Leadership for art & design higher education
Abstract :
Proceeding from the assumption that there is, and has been, inadequate emphasis on appropriate leadership development and support, at all levels since incorporation; this chapter examines contemporary evidence and experiences to test those assumptions. The 12 case studies underpinning this chapter were conducted during and after the GLAD Conference at Cambridge in 2007. They were conducted using a template of questions and their sources remain confidential to the authors of this chapter. Direct quotations from the interviews illustrate or evidence claims and commentary in the text, and are anonymous. Those selected for interview as case studies represent a balance of gender and age. They are drawn from a range of academic backgrounds including research, teaching and learning and professional practice. They currently hold, or have held, a range of posts considered appropriate to this study, including; module leader, course tutor, head of department, associate dean, dean, pro-vice chancellor, reader and professor. The individuals interviewed work in specialist art and design colleges, universities in the UK and overseas.
The case studies provide evidence of experience and perceptions of the nature of the challenges and demands faced by those in roles from entry to higher education, through to senior art and design leaders. They are used to identify future challenges whilst examining the experience of leaders and managers at different points in their careers and key issues, which are associated with entry to and progression through the various levels.
Whilst a growing amount of research in pedagogy explores discipline-related differences and identities, most of the available literature on leadership and management development in higher education is generic. This chapter considers some aspects of the alignment of a discipline-orientated identity with leadership and management characteristics and capabilities, in order to characterise the nature of effective leadership and management in art and design higher education.
The chapter is organised around an exploration of context, followed by three sections aligned to the life cycle of a typical leadership and management career: early years, mid-life, and senior professional. The concluding section features key considerations and recommendations.
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What are the perceived and actual blocks to progression ?
Discussion focussed mainly on the factors already identified within the chapter.
The main concern was about perceived blocks to career progression, and they revealed a need for more information about what leadership involves. These were grouped around the following issues :
- Fear of moving away from the subject discipline and from one’s colleagues;
- Limited knowledge of the differences between administration, management and leadership, and about one’s own ability to take on responsible roles;
- Lack of understanding about both the demands, and the rewards of leadership;
- Perception of lack of time for research, too much emphasis on administration, and overall increased workload;
- Limited financial reward to compensate for increased responsibility;
- Lack of opportunity, or of encouragement / praise / mentoring by managers;
- The perceived middle management dilemma – too much responsibility, too little authority.
What do we need to do to encourage new and young staff to aspire to leadership positions – both in our institutions, and collectively across the UK Art & Design peer group ?
Again the discussion confirmed many of the proposals already made in the chapter.
There is a clear need for strategies to be developed which encourage successful leaders to find the time and opportunity to discuss what their role involves, and the satisfaction it gives them, not only with colleagues but with junior members of staff.
The main source of information for staff about management comes from their observation of programme leaders. This role needs to be made more attractive. It should be supported by greater remission from teaching and the delegation of more administrative work to those in the programme team.
Management education needs to be made more accessible, and to be delivered within an art & design context. Most delegates also believed that more effective, positive and structured mentoring is required by current managers to support those at lower levels. There is also a need within this training for the roles of senior managers to be demystified, and for the satisfaction to be gained from working strategically and leading change to be made more evident to younger staff.
The increasing importance of art & design disciplines as higher education subjects, and the relevance of the creative and transferable skills which academics in art and design possess, need to be promoted. In this way, art and design staff will be able to see that they will be valued as managers in the HE sector as a whole.
The management culture in all institutions needs to be affirmative and creative. Too many staff have had experience of a results-driven, fear-inducing organisational culture, and have observed the stress which this causes to all, but particularly to middle managers.
If organisational structures can be made less hierarchical, there will be more opportunity for promising talent to shine. Role rotation, greater delegation of responsibilities to promising academics, and the use of mixed level working groups, are all ways to achieve this goal.