Appraisal in action

A case study of innovation and leadership

Bibliographic Data

ID4098444
AuthorsDesmond Rutherford (Birmingham City University, corresponding author)
Year1992
Volume17
Issue2
Pages201-210
Publication date1992-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079212331382667
OpenAlexW2059102676
LanguageEN
Citations received4
References cited8

The introduction of staff development and appraisal schemes to universities in the United Kingdom has been, arguably, the most radical innovation of recent years. This paper analyses the implementation of a scheme at the University of Birmingham. The analysis focuses on the stakeholders and the decisive factors that were influential in effecting this innovation. The leadership demonstrated by the appraisers is highlighted as the most important factor that will determine the eventual success or otherwise of the scheme at Birmingham. The paper goes on to explore three perspectives on leadership—personal, functional, and situational—which suggest how appraisers can become more effective. The paper is directed, in particular, at middle managers (that is, heads of academic and of administrative departments) in institutions of higher education who have an immediate responsibility for providing leadership and implementing staff development and appraisal schemes in their own departments

Economics · Higher education · Leadership development · Management · Political science · Public relations · Situational ethics · Healthcare Quality and Management · Higher Education Governance and Development · Human Resource and Talent Management

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