AN INVESTIGATION INTO THE STRATEGIES FOR IMPROVING MANAGEMENT/STAFF RELATIONSHIP IN TERTIARY INSTITUTIONS

AN INVESTIGATION INTO THE STRATEGIES FOR IMPROVING MANAGEMENT/STAFF RELATIONSHIP IN TERTIARY INSTITUTIONS

CHAPTER ONE

INTRODUCTION

Background of the Study 

It is surprising that few institutions have policies to monitor or develop and maximise these beneficial synergies, considering the centrality of staff relationships, the almost universal assumption that institutions benefit management staff, and the importance of scholarship (J.M. consulting 200, p.16).

It is important for academic administrators and leaders to be aware of the factors that either foster connections between an institution’s management and the relationships among its employees or work to separate academic pursuits from one another (Locke, 2004, pp. 108)

Institutional policymakers can find useful information in this paper to help them foster a positive working relationship between faculty and discipline-based research.

On the other hand, a higher education institution’s policies and procedures centre on fostering relationships between staff members and among staff members themselves.

The higher education academy’s stated mission is “assisting institutions in developing strategies to enhance the learning experience for students” (higher education and academy, 2005a.), and they want to make sure that any recommendations they make are grounded in solid research.

The question of “what is distinctive about higher education?” was, in the end, the most important one for national systems and institutions to decide. Higher education stands out because it helps students and society at large comprehend the intricacies of our interconnected world.

Despite this, the importance of relationships to other members of society and the staff’s personal beliefs in this value greatly influence their motivations and feeling of purpose.

While there is clearly a lot of work going into making these principles a reality, it’s important to note that it’s not uniformly distributed, a lot of it is tacit, and many institutional policies aren’t well-developed and even counterproductive to nexus.

The long-term benefits of staff relationships on student learning and motivation to learn have been shown in more recent studies. Furthermore, the facts of mass higher education lead researchers to conclude that the connection is not inherent but rather must be methodically included into course work, as well as departmental, institutional, and national plans.

So, while the connection would have been easier to make in an era of smaller classes, more selective admissions, and teachers who had more time to devote to each student, those days are over.