1. Understanding the “system” in its entirety - is a prerequisite for understanding each other Søren Barlebo Rasmussen sbr@cbs-simi.dk

2. Experience : 10 years as a researcher (field: science on science. Specialty: leadership and quality in science) 10 years as research and university leader (project manager, group leader, head of department and dean) 10 years as consultant (example: making courses in university leadership and research management) 10 years working with university politics (example chairman of the Danish accreditation institution)

3. Perspective! Understanding the many perspectives (logics, rationales etc.) on science and scientific institutions is necessary As a strategic competence in different parts of the system/organization (not as an individual) Creating strategic developments where the different actors and parts meet in a learning situation

4. 4 examples… Research leadership programme at UiO (OKB) – Research administrators as facilitators – Common framework about research leadership/management – Common discussions on future developments University leadership development at Ålborg University – President, university director, deans, faculty directors, top administrative staff and heads of department in one programme – Smaller groups where they share individual cases and dilemmas -> together they form a shared understanding of each others problem (“seeing the bigger picture”) – Common discussion of the university strategy Leader group development at faculty of XX at YY (ongoing) – Dean, vice-deans, faculty director, vice faculty director and all heads of department – Common understanding of each other as individuals – Together constructing common norms of cooperation, division of labour, mutual expectations etc. Constructing a “learning arena” between project leaders and The Research Council of Norway – Four project leaders, central project participants and a number of scientific officers from the research council – Mutual decision of the important issues to share experiences about – Together constructing a common language

5. A model: Level 1: -Understanding your own professional competence -Can see it from «outside» -Able to tell about it and «explain» it Level 1: -Understanding your own professional competence -Can see it from «outside» -Able to tell about it and «explain» it Level 2 -Connecting to other parts and perspectives -Can see own ”blind spots” -Can understand different professions and their perspectives Level 2 -Connecting to other parts and perspectives -Can see own ”blind spots” -Can understand different professions and their perspectives Level 3 -Developing a common language -Can build common understandings -Able to bridge different logics Level 3 -Developing a common language -Can build common understandings -Able to bridge different logics Level 4 -Common discussion of shared strategic future -Can build common understandings of the future -Able to differentiate between win/win and win/loose scenarios Level 4 -Common discussion of shared strategic future -Can build common understandings of the future -Able to differentiate between win/win and win/loose scenarios

6. Practical helpers… Create situations with close personal relationships and being in a listening/learning mode Create 1 to 1 dialogues Able to focus on “in the long run” Good at facilitating processes Able to differentiate between “dialogue” and “discussion” (professionals are trained to be good at discussing and at finding “the holes in the cheese” – good to construct knowledge but not to build organisations)

7. Conclusions! Focus on building strategic competences into the adminstrative part of the organisation Do not outsource to much to external consultants Have the courage to invest in the future