o p la n gen er a l s t r a t e gies w h ich fa cilit a t e p r oa ct iv -it y, if for n o ot h er r ea s on t h a n t o p r even t t h e p h en om en on of r u n n in g a s fa st a s p ossible t o
Ric hard Bo nd and Te rry Bo ak
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s t ay in t h e s a m e p la ce, w it h it s im p lied exp en -d it u r e of h u m a n , m a t er ia l a n -d fi s ca l
r es ou r ces, t o n o cr ea t ive en d . Wh ile t h e fol-low in g s u gges t ion s a r e p r ob a bly b es t su it ed t o t h e s p h er e of p ost -secon d a r y ed u ca t ion , t h ey m ay b e a d a p t ed t o m eet t h e n eed s of a d m in is t r a t ion w it h in t h e con t ext s of p r i-m a r y a n d secon d a r y ed u ca t ion . T h ese st r a t e-gies a r e s u gges t ed w it h s er iou s im p os ed r es ou r ce r es t r a in t s in m in d . F u r t h er, t h ey con sid er P a r s on ia n t h eor y a n d t h e p r es u m ed fu n ct ion s of a d m in ist r a t or s d er ived fr om t h e lit er a t u r e r ev iew.
Strategy 1 , address human resources issues
E xa m in e t h e s t r en gt h s a n d w ea k n es s es of s u b or d in a t es in t er m s of w h a t t h ey ca n d o t o m eet or ga n iza t ion a l a n d fa cu lt y / d e p a r t m en -t a l goa ls. As sis-t in r efocu sin g. Welcom e s u g-ges t ion s fr om in d iv id u a ls a s t o h ow t h ey ca n p la n a n d im p lem en t t h eir ow n p r ofes sion a l d evelop m en t . P r ov id e a ss ist a n ce a n d s u p p or t a s t h ey d o t h is by giv in g d ir ect ion a n d offer -in g op p or t u n it ies. Red ir ect t h eir effor t s a s n eces sa r y, so t h a t w h a t t h ey d o is r eleva n t t o t h e or ga n iza t ion a n d t h em s elves a n d is p er -ceived a s su ch by t h em selves a n d ot h er s. T h er e a r e a n u m b er of b en efi t s fr om t h is t y p e of a ct ion , bu t t h e t h r ee m os t im p or t a n t a r e t h a t a d m in ist r a t or s ca n :
1 in cr ea se efficien cy in t er m s of m eet in g or ga n iza t ion a l goa ls ;
2 in cr ea se p r od u ct iv it y in t er m s of in d iv id -u a l o-u t p -u t fr om s -u b or d in a t es ;
3 h elp t o d ir ect s u b or d in a t es ’ r es ea r ch a n d ot h er s ch ola r ly effor t s aw ay fr om h igh ly focu s ed m on od im en sion a l p er s p ect ives t o m or e glob a l a p p lica t ion s.
Strategy 2 , create opportunities
At t h e ver y b e gin n in g of t h is p a p er w e sp ok e of fi s ca l r ed u ct ion s a ffect in g ch oices in or ga n iza t ion a l d ir ect ion . T h e n ecess it y of t r im -m in g p er ceived exces s exp en d it u r es in t h e ligh t of r ed u ced fu n d in g, h ow ever u n p lea s a n t it m ay s eem , b r in gs a b ou t op p or t u n it es for r e-eva lu a t in g w ay s a n d m ea n s of m eet in g goa ls. It a ls o for ces a d m in is t r a t or s t o exa m in e w ay s of m a in t a in in g or in cr ea sin g fu n d in g levels by a cces s in g fu n d s fr om n on -t r a d it ion a l sou r ces s u ch a s sp ecia l gr a n t s t o for m p a r t -n er s h ip s w it h ot h er ed u ca t io-n a l, bu s i-n ess or m ed ia or ga n iza t ion s, or by ob t a in in g p ay -m en t s for s p ecia list ser v ices r en d er ed .
E d u ca t ion a l or ga n iza t ion s ca n a ct ively seek a r a n ge of con n ect ion s w it h in t er n a -t ion a l fu n d in g a gen cies su ch a s -t h e Wor ld Ba n k , t h e Ca n a d ia n In t er n a t ion a l Develop -m en t Agen cy or w it h gover n -m en t s a t h o-m e a n d a b r oa d . T h e cr ea t ion of t h e N or t h Am er i-ca n F r ee T r a d e Ass ocia t ion h old s p r om is e for
wor k in g r ela t ion sh ip s b et w een in st it u t ion s of h igh er ed u ca t ion , p a r t icu la r ly in p ost -secon d a r y ed u ca t ion .
Strategy 3 , lead by example
T h er e is n ot h in g n ew in t h e n ot ion of lea d in g by exa m p le, bu t it is n ot a lw ay s a s ea sy t o follow a s it wou ld seem . In t h e con t ext of h igh er ed u ca t ion t h er e a r e t h r ee m a jor a r ea s w it h in w h ich a ca d em ic p er son n el sh ou ld b e in volved . T h ey a r e:
1 t ea ch in g; 2 r esea r ch ;
3 s er v ice t o t h e in st it u t ion in t er m s of su ch a ct iv it ies a s com m it t ee wor k a n d p a r t ici-p a t ion in on goin g ca len d a r even t s su ch a s com m en cem en t exer cises.
F r eq u en t ly a d m in ist r a t or s in a ca d em ia fi n d lit t le t im e for r esea r ch . How ever, by for m in g colla b or a t ive r ela t ion sh ip s w it h fa cu lt y m em b er s in a va r iet y of r esea r ch a ct iv it ies, a d m in ist r a t or s a r e a ble t o fost er a n d m a in -t a in on e-on -on e r ela -t ion s h ip s w t h s u b or d i-n a t es, a r e a ble t o m a ii-n t a ii-n r esea r ch p r ofi les a n d ca n b e seen t o b e a ct ive p a r t icip a n t s in a r a n ge of r es ea r ch a ct iv it ies (t h is a ct iv it y ca n b e p er ceived a s a s p u r t o t h e effor t s of su b or -d in a t es ). By in volv in g su b or -d in a t es, w h er e p ossible, in d ecision m a k in g a n d com m it t ee wor k a t t h e fa cu lt y a n d d e p a r t m en t a l level, a d m in ist r a t or s ca n m a in t a in a h igh wor k in g v isib ilit y (p r ov id in g yet a fu r t h er exa m p le of a ct ive a d m in ist r a t ion ) a n d in cr ea se t h e st a k e-h old in g p er ce p t ion w e-h ice-h su b or d in a t es m ay h ave of t h em selves in t h e la r ger or ga n iza t ion , t h e fa cu lt y a n d t h e d e p a r t m en t .
A p r oblem w h ich ca n d evelop fr om a n en la r ged d em ocr a t ic a p p r oa ch t o a d m in ist r a -t ion is -t h a -t su b or d in a -t es m ay n o-t h ave a ccess t o a ll t h e m a t er ia l n ecessa r y t o m a k e d eci-sion s a n d t h e d em ocr a t ic p r ocess is slow. T h is ca n b e a d d r es sed , in p a r t , by r eq u ir in g feed -b a ck on ly on t h ose issu es w h er e su -b or d in a t es m ay h ave fu ll a ccess t o in for m a t ion , by d ea l-in g w it h sever a l is su es sim u lt a n eou sly a n d by u n d er st a n d in g t h a t in s om e cir cu m st a n ces a d m in ist r a t ive lea d er s sh ou ld r em em b er t h a t t h eir m a n d a t e is t o lea d a n d sim p ly d o so. T h is la t t er m ea n s t h a t som et im es lea d er s m u st m a k e d ecision s w it h ou t solicit in g t h e op in ion s of s u b or d in a t es a n d ca n a lso p r ov id e a ca se of lea d in g by exa m p le; in ot h er wor d s, t a k in g t h e in it ia t ive a n d d em on st r a t in g com -m a n d of a sit u a t ion .
Strategy 4 , understand power issues
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con s id er a ble p ow er by exer cis in g a n a cce p t -a ble, le git im -a t e -a u t h or it y. Ot h er elem en t s of p ow er a ccr u e fr om a n u n d er s t a n d in g of t h e im p lica t ion s of ext er n a l even t s for t h e in t e gr it y of t h e fa cu lt y or u n it for w h ich on e is r esp on s ible. T h is p r ov id es s p a ce in w h ich t o a n t icip a t e s u b seq u en t even t s. A fu r t h er elem en t is ob t a in ed fr om cor r ect ly id en t ify -in g t h e p ow er fu l a n d p ow er less -in t h e la r ger socia l con t ext a n d u n d er st a n d in g a d m in is t r a -t ive r oles a n d r es p on s ib ili-t ies a s -t h ey a r e a ffect ed by t h ese. P ow er is fu r t h er ob t a in ed by efficien t n et wor k in g a t a ll levels. An er o-sion of p ow er ca n b e m in im ized by follow in g N iccolò M a ch iavelli’s a dv ice t o “…m a k e you r m is t a k es ea r ly. P eop le h ave sh or t m em or ies ”.
Strategy 5 , adopt an international perspective
T h is m ay b e t a k en q u it e lit er a lly. It m ea n s t h a t by t a k in g t h e or ga n iza t ion ’s k n ow led ge a n d exp er t is e t o a r a n ge of ot h er or ga n iza -t ion s ou -t s id e i-t s geogr a p h ica l loca -t ion s u ch k n ow led ge a n d exp er t is e is s h a r ed . Ad m in is -t r a -t or s in -t h e or ga n iza -t ion ob -t a in p er sp ec-t ive on w h er e it is a n d w h er e it s h ou ld b e. T h ey a r e a lso a ble t o t a k e a m a r k et in g a p p r oa ch t o t h e s p ecia lit ies w h ich t h e or ga n iza t ion p r o-d u ces. In t u r n , n ew k n ow leo-d ge a n o-d exp er t is e is a cq u ir ed t o b e in t e gr a t ed in t o t h e or ga n iza -t ion a n d im p r ove fu n c-t ion in g. An o-t h er d im en s ion t o t h is a p p r oa ch is seen a t t h e p er s on a l level a n d r ela t es t o t h e p r ofes sion a l d evelop m en t is su e a d d r es s ed in st r a t e gy 1. T h is p r ov id es for su b or d in a t es t o look ou t sid e t h eir im m ed ia t e a r ea s of sch ola r ly in t er -es t a n d en r ich -es t h em a n d t h e or ga n iza t ion . In a la r ger sen se it r eq u ir es a d m in is t r a t or s t o v iew t h e or ga n iza t ion fr om t h e b r oa d er p er -sp ect ive a n d t o d em on st r a t e a d m in ist r a t ive b eh av iou r s a ccor d in gly.
Conclusion
T h e t er m “t h eor y ” is oft en con fu sed w it h “s p ecu la t ion ” a s w h en p eop le m igh t s ay “Well, m y t h eor y is …” w h en a d d r es s in g a cu r r en t s ocia l or p olit ica l iss u e. A m ea n s of id en t ify in g t h e cor r ect u sa ge of t h e t er m “t h eor y ” is t o b e r em in d ed t h a t a good t h eor y sh ou ld p r ov id e t h e u n d er p in n in gs for good p r a ct ice. T h is p a p er h a s exa m in ed t h eor ies of or ga n iza t ion a n d lea d er s h ip a n d h a s a p p lied t h em t o cu r r en t cr it ica l iss u es in m od er n ed u ca t ion a l a d m in ist r a t ion . It h a s d em on -st r a t ed t h a t t h e p er sp ect ives es p ou s ed by t h e t h eor et icia n s ca n p r ov id e cr it ica l u n d er p in -n i-n gs t o t h e su cces sfu l a d m i-n ist r a t io-n of in st it u t ion s of ed u ca t ion , w it h p a r t icu la r a p p lica t ion , in t h is ca s e, t o in st it u t ion s of h igh er ed u ca t ion . Wh a t is m or e, t h ey p r ov id e a focu s ed m ea n s of cr ea t in g fr a m ewor k s for t h e styles of in d iv id u a l a d m in is t r a t or s. Dim en s ion s of lea d er s h ip m ay b e en h a n ced
by t h e p r u d en t u se of t h eor et ica l p er sp ec-t ives. Ad m in isec-t r a ec-t or s ca n , of cou r s e, selecec-t fr om a n u m b er of in d iv id u a l t h eor is t s, or ca n a d op t a n eclect ic a p p r oa ch t o t h eor y u se by com b in in g t h e effor t s of sever a l t h eor ist s. At t h e en d of t h e d ay, h ow ever, in d iv id u a l a d m in -ist r a t or s sh ou ld u n d er st a n d t h e even t s w h ich in fl u en ce t h eir in st it u t ion s, r ecogn ize t h eir ow n s t r en gt h s a n d w ea k n ess es a n d d evelop t h eir ow n lea d er sh ip s t y les t o m eet r ecu r r en t a n d ch a n gin g in st it u t ion a l n eed s.
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