Middle-level Academic Management: A case study on the roles of the Heads of Department at a Vietnamese university

Abstract

Middle-level academic managers play a central role in university management; however, their roles are not always clear and straightforward. Although this research subject has been comprehensively investigated in the last 40 years, most studies are western-biased. This study examines the roles of Heads of Department in a newly established university in Vietnam to fill this literature gap. Through 24 interviews and document analysis, the study finds that the main task areas of the Heads of Department centre on programme management, academic staff management and facilities management. Other areas such as strategic management and budget management appear to be neglected. The paper supports the findings of the existing literature that Heads of Departments’ responsibilities vary in detail and the roles demanded are governed in large measure by departmental contexts. The study concludes that the Heads of Department enjoy a low level of autonomy and also act more as managers than as leaders. It is recommended that an enhanced leadership role should be given to the Heads of Department so that they can perform to the best of their ability, hence improving university performance.

Keywords:

• higher education policy/development
• management
• governance
• leadership

Acknowledgements

The author would like to thank Professor Vincent Lynn Meek, Professor Leo Goedegebuure and the two anonymous reviewers for their invaluable comments on the earlier drafts of the paper.

Notes

1. Those in charge of the basic academic units: departments/schools, faculties, and in some cases, research centres/institutes, are called HOD in this paper.

2. In 2005, the Vietnamese Government made a strong commitment to reform the governance of the system through the framework of the higher education reform agenda by conferring on higher education institutions legal autonomy in their operations, eliminating line ministry control, moving the role of the state to supervision and developing a higher education law.

3. Over only 10 years (from 1998 to 2009), 45 universities were upgraded from colleges and 11 institutions were upgraded twice, from a vocational training school to a college, and then from a college to a university.

4. Deputy HODs’ tasks are to assist HODs in implementing department activities. Because deputy HODs do not have much autonomy in doing their own job, they normally have to ask for HODs’ opinion before making any important decisions. Such a close work relationship makes it useful to get input from deputy HODs.

5. As stated, in Vietnam, the communist party committees often have the most important say in any decisions made by organizational authorities.