The role of head of department in the pursuit of excellence

Abstract

This article discusses the role and functions of heads of departments as analysed in the literature with particular reference to heads in one Australian university. Data on staffs expectations and perceptions of their head's role are examined.Staff from eight departments of the University of Queensland filled in a questionnaire designed to give feedback to heads. The results show clearly that staff attach great importance to the head's "encouragement" function: staff wanted their head to encourage good teaching in the department, to stimulate research and publication, and to take account of each staff member's special talents and interests.This was supported by data obtained from over one hundred structured interviews conducted with staff. They were asked, inter alia, what encouragement was given in their department to excellence in teaching and in research; what they would like to see done to encourage teaching and research more and what barriers to excellence existed in the department. Responses indicate that the majority of staff experienced no encouragement for excelling in teaching, whereas most departments and department heads encouraged active participation in research and publication by overt approval, funds, assistance with obtaining outside grants and a variety of other ways. Staff made suggestions on how to overcome the barriers to excellence; these were mostly realistic and practical and, in fact, implemented in those departments where staff felt encouraged in their pursuit of excellence.

Academic development units and the improvement of teaching

“…The attitude of senior staff and middle management (heads of departments) towards teaching is crucial and in many cases discouraging. Again, data of Queensland University staff (Moses, 1984) confirm both Johnson's description of the role of middle management and the view of directors of academic development units. High workloads of staffwere mentioned too, as well as tight budgets which do not allow for grants or time release of academic staff.…”

L’enseignement supérieur et les innovations pédagogiques : une recension des écrits

“…Ressources qui s'épuisent McDowell, 1995;Jordan et Yeomans, 1991;Spellman, 2000 Croissance des effectifs McDowell, 1995 ;Jordan et Yeomans, 1991 Rôle conflictuel des écoles de médecine (science / profession) Thompson et Williams, 1985 Coûts du changement et de la formation Thompson et Williams, 1985 Rendre Complaisance de l'institution Thompson et Williams, 1985 Culture qui encourage et récompense les innovations pédagogiques Johnston, 1996b Répartition du budget Spellman, 2000 Stratégies explicites de développement de l'enseignement et de la recherche Spellman, 2000 Regard attentif sur l'efficacité et l'efficience Spellman, 2000 Pauvres installations Spellman, 2000 Faible statut de l'enseignement Moses, 1985 Rémunération des professeurs Watkins, 1996 Plan stratégique à l'interne Watkins, 1996;Small, 1995 Don d'une fondation privée Watkins, 1996 Structure du collège et de son registrariat Watkins, 1996 Soutien d'organismes subventionnaires Nicholls, 1992 Rôle du doyen dans l'engagement envers l'excellence en enseignement Ling et Ling, 1994 Importance de l'infrastructure technologique Dirks, 1997 Rôle direct du doyen pour l'implantation des innovations pédagogiques Elliott, Hirsch et Puro, 1993 Plan de formation à l'interdisciplinaire Elliott, Hirsch et Puro, 1993Incitatifs Elliott, Hirsch et Puro, 1993Jarvis et Quick, 1995;Miller, Martineau et Clark, 2000 Remise de prix Saudaragan, 1996;Watkins, 1996;Jarvis et Quick, 1995 Locaux et bibliothèque Jordan et Yeomans, 1991;Jarvis et Quick, 1995 Charge de travail (temps) Jarvis et Quick, 1995;…”

“…Tenir compte de la culture organisationnelle Kember, 1997;Moses, 1985 Programmes de développement des professeurs Watkins, 1996;Spellman, 2000;Jarvis et Quick, 1995 ;Mason et Bacsich, 1998;Dirks, 1997 Formulation de la stratégie Tableau 6 (suite) Facteurs reliés aux professeurs et aux étudiants indifférent ou favorable aux innovations semble être un élément à considérer. Mais c'est le directeur du département qui donne le ton; il peut renforcer l'attitude individualiste des professeurs ou, au contraire, il peut inciter à une collaboration pédagogique.…”

Leadership and higher education

“…They pose solutions in many areas which are also of concern to higher education: approaches to managing change, to handling conflict, to fostering and supporting innovation, to raising morale and levels of performance. The message of the book -that good leadership can and does make a difference to the achievement of exceptional performance -is echoed in writings referring specifically to the academic context (Moses, 1985;Astin and Scherrin, 1983;Fisher and Tack (ed. ), 1988).…”