Stony Brook University SUNY Korea

Academic Leadership

Unlike the corporate world, which relies on formally trained managers and leaders, academic leaders typically come to their positions without such formal education or training. Historically, academic leaders go through a transformation from teachers/scholars to department chairs, to deans, to provosts, and presidents. It is during this transformation that they develop their leadership and management philosophies and styles. While at first glance this may seem unsettling, some studies of managers cite work experience, not the classroom, as the best training for developing management styles and leadership skills. In the majority of cases, educational managerial and leadership philosophies of academic unit leaders are the results of their experiences and career transitions, and sometimes in combination with some “self-training” and socialization in academic environments.

In general, the definitions of an academic leader pertain to both leadership and management. Academic leadership issues have been widely researched and studied. Numerous articles, texts, and scientific journals such as the Journal of Academic Leadership have been produced to investigate and discuss the nature of the concept. However, despite this extensive literature, the term leadership, while frequently used, is neither consistently used nor uniquely defined. In general, some use the term to describe a collection of tasks or functions performed by individuals appointed to formal positions of responsibility within universities. Others use it to describe the qualities or characteristics of particular individuals who are recognized by others as being academic leaders. There is also the question of the difference between management and leadership.

Leadership is distinctly different from management. While management focuses on budgets, tasks, and roles, leadership is about direction and vision. Academic leadership is an influence relationship. Leaders direct efforts toward future results. This influence relationship should be a two-way and non-coercive relationship that is based on interpersonal skills rather than organizational authority. However, this relationship is not an equal partnership since the parties do not provide the same level of expertise and outcome towards the goal. Leaders must articulate the vision, encourage, direct and inspire faculty and staff towards the desired future state, while faculty and staff must contribute with quality teaching, recognized research, and excellent service to all of the stakeholders.

Managing an academic unit is no less challenging than leading it. There are generally different and sometimes conflicting ideas and interests about almost any decision and issue facing the academic unit. The main role of the manager is to build a participatory framework where major decisions are openly discussed and decided. Elements of this framework include fairness, transparency, and accountability. A potential drawback of a participatory approach is inefficiency. However, an effective manager must make certain that the process is not unnecessarily prolonged and once a decision is made, the organization moves forward.

All of the above strategies require a commitment to excellence. Excellence has to be deeply embedded in the culture of the unit. However, excellence needs to be carefully defined in the context of the mission and capabilities of the institution. It is important to avoid the tendency of mimicking excellence in the sense of other, albeit elite, universities which have different missions and capabilities or serve different constituents.

Finally building an academic organization, consisting of highly skilled professionals, which is dynamic and purposeful requires shared governance. The administration alone cannot bring all of the necessary elements to the table. Successful leadership builds a “participatory framework and continual commitments to the shared values, responsibilities and rewards of group leadership” (Polglase, Leadership is everyone’s business, Leadership 2003), which ensures that contributions of all parties, while maybe unequal in specifics, are channeled towards accomplishing the mutual intent.

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