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A. Introduction
In academic management, there will be consideration in the viewpoint of two
complementary roles: that of CEO or leader and manager of the organization, its people and
resources, and that of the leading professional, focusing on the educational and pedagogical
core of LTO’s language teaching service. In addition, there are two directions: towards
students and teachers, on the other hand, towards the organizational system and processes
that make effective provision of teaching and learning possible. That dual viewpoint means
that the academic manager is often called upon to reconcile two sets of interests: those
concerned with the commercial success of the LTO, and those prioritizing its responsibilities
as an educational provider.
B. Academic Management
Academic Management is a broad term and it can have various shades of meaning
depending on the context you are in. The following are the the example of academic manager
roles and responsibilities in some contexts.
The courses which he is responsible for prepare students for academic writing and entry
into their degree studies. The main problem faced by the students is that the students were
poorly prepared for using computer in writing classes as a study and work tool, Hasan
who is highly computer-literate, initiated the development of a programme to develop
such skills among both English department staff and students. Achieving this called for
an understanding of the decision-making processes and resource allocation authorities
within the university, and adeptness in obtaining their support in developing students’
word processing, search and study skills using computer.
3. Managing a Departement
Astrid is head of English as well as head of the languages department in a large publicly
funded university for further education. There are nine departments, eight of them
provide courses while the other one, entral Services, includes HR, IT department, course
registration, the Finance department and PR. At an institutional level the heads of all
departments, as well as one elected representative of the department, are members of
college decision-making committee. As head of English, Astrid reports to the head of
Languages, but as she occupies both posts, she reports directly to college management.
As head of English she decides who to employ as teachers, and she is responsible for
assigning teachers to courses. All teachers are employed on an hourly basis. Her main
responsibility is programme planning and development, which includes making decision
about:
The coursebook series to be used
The kinds of courses to be taught
Innovations to be introduced
Maintaining the levels of quality of service expected of her college
In terms of strategic planning, she is responsible for deciding upon aims for the
following year and finding ways of achieving them.
The role of professional leader likewise involves internal and external roles as
follows,
Internal roles:
External roles:
Curriculum management
Assessment and evaluation
Staff development
Quality assurance
C. Curriculum Management
Statement of principles:
Through the statement of principles, the vision, mission, and values will be realized as
long as curriculum management is noticed.
Consistent focus to develop practical and functional skill
The practical task for the students
The priorities are realistic and communicative uses of language
Collaborative work
Balanced activity between accuracy- focused and fluently- focused
The teacher is a learning facilitator
Assessment reflect support communicative and skill-based orientation
Develop students awareness of the learning process, learning styles, strength, and
weaknesses
Develop students’ ability to monitor their learning progress and personal goals.
All those tactical levels above and the decision making roles has been summarized by
Jhonson (1989, p.3) in a series of developmental stages as follows:
An academic manager may cover all the stages and become a receiver of the product or
the one who responsible for the production. If there any weaknesses in the guidelines and
the procedures for the staff, it is possible for an academic manager to improve the
guidelines or the procedures. Sometimes, if something goes wrong, it is necessary for the
organization to enforce an automatic pilot which does not follow the guidelines and the
procedures.
Levels
A comprehensive, written description of level which are available for students and known
to staff including basic “descriptor” and specifying students’ abilities and when these are
achieved
Reference to the Common European Framework of Reference
Students’ needs
Guidelines or support to implement curriculum and syllabus documents to meet the needs
of specific learners
Rationale or reason for grouping (level, age, gender, nationality, occupation)
Means/tools of reviewing and updating the course description/curriculum/syllabus
documents
This teaching standards are adapted from the European Association for Quality Language
Service (EAQUALS, 2007). The focus here is on the standard of teaching and the use of
appropriate and effective teaching methods.
Teaching methods
Stages
1. Idea generation New idea comes from internal and external
sources
2. Idea screening Evaluating, sorting for pedagogical feasibility,
financial viability, marketability. Risk analysis
3. Concept development and Converting concept to the real product and testing
testing it to the consumers to know their response
4. Marketing strategy Designing a marketing strategy for the new
development product, doing some formal market research to
measure product’s potential
5. Business analysis Reviewing sales, cost and profit projections
against LTO’s goals
6. Product development Designing and developing the new product
7. Test marketing Make a small-scale pilot of the new product and
adjust precisely of product
8. Commercialization Introducing new product to the market
9. Review Evaluating performance of new product against
commercial and academic criteria as specified in
budgeted proposal and marketing plan
In the NPD stage above, the stage or scheme begin with idea generation. Then, Ideas are
evaluated or checked for their feasibility, financial viability as well as marketability. The idea
screening is important since it must be relevant with the goals and the mission of economic
viability of the LTO. The failure to adequately screen a new product proposal, can lead to a
waste of LTO resources. The post-commercialization stage is also important because it uses
to measure the performance that has been set out in the business marketing plans. This is
usually specified as KPIs (Key Performance Indicators). KPIs is a measurement to know the
improvement of an activity that is critical to the business.
At each stage, the cooperation between Marketing and Sales staff, Academic and
Students services are important. Once the new product is in the development stage. It should
have the one who is responsible and accountable for its success. If the new product has been
launched and get successful response from the market, then it will continue as a routine part
of a product provided by the LTO. On contrary, if the product fails to meet success criteria,
then it should be either modified or withdrawn. One thing that should be remembered by the
LTO is a new product, like any innovation, will tend to follow an adoption curve as described
by Everett Rogers (1995) who studied the adoption of agricultural innovation among farmers:
The figure above describes that there is slow take-up at the start, followed by more rapid
adoption as it reaches the highest point, until declining into a small percentage. Managers
need to pay attention to this when setting up the targets for a new product. Thus, managers
should always remember that products have a life cycle, whether the product’s adoption
reaches into the peaks or goes into decline, decisions will have to be made as to its future.
The specification of the new product will typically include the following criteria:
Refreshing existing products have low risk. Meanwhile, developing and launched
totally new product is high risk. New Product Development Stage (NPD) provides the
frameworks that is able to mitigate risk and keep the resources as well as the reputation of the
LTO.
D. Managing Resource
In LTO, managing resources are significant part which is involved obtaining, organizing,
replacing and maintaining. These resources include people and their skills, materials,
hardware, software and time. Let’s look at the one example below which illustrate resources
management in hardware:
The LTO was approached by the third party to do a pilot work on the use of interactive white
board (IWB) as a part of research and development. Miranda, as a teacher who interest in
teaching using application of IT, involved into that pilot to develop her skill. There was only
one IWB in each of the branch. However, Miranda has done some in-service training sessions
with teacher, but there was limited adoption with that IWB. The fact that there was only one
IWB in each branch means that it was administratively difficult to timetable their use. In
other word, teachers have very limited opportunity to develop their familiarity with it. After
In the vignette above, there was a policy gap. The LTO lack of technology-enhanced
language learning (TELL) policy, so the experimental use of IWB did not become a part of
pedagogical marketing strategy. Furthermore, once decision had been made to proceed
further, no money was budgeted to purchase and install the expensive equipment such as
IWB.
Thus, the first concern in the resource management is in purchasing policy in line with
the mission and purpose of the LTO, and the maintenance of quality. This means that an
academic manager should have policy guidelines to budget for the acquisition of:
Renewable resources for the year (part of the annual operating budget)
Additional or new resources
Additional or replacement equipment
Training requirement associated with any of those equipment
Those acquisition above should be in line with projected need and the state of existing
resources. This should be planned into budget planning for the year ahead so that where
necessary, resources and equipment are renewed. Purchasing will be scheduled according to
demand and use together with the time needed for training.
Types of resource
All LTOs have a range of resources that are conventionally categorized under three main
headings:
Time as a resource
Phillips (2000) views timetabling as “the key resource management tool in language
school”, as it brings together all the key resources that must be managed by the manager:
teaching staff, supervisory staff, classes, rooms, time, and physical resources such as videos,
OHP, etc. He proposed “Resource management timetable” as described below:
This timetable can be set up to consolidate information which will be used for analysis and
managing teachers’ time and other resources. It can total up the number of hours for each
teacher as well as for teachers for the day or the week and the month.
Average class size is a basic metric including class hour income, the number of teachers’
hours and associated cost and the profit of each class. A lot of pressure will be faced by the
academic manager dealing with the commercial reasons and maintaining a target average
class size. To solve these two challenges is not easy and it depends on the nature of the offer
made to the customer and the customer’ expectations.
A wide range level of the class makes teacher work more difficult. Therefore it is
necessary to define the different level of each student based on their level of knowledge
or intake. In this situation, the academic manager may consider developing a policy and
practice to deal with the diversification.
The scheme proposed by Philips dealing with how timetabling concerned with the
management of resources within the LTO. It is obvious that the key sources are time,
skills and commitment. Therefore, they need to be managed wisely and efficiently.
Scheduling is dealing with governing other people’s time within all the requirements of
the LTO activities. An academic manager has a lot of things to do and their job should
not be static because there are a large number of ongoing changes in the LTO.
When the level of management hierarchy is getting higher, the responsibilities also
become broader. For instance, when someone moving from the position of senior teacher
to the academic manager, he will have responsibility for a decision which affects the
work of everyone.
There are several system and advice for managing time, including electronic time
planner. All depend on:
Some managers sometimes tend to choose the ‘open door’ policy but it is also necessary
if in a certain time they want to uninterrupted in certain activities so they will apply or
they will close the door. This important to be done because managing your own time also
including make a limitation for other people to disturb our activity.
E. Professional Development
For the work of LTO, good teaching is most important thing but it does not just happen
accidentally. The selection and appointment of a good teacher deal with the academic and
HRM. Once appointed, the new teacher will need support through orientation, mentoring,
provision of materials and resources, observation and feedback, appraisal, and further
training.
Teacher observation
This means that the academic manager must make sure that:
Innovative useful
Memorable informative
Practical stimulating
Convincing transferable
Hands-on motivating
Entertaining team-building
An important responsibility of the academic manager is making CPD opportunities is
available although CPD is ultimately the responsibility of the individual. In accordance with
Richard and Farrell (2005): in PD there is a wide range of activities which can be deployed,
from the workshop to action research to teaching portfolios.
F. Managing Quality
Can understand with ease virtually everything heard or read. Can summarize
information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation. Can express him/herself spontaneously, very fluently
and porecisely, differentiating finer shades of meaning even in more complex situation.
(CEFR Global Scale)
As consumers, students (and their sponsors – typically parents or employers) will want to
be given an indication on their progress. 22sin1ce CEFR is too detailed for such purposes,
simplification can be taken, as illustrated in the following report on a student’s progress from
LTO A
The second example, from LTO B indicates a concern with the interests of the consumer
(the learner) and their sponsor (Parent of Employer). The example also suggests that the
management of the LTO is concerned with quality. As far as academic management is
concern, such a focus on quality involves having:
A clear and shared view of what is involved in language learning and teaching vision,
mission, philosophy, objectives
High levels of competence in being able to provide effective learning opportunities:
knowledge, skills and motivation of staff
Adequate resources and system to support such provision: system for new product
development, evaluation, assessment, staff training and development
Ways of measuring the efficiency and the effectiveness of such systems, including
placement, progress and achievement tests.
Managing quality should not mean setting up complex processes, systems, checklists and
measures as an end in themselves. Many of the measurement system are likely already to be
in place, although the data may not have been used for evaluating quality. For example, the
process and outcome of new product development involves the following measures:
Many of these can be expressed as ratios (typically percentages); for example, what is the
ratio of new (or improved) products to existing ones? Such ratios also provide ways of
making comparisons with sector benchmarks, and they are also indicative of innovativeness,
as a very low ratio of new developments in progress or launched will be characteristic of an
LTO which is probably stuck in the mud.
G. Conclusion
The job of academic manager is a particularly comprehensive one. Although assigning
staff and scheduling classes will be a significant part of day-to-day, operational work, it is
important that the academic manager has the opportunity to look beyond these operational
concerns to take account of the broader resource management and product development
needs of the LTO, as well as the professional development needs of staff. These aspects must
be given due attention if the LTO is to fulfill both its educational and commercial goals.
Academic management also involves responding to changes in the market, identifying
innovations and successfully implementing them.