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Leicester Medical School

Leicester Medical School. Breaking Boundaries 2005 Policy Development and Leadership Judy McKimm. Policy development and leadership.

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Leicester Medical School

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  1. Leicester Medical School Breaking Boundaries 2005 Policy Development and Leadership Judy McKimm

  2. Policy development and leadership “Good leadership is key to the success of public sector organisations….a range of public sector organisations are now drawing up frameworks outlining descriptions of the qualities required for leaders, often in considerable detail, relating to evidence and tailored to the particular part of the public sector eg the NHS Leadership Qualities Framework, 2002” Dilys Jones, British Journal of Leadership in Public Services, Vol 1, issue 1, Nov 2005

  3. Policy development and leadership The national context We have four core strategic aims: • Widening participation and fair access • Enhancing excellence in learning and teaching • Enhancing excellence in research • Enhancing the contribution of HE to the economy and society Underpinning these are three cross-cutting supporting aims: • Building on institutions’ strengths • Developing leadership, governance and management • Excellence in delivery: organisational development within HEFCE HEFCE strategy, updated 2005

  4. Policy development and leadership The national context Four themes to support institutions The Higher Education Academy will commence a programme of events and activities for relevant institutional academic managers and staff around four broad themes. These themes have been identified by many institutions as principal areas of  interest for Academy support.  They are: • Innovations in the curriculum and student support • Quality management • Assessment of student learning • Academic leadership We will phase in each theme over the course of this academic year, commencing with Innovations and followed by Quality Management.  The themes of Assessment and Academic Leadership will commence in 2006. Higher Education Academy website, accessed 5 Nov 05

  5. Policy development and leadership The national context The Leadership Foundation for HE will: • Be sensitive to different customer needs and market drivers as well as to the specific HE context • Have access to multiple sources of expertise and information and will procure a variety of high quality products and services for the sector as well as creating new opportunities for institutions and individuals • Create a higher profile for leadership, governance and management within and outside the sector and promote cross-sector dialogue about strategic challenges and opportunities • Build on existing provision, expertise and commitment in the sector and stimulate further demand for development Universities UK, Business case for the LFHE, June 2003

  6. Policy development and leadership The national context SHEFC aims to develop “a sector that provides effective world class leadership in developing and orchestrating the infrastructure, knowledge and skills needed for personal and corporate success in a modern, knowledge-based, trans-national society” SHEFC 2004

  7. Policy development and leadership The national context “the challenge is to change the core, and not just the margins, of the national higher education system” SHEFC 2004

  8. Policy development and leadership Public sector policy makers “While the Government bemoans the lack of leadership in the public sector, it appears to give strong endorsement to executives who are more enthusiastic about new systems than they are about innovators working with staff and service users…….the question for policy makers is how far particular leadership approaches are positive or negative in relation to achieving change in the complex, public environment” Leadership in Local Government, Sue Maddock, British Journal of Leadership in Public Services, Vol 1, issue 1, Nov 2005

  9. Policy development and leadership The national context “and there are still too few leaders offering new visions for HE in the 21st century to enable and support the changes already happening in business, government and people’s lives..... A variety of responses to our changing situation are apparent: those in ‘denial’ and those in ‘frustration’…” SHEFC 2004

  10. Issues and challenges facing healthcare education leaders (1) Personal issues: • Maintaining an appropriate work-life balance is difficult, especially for those with domestic commitments • Culture of senior management practice in both clinical and academic life has impact on career progression for those with domestic responsibilities • Some women noted the existence of the ‘glass ceiling’ and impact of taking career breaks McKimm, 2004

  11. Issues and challenges facing healthcare education leaders (2) Personal issues: • Leaders who had trained as clinicians had to make decisions as to how to manage both clinical and academic careers and when/if to leave clinical practice • Leaving clinical practice is tied in with maintaining credibility as a leader • Aspiring leaders with non-traditional career backgrounds feel that they will be overlooked in consideration for senior management positions, especially at medical schools McKimm, 2004

  12. Issues and challenges facing healthcare education leaders (3) Organisational and cultural issues: • There are many organisational barriers to leadership, leaders need to understand the culture and anthropology of their own organisation to succeed • Some leaders felt that their profession, discipline or clinical specialty is perceived in a stereotyped or ‘less serious’ way by others and this has impeded progress into a leadership role in medical education • Clinicians from some specialties may be able to cope with the dual demands of clinical and academic life than those from other specialties McKimm, 2004

  13. Issues and challenges facing healthcare education leaders (4) Balancing competing agendas: • Overwhelming issue identified is working within a rapidly changing and complex NHS • Dual demands of working in HE which is highly accountable and NHS which is subject to rapid change puts a strain on healthcare education leaders not found in other sectors of HE • Tensions between management styles, cultures, values and demands of HE and NHS – ‘crowded stage’ with multiple task masters McKimm, 2004

  14. Issues and challenges facing healthcare education leaders (5) The wider agenda: • Healthcare education leaders need to be aware of influential role in changing and improving healthcare systems • Need for an accessible forum for discussion of advanced medical education and change by senior medical education leaders • Leaders need to be aware of the wider educational and healthcare agendas and help drive issues such as inter-professional learning and collaboration, promoting diversity and innovation in educational management and leadership McKimm, 2004

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