strengthening academic career pathways & leadership...

Mohd. Saleh Jaafar

Former Special Advisor and Consultant

Malaysia Education Blueprint 2015-2025 (Higher Education)

Strengthening Academic Career

Pathways & Leadership Development

MINISTRY OF HIGHER EDUCATION

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Differentiated Career Pathways for

Talent Excellence

Implementing Differentiated Career

Pathways

Developing and Sustaining Leadership

Excellence

Way Forward

Introduction

Content

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Launched

in April

2015

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University Transformation Program

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Which academic pathway would

you prefer to be in?

How do you see yourselves?

agreed for implementation of

differentiated career pathways86%

Survey of 5,144 academics

Views from the academics

46

30%

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Approach in developing the book

Authors from mix of academics

and management

Collaborative engagement with

University Management

Multiple presentations to JKTNCs,

registrars, staff associations.

Town-hall sessions with university

board and top management

Multiple reviews from young and

senior academics

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Talent Excellence


Pathways


Excellence

Way Forward

Introduction - Mandate

Content

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Talent excellence refers to a community of scholars who include inspiring

educators, accomplished researchers, experienced practitioners, and

transformational leaders.

Talent excellence is a critical contributor to institutional excellence

Aligning Talent

Aspiration to

Institutional Mission

Establishing a Talent

Ecosystem to Foster

Excellence

Embracing the

Changing Education

Landscape

Recognising Different

Attributes of Talent

Excellence

create a sustainable

and adaptive

ecosystem in

which talent can

thrive

A need for more

specialization in

roles with the

changes in HE

landscape and its

challenges

…and the levels of

excellence are of

equal merit and

stature for all

…motivate staff

to contribute in their

best areas of

expertise, while

ensuring

institutions

attain their

performance target.

The Importance of Building Talent Excellence

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2

Inspiring

EducatorExperienced

Practitioner

Institutional

Leader

With the right support, talent excellence can be nurtured along differentiated career pathways

Espouses clear

philosophy and theory

of T&L

Exhibits creativity and

innovation in T&L

Innovation that impacts

learning

contribution(s) to

leadership of T&L

community

Scholarship and/or

pedagogic research in

their subject area and/or

innovation

Demonstrate excellence

in R&I

Contribution(s) to the

body of knowledge

through research of

international standing

Ability to attract major

research grants

Impact of research on

community and society

at large (knowledge

transfer takes place)


in professional practice

Authority in the field of

specialization

Contribute & innovate for

development of

profession

Recognition of

excellence through

consultancy and service

activities

Leadership in the field

and community of

practice


in institutional

leadership

Lead and empower

institution to achieve

institutional and national

agenda

Demonstrate good

leadership attributes

A recognised figure at

national and

international levels

Accomplished

Researcher

Recognising attributes for different talent

excellence

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2Concept of Differentiated Career

Pathways

Current practices are mostly based on research output

DCP facilitate the development of a holistic academic with multiple

capabilities whilst nurturing excellence and leadership in one core domain

Excellence in teaching, research, field of practice and institutional leadership are

equally recognized and rewarded through Differentiated Career Pathways.

DCP would serve to:

Recognize the diversity of

talents, strengths and

interests of academics

Leverage and optimize on the

strength of academics, allowing

the creativity to be nurtured or

unleashed

Facilitate and spur institutional growth by

providing freedom and motivation to

academics to work on their passion and

interest

Retain existing talent and attract talent

from industry who may not fit traditional

academic criteria but have a wealth of

experience to bring to the university

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2Recommended Framework, Criteria and

Weightage for each Pathway

*This pathway is offered to academics who have been identified as transformative leaders and

served/serving as Head of Department / Center, Deputy Dean, Deputy Directors, Dean of Faculty /

School, Director of Institutes, DVC and VC of the institution.

General criteria for

assessment

Weightage for each pathway (%)

Teaching ResearchProfessional

Practice

Institutional

Leadership*

Teaching, supervision and

related activities50 – 65 20 - 30 30 – 50 5 – 10

Research, publication and

related activities20 – 30 50 – 65 5 – 10 10 – 40

Services/contribution/

practitioner and related

activities10 – 15 10 – 15 30 – 50 10 – 30

Management/leadership

related activities5 – 10 5 – 10 5 – 10 30 – 60

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2 The experienced practitioner

Professor of Practice The Professional

Practice Academics

Practitioners from Non-

academic Careers

These are distinguished experienced practitioners who are recognized for their contribution in their field of practice, both nationally and internationally.

They are of high reputation and remain at the frontier in their field. Examples of ‘professors of practice’ include:

Professor of business practice

Clinical professor

Professor of engineering practice

Academics who wish to develop their professional expertise through engagement with relevant sectors and industries, and for industry practitioners who wish to join academia as full timers.

The main responsibilities of academics in this pathway are services to the industry and community, and teaching/ innovation related to their field of expertise and unique professional experience

Experienced practitioners may not have traditional academic backgrounds and qualifications, but they possess a multitude of experience, apart from their regular practice.

These practitioners continue to stay active in their professional fieldswhilst being actively engaged with student learning and academic development

Practitioners who are skillful, proficient, expert and respected in their respective fields of practice will enhance learning

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2 Aligning talent aspirations to institutional

mission

Highly motivated academics will lead to high performing institutions

•Teaching

•Research

•Professional practice

•Community Engagement

•Entrepreneurial activities

•Administrative

DIVERSE

ACADEMIC

RESPONSIBILITIESROLE

SPECIALIZATION

Career satisfaction,

hence

Enhanced Professionalism

Differentiated Career

pathways,

hence

Differentiated Performance Management

Motivated,

Performing

Workforce

Agile,

High

Performing

Institution

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Talent Excellence


Pathways


Excellence

Way Forward


Content

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Pathways

the critical elements for successful

implementation

Important aspects of the implementation of the Differentiated Career Pathways.

Estimated timelines for specific

activities in developing DCP

The roles of the various entities in

HLIs at different stages of

implementation

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the guiding principles 5

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3

1

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8

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The recommended weightage for

each pathway

The percentage of academic staff

population in each pathway

Addressing challenges in aligning

staff aspirations to institutional

missions and objectives

Managing the transition

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Guiding Principles & Critical Elements

Guiding Principles

Excellence & Leadership

Alignment of Strategy & Structure

Collegiality & Respect for Diversity

Fairness & Mutual Benefit

Flexibility &

Growth

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3

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2

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Career pathway simulation

simulate the right mix and proportion of

talent and also simulate for promotions

chances.

Institutional support

Recognize uniqueness of different

clusters or fields to set realistic

benchmark.

Facilitate staff to achieve his/her

performance targets or to shift to a more

suitable pathway.

Workload distribution

An annual workload distribution is

fair and equitable, in the spirit of

collegiality and respect.

Critical elements

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Engagement and timelines

Months

1-3

Months

4-6

Months

7-9

Months

10-12

Months

13-24

1st series of workshops

Collect and analyze

feedback

2nd series of workshops

Obtain approvals &

institutionalize pathways

Implement DCP

Create working groups to

draft preliminary

performance criteria and

indicators.

Discussion

Feedback

Analysis: Quantitative,

Qualitative

Redraft criteria based on

community feedback.

BOD Approval and

build HRM systems

for administration

Distribution of

option papers

HLIs need to fully engage all stakeholders in order to develop its own Differentiated Career Pathways.

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Recommended proportions for each

pathways

Category of

HLIs

Recommended proportion of academic staff in each pathway

(%)

Teaching ResearchProfessional

PracticeLeadership

Comprehensive 40~60 20~30 5~15 10~20

Research 20~30 40~60 5~15 10~20

Technical 30~40 30~40 15~25 10~20

Each HLI may determine the proportion of its staff in each pathway by taking into consideration its mission, objectives, strengths, and annual performance targets. The proportion could be determined through simulation of output with different percentages of staff in each pathway.

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Talent Excellence


Pathways


Excellence

Way Forward


Content

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Excellence

The Qalb (Heart)-Guided

Leadership1 model

The Qalb (Heart)-Guided

traits and behaviours

Roles of HLIs

Roles of AKEPT

Focus areas of training

by HLIs and AKEPT

Recommended skill sets

for future leaders of

HLIs

Align values and

competencies requirements

Identify leadership pipeline

Nurturing leadership values

and competencies

Assess and appraise leaders.

Assess effectiveness of

leadership nurturing

programmes

Leadership

Values and

Competencies

Implementation

framework for

leadership

development

Roles of

HLIs and

AKEPT

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Qalb-guided leadership, values, traits and

behaviours

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Leadership Development Framework

Identify leadership

pipeline

Assess effectiveness of leadership

nurturing programme

Assess and appraise

leaders

Nurture leadership values and

competencies

Align values and

competency requirements

Commitment

and

Involvement

of

HLI

Leadership

Values

A2

A3A4

A5

A1

Adapted from: Peter E. E. M (2010), Understanding Succession Planning and Management

Efforts at Midwestern University : A mixed Methods Study: Dissertation for Doctor of

Education at Graduate College of Bowling Green State University.

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Recommended Skill Sets for Future

Leaders of HLIs

devising of the desired future position of HLIs, and the formulating of plans to realize

the excellent future of HLIs and difference it makes.

Foresight analysis is a complex adaptive systems thinking that refers to the process

of anticipating and identifying opportunities and threats for the future.

Leaders in HLIs should be equipped with the skill of dealing with policy shifts as

they engage directly or indirectly in planning and implementing phase.

Leaders in HLIs should develop their capability and power in influencing policies

within their organizations. This is very significant to HLIs as to prevail their relevant

of existence.

This capability should be imparted to the leaders in HLIs that are able to assess

risk or act in a such manner or advocate policies and procedures in avoiding and

minimising risk for the HLIs.

Financial management concerns with raising financial resources and the

effectiveness of financial utilization. Leaders in HLIs should ensure the financial

efficiency, effectiveness and sustainability in HLIs.

Foresight

analysis

Strategic

positioning

Dealing with

policy shifts

Influencing

policies

Risk

management

Financial

Management

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Talent Excellence


Pathways


Excellence

Way Forward


Content

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Way Forward5

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UniTP Orange Book Authors

Prof. Dr. Awang Bulgiba Awang Mahmud, UM

Prof Dr. Rose Alinda Alias, UTM

Prof. Dr. Abd Karim Alias, USM

Prof. Dr. Nor Aziah Alias, UiTM

Prof Dr. Mohd Majid Konting, UPM

Dr. Amira Sariyati Firdaus, UM

AP. Dr. Mohd Rushdan Mohd Jailani, AKEPT

AP. Dr. Zafir Khan Mohamed Makhbul, AKEPT

Prof. Dr. Mohamad Kamal Harun, AKEPT

Dato’ Wan Azman Wan Omar, UPM

UniTP Orange Book Reviewers

AP Dr. Ahmed Razman Abdul Latiff, UPM

AP Dr. Raihanah Mohd Mydin, UKM

AP Dr. Alyani Ismail, UPM

AP Dr. Ismie Roha Mohammad Jais, AKEPT

Prof. Dr. Abdul Aziz Tajuddin, USM

Prof. Ir. Dr. Abdul Aziz Bin Abdul Raman, USM

Prof Dr. Azni Zain Ahmed, UiTM

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