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Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
Ewart Wooldridge Plenary
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Ewart Wooldridge Plenary

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  • 1. AUA Annual Conference„The changing Psychological Contract in HE‟ 4 April 2012 Ewart Wooldridge CBE Chief Executive Leadership Foundation
  • 2. „What matters now‟: “What matters now, more than ever, is that managers expand their sense of stewardship and embrace timeless values such as truth, prudence and fairness. Unfortunately, these virtues have been notably scarce in recent years– particularly in the citadels of capitalism. What‟s needed is a values revolution in business – and everyone who has a stake in the future of capitalism will have to do their part.”„What Matters Now‟, (Gary Hamel, 2012)
  • 3. Extreme sports
  • 4. Extreme sports
  • 5. Leadership lessons from the Tempest:• Perfect storm?• Shipwrecked universities?• Prospero‟s magic and leadership
  • 6. Providing a narrative to the crew
  • 7. The Psychological ContractPsychological contract (the „Deal‟):Aggregate of reciprocal expectations betweeninstitution and its stakeholders (internal andexternal) - sense of fairness/‟fair deal‟ - dignity at work - collegial v corporate - expectations/perceptions of leadership - sense of reciprocity in key relationships - planned, not erratic or accidental
  • 8. Stefan Collini‟s: “What are Universities for?” (1)“Universities are perhaps the single most importantinstitutional medium for conserving, understanding,extending and handing on to subsequent generations theintellectual, scientific and artistic heritage of mankind...”we are merely custodians for the present generation of acomplex intellectual inheritance which we did not create– and which is not ours to destroy”
  • 9. Stefan Collins‟: “What are Universities for?” (2).. “the background implication in the commentsof some journalists and politicians that ...manyacademics are little better than middle-classwelfare scroungers indulging their hobbies atpublic expense”
  • 10. The Coalition View „I expect to see, in a university sector faced with the onset of more competition and more demanding students, a ferment of creative thinking on how to redesign course structures and manage major change among staff so as to promote higher quality but lower-cost teaching. I may be missing something, but I haven‟t seen much evidence of this.‟Rt. Hon. Dr Vince Cable MP,Secretary of State for Business, Innovation and SkillsHefce conference, 6 April 2011
  • 11. New psychological contract for HE - a paradigm shift?• Students as customer? Co-creator? Citizen?• „Comprehensive‟ to „differentiated‟ institutions?• Collaborative to competitive?• HE Sector to HE „system‟?• Trusted to challenged?• Certain to uncertain?
  • 12. Critical leadership issues 2012 onwards• Handling uncertainty and ambiguity• Challenging inefficiency and reluctance to innovate• Being entrepreneurial• Making change happen• Knowing how to collaborate and compete• Perfecting the skills of engagement• Applying citizenship creatively• Being true to core values of HE
  • 13. The „long view‟ of change„All change is to ensure that we stay the same?‟Quote from Sir Peter Scott‟s discussion paper for an LF RoundTable event: „A New Deal for Higher Education- All Change,Slow Change or No Change‟ – taken originally from TheLeopard, by Guiseppe di Lampedusa (translation)
  • 14. Disruptive innovation• „Sustaining‟ innovation vs „disruptive‟ innovation• New market mechanisms (contrived or real)• Research and „Impact‟• “Unbundling” – separation or outsourcing of different parts of HE value chain• Open educational resources
  • 15. 10 key issues1. Leading the whole student experience2. Public and societal engagement3. Distinctiveness4. Learning from Academic Leadership5. Professional vs Academic Leadership6. Alignment7. Learning from other sectors8. Entrepreneurial leadership of universities9. New leadership qualities of challenge and support10. Discovering the magic in leadership
  • 16. (1) Leading the „whole‟ Creating Organisational student experience Conditions Culture, Curriculum, Co-curriculum, Diagram taken Community from LF Research- „Developing the whole Student..‟ (Dr Kathleen Quinlan, Uni of Holistic Oxford 2011) – Learning Environment From studies by Leadership of Modelling a Learning Meaningful Life Braskamp, ColbyKnowledge of, and Sense of purpose, and Blackmoreinvolvement with, Intentionality, teaching and Authenticity, Identity, learning Reflection
  • 17. (2) Public and societal engagement – a „sheet anchor‟ “Increasing integration of institutional interest with the wider public good – placing universities at the heart of social and economic advancement”UUK Report:Futures for HE: Analysing trends
  • 18. (3) DistinctivenessN - NarrativeP - PlaceV - ValuesC - CommunityC - Clusters
  • 19. (4) Learning from academic leadership• Winning hearts and minds• Nurturing the next generation• Creating space to thrive• Stimulating a culture of debate and enquiry• Fostering a sense of community• Encouraging curiosity
  • 20. (5) Professional vs Academic Leadership Professional Academic Leadership Third space Leadership and careers and careersDiagram inspired by LF Researchby Dr Celia Whitchurchon Professional Careers in HE (2008)
  • 21. (6) Alignment “For me, it‟s more about a job well doneand less about the cheese.” (Harvard Business Review)
  • 22. (7) Learning from other sectorsJohn LewisProfessional servicesThird sector/ Social enterprise
  • 23. (8) Entrepreneurial leadership of universities „Entrepreneurs – and entrepreneurial organisations – always operate at the edge of their competence, focussing more of their resources and attention on what they do not yet know than on controlling what they already know. They measure themselves not by the standards of the past (how far they have come) but by the visions of the future (how far they have to go). And they do not allow the past to serve as a restraint on the future; the mere fact that something has not worked in the past does not mean that it cannot be made to work in future‟Kanter R M, (1983), the Change Masters,Unwin Hymen Ltd, referenced in LF and CUC„Getting to Grips with Risk‟ Report
  • 24. (9) New leadership qualities of challenge and support• The interpretative leader – giving meaning• The entrepreneurial/business focussed leader• Confidence building• Balancing support with strong challenge• Offering a clear narrative and a „point of sail‟• Encouraging collaboration• Energising
  • 25. (10) Discovering the magic in leadership“ We are such stuff as dreams are made on..”Prospero Shakespeare‟s „Tempest‟“ The history of the struggle in South Africa is richwith the stories of heros and heroines, some ofthem leaders, some of them followers. All of themdeserve to be remembered.”Nelson Mandela
  • 26. Where do we find the magic in leadership?• Seeing new connections• Transforming the obvious• Crossing boundaries• Using humour• Underpinning with trust and respect
  • 27. “We don‟t have a leader to take you to”
  • 28. Mahatma Gandhi quote:“Live as if you might die tomorrow. Learn as though you will live forever.”

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