Many of us crave stability, or at least a degree of it, in our working lives. This stability takes in organisational structures, lines of authority, colleague relationships, work patterns and cycles, and the goals we have to achieve. We look for, or construct for ourselves, something regular, routine and with consistent reference points. But there is a fine line between stability and stagnation, and when the wind of change blows there can be a strong inclination to build walls, become protective and create silos.
“When the wind of change blows, some build walls, others build windmills”
Within universities there are a lot of things we do to service established patterns, structures and cycles. The academic year itself drives various routines, assessing student work creates imperatives (things that have to be done), there are set requirements for research grant applications and timetables that go with them, and our committee structures have a life of their own in terms of servicing and bureaucracy. But what happens when the scale of change is so profound that it starts to create a paradigm shift? What happens when organisations start redefining success? What happens when a new alignment is urgently required with the needs and expectations of users, customers and stakeholders (or even with society itself)?
“Just as we’ve seen the forces of technology and globalisation transform sectors such as media and communications or banking and finance over the last two decades, these forces may now transform higher education. The solid classical buildings of great universities may look permanent but the storms of change now threaten them”.
(An Avalanche is Coming – Barber, Donnelly and Rizvi, IPPR, March 2013)
For academic colleagues there is an increasing need to work across disciplines, whether in curriculum design, research or enterprise. Indeed, it could be said that the big questions of today like climate change, urbanisation, alleviating poverty, food security and global public health can only be effectively addressed through international partnerships of universities, research institutes and NGOs working together. And within institutions the challenge for professional service leaders is increasingly to span boundaries and work across the organisation. To enhance the student experience universities are increasingly looking for unified services that work in a joined-up way; to develop excellent new facilities we expect the human, technological and infrastructure considerations to be worked through in unison; and to achieve greater business efficiency there is a quest for synergies through shared services, goal alignment and partnering.
All of this presents significant challenges to university leaders, and not just those at the most senior levels. To work across the organisation requires leaders to take an inclusive approach, to liberate talent, to engage people collaboratively, to build collective commitment and to create a sense of both pride and mutual accountability. To help develop leaders in these sophisticated, collaborative ways of operating we have created a model that looks at and contrasts the different ways of leading across the organisation. This model is used on our Leading Across Professional Boundaries programme (link) and was showcased during a workshop session at the AUA Conference, Revolution and Reinvention, in April. The model sets out four distinct approaches and defines them in terms of how organisational boundaries are viewed or conceptualised (this draws on the work of Chris Ernst and colleagues at the Centre for Creative Leadership on Boundary Spanning Leadership – 2011). Continue reading