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Innovating Academic Management in Higher Education Institutions: For Whom? For What?

Innovating Academic Management in Higher Education Institutions: For Whom? For What?

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Innovating Academic Management in Higher Education Institutions: For Whom? For What?

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  1. Innovating Academic Management in Higher Education Institutions: For Whom? For What? MorshidiSirat InstitutPenyelidikanPendidikanTinggi Negara (IPPTN) Seminar PengurusanAkademik IPT 2008 22-24 Ogos, Hotel Bella Vista, Langkawi

  2. Objective of Presentation • To highlight that while innovating and creativity is important in academic management we must, in the first instance, understand changes in the spirit and purpose of higher education (and higher education institutions), which managers (of various generations) tend to take for granted.

  3. Underlying Ideas • While we are rushing to innovate and be creative in managing academic matters we should not loose sight of what higher education is all about! • We need, in the first instance, understand the nature of HE and HEIs that we are dealing with (as social institution or as an industry?) • Can we have both under one roof?

  4. Readiness? Creativity Innovativeness Determination Commitment • Creativity and Innovativeness without Determination and Commitment to Serve? • Issue of “self-serving”

  5. Earlier vs. New Generation of Academic Managers • Earlier generation: higher education as social institutions • New generation: higher education as an industry (corporatisation, marketisation policy of higher education, commercialisation of academic programmes)

  6. “Reformatted generation”: Trying to understand how a social institution could be an industry • Need to bring Earlier, Reformatted and New Generations on a common and practical platform

  7. Different Generations of Academics • Differentiated demands • Different levels of pressures on academic managers • Earlier generation of academics and managers = OK • Younger generation of academics managers = OK • Earlier-Younger, recipe for trouble

  8. Tensions and Conflicts • Earlier generation of academics being managed by newer generation of academic administrators or managers (with different philosophy and approach)

  9. Academic Managers Responses to Changes • Embracing “efficiency” and “flexibility” as priorities (impressive indeed), but unfortunately very troubling. • “impressive” because such adaptive responses just may help public higher education survive an era of unprecedented competition and public scrutiny • “troubling” because of the potential damage to public higher education as an intellectual enterprise, the further erosion of knowledge as an end in itself and the narrowing of academic offerings for different segments of student populations

  10. New Developments • Before this simple bureaucracy-professionalism dualism characterised academic organisations • Now, research universities have become more entrepreneurial through increased “academic capitalism”; research universities have become more managerial in their governance and the division of labour

  11. Implications of New Developments • Academics have become “managed professionals” • Middle-level administrators have become “managerial professionals.” • More authority to academic managers (need for flexibility to adapt swiftly and a concomitant need for discretion over resource reallocation and programmatic investment).

  12. Understanding Higher Education and Higher Education Institutions

  13. Legitimasing Ideas of HEIs • moving away from the idea of higher education as a social responsibility, and moving toward the idea of higher education as an industry • (Fact or Fallacy?)

  14. LegitimisingIdeas of HEIs • what is expected, appropriate, and sacred, as well as the converse. • (Do you know what are these?)

  15. As Social Institution or Industry: Implications • What is valued? • What is problematic? • What is in need of improvement in both public and private higher education?

  16. Higher Education as Industry • HEIs are seen increasingly as a sector of the economy; • a corporate model of production – to produce and sell goods and services, train some of the workforce, advance economic development, and perform research (applied in nature).

  17. As Industry: Implications • Economic challenges and competitive market pressures warrant better management (swift programmatic adjustment, maximum flexibility, and improved efficiency in the direction of greater accountability and thus customer satisfaction).

  18. As Social Institutions: Implication • HEIs must preserve a broader range of social functions that include such essential educational legacies as the cultivation of citizenship, the preservation of cultural heritage(s), and the formation of individual character and habits of mind.

  19. Decision? • What is the nature of your institution? • Which one will you opt for? Social institution or Industry? • Decision in some way will be reflected based on your training. Sciences? Technology-based? Arts and Humanities?

  20. Tensions • A concern that higher education’s inability or unwillingness to adapt will result in a loss of centrality and perhaps ultimately a loss of viability • A concern that adaptation to market forces gives primacy to short-term economic demands at the neglect of a wider range of societal responsibilities, thereby jeopardising the long-term public interest including the notion of knowledge as a public good

  21. Higher Education as Industry • View higher education as having not just one major marketplace, as determined by type of student served, or geographic location, or degrees granted. • Several types of markets at work simultaneously – not only for obtaining students, but for placing graduates, hiring and retaining faculty, obtaining research funding, establishing collaboration with industry, maintaining endowments, sustaining and extending alumni giving and other fundraising sources.

  22. Success… • The major barometer for managers is to read the market for constraints and opportunities relevant to the viability of their niche; if done well, a higher education organisation can capitalise on untapped demand, allowing it to supply the educational product at a higher price.

  23. The decision to add an academic programme could be seen as a strategy to position HEIs to attract new customers and thereby increase revenue. • Hence, programmatic changes can be seen as prudent market corrections.

  24. Higher Education as Social Institution • Educational organisations devoted to a wide array of social functions that have been expanded over time: • the development of individual learning and human capital • the socialisation and cultivation of citizens and political loyalties • the preservation of knowledge • the fostering of other legitimate pursuits for the nation-state

  25. Educating the masses, advancing knowledge through research, contributing to economic development by employing and producing workers, and developing industrial applications. • Shifts in societal imperatives reshaped expectations for higher education and redefined what activities are or are not recognised as “higher education.”

  26. Issues • Has public higher education taken on principally economic functions, abandoning the more comprehensive institutional mandate of performing not only educational but also socialisation and political functions? • Or has it become commonplace to speak of higher education in industry terms, in common parlance expecting of HEIs a set of objectives that are economic (e.g. human capital, workforce training, and economic development)? • Or is it both?

  27. Where Are We Now? • Legitimising idea of public higher education that has come to dominate is that of an industry (rather than that of a social institution)

  28. Why? • Existence of three interrelated mechanisms • Academic management • Academic consumerism • Academic stratification

  29. Academic Management • Managers are expected to monitor the organisation-environment interface, determine appropriate strategies, and develop effective bridging and buffering mechanisms. • Attend to both resources as well as resource relationships

  30. The need to manage challenges positions higher education administrators in the central mediating role of determining the potential costs and benefits of any course of action (or non-action).

  31. While the need to manage resources and resource relationships and the need to reduce resource dependence provide a compelling post-hoc rationale for an expanded managerial domain, the role of faculty within academic governance should not be overlooked, particularly when restructuring the academic landscape of programmes offered.

  32. Academic Consumerism • Consumer interests as paramount considerations in the restructuring of academic programmes and the reengineering of academic services. • The needs and interests of several types of consumers… However, it is most commonly the student-as-consumer of public higher education, and particularly the student as potential or current employee who seeks workforce training or economic security.

  33. Academic Stratification • A re-stratification of academic subjects and academic personnel, based upon the increased use-value of particular knowledge in the wider society and exchange-value in certain markets.

  34. Higher education primarily as a “knowledge-processing” system in contrast to the conventional view that characterises higher education as a “people-processing” system in which goals, structures, and outcomes support students undergoing personality development, learning skills, and acquiring credentials that may enable upward mobility.

  35. As knowledge is seen as a source of wealth, it is increasingly constructed as a private good rather than a public good. • The commodification of knowledge proceeds alongside negotiations over the ownership of knowledge and is refined in policies for intellectual property rights and responsibilities. • Market consciousness of knowledge outputs and property rights is bound to constrain teaching and research, and perhaps even thinking, in public higher education.

  36. Tensions and Balancing Act • The central balancing act in contemporary academic restructuring is that of adequately responding to seemingly irreconcilable expectations, when to make gains in one dimension may mean loss in another.

  37. Scenario 1 • Achieving strategic positioning in new knowledge markets may yield immediate gains for a campus in generating resources but a loss of moral legitimacy, core purposes and values such that it is no longer recognisable and identified as the entity that it was expected to be.

  38. Scenario 2 • Alternatively, a campus could have all the legitimacy it can muster and no revenue, and thereby go out of business.

  39. Realities • Organisational repositioning is a complex matter, not reducible to strategic prescriptions or technical manipulation. Particularly for public HEIs, repositioning with respect to contemporary environmental demands is difficult – not only in terms of determining how to reconcile conflicting demands, but also in terms of determining the extent to which the organisation can respond to demands that threaten its survival.

  40. The question of whether or not the organisationcanrespond should be preceded by the question of whether or not it shouldrespond to whatever is demanded by the resource relationships on which it depends, for an entirely different kind of organisation may result.

  41. Managing legitimacy challenges cannot be reduced to a simple calculation or weighing discrete tradeoffs. • Acknowledging public higher education’s institutional legacies, the full range of expectations must be considered along with their moral import.

  42. Consider for example, the commonly-cited array of demands on public higher education: To reduce or contain costs, to improve teaching and learning, to remain technologically cutting edge, and to expand access.

  43. The demand to reduce or cut costs can be achieved in several ways – by streamlining, budget discipline, elimination of programmes that are not cost-effective, not investing in expensive ventures, or trying to achieve economies of scale.

  44. Improvement of teaching and learning may be achieved by reducing class size, providing more faculty attention to individual students, obtaining more state-of-the-art equipment, or enhancing the learning environments.

  45. Similarly, upgrading technology may entail major overhauls of the organisational infrastructure and access to information systems in addition to providing students and faculty with the training to use it.

  46. Finally, expanding access may involve admitting students who are academically under-prepared and in need of expanded and extensive remedial programmes across subject matters.

  47. Accomplishing any one of these four would be an outstanding feat, while achieving two or more in a resource constrained environment is unlikely. The demands in themselves are not at cross-purposes, but the strategies for responding to them simultaneously may be costly and in conflict.

  48. Conclusion • The “confrontation” between the past and the future results in a tension that is so profound that the current era is “the greatest critical age” for higher education in many higher education systems. This confrontation is characterised by a simultaneous call for protection and for redefinition.

  49. There is a call to protect: How can higher education protect its legacy, including decades of public investment in an enterprise whose strengths must not be diluted or deteriorated for short-term market demands? • There is a call to respond: How can higher education redefine itself to attend to the signals of those it is supposed to serve?

  50. Before you proceed to innovate and be creative, please be mindful of the arguments which I have outlined and check in the first instance the basics.