UC Leveraging Leadership Initiative: Faculty Leadership Skill Assessment December 7, 2017 2017 UC-CORO Systemwide Leadership Collaborative: Southern California Cohort
Faculty are le leaders from the PROJECT OVERVIEW moment they step on campus, in both formal and informal roles; and these roles evolve over time. 2
The Questions: TESTIMONIALS PROJECT OVERVIEW VALUE ADDED MOTIVATION AVAILABILITY Q: : What training is Q: : What would motivate Q: : When considering available to faculty and faculty to engage in training, what do faculty how often is it utilized? leadership training? believe is valuable? 3
The Current Challenges: • Learning-on-the-job • Developing and valuing leadership within UC PROJECT OVERVIEW • Diversifying the faculty leadership pipeline 4
How can the UC system become PROJECT OVERVIEW more in inte tentional, more efficient, and more pro roactive about how we, as a system, are positioning faculty for success? 5
The Case: • Path thways for attaining key leadership positions at the university exist PROJECT OVERVIEW • Faculty le leadership tr train ining programs are already available, but not t uti tilized to their highest potential 6
The Case: • Leadership skills are re needed for key faculty leadership positions at the university PROJECT OVERVIEW • Leadership skills training can support curr rrent and fu future re ro roles of faculty members 7
Pathways to Leadership: • Faculty have many pathways to develop, practice, and benefit from leadership skills PATHWAYS TO LEADERSHIP • Research & Creative Activities • Academic Senate Service • Academic & Administrative Leadership Roles • Professional Societies 8
Case Study: UC Dean Years Since PhD Leadership Pathways 1 2 3 4 5 6 7 8 9 10 10 11 11 12 12 13 13 14 14 15 15 Principal Investigator co-PI on Multi-PI Grant PATHWAYS TO LEADERSHIP Research PI on Multi-PI grant co-PI on Multi-Campus Grant PI on Multi-Campus Grant co-PI on Center Grant PI on Center Grant Campus Committee Member Academic Leadership Senate Campus Committee Chair Campus AS Chair UC Committee Member UC Committee Chair Dept. Committee Member Administrative Leadership Dept. Committee Chair Dept. Advisor (Grad., UG, etc.) Academic & Dept. Chair Assc. Dean (College or Division) Dean Associate Provost Provost Chancellor/President Committee Member Professional Society Committee Chair Associate Editor Leadership Editor Editor in Chief Board Office/Executive Committeee President (or equivalent) 9 Leadership Training
Case Study: UC Associate Dean Years Since PhD PATHWAYS TO LEADERSHIP Leadership Pathways 1 2 3 4 5 6 7 8 9 10 10 11 11 12 12 13 13 14 14 15 15 16 16 17 17 18 18 19 19 20 20 21 21 22 22 23 23 24 24 25 25 26 26 27 27 28 28 29 29 30 30 Principal Investigator co-PI on Multi-PI Grant Research PI on Multi-PI grant Da Data not av availa ailable le Data not available co-PI on Multi-Campus Grant PI on Multi-Campus Grant co-PI on Center Grant PI on Center Grant Campus Committee Member Academic Leadership Senate Campus Committee Chair Campus AS Chair UC Committee Member UC Committee Chair Dept. Committee Member Administrative Leadership Dept. Committee Chair Dept. Advisor (Grad., UG, etc.) Academic & Dept. Chair Assc. Dean (College or Division) Dean Associate Provost Provost Chancellor/President Committee Member Professional Society Committee Chair Associate Editor Leadership Editor Editor in Chief Board Office/Executive Committee President (or equivalent) Leadership Training 10
Case Study Summary: • Faculty: PATHWAYS TO LEADERSHIP • Perform leadership from day one Frequently serve in leadership roles, often • concurrently, throughout their careers Achieve higher levels of leadership along one or • more pathways • Often learning-on-the-job There is a clear misalignment between when leadership training is taken, and when it is utilized. 11
Potential Benefits of Enhanced Leadership Skills: Enhanced leadership skills could: PATHWAYS TO LEADERSHIP • Make faculty more effective along various career pathways • Enhance retention of early career faculty, if offered earlier 12
Research - Review of Existing UC Programs: RESEARCH: REVIEW OF EXISTING PROGRAMS Len engt gth/Time Na Name e of Pr Progra ram Pr Progra ram Focus Targe rget Au Audience UC C Location Co Commitmen ent Builds on existing skills to support work at UC Davis ➢ Faculty Leadership and provides opportunity for shared experiences, Tenured Faculty 6 months Davis ➢ Academy perspectives and to build professional relationships Department Chairs (Six 5-hour sessions) with peers 6 months ➢ Provost Leadership Provides strategies and skills development for Faculty showing promise as (one 1-day plus six 2- Irvine Academy successful leadership in academia future leaders hr sessions) ➢ Female faculty with Career and psychological support for women administrative UCLA Banco seeking to advance in higher education responsibilities Santander W30 administration; provides tools, training and 3 days Los Angeles ➢ Women in academic Program knowledge to expand their leadership capabilities administration at the and hone their personal leadership styles director level ➢ Provost Faculty Current faculty Explores leadership principles and applies them to 8 months Leadership administrators Riverside challenges in Higher Ed and at UCR (2-5 hrs/month) ➢ Program Emerging faculty leaders Associate Provides the skills, knowledge, and resources 6 months Professor necessary to effectively and confidently fulfill their ➢ Newly tenured Associate (two 1-hour meetings Leadership many roles and responsibilities as leaders, San Diego Professors and 9 half-day Development teachers, mentors, advisors, colleagues, and sessions) Program supervisors 6 months ➢ Salaried faculty appointed Leadership training to catalyze individual and (10 sessions/75 Faculty Leadership at least 50% and have been collective changes to benefit the broader UCSF hours program time San Francisco Collaborative in UCSF faculty position community plus 2 hours outside more than 4 years work per session) ➢ Staff Leadership Broadens understanding of campus operations and 3 months ➢ Senate Faculty Santa Cruz Academy helps hone leadership skills and abilities (2-3 hour/month) ➢ Continuing Lecturers 13
Research - Review of Existing non-UC Programs: RESEARCH: REVIEW OF EXISTING PROGRAMS LENG NGTH/T /TIM IME E NAM NAME E OF PROG PROGRAM PROGR PROGRAM FOCUS TAR ARGET ET AU AUDIE IENCE LOCATIO ION CO COMMIT ITMEN ENT Leadership development for presidents and American Council on Various programs senior administrators; rising administrators; Varies by program Washington D.C. Education: Leadership All levels of faculty and diversity and inclusion Professional development and academic Faculty and executive level Big 10 Academic 3 seminars each 3 leadership in high-performing research staff who have demonstrated Alliance: Academic days long plus HQ: Illinois universities focusing on management and exceptional ability and Leadership Program outside activities leadership skills academic promise ELATE- Executive • Strategic finance and resource Full-time women faculty Leadership in management; Drexel University Associate professor or above Academic Leadership effectiveness 1 year, part-time • Some administrative Technology and organizational dynamics • experience Engineering • Communities of leadership practice HERS (Higher Developing a leadership model; self-knowledge; 2 week intensive or Education Resource Mid-career and senior women Univ. of Denver networking; and institutional awareness 4 3-day sessions Services) • Through empirically-tested methods, Tenure-track and tenured provides coaching, peer support, and online faculty from member National Center for tools to help academics thrive in their institutions Faculty Development Quarter-long with Any member careers and achieve work-life balance UC Members: UCB, UCD, and Diversity weekly training university. • Some UC’s (e.g., UCI, UCSD) offer grants to UCI, UCLA, UCM, UCR, (NCFDD) cover tuition UCSB, UCSD, UCSF Increase the participation and advancement • NSF ADVANCE of women in academic STEM careers. Women in academic science Will vary based on NSF, Virginia Programs • Focuses on institutional transformation, and engineering funded proposal adaptation and partnership. 14
Survey Introduction: Given that UC campuses, UCOP, and national programs offer various forms of leadership training: RESEARCH: SURVEY • Are faculty interested in leadership? • Are faculty aware of the benefits of leadership skills in the many facets of their profession? • Are faculty aware of the available programs? • What do faculty want in leadership training? What might UC do to improve participation rates? 15
Survey Tools: Survey #1 – Faculty, and Society and Professional Association Leaders RESEARCH: SURVEY • UC Faculty (Various Ranks and Roles, n=105) • Presidents and Executive Directors of Scientific Societies and Professional Associations (n=6) Survey #2 – Former Federal Grant Program Officers (n=5) 16
Respondents by UC Locations RESEARCH: SURVEY 17
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