Here is the abstract from a presentation I gave at the Tertiary Education Management Conference, Melbourne on October 6.
A transcript of this presentation can be found here. Comments welcome.
The title of this presentation borrows from the late C.K. Prahalad and his call for us to fundamentally rethink strategy and create radically new organizational capabilities; and his assertion that the appetite for this process of re-examining and reinventing will separate the builders (leaders) from caretakers (managers) and undertakers (cautious administrators).
Although only history can ultimately confirm this to be true, anecdotal evidence suggests that we are witnessing new times framed by the interrelationships between knowledge production as the main driver of growth and wealth creation, globalisation, massification and deepening concerns about our world’s environmental sustainability. These times of change and uncertainty call for different and deeper ways of thinking about our world and worldviews and our leadership practices.
We find ourselves in the second decade of the 21st century well and truly embedded in the knowledge era. Tertiary Education sector institutions are both sites of knowledge work and in the business of knowledge acquisition and dissemination and therefore can be seen as both drivers and vehicles of knowledge production, the main economic driver of growth in this knowledge-intensive era. Leading productively and promoting a culture of learning and performance is therefore vital to the sector and the society it serves.
Appropriate leadership for knowledge based enterprises has also changed but have we transformed as individuals and organisations? Are we being led by 19th century thinking from the industrial era depicted by heroic leadership and command and control practices? Or are we leading ourselves and our organisations in a way that incorporates the volatility, uncertainty, complexity and ambiguity that now mark our lives? More likely, as is the case with paradigmatic change, we are experiencing a mixture of both and that indeed the future is here; it’s just unevenly distributed!
This presentation will outline the emerging trends for leadership in the knowledge era and share preliminary results from an online survey of ATEM members that indicate whether or not leadership literacies appropriate for the knowledge era are being practiced in universities in Australia today.
- Tertiary education added to Evans’ title (news.theage.com.au)