middlehurst; tom kennie -- leadership and professionals
TRANSCRIPT
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 1/11
Te r t iary E duc a t i on and M anage me nt , V o l . I , N o . 2 , 199 5 , 1 20 -13 0
Leadership and ProfessionalsCom parative Frameworks
Robi n M idd l ehu r s t and Tom Kenn i e
In t ro d u c t i o n
This p aper explores the background to cal ls for
stronger leadership in 'professional organiza-
tions' a nd th e associated responses o f profession-
als. Two differe nt case studies are used in o rderto draw o ut comparative features.
The organizat ions chosen are a co mpan y of
international prop erty advisers (formerly a pro-
fessional partnership and no w a public comp any
with a national and international focus) and an
institution o f hig he r education (drawing upon
insights from several universities in the U K). Both
kinds o f organization are subject to a cha nging
extern al environment, both face questions about
the form oflead ership appropriate to an organi-
zation o f professionals, both are altering existing
structures and practices, and both are experienc-
ing shifts and dilemmas in relation to staff roles,
professional values and culture. The parallels are
ma de more potent - and the learning to be
achieved by these comparisons more worthw hile
- since the two kinds of organization are, in
different ways, e ach cl ients o f the other.
Th e paper addresses three main issue s and is
organ ized accordingly. First, the nature o f profes-
sionals, professionalism and professional organi-
zat ions in a changing context is addressed;
second, the impact o f cha nge on th e structures
and practices o f professional organizations is
explored; and third, th e implications o f these two
them es on leadership is discussed.
Pro fess iona l s and Pro fess iona l Organ iza t ions
Trac~zional view s o fpmfessionalism
The professions have, until recently, been per-
ceived by the general public to be a necessary and
genera lly wor thwhi le fea tu re o f mode m soc ie ~Although the concept of the professions as 'a
con spira cy against the lai ty ' has also been sug-
gested, on balance the benefits of a self-regulat-
i n g a s s o c i a t i o n o f i n d i v id u a l s w h o a r e
responsible for control l ing their own wo rk prac-
t ices has been well reco gniz ed.
The te rm 'profession' is today used to describe
a grow ing range o f occupational groupings weU
beyond the ancient professions of divinity, law
and medicine. The nineteenth century saw the
addition o f engineers, chemists and accountants
to the list of professional occupations and th etwentieth century has produced a s t i ll greater
expansion o f those coun ted as professionals. The
most recent additions include: teachers; social
workers; business and m anag em ent specialists;
information, comm unications a nd m edia experts
(Watkins, Drury and P redd y 1992).
The nature of professionalism is subject to a
var ie ty o f d i f fe ren t in te rp re ta t ions (Johnson
1972; Jarvis 1983; Downie 1990). A recent
survey con duc ted by Watkins and his colleagues
suggests that at the he art o f traditional views o f
professionalism lies a relationship o f trust be-tween professional and client. The attributes
com mo n to professionals that these authors
M s Rob in MiddldTurst is Director, O, ality Enhancon ent at tbe Hig her Education QEality Council. Address or correspondence.
344 -35 4 Gra js Inn .Road, London W C IX 8BP, Uni ted Kingdor~ Tel: 44 -I 71-8 37 2223. Fa.~"4 4 - I 7 1 -2 7 8 1 67 6 .
D r Tom Km nie is Director, Hum an Resourcesat D TZ - Debmbam ThorpeZadelboff. Address o r correspondrac~ 44 B rook Stre~
London W' tA 4AG, Uni ted Kingdor~ Tel:44 - t71 . - 408 2720. F ax: 44 - t71 - 40 8 2770 .
120
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 2/11
L E A D E R S H I P A N D P R O F E S S IO N A L S 1 21
n o t e d w e r e : h i g h e r e d u c a t i o n q u a l i f i c a t i o n s
( wh ic h d e mo n s t r a te a n a b i l i ty to l e a r n a n d to
a ma s s k n o w le d g e ) ; in t e l l e c tu a l sk i ll s ( s h o win g a n
a b i l i ty to g r a s p n e w e v e n t s q u ic k ly a n d to r e -
s p o n d e f f e c t iv e ly a n d c r e a tiv e ly ); a n d d i s c r e t io n
a t th e wo r k p la c e ( s h o win g a n a b i l i ty to a s s u me
mu l t ip le r e s p o n s ib i l i t i e s a n d s e l f - ma n a g e me n t
w h e n d i s c h a r g i n g t h e m ) ( W a tk in s, D r u r y a n d
P r e d d y I 9 9 2 ) .
H is to r i c a l ly ' p r o f e ss io n a l s ' wo r k e d a s a u to n o -
mo u s in d iv id u a l s , o f t e n p r o v id in g a w id e r a n g e
o f a d v i s o r y s e r v ic e g I n c r e a s in g ly a s th e n a tu r e o f
' p r o f e s s io n a l wo r k ' b e c a me mo r e s p e c ia l i z e d ,
p r o f e s s io n a l s f o r me d p a r tn e r s h ip a g r e e me n ts to
e n a b le t h e m t o o f f e r a w i d e r r a n g e o f m o r e
s p e c ia l i z e d s e r v ic e s to th e i r ma r k e tp la c e . A l -
t h o u g h p a r t n e rs h i p s s t il l r e m a i n t h e m o s t c o m -
mo n f o r m o f l e g a l f r a m e w o r k f o r p r o fe ss io n a ls ,
in r e c e n t y e a r s th e c o n c e p t o f l imi te d l i a b i l i ty
s truc tures for profess iona l se rv ice organiza t ions
h a s b e c o m e m o r e c o m m o n . I n s o m e c a s e s, t h is
l imi te d l i a b i li ty f r a me wo r k h a s a l s o in v o lv e d in -
c o r p o r a t io n a s a p u b l i c l imi te d c o mp a n y ( P L C) .
T h e w o r k o f p r o f e s s io n a l s a s a n o v e ra ll e m -
p l o y m e n t g r o u p a n d t h e s p e c if ic w o r k o f a ca -
d e mic s s h a r e a n u m b e r o f c o m mo n fe a tu r es : b o th
r e q u i r e e x p e r t is e , s p e c if i c t r a in in g o r a lo n g s e m i -
f o r ma l i z e d a p p r e n t i c e s h ip a n d th e e x e r c i s e o fi n d e p e n d e n t j u d g e m e n t . B o t h g r o u p s m a y o p e r -
a te e i th e r a s in d iv id u a l e n t r e p r e n e u r s b e i t i n
c o m m e r c e o r i n t h e v a r io u s f ie l ds o f h u m a n
k n o w l e d g e , o r a s t ea m s o f e n t r e p r e n e u rs p u s h i n g
f o r wa r d th e b o u n d a r ie s o f th e i r s u b je c t a n d t r a d -
in g th e i r k n o wle d g e a n d id e a s . T y p ic a l ly , th e
p u r s u i t o f c a r e e r in th e p r o f e s s io n s r e li e s u p o n a
h ig h d e g r e e o f p e r s o n a l in i t i a tiv e a n d in t r in s ic
m o t i v a t i o n , r e w a r d s a n d p r o m o t i o n b e i n g
a c h i ev e d t h r o u g h a p r o c e ss o f p e e r j u d g e m e n t
a n d r e c o g n i ti o n .
C h a n g e a n d R e s p o n se t o a C h a n g i n g
E x t e rn a l E n v i r o n m e n t
T h e i m p a c t o f e x t e r n a l c h a n g e h a s l e d t o a
s i g n if i ca n t n u m b e r o f c h a n g e s o c c u r ri n g b o t h i n
th e p r o f e s s io n s ( th r o u g h th e i r r e s p e c tiv e p r o fe s -
s iona l bodies ) , with in profess iona l se rv ice or -
g a n iz a t io n s a n d wi th in a c a d e mic in s t i tu t io n s .
S o m e o f t h e m a i n r e sp o n s es i n t h e U K t o t h e
c h a n g i n g e x t e rn a l e n v i r o n m e n t a r e s u m m a r i z e d
b e lo w . M a n y o f t h e s e t r e n d s h a v e b e e n i d e n t if i e d
in two r e p o r t s b y th e Un iv e r s i ty o f Br i s to l ( W a t -
k i n s , D r u r y a n d P r e d d y 1 9 9 2 ; W a t l d n s a n d
D r u r y 1 9 9 4 ) . M a j o r t h e m e s w h i c h e m e r g e c a n
be ca tegor ized as fo l lows .
1. Changingattitudes toward sprofessionals an d~ a d ~ i c s
T h e h e a d l in e - c a tc h in g s to r i e s o f n e g l ig e n c e in
bus iness (Maxwell , BCCI e tc . ) , toge ther with an
in c r e a s in g ly l i t ig io u s a n d b e t t e r - in f o r m e d c l i e n t
, g r o u p me a n th a t p r o f e s sio n a l s c a n n o lo n g e r r e ly
o n u n q u e s t io n e d t r u s t b y th e i r cl ie n ts . A l th o u g h
th is pa t te rn is no t ident ica l in un ivers i t ies , then o t i c ea b l e i n cr e as e in n u m b e r s o f s t u d e n t c o m -
p la in t s a n d a p p e a l s ma y in d ic a te a s imi la r tr e n d .
I n b o th c o n te x t s , t h e r e i s a g r o w in g e m p h a s i s o n
a c c o u n ta b i l i ty a n d a u d i t a b i l i ty o f a c t io n to g e th e r
w i t h a n e x p e c t a t i o n o f a w i d e r c h o i c e o f s er v ic e s
a n d imp r o v e d q u al ity .
As m e n t io n e d p r e vio us ly , th e p r iv i l e g e o f s e l f-
r e g u la t io n e n jo y e d b y m a n y p r o f e s s io n s is b e in g
q u e s t i o n e d . C l i e n t s i n c re a s i n g l y d e m a n d t h e
a b i l ity to g a in r e c o m p e n s e f o r p o o r s e r v ic e wi th -
o u t n e c e s s a r i ly h a v in g to s e e k l e g a l a d v ic e . P r o -
f e s sio n a l s a r e a l so n o lo n g e r a s e le c t g r o u p . T h eg r o w th in th e n u m b e r s o f p r ac t i t io n e r s in th e
p r o f e s s io n s h a s c h a n g e d th e g e n e r a l p u b l i c' s p e r -
c e p t io n to w a r d s th i s g ro u p .
2. Chang ing organizationalaruct lwes
As th e m a r k e t f o r s u p p l i e rs o f se r v ic e s h a s m o v e d
to wa r d s th e c r e a t io n o f l a r g e r mu l t id i s c ip l in a r y
bus inesses , there has a lso been an increas ing
mo v e a wa y f r o m th e t r a d i t io n a l h ie r a r c h ic a l o r -
g a n iz a t io n a l s t ru c tu r e. I n o r d e r to c o m p e te e f f e c -
t i v e l y s u c h o r g a n i z a t io n s h a v e h a d t o m o v e
to wa r d s m o r e ma t r ix ma n a g e m e n t st r u c tu r e s . T h ec o n c e p t o f a m o v e f ro m ' b u r e a u c r a c y ' to ' a d - h o c -
r a c y ' o r n e t w o r k o r g a n i z a t i o n s h a s g r o w n i n
in f lu e n c e a n d s ig n i fi c a n c e . I n m a n y c a se s , u n iv e r -
s it ie s a r e a h e a d o f b u s in e s s in th e u s e o f th e s e
structures.
M a tr ix s t r u c tu r e s c a n o f t e n b lu r th e d i s t in c t io n s
b e tw e e n r o le s, a n d a l s o r e q u i r e th a t m o r e l e a d e r -
s h ip i s d e v o lv e d . F o r s o me s e n io r b u s in e s s p r o -
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 3/11
122 ROB IN MIDDLEHURST AND TOM KENNIE
fessionals, such a shift wi th its perceived loss of
a power-base can b e particularly threatening. In
m any old' universities in the UK such devolution
is alrea dy well established.
3. C hanging towardsmore l ex ib leemploymen tpractices
The Western Europ ean recession has forced ma ny
organizations to focus their attention on the
'core' business and review those activities and
funct ions whic h do not form part o f the prime
purpose of the busines~ On e o f the consequences
of th is process toge ther with a recognit ion of the
ad-hocracy referred to previously, has been a
significant change towards more flexible em-
p loymen t p rac t i c~The modern professional organizat ion often
has several or al l of the fol lowing employment
conditions for its staff. Firstly, there are those
w ho are emp loyed in the traditional sense as full
time em ployees providing client services in small
autono mo us business units, perhaps similar to th e
'tenured academics' in universities. Secondly,
there are a small num ber o f central core advisers
who provide high level advice on pol io/and
strategy. These are general ly few in number and
are similar to the 'executive' team at the centre of
a university. Thirdly, there are internal profitcentres prov iding services to bo th ' internal' and
'external ' markets. These may be full-time em-
ployees or possibly outsourced employees pro-
viding internal support; in a cadem ic institutions,
the self- financing research o r research institutes
ma y offer a parallel. Finally, there a re the g row-
ing numbers o f peripheral service providers who
contract part of heir t ime to the organizat ion and
wh o operate independe ntly or as consul tants to
one or mo re businesses. In academ ic institutions
this might relate to the increasing num ber of oint
venture companies employing academics withinthe growing n umb er of universi ty research/sci-
ence parks.
Employment for those who are 'non-core ' is
becoming more varied in its nature (often a
euphemism for less secure): consul tano /arrange-
ments, fixed-term contracts, secondments, job-
s h a r i n g , p a r t - t i m e w o r k i n g a r e a l l n o w
commonplace and show no s ign o f reduc ing in
the future.
4. Changing at ti tudes towards hecompetenceg a p
Th e increasing com plexity o f practice and the
need to retain a high level o f expertise in a r apidly
changing world has led many professions to
embrace the concept of 'cont inuing professional
developmen t ' (CPD). CPD helps to ensure that
professionals underta ke some fo rm o f post-quali-
fication education and training bo th to m aintain
and develop their knowledge base. More re-
cently , the importance o f more ' informal ' modes
of learning has been recognized as being of
particular relevance to the developm ent of com -petence within the professions (Gear, McIntosh
and Squires 1994). In addition, the importance
o f processes such as action learning an d self-man-
aged learning are becoming more widely ut i l -
ized. In the universities, staff development has
achieved a much higher profile within the last
five years. However, a trad ition o f initial training
and continuing professional development, par-
ticularly for teaching, has yet to become firmly
established in high er education (HE Q.C 1994).
s . c h a n g i n g c a r e er u r um esCareer development in the 'flat ' organizational
strnctures of the professions has tended to be a
relatively simple process involving progression
thr ou gh to 'partnership' or 'professorial' level.
Increasingly, however, the com plexity of th e or-
ganization isd em and ing a w ider range of ski lls
and, with this, alternative career develo pme nt
routes. O ne particular m odel of potential career
routes wh ich recognizes the distinction betw een
the professional specialist, managerial generalist
and professional generalist is eme rging with in
some professional organizations. Such parallelcareer develop me nt routes w hich give equivalent
recogu ition to both managerial and professional
skills are of gro win g imp ortance particularly in
the 'n ew ' universi ties within th e UK.
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 4/11
L E A D E R S H I P A N D P R O F E S S IO N A L S 1 2 3
I m p l i c a t io n s f o r L e a d e r s h i p i n A c a d e m i c
a n d P r o f e s s i o n a l O r g a n i z a t i o n s
Th i s sec t i o n o f t h e p ap er wi l l co n s id e r so m eem erg in g s im i l a r i t i e s b e tween ap p ro ach es t o
l ead er sh ip w i th in p ro fess io n a l se rv i ce a n d aca -
dem ic organizat ions. F i rst , changes in the func-
t i o n s o f s e n i o r p r o f e s s i o n a l s / a c a d e m i c s a n d
professional mana gers in relat ion to the prov is ion
o f o rg an i za t i o n a l lead er sh ip an d m an ag em en t a r e
ex am in ed . S ec o n d , co n s id e ra t i o n is g iv en t o t h e
p u rp o ses an d fu n c t i o n s o f i n s t i t u t i o n a l l ead er -
ship, and finally, to th e crit ical pers ona l capabili-
t i e s w h i c h n e e d t o b e e x h i b i t e d b y s e n i o r
professiona l and academ ic leaders .
professional m anagers and professionals and
academics as managers
In the i r s tudy o f the pressures on professional l i fe
i n t h e 1 9 9 0 s , Watk in s , Dru ry an d P red d y (1 9 9 2 )
dem arcate 'man agers ' f rom 'p rofessionals ' in the
fo l l o win g way s . Th ey d esc r ib e m an ag ers as b e in g
resp o n s ib l e fo r d ay - to -d ay co o rd in a t i o n an d
co n t ro l o f t h e ac ti v it ie s o f o th e r p e o p l e i n o rd er
to ensure thei r con t r ibu t ion to business resu l t s
an d p ro f it ab l e p e rfo rm an ce2 Th ey see m an ag er s '
a l leg iance to the business as being to tal . This
d esc r ip t i o n o f m an ag er s m ig h t eq u a ll y b e ap p l i ed
to th e a dm inis t rat ive cadre in un ivers i ties .
Professionals, in contrast , are res pon sible for
thei r ind iv idual cont r ibu t ions to the business .
Th e i r i n d iv id u a l co n t r i b u t io n s h av e a d i r ec t an d
m ajo r im p ac t o n p ro fi tab le p e r fo rm an c e (o r o n
ach i ev em en t o f t a rg e ts an d i n s t i tu t i o n a l r ep u t a -
t ion) . As ou t l ined ear l ier, p rofessionals are ind e-
p e n d e n t a n d a u t o n o m o u s . W h i l s t t h e i r m a i n
al leg iance i s to thei r p rofessional d iscip l ine, thei r
ac t i v i t i e s a r e co n t ro l l ed b y a co d e o f co n d u c t
wh ich s t r es ses t h a t t h e i n t e res t s o f t h e ' c l i en t' a r e
to be pu t before sel f - in terest . Again there are
p aral le l s h e re wi th acad em ic s t a ff , a l t h o u g h t h ey
are perhaps less exact than for managers and
administrators.
In r ecen t y ea r s , t h e b o u n d ary b e tween b o th
ty p es o f ac t i v it y is b ec o m in g b lu r r ed so t h a t t h epoten t ial fo r conf l ict is increasing . T his po te n t ial
m a y b e h e i g h t e n e d w h e n t h e m a n a g e r s / a d m i n -
i st ra tor s i n b o th acad em ic an d p ro fess io n a l o r -
gan izations, dev elop increasing responsibility fo r
t h e fo rm u la t io n o f p o l ic i es r e l a t in g t o t h e ' co re '
p u rp o se o f t h e o rg an i za t i o n (wh ich i n i t s e l f m ay
b e i n a s t a t e o f f l u x o r t r an s fo rm at io n ) . On e
m o d e l wh ich m ay p ro v e h e lp fu l i n i l I u s t r a t i n g
th is i ssue i s p rov ided by f igures la , lb , and lc
d e v e l o p ed f ro m H a n d y ( 1 9 8 3 ).
F ig u re l a i ll u st ra t es o n e i n t e rp re t a t i o n o f t h e
d i s t i n c t i o n w h i c h m a y b e m a d e b e t w e e n t h e
L e a d e r s h i p I
Management
Managers
t A d m i n i s t r a t i o n
1P o l i c y ]
lExecution
M a n a g e m e n t b a se d o n c o m m a n d a n d c o n t r o l
Figure la M anagem ent n a traditional business environment
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 5/11
1 2 4 R O B I N M I D D L E H U R S T A N D T O M K E N NI E
lL e a d e r s h i p
Senior
Professionals
P o l i c y [
Management
I [ A d m i n i s t r a t i o n
I P r o f e s s i o n a l
M a n a g e r s
E x e c u t i o n
Man ag em en t
based on consensus
Man ag em en t
b ased o n co n se n t
Figure I b Ma nagem ent in a professional business environm ent
t e rm s m an ag em en t , l ead er sh ip an d ad m in i s t r a -
t ion in a t rad i t ional , indust r ial ized business envi -
r o n m e n t . L e a d e r s h i p a n d a d m i n i s t r a t i o n a r e
c o n s i d e r e d to b e s u b - e l e m e n ts o f m a n a g e m e n t
an d t h i s t r i o o f ac t i vi ti e s i s p e r fo rm e d b y ' p ro fes -
s io n a l m an ag e r s ' w h o a re a lso r esp o n s ib l e fo r t h efo rm u la t i o n o f p o l i cy an d i t s su b seq u en t ex ecu -
t i o n . Dec i s io n s a re m ad e i n a h i e ra rch i ca l ' co m -
m an d an d co n t ro l ' f a sh io n .
In cont rast , f igure lb i l lus t rates the s ign i f ican t
d i f f e r en ces wh ich ex i s t b e tween t h e t r ad i t i o n a l
im p ress io n o f a ' ty p i ca l ' i n d u s t r ia l o rg an i za t i o n
an d t h e s i t u a t i o n wh ich m ay ex i s ts i n b o th aca -
demic and professional serv ice organizat ions.
Lead er sh ip an d ad m in i s t r a t i o n ar e n o l o n g er p e r -
fo rm e d so l e ly b y ' p ro fess io n a l m an ag er s ' . Org an -
i za t i o n a l l ead er sh ip i s p r im ar i l y t h e d o m ain o f
the sen ior professionals and sen ior academics ,w h e r e a s a d m i n i s t ra t i o n is t h e p r e d o m i n a n t c o n -
t e rn o f t h e ' p ro fess io n a l m an ag er s ' i n t h e fo rm o f
sen ior adminis t rators or p rofessional ly qual i f ied
sp eci a li st s i n f i n an ce , h u m an r es o u rces /p e r so n -
n e l o r co rp o ra t e p l an n in g . Th e es t ab l i sh m en t o f
p o l i cy i s ach i ev ed i n a co n sen su a l m an n er b y t h e
sen io r acad em ics /p ro fess io n a l s , wh i l s t t h e ex e-
c u t i o n / i m p l e m e n t a t i o n o f p o l i c y i s d e l e g a te d t o
t h e p r o f e s s io n a l m a n a g e m T h e l a tt e r m a y o p e r a t e
o n t h e b a s is o f m a n a g e m e n t b y c o n s e n t o r ' p a s -
s iv e p a r t i c i p a t i o n ', wh e re l im i t ed t im e i s p ro v id ed
b y t h e ad m in i s t r a to r s fo r t h e acad em ics /p ro fes -
s io n a l s t o ex p ress d i s sen t an d w h ere n o co m m e n t
impl ies no d issen t.N ei the r of the abov e f igures , howeve r , real is t i-
ca l l y cap tu res t h e ch an g in g n a tu re o f b o th t r ad i-
t i o n a l c o m m e r c i a l o r g a n i z a t i o n s a n d
a c a d e m i c / p r o f e s s io n a l o r g a n i z a t i o n s . I n c re a s -
i n gly , th e fo rm u la t i o n o f p o l i cy i s n o t c o n d u c t ed
in i so l a t i o n f ro m 'p ro fess io n a l m an ag er s ' . I n d eed ,
s o m e w o u l d a r g u e t h a t to a n i n c r e a s in g e x t e n t a n
ex ch an g e o f rol es h as t ak en p l ace i n so m e in s ti -
t u t io n s w i t h p o l ic y f o r m u l a ti o n n o w b e i n g t h e
p r im ary d o m ain o f t h e ' p ro fess io n a l m an ag er s '
a n d e x e c u t i o n / i m p l e m e n t a t i o n d e l e g a t e d t o s e n -
io r acad em ics /p ro fess io n a l s .As t h e i s su es wh ich r eq u i r e t o b e r eso lv ed
b e c o m e m o r e c o m p l e x , t h e n e e d f o r p o l i c y d e -
v e lo p m e n t t o i n v o lv e a wid e r r an g e o f ski ll s h as
b eco m e im p o r t an t . Th e case fo r ' p ro fess io n a l
m an ag er s ' t o b eco m e cen t r a l l y i n v o lv ed i n t h e
s t r a t eg i c d i r ec t i o n - se t t i n g o f t h e o rg an i za t i o n
in ev i tab ly o ccu r s, wh i l s t a t t h e sam e t im e o th e r
s e n i o r p r o f e s s i o n a l s m a y b e c o m e ' d i s e n f r a n -
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 6/11
LEADERSHIP AND P R O F E S S I O N A L S 12 5
M a n a g e m e n t
Le a d e r s h i p I
S e n i o r
Pro fess iona l s
I 1l -Management I Exe cution
based on consensus '
I[ 1A d m i n i s t r a t i o n
Pro fess iona l "M a n a g e r s
Management
based on consent
Figure ! c M anagem ent in a professional business environment
chised' from the sen ior decision-making process.
A similar process is occurring in many higher
education institutions as functional special is ts in
areas such as f inance , personnel /human re -
sources, strategic planning (in addition to the
traditional senior administrative cadre o f Secre-
tary/R egistra r) are involved as eq uals in top
managem ent teams. The jo int board approach,
(figure lc) of senior academics~professionals an d
senior professional managers, operating as a
small senior management team is becoming the
norm in ma ny organizations. Managing the tran-
sition to this joint boar d approach demands sen-
sitivity by both the senior professionals and
managers to ensure that the com munication and
netwo rk linkages with the wide r group ofse nior
p r o f e s s i o n a l s / a c a d e m i c s i s maintained and de-
veloped. Th e possibility of this generally small,
highly centralized senior-level direction-setting
and decision-making body becoming isolated
from the w ider pee r group is an obvious danger
which needs to be avoided. Regular two-way
forums for communicat ion betwee n both group-
ings is essential.
P u r p o s e s a n d u n c t i o n s o f o r g a n iz a t io n a l
leadership
All of he previous discussion has high lighte d the
breadth and de pth o f change which is occurring
around and within academic in s t i tu t ions and p ro -
fessional service organizations.
Several authors have noted the relationship
between change and leadership. Adair (1983)
suggests that a ch ang ing conte xt creates instabil-
it'g, uncer tainty and a n eed f or adaptation in
individual roles and attitudes as we ll as organiza-tional structures and cultures. Such turbulence
creates both a psychological and a practical need
for leadership. He also suggests , in common wi th
Zaleznik (1977) and Bennis (1989), that those
w ho are leaders will themselves initiate change,
whether as a resul t of their own psychosocial
make-up o r as a result of the social and cultural
expectations surrounding 'leadership'. Change
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 7/11
1 2 6 R O B I N M I D D L E H U R S T A N D T O M K E N N I E
a n d l e a d e r s h i p a r e t h e r e f o r e c l o s e l y l i n k e d :
c h a n g e c r e a te s th e n e e d f o r l e a d e r s h ip a n d l e a d -
er s a re , o r a re perce ived to be , in i t ia tor s and
d r iv e r s o f c h a n g e .
Ko t te r ( 1 9 9 0 ) p r e s e n t s a s l ig h t ly d i f f e r e n t p ic -
tu r e , b u t th e a s s o c ia t io n b e twe e n l e a d e r s h ip a n d
change is main ta ined . He sugges ts , f i r s t , tha t a
d i s t in c t i o n c a n b e m a d e b e t w e e n l e a d er s h ip a n d
ma n a g e m e n t . L e a d e r s h ip a t s e n io r l ev e ls e n c o m -
p a s s e s th e d i r e c t io n - s e t t in g , in s p i r a t io n a l a n d
mo t iv a t io n a l a s p e c t s n e c e s s a r y f o r e f f e c t iv e o r -
g a n i z a t i o n a l d e v e l o p m e n t , w h i l e m a n a g e m e n t
in c lu d e s th e p la n n in g , c o o r d in a t in g a n d f in a n c ia l
c a p a c i t i e s wh ic h e n a b le a c o mp le x o r g a n iz a t io n
to o p e r a te e f f i c i e n t ly o n a c o n t in u in g b a si s. L e a d -
e r s h ip a n d m a n a g e m e n t a r e t h e r e fo r e tw o n e c e s-s a r y a n d c o m p l e m e n t a r y s y st e m s o f a c ti o n .
Ko t te r th e n a r g u e s th a t l e a d e r s h ip i s r e q u i r e d to
e f fe c t , o r t o c o p e w i t h , c h a n g e , w h i l e m a n a g e -
m e n t i s n e e d e d t o h a n d l e c o m p l e x i t y w i t h i n a n d
a r o u n d o r g a n iz a t io n s .
An a s s o c ia t io n b e twe e n l e a d e r s h ip a n d c h a n g e
h e lp s to e x p la in wh y th e r e a r e c a l ls f o r s t ro n g e r
le a d e r s h ip in u n iv e r s i t i e s a n d in p r o f e s s io n a l
s e r v ic e o r g a n iz a t io n s a n d a l s o d e mo n s t r a te s a
ma jo r p u r p o s e o f l e a d e r s h ip a t in s t i tu t io n a l l ev e l,
i . e . t o e f f e c t c h a n g e s in s t r u c tu r e a n d c u l tu r e
wh ic h wi l l e n a b le th e o r g a n iz a t io n to s u r v iv e a n dd e v e l o p
C o m m o n u n d e r s t a n d i n g s o f l e a d e r s h i p a s ' a
p r o c e s s o f s o cia l in f lu e n c e wh ic h g u id e s a g r o u p
t o w a r d s c o m m o n g o a ts ' (B r y m a n 1 9 8 6 ) a l so i m -
p ly th a t l e a d e r s h ip i s l in k e d to m o v e m e n t a n d
c h a n g e . T h e s e a s s o c ia t io n s h ig h l ig h t f u r th e r p u r -
p o s e s o f in s t itu t io n a l l e a d e r s h ip : in t e r p r e t in g th e
e x te r n a l e n v i r o n me n t in r e l a t io n to in s t i tu t io n a l
mis s io n , r e p u ta t io n a n d t r a d i t io n ; p r o v id in g v i -
s io n a n d d i r e c t io n f o r th e o r g a n iz a t io n ; c r e a t in g
n e w o r g a n iz a t io n a l f r a me wo r l~ , a n d s t r u c tu r e s ,
r o le s a n d o p p o r tu n i t i e s wh e r e n e c e s s a r y ; t a k in ga n d a s s e s s in g r i s k to th e o r g a n iz a t io n a n d a t -
t e m p t in g to p o s i t io n i t i n th e m a r k e t -p la c e ; a lig n -
i n g p e o p l e w i t h a n e w d i r e c t i o n t h r o u g h
c o n s u l t a t io n , c o mmu n ic a t io n , c o a l i t io n - b u i ld in g
a n d n e two r k in g ; r e p r e s e n t in g th e o r g a n iz a t io n ,
legal ly , po l i t ica l ly and sym bolica l ly ; and a rb i t r a t-
in g b e twe e n c o n f l i c t in g p r io r i t i e s ( M id d le h u r s t
1 9 9 3 ) .
Ad a i r ( 1 9 8 3 ) h a s id e n t i f i e d l e a d e r s h ip a s a
f u n c t io n wh ic h a d d r e s s e s th e n e e d s wh ic h a r i s e
f o r th o s e wo r k in g in o r g a n iz a t io n s , th a t i s , t h e
nee d to ach ieve success fu l ly a task or tasks , the
n e e d to b e l in k e d to g e th e r c o o p e r a t iv e ly a n d
p r o d u c t iv e ly a s a wo r k in g g r o u p , a n d th e n e e d to
a c h ie v e in d iv id u a l s a t i s f a c t io n a n d r e c o g n i t io n
f o r c o n t r ib u t io n s to a s h a r e d e n te r p r i s e . Be n s i -
m o n , N e u m a n n a n d B i r u b au m ( 1 9 8 9 ) a r g u e t h e
c a s e s o me w h a t d i f f e re n t ly , a l th o u g h th e r e a r e
c o m mo n e le me n t s . I n th e i r t e r ms , s u c ce s s fu l in -
s t i tu t io n a l l e a d e r s h ip in v o lv e s r e s o u r c e a c q u i s i -
t i o n , g o a l a c h i e v e m e n t a n d c o n s t i t u e n t
s a t is f a ct io n , th e l as t b e in g p a r t i c u lar ly in te r e s t in g
s in c e mo s t p r o f e s s io n a l o r g a n iz a t io n s h a v e a
w i d e r a n g e o f d i f f e r e n t c o n s t i t u e n c i e s w h i c hneed to be sa t is f ied . Of ten , these cons t i tuenc ies
h a v e c o n f l i c t in g p r io r it i e s a n d in te re s t s ( f o r e x -
a mp le , p r o v id e r s a n d c l i en t s, a c a d e mic s a n d a d -
m i n i s t r a t o r s , s t u d e n t s a n d r e s e a r c h e r s ) .
L e a d e r s h ip a t in s t i tu t io n a l l e v e l th e r e f o r e in -
v o lv e s t r a d e -o f f s , d il e mma s , a n d ' t h e n e g o t i a t io n
o f a m b ig u i t i e s '.
As wa s d i s c u s s e d ea rl ie r, s o m e o f th e k e y c h a r -
a c te ri s t ic s o f p r o f e s s io n a l s ( w h e th e r a c a d e m ic s in
univers i t ies or surveyors in pr iva te prac t ices and
P L Cs ) a r e th e i r e x p e c ta t io n o f in d iv id u a l a u to n -
o my , e f f e c t iv e ly g r a n te d a s a ' l i c e n c e to p r a c t i se 'b y th e i r p r o f e s s io n a l in s t i tu t io n ; th e i r e x p e r t i s e
( g e n e r a l ly r e f l e c t in g a r t i c u la c y a n d in te l l e c tu a l
s t a n d in g ) ; a n d th e i r in t r in s i c mo t iv a t io n in th e
d i r e c t io n o f s e l f - a c tu a l i z a t io n th r o u g h wo r th -
wh i le wo r k , to u s e M a s lo w ' s t e r m ( 1 9 5 4 ) . L o y a l -
t i e s e x i s t to wa r d s a d i s c ip lin e o r p r o f e s sio n a l a r e a
a s m u c h a s t o w a r d s t h e e m p l o y i n g o r g a n i za t i o n ,
a n d o f t e n a c lo s e r e la t io n s h ip i s a n t i c ip a te d a n d
d e v e lo p e d w i th c l ie n ts ~ L a te r al n e tw o r k s w i th
c l i e n t s a n d p r o f e s sio n a l c o l l e a g u e s wh ic h e x te n d
o u t s id e th e b o u n d a r ie s o f th e o r g a n iz a t io n a r e a s
imp o r ta n t a s in te r n a l n e two r k s . In d e e d , b e c a u s eo f h i g h d e g r e e s o f s tr u c tu r a l a n d m a n a g e r ia l
d e v o lu t io n to o p e r a t in g u n i t s in p r o f e s s io n a l o r -
g a n iz a t io n s, v e r t i c a l a n d p a r t i c u la rly h o r i z o n ta l
r e l a t io n s h ip s m a y b e r e l a tiv e ly we a k e r in th e s e
k i n d s o f o r g a n i z a ti o n s t h a n i n o t h e r m o r e h i e r -
a r c h ic a l a r r a n g e me n ts . On e c o u ld e v e n a r g u e th a t
e x te r n a l l a t e r a l r e l a t io n s h ip s wi l l t h u s e x e r t a
s t r o n g e r p u l l in t e r ms o f a p r o f e s s io n a l ' s ' p s y c h o -
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 8/11
L E A D E R S H I P A N D P R O F E S S I O N A L S 1 2 7
l o g ic a l c o n t r a c t ' w i t h h i s / h e r w o r k t h a n d o e s t h e
e m p l o y i n g o r g a n i z a t io n . T h e i m p a c t o f i n f o r m a -
t i o n t e c h n o l o g y o n s u c h n e t w o r k s i s l i k e l y t o
i n c re a s e t h e i r r e l e v a n c e a n d i m p o r t a n c e .
L e a d e r s h i p i n o r g a n i z a t i o n s o f p r o f e s s i o n a l s
m u s t t a k e i n t o a c c o u n t t h e p a r t i c u l a r c h a r a c -
t e r is t i c s o f t h e s e k i n d s o f o r g a n i z a t i o n , t h e i r
c o n t e x t a n d c i r c u m s t a n c e s , t h e i r i n t e r n a l m e m -
b e r s a n d t h e e x p e c t a t io n s o f m a j o r s t a k e h o ld e r s .
I n e s s e n c e , l e a d e r s h i p i s l i k e l y t o b e a p o l i t i c a l
a n d i n t e ll e c t u a ll y c o m p l e x a c t i v it y i n w h i c h i n -
t e r p r e ti n g , n e g o t i a t i n g , b u i l d i n g f o r m a l a n d i n -
f o r m a l n e t w o r k s , f r a m i n g , s i g n a l l in g ,
c h a l l e n g i n g , g u i d i n g , w i e l d i n g i n f lu e n c e a n d d e -
c i d i n g a r e o f c e n t r al i m p o r t a n c e i n c r e a t i n g a n
a p p r o p r i a t e e n v i r o n m e n t a n d c l im a t e f o r p r o f e s-
s i o n a l w o r k . L e a d e r s h i p w i l l i n v o l v e d e v e l o p i n g
b o t h t h e h a r d e r s t r u c tu r a l a s p e c ts o f t h e o r g a n i -
z a t i o n a s w e l l a s t h e s o f t e r a s p e c t s o f v a lu e s ,
p u r p o s e , m e a n i n g a n d c u l t u r e . T h e p u r p o s e o f
l e a d e r s h i p i n p r o f e s s i o n a l o r g a n i z a t i o n s , h o w -
e v e r , r e m a i n s s i m i l a r t o i t s p u r p o s e i n a n y o r g a n i -
z a t i o n i m a k i n g i t h a p p e n , d e c i d i n g a n d
a r t i c u l a t i n g w h a t ' i t ' i s, a n d t a k i n g p e o p l e w i t h
y o u i n d i v i d u a l l y a n d c o r p o ra t el y :
I n o u r d i s c u s s i o n , w e h a v e c o n c e n t r a t e d o n
o r g a n i z a t i o n a l l e a d e r s h i p . C l e a rl y , le a d e r s h i p e x -
i s ts a t m a n y l e v e l s o f t h e o r g a n i z a t i o n ( f o r e x a m -p l e a t s t r a te g i c , o p e r a t i o n a l a n d t e a m l e v el s) a n d
o u t s i d e i t a t n a t i o n a l l e v e l i n h i g h e r e d u c a t i o n o r
t h r o u g h n a t i o n a l o r r e g u l a t o r y a g e n c i e s . T h e
n e e d f o r l e a d e r s h i p t o b e w i d e l y d i s pe r s ed , t o b e
p a r t i c i p a t i v e a n d t o b e p e r c e i v e d a s a s h a r e d
f u n c t i o n i s p a r t i c u l a r l y r e l e v a n t i n p r o f e s s i o n a l
o r g a n i z at i o n s. M a n y i n d i v id u a l s a n d g r o u p s w i ll
n e e d t o e x e r c i s e i n i t i a t i v e , t a k e r i s k s , b e i n n o v a -
t i v e a n d c r e a t i v e i n t h e i r o w n s p h e r e s o f a c ti v i t y
a s w e l l a s in t h e s e r v i c e o f t h e w h o l e e n t e r p r i se .
F o r e x a m p l e , i n u n i v e r si t ie s , i t is p o s s i b l e t o t h i n k
i n t e r m s o f e d u c a t i o n a l l e a d e r s h i p e x e r c i s e dw i t h i n t h e w i d e r s o c i e ~ , a c a d e m i c l e a d e r s h i p
e x e r c i s e d i n r e l a t i o n t o t e a c h i n g a n d r e s e a r c h a n d
a d m i n i s t r a t i v e o r m a n a g e r i a l l e a d e r s h i p e x e r c i s ed
i n r e l a t i o n t o t h e e f f e c t i v e f u n c t i o n i n g o f a u n i t
o r o r g a n i z a t i o n . I n e a c h c a se , l e a d e r s h i p i n v o l v e s
g u i d i n g b y b e i n g c r e a t i v e , b y d e t e c t i n g p a t t e r n s ,
b y a r t i c u l a ti n g p u r p o s e a n d b y f o s t e r in g c o m m i t -
m e n t t o c o l l e c t i v e go a l s. A c o n c e p t u a l f r a m e w o r k
w h i c h r e la t es a p p r o a c h e s t o l e a d e r s h i p w / t h d i f -
f e r e n t o r g a n i z a t i o n a l l e v e l s i s d e v e l o p e d f u r t h e r
i n t h e f i n al s e c t io n o f t h i s p a p e r .
Impl ications o r leaders: individualcharacterim'cs o r s enio rprofessional an dacadem ic leaders
H a v i n g c o n s i d e r e d l e a d e r s h i p i n f u n c t i o n a l
t e r m s , i t i s a l s o n e c e s s a r y t o e x a m i n e t h e c a p a c i -
t i e s n e e d e d t o e x e r c i s e l e a d e r s h i p i n p r o f e s s i o n a l
o r g a n iz a t io n s . T h e d a n g e r s o f a t t e m p t i n g t o e s -
t a b l is h a l i s t o f s p e c i fi c l e a d e r s h i p t r a it s i s w e l l
d o c u m e n t e d i n t h e l it e ra t u re ( B ir d 1 9 4 0 , 3 7 8 - 9 )
a l t h o u g h i t d o e s n o w a p p e a r t h a t s o m e c r i t i c a l
p e r s o n a l c a p a b i l i t i e s a r e b e g i n n i n g t o e m e r g e .
F u r t h e r r e s e a r c h i s n e c e s s a r y i n o r d e r t o v a l i d a t et h e f o l l o w i n g l is t w h i c h i s b a s e d o n a r e v i e w o f
t h e r e l e v a n t l i te r a t u re , p r e v i o u s r e s e a r c h i n l e a d -
e r s h i p a n d c u r r e n t e x p e r i e n c e . T h e c a p a b i l i t i e s
n e e d e d f o r s u c h s e n i o r l ev e l le a d e r s h i p r o l e s m a y
b e c a t e g o ri z e d a s f o l lo w s ( a d a p t e d f r o m M i d d l e -
h u r s t 1 9 9 3 ) :
1. Conceptualabilit ies-Handling "cognitivecomplexiLy"
S e v e ra l a u t h o r s ( B e n si m o n , N e u m a n n a n d B i r n -
b a u m 1 9 8 9 ; S t r eu f e r t a n d N o g a m i 1 9 8 9 ; H u n t
1 9 9 2 ) p o i n t t o ' c o g n i t i v e c o m p l e x i t y ' a s a n i m -p o r t a n t t o p - l e v e l l e a d e rs h i p c a p a b i l it y w h i c h e n -
a b l e s i n d i v i d u a l s t o c r e a t e s o p h i s t i c a t e d m e n t a l
m a p s o f s t r a t e g ic a n d o p e r a t i o n a l i n t e r r e l a t i o n -
s h i p s o v e r t im e . O t h e r i n d i c a to r s o f s u c h c a p a -
b i l i t i e s i n c l u d e : t h e a b i l i t y t o c o m b i n e r a t i o n a l
a n d i n t u i t i v e k n o w l e d g e a n d s k i l ls ; t h e c a p a b i l i t y
t o c o n c e p t u a l i z e c o m p l e x a n d a m b i g u o u s s i t u -
a t i o n s ; a n d t h e a b i l i t y t o b e c o m f o r t a b l e w h e n
d e a l i n g w i t h m a n a g e r ia l d i le m m a s . T h i s k i n d o f
i n t e l l e c t u a l f l e x i b i l i t y i s v i t a l w h e n h a n d l i n g
h i g h l y c o m p l e x a n d d y n a m i c o r g a n i z a ti o n s s u c h
a s l a r g e p r o f e s s i o n a l s e r v i c e o r g a n i z a t i o n s a n d
h i g h e r e d u c a t i o n i n s t i t u t i o n s .
2. W el l developed nter- and intra-personal ski l ls
W i t h i n t h i s c a t e g o r y f a l l t h e f a m i l i a r c a p a c i t i e s
r e q u i r e d b y m a n a g e r s a t a l l l e v e l s b u t w h i c h a r e
o f p a r ti c u la r i m p o r t a n c e f o r t h o s e o p e r a t i n g a t
t h e t o p l e ve ls o f a n o r g a n i z a t i o n . E v i d e n c e o f
t h e s e c a p a b i l i t i e s i n c l u d e : a n a b i l i t y t o u n d e r -
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 9/11
128 ROBIN MIDDLEHURST AND TO M KENNIE
stand the feelings, attitudes and motives of oth-
ers; a capacity to persuade o thers often based on
stron g rational argument; mediation capabilities
to resolve an d de fuse conflict.
Interpers onal capabilities are paralleled by in -
tra-personal capacities; for example knowing
one's strengths and weaknesses; the capacity to
be introspective abou t One's impact on others;
physical and em otional resilience and a capacity
to b e able to reflect on and learn from experience.
A h igh level o f self-worth and self-bel iefare also
fundam ental ly important .
3 . P o l i a 'c a l s ~ s i t i v i t y
Possibly th e k ey distinguishing feature of profes-
sional service and academ ic organizations is themyria d of networks o f influence which develop
throughout the organization. Relying solely on
the formal decis ion-making processes and co n-
ventional formal communicat ion channels in
such c omp lex organizations is very limited and
insufficient if senio r level leaders are to remain
credible. Managing and influencing both the
formal and, more importantly, the informal net-
wo rks is a critical capability for top-level leaders.
Unde rstanding the nature of pow er relationships
and appreciating the need to establish alliances
and build coalitions is vital to succes s in suchorganizational settings.
4 . / / tb ica/cons/s t tney
Exhibiting in a consistent mann er con grue nt be-
haviour between w hat is said an d wh at actual ly
occurs in pra ctice is a ~com petence elevant to a ll
senior managem ent roles . However, g iven th e
particular visibility of se nior professional a nd
acade mic leadership roles its importance is par-
ticularly high in such environments.
5 . P r o f e s u ' o n a l c r e d i b i l i t yA fu rthe r distinguishing feature of leaders in
professional service and academic organizations
is the importance of professional credibili~. A
track record o f success in th e particular field of
professional a ctivity is generally a nece ssary pre -
requisite for a senior-level position. In a limited
num ber o f cases such experience m ay have been
gained in o ther professional organizat ions W hat
appears to be important is not onl y professional
credibility but also an appreciation o f th e values
and cultural characteristics o f wo rking in su ch
organizations. In higher education the impor-
tance o f academic credibility is well established,
althou gh in those universities wh ich have a mor e
professional ly oriented cul ture, a successful
managerial career appears to be b ecoming m ore
of a necessary prerequisite than the historically
higher weighting at tached to high level aca-
dem ic expertise and reputation.
A Con cep tua l Fram ework : Levels o f
Leadersh ip fo r Pro fess iona ls
In this final section we have brought together arange of research perspectives on leadership
(which we have labelled 'concepts') and have
ma tched the se against diff eren t structural levels
from national to team levels of leadership.
In so doing , we are attemp ting to illustrate the
different manifestations of leadership roles and
actions whic h characterize these d ifferent levels.
By und ertak ing this analysis, it is possible to see
that the nature and funct ion of leadership differs
according to the scope, scale and c omplexity of
the task.
Th.e importance of developing a framew ork ofthis k ind l ies in emphasizing the mult i -dimen-
sional c haracter of leadership in the comp lex
world of professional service /academ ic organi-
zations. Traditional perspectives on leadership,
which suggest a unilateral relationship between
a visionary, charismatic or autocratic le ader an d
a group of obedient or submissive followers is
wholly inappropriate in our context.
Conclus ions
In summary, th is paper has highlighted som e of
the changes which have been affect ing profes-
sional service organizations and higher educa-
tion institutions in the UK in the recent past.
Som e similarities exist and it will be interesting
to note w hethe r the responses which professional
service organizations have initiated m ay provide
some gu idance as to h ow high er education inst i-
tutions ma y also respond to similar pressures in
the future.
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 10/11
L E A D E R SH I P A N D P R O F E S S I O N A L S 1 2 9
I.J
r
~
E
O
~2ell
O
O
O~
e-,
O
r~
E
O
O
~
O
~
o
~
~ . ~
~
e., e.,
", ~ .~
E
O
"U
O
~
g ~
Z
t~
tJ
9 ., o
N
o
~
o~
o
~0 5"
O
O4.~ 4.)
9 - ~ >-
c~
0 ~ u
"~. ~
N - -
~
~ " ' 2o ~
7/28/2019 Middlehurst; Tom Kennie -- Leadership and Professionals
http://slidepdf.com/reader/full/middlehurst-tom-kennie-leadership-and-professionals 11/11
1 3 0 R O B I N M I D D L E H U R S T A N D T O M K E N N I E
A s a c o n s e q u e n c e o f c e rt a i n s im i la r it ie s a n d a
c o m m o n a l i t y o f c u l tu r a l p e r sp e c t iv e , t h e l e a d er -
s h i p a n d m a n a g e m e n t r o l e o f s e n i o r p ro f e s si o n a ls
and sen ior academics has para l le l s . In par t icu la r ,
w e h a v e a r g u e d t h a t c h a n g e s a r e o c c u r r in g i n t h e
r o l e o f p r o f e s s i o n a l m a n a g e r s i n t h e c o n t e x t o f
o r g a n i z a t i o n a l l e a d e r s h i p . W e s u g g e s t t h a t a ' jo i n t
b o a r d ' a p p r o a c h t o l e a d e r s h i p a n d m a n a g e m e n t
w i l l e v o l v e .
F i na ll y , w e h a v e e x p l o r e d t h e n a t u r e o f l e a d e r -
s h i p i n t h e c o n t e x t o f p r o f es s i o n al s a n d p r o f e s -
s i o n a l o r g a n i z a t i o n s i n a c h a n g i n g e n v i r o n m e n t .
H a v i n g e x a m i n e d t h e p u r p o s e s o f le a d e rs h ip , w e
p r o v i d e a m o r e d e t a i l e d v i e w o f t h e c r it ic a l p e r -
s o n a l c a p a b i l i t ie s r e q u i r e d b y s e n i o r l e v e l l e a d e r s
i n b o t h t y p e s o f o r g a n iz a t io n . T o s u m m a r i ze o u r
d i s c u s si o n , w e p r e s e n t a f r a m e w o r k w h i c h b r i n g s
t o g e t h e r d i f f e r e n t l ea d e r s h ip f u n c t io n s w h i c h a r e
m a n i f e s t e d a t d i f f e r e n t o r g a n i z a t i o n a l l e v e ls .
T h e c o r e o f o u r a r g u m e n t h a s b e e n t h a t it is
p o s s i b l e t o r e c o n c i l e c a l ls f o r s t r o n g e r l e a d e r s h i p
a n d g o v e r n a n c e w i t h r e q u i r em e n t s f o r p r o fe s -
s i o n a l a u to n o m y .
R e f e r e n c e s
Adair, J. (1983 ) s London: Pan/S R H E
Bennis, W. (1989) On Becominga Leader.London:Hutchinson.
Bensimo n, E., Neumann, A. and B imbaum , IL (1989)M aking Sense o f Adm inistratm Leadership: The "L'Wo rd in Higber Education.Washington DC:ASHE/ERIC Higher Education Report No. 1.
Bird, C. (1940) SociaIPsycbology. Ne w York: Century
Books .
Bryman, A. (1986) Leadership n Organizau'ons.London: Rout ledge & Kegan Paul .
Dow nie, ILS. (1990) 'Professions and
profession aiism'.Jo urnal of Pbilosopb o f Education,24, 2 , 147-1 59 ,
Gear, J., M clntosh, A., and Squires, G. (1994) InfbrmalLearning n the Professions.Hull: Universi ty of Hull ,Department o f Adult Education.
Handy, C. (1983) 'Education for managem ent outsidebusiness'. In S. Goodlad (ed) Educationfbr the
Profim'ons. Gul ldford : SRH E/NF ER Nelson .
HEQ_C (1994) Learning3%mAudi~ London: HigherEduc ation Q.u.alityCouncil .
Hunt, J . (1992) Leadership:A New Synthesis.London:
Sage.
Jarvis, p. (1983 ) ProfessionalEducatfon. London:Croom Helm.
Johnso n, T.J. (1972 ) ProfesuonsandPower. London:Macmillan.
Kotter, J. (1990 ) A Force br Change:H ow LeadershipDiffers39om Manag emeff. N ew York: Free Press.
Maslow, A. (1954) M otivation an d Personality.N e w
York: Harper R ow.
Midd lehursr, R.. (1993)LeadingAcademies.Buckingham: SP,HE /Ope n Universi ty Pres~
Steufert , S. and N ogami, G. (1989) 'Cognit ive styleand com plexity: implications for I / o psychology' .In C.L C ooper and I . Robertson (eds)International
Review of Indusm'al and O rganizationalPsychology.
Chichester: W ile~.
W atkins, J. , Drury, L., and Predd y, D. (1992) FromEvo lution to IL,-volutionr h e Pressureson prafissional Lift
in the f990s. Bristol: Universi ty of Bristol
Watkim, J. and D rury, L (1994) Positioningfbr rbeUnknown: CareerDevdop mentJbr Professionals n rbe
1990s. Bristol: Universi ty o f Bristol .
Zaleznik, A. (1977) 'Managers and leaders: are theydifferenO' HarvardBusinessRevieg, 55, 6 7 - 7 8 .