Leadership in Academia
Leaders play a crucial role in creating a healthy and supportive professional context. Are you curious about how your leadership colleagues fulfil their roles in other faculties? Or how to lead without losing track of your own priorities? For this kind of questions and dilemmas, we design leadership programs based on the following principles.
Stay evaluative towards yourself
Scientists are intrinsically highly driven to give their best in research, teaching, and patient care – and so are their professional colleagues in supporting staff. But good intentions may have unintended effects.
Self-reflection, feedback, collegial consultation, and open exchanges with other leaders help to stay critical of yourself and carefully consider your interventions.
Leading 'with your hands behind your back’'
Scientists love solving problems. Fundamental and applied problems and everything in between. At some point, you are required to take on coordinating tasks. Subconsciously most rely on the same skills as they do in science: quickly analysing a problem, finding the best possible solution, and deciding how to go ahead.
As a leader, the key issue is empowering and activating others. This requires a different set of (soft) skills than analysing, teaching, and researching.
Your Colleague Is Your Best Advisor
In the daily practice of academic leadership, openly acknowledging doubts or uncertainties often invokes a feeling of incompetence. You might think you are the only one with these issues and feel isolated.
In our programs, participants quickly realize that others struggle with the exact same questions. This creates trust and encourages to be explicit about the real difficulties participants experience. The collective know-how and often implicit knowledge and experience are optimally utilized in advising others how to proceed.
Expertise
Leadership in Academia
Leaders play a crucial role in creating a healthy and supportive professional context. Are you curious about how your leadership colleagues fulfil their roles in other faculties? Or how to lead without losing track of your own priorities? For this kind of questions and dilemmas, we design leadership programs based on the following principles.
Stay evaluative towards yourself
Scientists are intrinsically highly driven to give their best in research, teaching, and patient care – and so are their professional colleagues in supporting staff. But good intentions may have unintended effects. Self-reflection, feedback, collegial consultation, and open exchanges with other leaders help to stay critical of yourself and carefully consider your interventions.
Leading 'with your hands behind your back’'
Scientists love solving problems. Fundamental and applied problems and everything in between. At some point, you are required to take on coordinating tasks. Subconsciously most rely on the same skills as they do in science: quickly analysing a problem, finding the best possible solution, and deciding how to go ahead.
As a leader, the key issue is empowering and activating others. This requires a different set of (soft) skills than analysing, teaching, and researching.
Your Colleague Is Your Best Advisor
In the daily practice of academic leadership, openly acknowledging doubts or uncertainties often invokes a feeling of incompetence. You might think you are the only one with these issues and feel isolated.
In our programs, participants quickly realize that others struggle with the exact same questions. This creates trust and encourages to be explicit about the real difficulties participants experience. The collective know-how and often implicit knowledge and experience are optimally utilized in advising others how to proceed.
Expertise