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DEVELOPING LEADERSHIP AND MANAGERIAL COMPETENCIES FOR EFFECTIVE HIGHER EDUCATION QUALITY ASSURANCE: THE CASE OF THE UWI

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Title: DEVELOPING LEADERSHIP AND MANAGERIAL COMPETENCIES FOR EFFECTIVE HIGHER EDUCATION QUALITY ASSURANCE: THE CASE OF THE UWI


1
DEVELOPING LEADERSHIP AND MANAGERIAL COMPETENCIES
FOR EFFECTIVE HIGHER EDUCATION QUALITY ASSURANCE
THE CASE OF THE UWI
  • Eduardo Ali
  • Campus Quality Assurance Officer
  • The University of West Indies
  • Cave Hill, Barbados

2
Building Effective HE Systems
  • Uncertainty in global environment has
    implications for HE modernization
  • Remaining fiercely competitive is advantageous to
    HE institutions
  • Building effective QA systems can enhance
    institutional competitiveness
  • Continuous quality enhancement strategies support
    institutional development
  • An effective leadership culture promotes
    institutional development

3
Leadership Development and Quality
Assurance
  • Good leadership has
  • 5 key enablers leadership policy and strategy
    processes partnerships and resources people
  • 4 results areas performance results customer
    satisfaction people results society results
  • These all impact institutional improvement
    benchmarking, performance results and service
    delivery

4
Leadership Development and Quality
Assurance (contd)
  • Penn State Universitys Excellence in Leadership
    Management Program provides professional
    development for all leaders on campus to support
    campus growth and improvement
  • Cornell Universitys Discovering Leadership
    Program offers leadership development activities
    for leaders to acquire strengths for personal and
    organizational growth
  • University of Wisconsin-Stouts Leadership
    Development Action Project initiated to satisfy
    quality improvement goals of university for
    accreditation (see http//www3.uwstout.edu/aqip/ap
    _02.cfm)

5
Leadership Development and Quality
Assurance (contd)
  • Liverpool John Moores University (UK) has course
    in Developing Professional Practice and uses
    Staff and Educational Development Association PDF
    standards for management and leadership
    development to support improvement
  • University of Newcastle (Australia) offers
    Leadership Development Programme for senior
    staff to support organizational learning and
    continuous improvement
  • (http//www.newcastle.edu.au/service/staff-develo
    pment/index.html)

6
UWI- Strengths in Building Quality
Assurance
  • 10 years experience in academic quality assurance
    through cycles of quality audits, evaluations and
    reviews of disciplines
  • Built feedback system within disciplines and
    encouraged evidenced-based analysis for quality
    assurance
  • Provided useful tools and resources to academics
    to prepare audits and evaluations and to enhance
    academic quality

7
UWI- Gaps Towards Building Quality
Assurance
  • QA System has not reached all levels within
    university system or all personnel
  • QA System assumed that all personnel had
    requisite competencies for leading and managing
    quality
  • There was no formally approved leadership and
    managerial training provided for academic and
    non-academic leaders to enhance quality within
    the institution

8
UWI- The Strategic Choices
  • Strategic Aim 5 Transforming Leadership and
    Managerial Culture and Processes includes
  • developing and establishing a people-centred,
    culture-change process
  • instituting a quality assurance mechanism to set
    people-centred standards for the functioning of
    the University and the service output
  • reforming the administrative structures and
    systems towards implementing and supporting the
    vision and aspirations of UWI
  • strengthening the structure and processes for
    University-wide planning

9
UWI Cave Hill- Strategic Choices
  • Campus established a quality management system
    with several key strategic areas of quality
    analysis and enhancement
  • Leadership and Change
  • Strategic Planning and Improvement
  • Customer, Stakeholder and Market Focus
  • Knowledge Management, Measurement and Analysis
  • Faculty and Staff Management and Development
  • Educational and Business Process Management
  • Educational and Business Results-Based Management

10
Competency Areas for QA Leadership and
Management
11
Online Survey Methodology
  • QE Leadership Workshop held in February 2009
    informed survey
  • Purpose was to capture data on staff competencies
    and to gauge the levels and kinds of training
    needed
  • Was meant to perform a statistical analysis of
    how staff view themselves as leaders and managers
    of quality
  • Was designed for senior and middle managers,
    senior faculty and professional staff initially
  • Obtained staff feedback of their knowledge,
    skills and attitudinal competencies through
    self-assessment/appraisal
  • Can enable the campus administration to have a
    key sense of the level of capability of staff and
    their ability to manage and improve quality on
    the campus
  • Can permit the leadership of the campus to train
    and develop their staff to enhance the campus and
    university systems

12
Online Survey Methodology (contd)
  • Questionnaire had 3 parts employment data
    self-assessment competency rating of 49
    competencies using a 5-point likert scale and
    training needs assessment
  • E-focus group of academics and professionals
    vetted questionnaire
  • Posted online using Limesurvey
  • Emailed to 1,000 participants from staff database
    over 3 weeks
  • Overall response rate was 12.3 with
    participation by 48.9 junior professionals and
    administrative staff, 38.7 mid level
    professional and academic personnel and just
    about 11.4 senior professionals and academics
  • Data analyzed using SPSS

13
Online Survey Results Personnel
  • Table Campus Personnel- No. Years Work
    Experience

No. Years Work Experience Percentage
0-3 years 9.1
4-8 years 13.6
9-15 years 19.3
Over 15 years 53.4
14
Online Survey Results Personnel
  • Table Campus Personnel- No. Years UWI
    Experience

No. Years Work Experience Percentage
0-3 years 23.86
4-8 years 29.54
9-15 years 22.73
Over 15 years 22.73
15
Online Survey Results Personnel
  • Table Campus Personnel- No. Years Quality
    Systems Experience

No. Years Work Experience Percentage
0-3 years 43.2
4-8 years 21.6
9-15 years 20.45
Over 15 years 7.95
16
Online Survey Results Staff Exposure to
Quality
  • Figure 1 (a)- ATS Staff Exposure to Quality
    Systems

17
Online Survey Results Staff Exposure to
Quality
  • Figure 1 (b)- Lecturer/Asst. Lecturer Staff
    Exposure to Quality Systems

18
Online Survey Results Broad Competency
Areas
  • Organization, Culture and Practices- knowledge,
    attitudes and skills as they relate to university
    organization systems, academic traditions,
    corporate culture, policies and practices
  • Information Management- knowledge, attitudes and
    skills as they relate to designing, managing or
    using information management systems such as
    document management and data storage systems
  • Quality Systems, Academic Evaluation and
    Accreditation- knowledge, attitudes and skills as
    they relate to academic course and programme
    quality, quality systems, peer evaluation and
    accreditation systems
  • Project Management- knowledge, attitudes and
    skills as they relate to developing, monitoring
    and implementing projects).

19
Online Survey Results Organization,
Culture and Practices
  • All staff reported having general competencies in
    dealing with the organization, its culture and
    practices
  • More than 50 of senior appointed posts who
    agreed, actually just agreed and did not
    strongly agree implying that they were not as
    competent in this area as expected
  • Referring to this point some interesting comments
    were made
  • Dean- 30 years management experience counts
    for a lot!
  • Senior Lecturer- I do not know where UWI wants
    to go
  • Lecturer- I believe my goals and objectives
    should match that of UWI

20
Online Survey Results Information
Management
  • All staff reported having general competencies in
    dealing with information management
  • Over 79 indicated that they agreed they were
    competent information managers
  • ATS and senior administrative/professional staff
    reported having greater levels of competence with
    information management than academic personnel
  • Referring to this point some interesting comments
    were made
  • Dean- UWI needs to use more integrated mobile
    communication systems and video conferencing
    and shed a load of other stuff
  • Lecturer- Not sure if UWI wants to be managed
    here. Leadership is needed
  • ATS- It is as good as it gets now

21
Online Survey Results Quality Systems,
Academic Evaluation and Accreditation
  • While the level of competence reported seems
    relatively high, that is, above 50 in all cases,
    the level reported for academic staff was highest
    (76)
  • Referring to this point some interesting comments
    were made
  • Senior Lecturer- Now is time to decentralize
    academic decision-making to individual
    departments and faculties
  • Senior Lecturer- More transparent criteria and
    processes for faculty recruitment and
    promotion is needed for quality assurance

22
Online Survey Results Project
Management
  • Most staff (79or above) at all levels said they
    were competent in project management.
  • If this is the case, this is a remarkable
    achievement given that project management
    competence is a specialist advancing discipline
    requiring continuous training and retraining
  • Furthermore if the staff consists of competent
    project managers then the level of micro-business
    efficiency should be very high

23
Online Survey Results Staff Training
  • Respondents showed different expectations of
    training in quality assurance and enhancement
    leadership and management
  • ATS staff showed very mixed responses, though the
    majority saw training investment in leadership
    and management skills (31 and 28 respectively),
    peer evaluation (32), total quality management
    (27) and self assessment/evaluation (31)
    necessary
  • Senior professional staff (38 in each case)
    wanted training in total quality management (TQM)
    or in most areas
  • Though not many, senior lecturers (29) seemed to
    have preferred management and TQM skills training
    rather than being trained in leadership
  • Assistant lecturers and lecturers (69) felt that
    leadership skills training would be more useful
  • Blended learning was the preferred choice of
    training modality but 100 directors wanted
    face-to-face (F2F) training ONLY
  • ATS staff preferred certificate (35) and diploma
    (44) level course

24
Online Survey Results Staff Training
  • Blended learning was the preferred choice of
    training modality
  • 100 directors wanted face-to-face (F2F) training
    ONLY
  • ATS staff preferred certificate (35) and diploma
    (44) level courses
  • ATS would want a short route professional
    programme that has currency within a university
    given their required level of education and
    training
  • Mid-level professionals, academics and senior
    managers preferred postgraduate diploma courses
    (over 60)
  • Other staff who hold degrees would see
    postgraduate training as means to career
    advancement while helping them improve their jobs

25
Conclusions Looking to the Future
  • Revealed some main assumptions about the staff
    capacity to interface with quality systems from
    design through to implementation
  • Staff perceptions of their own competence may not
    be the norm within the wider international
    academic and corporate communities
  • Some persons felt that university experience,
    prior training in their discipline and individual
    capacity to do work is adequate
  • Several persons reported they needed wide-ranging
    training suggesting that the competency levels
    that have been reported may not be actually
    precise
  • ATS, professional and junior academic staff were
    concerned about succession planning and becoming
    future leaders within the university
  • Senior academics and heads of units/offices did
    not see the value in training but if they did
    wanted management training to deal with current
    work issues

26
Conclusions Looking to the Future
  • Challenge to university now given its strategic
    direction for next 3 years although UWI has
    invested more staff and other resources into
    quality enhancement and assurance
  • If leadership and managerial capacity is not
    realistically developed would ultimately lead to
    concerns about institutional management and
    development
  • This has implications for resource management in
    already period of much constraints
  • If leadership does not make strategically sound
    quality choices, governments which are UWIs
    major investor would be less inclined to provide
    development financing
  • Without proper strategic leadership and
    management dedicated to actionable quality
    assurance and enhancement, there would be
    problems in meeting total quality commitments and
    matching external quality assurance/review
    standards established by accreditation agencies

27
Thank you
  • Questions Please????????
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