Selection criteria, skill sets and competencies: What is their role in the appointment of vice‐chancellors in Australian universities?
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 27 March 2009
Abstract
Purpose
The research presented here attempts to identify and analyse the reported selection criteria used in the appointment of Australian vice‐chancellors (VCs) and to contrast this with the selection criteria actually used.
Design/methodology/approach
Contemporary research into the nature, role and purpose of section criteria in appointment processes has chiefly been conducted in the private sector and across various hierarchical levels. The research is based on a PhD entitled “The recruitment and selection of vice‐chancellors for Australian universities”. The research for the thesis had ethics approval and involved interviews with former and incumbent chancellors, VCs, consultants, representatives of the Australian Vice‐Chancellors Committee and selection panel members. Central to this research was the selection criteria and the skill bases selection criteria attempted to measure. A questionnaire was also sent to those listed above.
Findings
The findings show that a matching of organisational antecedents with candidate attributes does occur. The research also highlights the key selection criteria used to appoint VCs. It also demonstrates how these key criteria are universally applied but in different orders depending upon the various foci of universities. Non‐stated, but important, criteria and competencies are also discussed.
Originality/value
No other research exists outlining the skill sets and competencies required by Australian VCs. It is hoped that this research will form the basis for further research and discovery into this field that we know so little about.
Keywords
Citation
O'Meara, B. and Petzall, S. (2009), "Selection criteria, skill sets and competencies: What is their role in the appointment of vice‐chancellors in Australian universities?", International Journal of Educational Management, Vol. 23 No. 3, pp. 252-265. https://doi.org/10.1108/09513540910941757
Publisher
:Emerald Group Publishing Limited
Copyright © 2009, Emerald Group Publishing Limited