Becoming and Being a Deputy Vice-Chancellor ATEM Regional Conference

July 2008

Overview

• Getting there • A day in the life of a DVC • What have I’ve learnt?

• Do you need to be an academic to be a leader in a modern university?

In the beginning

… … • Grew up in Western Sydney • First in my family to attend University • Commonwealth Scholarship in High School • Commonwealth Scholarship at Sydney University • Dean’s merit list • Graduate employment program – NSW Government

What was this like?

•

“You’ve done well considering where you come from” – Sydney University academic

• At the top of the graduating class but didn’t do honours because no-one told me to..

• No career plan in mind and no understanding that I needed one

Life as a Statistician and Bureaucrat

• Young graduate in a very male dominated science and engineering based group • Got to do lots of interesting things because I was the ‘token’ women.

• Learnt a lot about organisational culture and its impact on people – what is and isn’t valued.

• I was promoted and progressed within the scientific ranks ahead of many colleagues.

• After five years I resigned to look after my new baby

The start of my Higher Education Career

• Started at Hawkesbury Agricultural College as EEO Coordinator in 1983. There was no requirement for such a position then – the College did it voluntarily.

What did I know about EEO? – only what I’d learnt from the NSW Public Service.

• What I found out about some management, staff and student practices shocked the College leaders (and me) • It was a hard beginning and you either learnt or left.

The formation of UWS from 1989

• I led Equity across the University – it was a bit like being on the front line in a war zone without any protection.

• I spent five years refereeing, negotiating and mediating issues.

• The best compliment I received at the time was that I was neither management nor staff, so therefore I could be trusted • The enormity of the issues, the grace of many of the people involved and the mean-spiritedness of others was amazing.

Early days of UWS

• I learnt to listen and listen and listen and then to always take the view that there are at least two sides to every story • A network of colleagues • New title Manager, Grievance Resolution and Institutional Equity Policy Unit • Some examples

1999 Federated University 3 Member institutions with separate administrations Unfocused research growth 56 faculties and schools 7 Campuses

UWS: a very short history

Merger

•$10m cost savings p.a., •200 staff reductions •new governance and policy framework 2001 Unified University Single administration of four Divisions Four Colleges and 21 Schools (25) 12 Research Centres and groups (70 in 2000) 7 Campuses 265 U/G Courses 3808 Units

Improving Efficiency

•academic programs streamlined •External research reviews •restructuring and staff reductions 2007 Growing University and stable structure Three Divisions and the Office of the CFO 3 Colleges and 17 Schools (20) 8 University Research Centres 6 Campuses 74 U/G Courses 1787 Units

A Turning Point

• Postgraduate study in Public Policy– 100km round trip, two nights a week for two years , 3 small children at the same time.

• Research project on institutional restructuring in third year • DEST funded leadership program (six months) • Elected General Staff member on the Board of Trustees – for 4 years

Our ‘Troubles” - 1995

• Asked by the then Vice-Chancellor to come to work with him for six months – Policy Adviser.

• Managed the process to implement new structural and governance arrangements in 1996-1997.

• New title, Executive Director, Chancellery • Worked with Executive – formal resolution of thanks in minutes

UWS Unifies: 1999 to 2005

• New Vice-Chancellor with mandate for change – managed restructure process • Personally – 5 titles in six years; had to apply for the job each time. Under immense scrutiny at the centre of the University • Significant challenges – requiring values and vision driven change – a lot of heart and commitment, not ego

University Secretary and Division of Corporate Services

• Moved from high-level adviser to line Executive • Worked also to Chancellor and Board • Undertook further study – AICD diploma and advanced diploma • Equal Executive status except - couldn’t act for Vice Chancellor • Some interesting views on the title and status

The Next Big Step

• Appointed as Deputy Vice-Chancellor in 2005 – staff in the Division petitioned the VC for the change • Portfolio continued to grow • Represented and acted for Vice-Chancellor • Continued as Secretary to the Board of Trustees • Key note presentation at University Merger Conference in South Africa – my introduction

My Portfolio

• Academic Registrar- Student and Academic Administration, Student Services • Planning and Quality (PVC) • Policy and Governance • Marketing • Media and Communication • Legal and Audit and Risk • Human Resources • Professional Development • Equity and Diversity • Special Projects Unit • Entity Governance

A day in the life of DVC (CSS)

• A session on enterprise bargaining • Visit from our Muslim students • Fierce conversation with difficult staff member • Going to court to get an AVO • Lunch with colleagues from our Television station Board • Approving the detail of a legal document and the contents of 10 marketing brochures • Chairing the Web Steering Committee • Meeting an international delegation

What I’ve learned

• Patience • Active listening • Not to make quick judgements • Remain calm • Tell stories – funny or otherwise • Be honest and inclusive • Keep in contact • Show respect • Keep learning – the skill set required is ever changing

Importance of Professional Development and other activities

• Harvard Business School • ICAC/ANU Anti-Corruption Course • CPD for AICD Fellowship • Chair E-learning company • Director TVS • Director, UWSCollege

An institutional response: creating the ‘right culture’

• One culture – modelling our values • Outward looking • Optimistic and excellence-seeking • Driven by the challenge, stimulating • An intellectual community • Can do attitude • Proud and committed to University

UWS Context: Vice-Chancellor, 2007

• • • • •

The “Must-Haves”: Vision Belief Means Confidence Determination

Authentic leadership

Five touchstones: 1. Know yourself 2. Listen authentically 3. Express authentically 4. Appreciate 5. Serve authentically

Kevin Cashman, Innovative Leader, 1997

Resilient Leadership

• • • • •

Positive

succeed. - identify opportunities and have confidence to

Focused

- a clear vision of what they want to achieve

Flexible

– draw on a wide range of internal and external resources

Organised

ambiguity

Proactive

taking - use structured approaches to managing - engage action in the face of uncertainty, Dr. Jim Chambers Institute for Organisational Leadership, 2007

My approach

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Build relationships

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Recognise efforts of others

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Use your sense of humour and tell stories

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“Do the right thing”

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Set realistic expectations

Academic or not?

• Not the right question – what are the experiences, skills and strategic wisdom required to succeed in the role?

• Academic colleagues have complementary interests and experiences.

• It’s the team that matters • We are all part of this team and work as a group with a common purpose not a group of individuals.

• The key driver is mutual respect and reciprocity