Beata Pawlowska, MA CUSTOMIZING FACULTY DEVELOPMENT CUSTOMIZING FACULTY DEVELOPMENT faculty members’ roles and skills

Beata Pawlowska, MA

CUSTOMIZING FACULTY DEVELOPMENTCUSTOMIZING FACULTY DEVELOPMENT faculty members’ roles and skills

Overview

LMU Center for Leadership and People Management Research questions Theoretical background Methods Results Discussion

Beata Pawlowska, MA 2

LMU Center for Leadership and People Management

Strategic Objectives of LMUStrategic Objectives of LMU

Scientific Scientific FoundationFoundation

NeedNeedAssessmenAssessmen

tt

PersonnelDevelopment

Academic Excellence

Junior Faculty Development

Interdisciplinarity

Internationality

Equality

Introduction


Overview of the course programme

4

Courses Content

1. Crash-Courses Leadership and motivation, advancement of communication, cooperation and team performance

2. Moderated exchanges

Participants’ leadership challenges

3. Lecture series Employee-oriented business leadership

4. Individualized workshops

Conflict management and performance improvement

5. Cooperation with LMU Professional Development

Innovation: from idea generation to implementationDiversity managementInternationality: opportunities and challenges

6. Coaching Individual topics

Introduction

Beata Pawlowska, MA

What are the roles of a professor and what skills are needed to fulfil them?

Beata Pawlowska, MA

Managerial roles (McCall und Segrist, 1978; Tsui, 1984) Leader: direct work of subordinates; facilitate subordinate's growth and development

Liaison: attend social functions to keep up contacts; stay attuned to informal

network

Environment monitor: keep up with market trends; learn about new ideas form

outside

Spokesperson: serve as an expert to people outside the unit; represent the unit

Entrepreneur: plan and implement changes; initiate controlled changes

Resource allocator: distribute budgeted resources


Theoretical Background

Intellectual capacities of faculty members (Wyer & Blood, 2006)

Theory in the discipline: a command of the construct Core knowledge of the discipline: an understanding of declarative and procedural

knowledge Professional practice in the discipline: a command of the methodologies, issues,

environment, responsibilities that support the application of the discipline Research knowledge: a command of the methodologies, issues, and responsibilities

that create knowledge in the discipline Educational practice in the discipline: a command of the methodologies, issues,

and responsibilities that communicate the discipline to students

What kind of skills (other than intellectual) does a faculty member need in order to function successfully?


Theoretical Background

Research questions

What is a role set of a university professor?

What kind of soft skills does a university professor need in order to execute those roles?

What are a university professor’s training preferences?

Beata Pawlowska, M.A. 8

Interviews

Sample population: University Professors (N = 24)Length of the interview: 35 minutesSample questions: “As a university professor what type of roles do you fulfil on a daily

basis ?” “What type of skills do you need in order to fulfil those roles?” “What type of professional training would you be interested in?”

Data Analysis (Mayring, 2007)1. Analysis of interview texts following the guidelines for qualitative content analysis 2. MAXQDA software3. Inductive category development & deductive category development4. Assignment of statements to the respective categories (preliminary coding procedure)5. Revision and refinement of categories (feedback loops)6. Development of inclusion criteria, prototypical examples, and coding rules for each

category (coding schema)7. Frequencies coded for each category

The Study


A basic professorial role set

Category N Percentage

1a. Leader (task-oriented/organizational) 23 95,8%

1b. Leader (person-oriented) 24 100,0%

2. Teacher 24 100,0%

3. Researcher 24 100,0%

4. Administrator 20 83,3%

5. Professional 2 8,3%


Results: Roles

Roles: how many subcategories emerged?


(a) task-oriented (1) 1. Leader

(b) person-oriented (5)

2. Teacher

3. Researcher

4. Administrator

5. Professional

GeneralEducationMentoring MotivationTeam cohesion

„doing research“Environment monitorSpokespersonLiaisonResource managerEntrepreneur

“doing administration”SpokespersonLiaisonResource managerEntrepreneur

teaching (1)

research (5)

administration (6)

consulting (1)

Results: Roles

Roles: managerial role set vs. professorial role set

Leader

Liaison

Environment monitor

Spokesperson

Entrepreneur

Resource allocator

Leader

Teacher

Researcher

Administrator

Professional


Results: Roles

Roles: leaders’ subcategories


Category

1a. Leader (task-oriented)1b. Leader (person-oriented)

2. Teacher

3. Researcher

4. Administrator

5. Professional

Leader (person-oriented)

N Percentage

General 21 87,5%

Education/Training 18 75,0%

Mentoring 20 83,3%

Motivation 15 62,5%

Team cohesion 17 70,8%

Results: Roles

Roles: core concepts regarding leaders’ categoriesTask-oriented leaderCriteria: Structuring, supervision, control of work processes, personnel selection

Person-oriented leaderCriteria: Promoting intellectual and personal growth of subordinates

Education training/education of research team members Mentoring promote career and personality development Motivation motivate research team members/coworkers Team promote team cohesion


Results: Roles

Roles: researchers’ subcategories


Category


2. Teacher

3. Researcher

4. Administrator

5. Professional

Researcher N Percentage

General 21 87,5%

Specific 16 66,7%

Environment monitor 3 12,5%

Spokesperson 7 29,2%

Liaison 10 41,7%

Resource manager 12 50,0%

Entrepreneur 8 33,3%

Results: Roles

Researcher: core concepts regarding researchers’ categories Researcher General Criteria: General descriptions of the task “Research” Researcher Specific Criteria: To develop and discuss theories and experiments; to think; to produce scientific texts; Environmental monitor Criteria: To be up to date with current scientific research (publications, conferences, etc.) Spokesperson Criteria: To represent the interests of the university and communicate research results

(consultant, reviewer, publisher) Liaison Criteria: Create and maintain contact with other researchers (inside and outside the university) Resource manager Criteria: Procurement/ management of external funds, sharing/spreading/distributing tangible

resources Entrepreneur/Strategist Criteria: To plan research projects; to influence continual direction of institute or research area


Results: Roles

Roles: administrators’ subcategories


Category


3. Teacher

4. Researcher

5. Administrator

6. Professional

Administrator N Percentage

General 17 70,8%

Environment monitor 0 0,0%

Spokesperson 11 45,8%

Liaison 7 29,2%

Resource 5 20,8%

Entrepreneur 7 29,2%

Results: Roles

Administrator: core concepts behind administrators’ categories

General administration Criteria: General descriptions of the task “Administration” Spokesperson Criteria: Rector, director, chair, “administrative interests” Liaison Criteria: To make outside contacts, that are not related to scientific research

(business) Resource manager Criteria: To distribute tangible resources (outside of research team) Entrepreneur Criteria: To plan and influence structural changes that influence organization

structure


Results: Roles

Managerial role set within professorial role set


Category (as in Tsui, 1984)

Administrator

Researcher

total

„Leader“ - -100,0

%

„Environment monitor“ 0,0% 12,5% 12,5%

„Spokesperson“ 45,8% 29,2% 58,3%

„Liaison“ 29,2% 41,7% 58,3%

„Resource allocator“ 20,8% 50,0% 58,3%

„Entrepreneur“ 29,2% 33,3% 45,8%

Additional roles: Teacher & Professional

Results: Roles

Managerial role set within professorial role set


Results: Roles

What kind of soft skills are need in academia?

Soft Skills

Category Number Percentage Mean

Cooperation 24 100,0% 12,8%Communication 22 91,7% 9,9%Dynamism 22 91,7% 7,9%Cognitive competence 22 91,7% 10,3%Motivation/commitment 21 87,5% 5,8%Self-presentation 21 87,5% 8,0%Responsibility 19 79,2% 7,1%Integrity 18 75,0% 7,7%Sociability 16 66,7% 5,0%Sensitivity 15 62,5% 4,4%Openness 15 62,5% 4,0%Organization 15 62,5% 5,9%Resilience 12 50,0% 3,1%Self-assessment 10 41,7% 2,5%Didactics 8 33,3% 2,5%Flexibility 7 29,2% 1,9%


Soft skills: categories and examples

1. Cooperativeness (Team)Criteria: General ability to cooperate effectively within the team; conflict

management; fostering group identity Example: „one must be able to work in team, to cooperate with other people “ 2. Communication abilityCriteria: to be able to state one's opinion clearly, converse with others 3. SociabilityCriteria: friendliness, presence, networkingExample: „management by walking“


Results: Skills

Soft skills: categories and examples

4. OpennessCriteria: curiosity; creativity Example: „…one has to have a broad range of knowledge, one has to think in terms of

innovation and creativity…“ 5. OrganizationCriteria: to set priorities; work scheduling; time management Example: „…one has to be very structured and very well organized“6. ResilienceCriteria: hardiness; frustration tolerance; ability to work under pressure Example: „Thick skin “ , “Here is everybody against everybody and this is normal. You just

need to accept this“


Results: Skills

Soft skills: categories and examples7. Flexibility Criteria: adaptable; variable Example: „....one is all-in-one device suitable for every purpose“„…being a professor is much more complex, you are not just a researcher“ „....the Swiss Army knife“

8. Didactic abilityCriteria: Ability to communicate the topic clearly; pleasure of teaching, charismaExample: „There are professors who simply are brilliant, but they don‘t have any

pedagogical abilities“ „Pleasure of teaching and sharing of results or knowledge”.


Results: Skills

Developmental needs and learning preferences

Needs

Cooperation

Motivation

Leadership

Communication

Conflict management

Preferences

Individual coaching

Small group seminar

Workshops

Crash-courses

Discussion groups

Results: Needs and Preferences



CONCLUSIONS

1. A role set of a university professor consists of five distinct dimensions.

2. Moreover, a managerial role set is a part of a university professor’s role set. Thus, the roles identified by Tsui in a business setting can also be found in an academic setting.

3. However, a university professor fulfils a role similar to that of a manager only when acting as a leader, an administrator or a researcher.

4. In addition, a university professor acts as a professional and a teacher.

5. In order to execute faculty roles, a university professor needs to be an expert in a given area and a team player with highly developed communication skills.

6. Given the social nature of a professorial role set, the findings regarding the most vital soft skills are not surprising.

References

Mayring, P. (2007). Qualitative Inhaltsanlyse. Grundlagen und Techniken (9. überarb. Aufl.). Beltz, Weinheim/Basel.

Tsui, A. S. (1984). A Role Set Analysis of Managerial Reputation. Organizational Behavior and Human Performance, 34, 64-96.

Wyer, J. C., & Blood, M. R. (2006). Who Can Do This Job? Intellectual Capacities and the Faculty Role. Academy of Management Learning & Education, 5(1), 101–112.


Contact

Beata Pawlowska, M.A.

e-Mail: [email protected] phone: +49 (0)89 2180-9785

office: Giselastraße 10, room 308 www.lmu.de/excellent/peoplemanagement Postal address: Geschwister-Scholl-Platz 1

80539 Munich

32

Thank You

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Beata Pawlowska, MA CUSTOMIZING FACULTY DEVELOPMENT CUSTOMIZING FACULTY DEVELOPMENT faculty members’ roles and skills