Becoming and Being a Deputy Vice-Chancellor ATEM Regional Conference

1. Becoming and Being a Deputy Vice-ChancellorATEM Regional Conference July 2008

2. Overview • Getting there • A day in the life of a DVC • What have I’ve learnt? • Do you need to be an academic to be a leader in a modern university?

3. In the beginning… … • Grew up in Western Sydney • First in my family to attend University • Commonwealth Scholarship in High School • Commonwealth Scholarship at Sydney University • Dean’s merit list • Graduate employment program – NSW Government

4. What was this like? • “You’ve done well considering where you come from” – Sydney University academic • At the top of the graduating class but didn’t do honours because no-one told me to.. • No career plan in mind and no understanding that I needed one

5. Life as a Statistician and Bureaucrat • Young graduate in a very male dominated science and engineering-based group • Got to do lots of interesting things because I was the ‘token’ women. • Learnt a lot about organisational culture and its impact on people – what is and isn’t valued. • I was promoted and progressed within the scientific ranks ahead of many colleagues. • After five years I resigned to look after my new baby

6. The start of my Higher Education Career • Started at Hawkesbury Agricultural College as EEO Coordinator in 1983. There was no requirement for such a position then – the College did it voluntarily.What did I know about EEO? – only what I’d learnt from the NSW Public Service. • What I found out about some management, staff and student practices shocked the College leaders (and me) • It was a hard beginning and you either learnt or left.

7. The formation of UWS from 1989 • I led Equity across the University – it was a bit like being on the front line in a war zone without any protection. • I spent five years refereeing, negotiating and mediating issues. • The best compliment I received at the time was that I was neither management nor staff, so therefore I could be trusted • The enormity of the issues, the grace of many of the people involved and the mean-spiritedness of others was amazing.

8. Early days of UWS • I learnt to listen and listen and listen and then to always take the view that there are at least two sides to every story • A network of colleagues • New title Manager, Grievance Resolution and Institutional Equity Policy Unit • Some examples

9. UWS: a very short history Improving Efficiency Merger 2007Growing University and stable structure Three Divisions and the Office of the CFO 3 Colleges and 17 Schools (20) 8 University Research Centres 6 Campuses 74 U/G Courses 1787 Units 2001Unified University Single administration of four Divisions Four Colleges and 21 Schools (25) 12 Research Centres and groups (70 in 2000) 7 Campuses 265 U/G Courses 3808 Units 1999Federated University 3 Member institutions with separate administrations Unfocused research growth 56 faculties and schools 7 Campuses • $10m cost savings p.a., • 200 staff reductions • new governance and policy framework • academic programs streamlined • External research reviews • restructuring and staff reductions

10. A Turning Point • Postgraduate study in Public Policy– 100km round trip, two nights a week for two years , 3 small children at the same time. • Research project on institutional restructuring in third year • DEST funded leadership program (six months) • Elected General Staff member on the Board of Trustees – for 4 years

11. Our ‘Troubles” - 1995 • Asked by the then Vice-Chancellor to come to work with him for six months – Policy Adviser. • Managed the process to implement new structural and governance arrangements in 1996-1997. • New title, Executive Director, Chancellery • Worked with Executive – formal resolution of thanks in minutes

12. UWS Unifies: 1999 to 2005 • New Vice-Chancellor with mandate for change – managed restructure process • Personally – 5 titles in six years; had to apply for the job each time. Under immense scrutiny at the centre of the University • Significant challenges – requiring values and vision driven change – a lot of heart and commitment, not ego

13. University Secretary and Division of Corporate Services • Moved from high-level adviser to line Executive • Worked also to Chancellor and Board • Undertook further study – AICD diploma and advanced diploma • Equal Executive status except - couldn’t act for Vice-Chancellor • Some interesting views on the title and status

14. The Next Big Step • Appointed as Deputy Vice-Chancellor in 2005 – staff in the Division petitioned the VC for the change • Portfolio continued to grow • Represented and acted for Vice-Chancellor • Continued as Secretary to the Board of Trustees • Key note presentation at University Merger Conference in South Africa – my introduction

15. My Portfolio • Academic Registrar- Student and Academic Administration, Student Services • Planning and Quality (PVC) • Policy and Governance • Marketing • Media and Communication • Legal and Audit and Risk • Human Resources • Professional Development • Equity and Diversity • Special Projects Unit • Entity Governance

16. A day in the life of DVC (CSS) • A session on enterprise bargaining • Visit from our Muslim students • Fierce conversation with difficult staff member • Going to court to get an AVO • Lunch with colleagues from our Television station Board • Approving the detail of a legal document and the contents of 10 marketing brochures • Chairing the Web Steering Committee • Meeting an international delegation

17. What I’ve learned • Patience • Active listening • Not to make quick judgements • Remain calm • Tell stories – funny or otherwise • Be honest and inclusive • Keep in contact • Show respect • Keep learning – the skill set required is ever changing

18. Importance of Professional Development and other activities • Harvard Business School • ICAC/ANU Anti-Corruption Course • CPD for AICD Fellowship • Chair E-learning company • Director TVS • Director, UWSCollege

19. An institutional response: creating the ‘right culture’ • One culture – modelling our values • Outward looking • Optimistic and excellence-seeking • Driven by the challenge, stimulating • An intellectual community • Can do attitude • Proud and committed to University

20. UWS Context: Vice-Chancellor, 2007 The “Must-Haves”: • Vision • Belief • Means • Confidence • Determination

21. Authentic leadership Five touchstones: • Know yourself • Listen authentically • Express authentically • Appreciate • Serve authentically Kevin Cashman, Innovative Leader, 1997

22. Resilient Leadership • Positive - identify opportunities and have confidence to succeed. • Focused - a clear vision of what they want to achieve • Flexible – draw on a wide range of internal and external resources • Organised - use structured approaches to managing ambiguity • Proactive - engage action in the face of uncertainty, taking Dr. Jim Chambers Institute for Organisational Leadership, 2007

23. My approach • Build relationships • Recognise efforts of others • Use your sense of humourand tell stories • “Do the right thing” • Set realistic expectations

24. Academic or not? • Not the right question – what are the experiences, skills and strategic wisdom required to succeed in the role? • Academic colleagues have complementary interests and experiences. • It’s the team that matters • We are all part of this team and work as a group with a common purpose not a group of individuals. • The key driver is mutual respect and reciprocity