The Professor’s Paradox: When Academic Excellence Hinders Effective Leadership
Guide for Early Career Researcher (ECR) #7
The backstory for this series: As an experienced academic, I often encounter early-career researchers (ECRs)—those who are in the early stages of their research careers, typically within the first five years after completing their PhD. ECRs face unique challenges as they navigate the complex world of academia, from securing funding to publishing their work and establishing themselves in their field. In this series, I want to share my thoughts and ideas to assist ECRs on various topics that I’ve encountered during my engagements with faculty members in universities around Malaysia. Often, these interactions lead to difficult questions that merit deeper study and lengthy answers. Therefore, I’ve decided to write down my responses and share them with both the ECRs I work with and a wider audience of readers. It’s important to note that these articles are based on my personal perspective and tailored to the context of Malaysian higher education. I hope to continue this series as I encounter new challenges and questions throughout the final trimester of my academic career.
The Scenario and the Worry
Imagine this: A bright, ambitious Early Career Researcher (ECR) is offered a position as a director in one of the university’s service departments. It’s a significant role, overseeing more than a dozen non-academic staff members. An impressive opportunity, no doubt. However, when discussing the new role, the ECR mentioned that the ECR planned to treat these staff members and give them attention and management style in the same way the ECR supervised their students and postgraduates.
This perspective immediately raised concerns. While the enthusiasm is commendable, the approach reveals a fundamental misunderstanding of the differences between academic mentorship and professional leadership. It’s a mindset that, if left unchecked, could lead to significant challenges for the individual, the department, and the institution as a whole.
The Risks to the Department and University
The risks associated with this approach are numerous and potentially far-reaching:
Misalignment of Expectations: Non-academic staff are professionals with specific roles, responsibilities, and expertise. Treating them like students could lead to a misalignment of expectations, potentially resulting in frustration and decreased job satisfaction.
Underutilization of Talent: Many non-academic staff members have years, if not decades, of professional experience. Approaching them as if they were students may lead to underutilizing their skills and knowledge, hindering departmental efficiency and innovation.
Erosion of Morale: A patronising or condescending approach, even if unintentional, can quickly erode team morale. Staff members who feel undervalued or infantilized are less likely to be engaged and productive.
Ineffective Leadership: The skills required to mentor students are different from those needed to lead a professional team. An inappropriate leadership style could result in poor decision-making, ineffective conflict resolution, and suboptimal team performance.
What an ECR Should Be
Now, my dear ECR, let’s talk about what you should aspire to be as you consider leadership roles:
"A Lifelong Learner": Your academic background has instilled in you a love for learning. Carry this into your leadership by being open to learning from everyone around you, including your staff. Recognise that your PhD doesn’t make you an expert in management or administration.
Humble and Respectful: Approach your new role with humility. Respect the expertise and experience of your staff, many of whom may have been in their roles for years. Your role is to lead and support, not to teach or supervise as you would with students.
Adaptable: The skills that made you successful in research aren’t necessarily the same ones you’ll need as a leader. Be prepared to adapt your communication style, decision-making processes, and overall approach to suit your new environment.
Emotionally Intelligent: Leadership requires a high degree of emotional intelligence. Work on understanding and managing your own emotions, and be attuned to the feelings and needs of your team.
A Team Builder: Focus on creating a collaborative environment where every team member feels valued and heard. Your goal should be to build a high-performing team, not to create a group of dependents.
Strategically Minded: Understand how your department fits into the larger university structure. Think beyond day-to-day operations to see how your team can contribute to the institution’s long-term goals.
An Effective Communicator: Hone your ability to communicate clearly and effectively with a diverse group of stakeholders, from your staff to other department heads to senior university leadership.
How University Administration Filters Candidates
University administrations are often well aware of the potential pitfalls of placing academically brilliant but managerially inexperienced individuals in leadership roles. They typically employ several strategies to filter candidates during interviews; these may include:
“Can you describe a time when you collaborated with non-academic staff on a project? What was your role, and what did you learn from the experience?”
This can reveal their perception of non-academic staff and their ability to recognise others’ expertise.
“In your view, what are the key differences between leading a research team and managing a university service department?”
This tests their understanding of the distinct nature of these roles.
“How would you approach learning about the various roles and responsibilities within the department you’d be managing?”
This can show their level of interest in understanding staff roles and their humility in learning.
How an ECR Knows They’re Not Ready
Self-awareness is crucial in leadership. Here are some signs that might indicate you’re not yet ready for a senior administrative role:
You’re more excited about the authority than the responsibility. If you find yourself focusing on the power of the position rather than the challenges and responsibilities, it may be a sign you’re not ready.
You Struggle to Differentiate Between Academic and Professional Settings: If you can’t clearly articulate the differences between leading students and managing staff, you may need more time to develop your understanding of professional environments.
You Lack Interest in Administrative Processes: If discussions about budgets, HR policies, or strategic planning bore you, you might not be ready for a role that heavily involves these elements.
You’re Uncomfortable with Ambiguity: Academic research often deals with clearly defined problems, but leadership often involves navigating ambiguous situations. If this makes you uncomfortable, you may need more experience.
You Avoid Conflict: Effective leaders need to be able to manage conflicts. If you find yourself avoiding difficult conversations, you may need to work on this skill.
You Struggle to Delegate: If you feel you need to do everything yourself or struggle to trust others with important tasks, you may not be ready to lead a team.
You’re Not Interested in Others’ Professional Development: A key part of leadership is developing your team. If you’re more focused on your own career progression than helping others grow, you may need to shift your perspective.
You Feel You Have Nothing to Learn: If you believe your academic achievements have prepared you for any challenge, without recognising the unique skills required for leadership, you may need more time to develop humility and a learning mindset.
Remember, dear ECR, recognising that you’re not ready isn’t a failure. It’s a sign of maturity and self-awareness. Leadership is a journey, not a destination. Approach it with humility, a willingness to learn, and respect for the professionals you’ll be working with. In doing so, you’ll not only advance your own career but also contribute significantly to your institution and the broader academic community.
