Academics or Executives? Continuity and Change in the Roles of Pro-Vice-Chancellors

Autor/inn/en	Smith, David; Adams, Jonathan
Titel	Academics or Executives? Continuity and Change in the Roles of Pro-Vice-Chancellors
Quelle	In: Higher Education Quarterly, 62 (2008) 4, S.340-357 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/j.1468-2273.2008.00403.x
Schlagwörter	Institutional Autonomy; Leadership Styles; Foreign Countries; Higher Education; College Environment; College Administration; Educational Change; Administrator Characteristics; Administrator Role; Values; Administrators; Administrator Effectiveness; United Kingdom + Suchen Sie Ihr Suchwort? Institutionelle Autonomie; Führungsstil; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulumwelt; College administrators; Hochschulverwaltung; Bildungsreform; Wertbegriff; Großbritannien
Abstract	The leadership roles of pro-vice-chancellors (PVCs) in the United Kingdom and elsewhere have evolved markedly over the last three decades while universities have been encouraged to shift towards more executive styles of leadership and decision-making. The change does not only reflect changing institutional needs, however, but an accommodation of deeper historical continuities around institutional autonomy and academic values. Most PVCs are drawn from the ranks of professors; typically have an Oxbridge, London or big civic background; and most are male. The role gains authority through influence, rather than command, and depends on academic experience and credibility to be effective. PVCs maintain a complex corporate-academic web balancing two, sometimes contradictory, roles: one firmly academic, concerning cross-institutional responsibility for core academic values and mission; the other more bureaucratic or executive, focusing on the burgeoning demands of accountability. The research cautions against a simple model of executive leadership. Understanding the needs of academic leadership and the contours of its practices remains paramount. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10