section two: leadership and management of the faculty
- leadership and management of the faculty
- membership of the faculty board and program committees
- how and how well, the faculty leaders guide, steer, develop and lead the faculty in its academic activities
- how leaders: develop and reach the faculty’s vision and values; promote a culture that emphasizes academic quality; promote an environment that fosters, requires and results in ethical behaviour and high academic standards; create a sustainable faculty and staffing; create and sustain an environment for organizational performance, faculty improvement and student and staff learning; develop future leaders for the faculty; encourage frank, multi-directional communication; take an active role in reward and recognition of high standards of performance; create a focus on actions to accomplish the faculty’s objectives; improve academic performance
- how does the faculty leadership promote a safe, secure and supportive environment for the work of the faculty?
- how does the faculty leadership identify key factors that affect workforce engagement and satisfaction, and foster and measure a culture conducive to high standards of academic performance and a motivated workforce?
- how does the leadership promote cooperation, effective communication and sharing of skills and information at all levels?
- how does the faculty leadership promote innovativeness in the work environment, and draw on the benefits of diverse ideas, cultures and thinking?
- how does the faculty promote, improve and enhance the quality of teaching, learning, supervision, research and publication in its work?
- how does the faculty leadership promote a climate of change and sustainable development?
- staff professional development and maximization: breadth, needs-driven, depth, uptake and impact
- how is communication handled within and beyond the faculty, and its effectiveness in supporting high standards of academic performance?
- how frank and open is the communication?
- how are staff informed of, and involved in, decisions, changes and developments?
- how, and how well, does the faculty address its social and public responsibilities and ensure ethical behaviour?
- what are the key communities within and outside the faculty?
- what are the duties and roles of the faculty administrative officers?
- how are decisions reached?
- how are agendas for meetings set and communicated?
- which meetings are minuted?
- information systems for faculty monitoring, review and development
- how is information used to improve the faculty, the performance of students and staff and the processes of the faculty administration?
- how are priorities for development identified and derived from monitoring and review, and how are these communicated to, and shared with staff?
- relationships to other faculties
- how are workloads decided and allocated in the faculty? who decides about these?
- do all staff know what the workloads are?
- are workloads spread evenly and equitably?
- external review and quality assurance
- performance appraisal of staff in the faculty
- what provisions are there for the long-range planning of the faculty?
- what are the budgeting arrangements in the school? are staff consulted about budgetary matters?
- what student involvement is there in management and on committees and forums in the faculty?
- current strengths and weaknesses
- future directions
- key challenges and prospects
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