Higher Education Management: The Key Elements

Higher Education Management: The Key Elements

Higher Education Management: The Key Elements

Higher Education Management: The Key Elements


With contributions from distinguished practitioners of university management, this is the first comprehensive account of non-academic higher education management. It will be a key resource for trainee & practising managers in higher education.


The use and scope of the book

Everyone who works in higher education (HE hereafter) quickly becomes aware that our institutions contain two different types of managers: those who run academic departments or units (i.e. primarily for teaching, research or a combination of both), and those who run service departments or units, whether they be essentially academic in nature, such as the registry or the library, or more obviously of a physical support character, such as portering, residential accommodation or estates. Many of the former have accepted the tide of ‘manager’ only with some reluctance, and many of the latter have been traditionally, and still are, called by the former (and sometimes by themselves) ‘administrators’. Higher Education Management provides comprehensive coverage of the key functions of these ‘administrators’, although the editors believe that it will also be of considerable value to academic managers, who should become more aware of the way in which their institutions are run outside of their relatively narrow domains.

Higher Education Management has been written by a mixed team of senior managers and academics in such a way that it can be read straight through to gain a full picture. The editors firmly believe that, whatever specialist area one is working in, it is essential to know about related areas of management. This holistic approach is becoming essential for all managers now that there is such a strong emphasis on strategic planning. Moreover, as managers move up the hierarchy, then such ‘helicopter vision’ becomes a sine qua non of success.

At the same time, each chapter has been constructed to be free-standing and to provide a fairly in-depth treatment of the topic it covers. Readers are invited to reflect upon the tasks they currently perform and to compare their approach with the best practice described herein from other related areas. The editors have, therefore, added a brief comment at the head of each chapter and removed inconsistencies, but have not attempted to . . .

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