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Anhang Anhang 1 Leitfaden der explorativen Interviews mit Hochschulführungskräften und Experten

1. ¿Cuáles son las características más importantes que debe tener un

rector de una institución de educación superior (IES) en México?

2. ¿Cuáles son los actores principales (internos y externos) con los que usted como rector tenía que ver principalmente?

3. ¿Es más fácil dirigir una IES pequeña que una grande (número de alumnos)?

4. ¿El tipo de IES en la que usted colaboró, influye en la forma de di-rigirla (pública/privada)?

5. ¿La existencia de órganos colegiados (consejo universitario, senado, etc.) tenía alguna influencia sobre su estilo de liderazgo? En caso positivo, ¿en qué forma?

6. ¿Para su desempeño como rector, era importante ser carismático/a? ¿que su equipo confiara y se identificara con usted?

7. ¿Tenía usted altas aspiraciones en los miembros de su equipo? ¿Les transmitía estas aspiraciones? En caso positivo, ¿de qué manera?

8. ¿Motivaba a los miembros de su equipo a ser creativos e innovado-res?

9. ¿Se interesaba por las necesidades personales de los miembros de su equipo?

10. ¿Cuál considera usted la razón por la cual existe muy poca investi-gación sobre el liderazgo de IES en México?

Übersetzung:

1. Was sind die wichtigsten Eigenschaften einer/s Hochschulpräsi-

dent(inn)en in Mexiko?

2. Welche sind die wesentlichen internen und externen Akteure, mit

© Springer Fachmedien Wiesbaden GmbH 2018R. Badillo Vega, Präsidiale Führungsstile in Hochschulen,Organization & Public Management,https://doi.org/10.1007/978-3-658-19817-6

382 Anhang

denen Sie in Ihrem Amtszeit als Präsident(in) zu tun hatten?

3. Ist es einfacher eine kleine als eine große Institution zu leiten?

4. Hat der Hochschultyp (öffentlich/privat) ihrer Institution einen Ein-

fluss auf die Art und Weise, wie sie geleitet werden muss, ausgeübt?

5. Hatte das Vorhandensein kollegialer Gremien (Hochschulrat, Senat,

usw.) einen Einfluss auf Ihren Führungsstil? Falls ja, inwiefern?

6. Hat Charisma eine Rolle für ihre Leistung als Präsident(in) gespielt,

damit Ihr Team Ihnen vertraute und sich mit Ihnen identifizierte?

7. Hatten Sie große Erwartungen an Ihre Teammitglieder? Haben Sie

diese Erwartungen vermittelt? Falls ja, wie haben Sie dies getan?

8. Haben Sie ihr Team motiviert, innovativ und kreativ zu sein?

9. Haben Sie sich für die persönlichen Bedürfnisse ihrer Teammitglie-

der interessiert?

10. Ihres Erachtens: warum gibt es so wenig Forschung über die Lea-

dership von mexikanischen Hochschulen?

Anhang 383

Anhang 2 Fragebögen zur standarisierten Befragung

384 Anhang

Anhang 385

Anhang 3 Leitfaden der Interviews mit amtlichen Hochschulpräsident(Inn)en

1. La palabra liderazgo es usada todo el tiempo, sin embargo no siem-

pre se coincide con el significado de la misma. Qué significa la pa-labra „liderazgo“ para usted?

2. Las funciones de un rector han cambiado de manera importante en los últimos tiempos, de acuerdo a su impresión, cuáles serían las principales funciones que tiene actualmente un rector al interior y el exterior de la institución?

3. Cuáles serían los dos temas más importantes que ha enfrentado su institución en los últimos dos años? Qué ha hecho usted como rector para llevarlos a buen término?

4. Cuáles son las experiencias profesionales previas a su nombramien-to como rector que le han ayudado a cumplir con esta función?

5. Su equipo de trabajo es importante para usted? Cómo lo motiva?

6. A qué conferencias o reuniones internacionales ha asistido usted en el último año? Cómo mantiene activa las relaciones entabladas en las mismas?

7. Cuál es el costo personal de ser rector? Cómo lo ha sobrellevado?

8. Cuáles son las características principales que idealmente su suce-sor/a debería tener?

9. Finalmente, cómo le gustaría ser recordado como rector?

Übersetzung:

1. Das Wort „Leadership“ wird die ganze Zeit benutzt, aber die Men-schen sind nicht immer über seine Bedeutung einig. Was bedeutet das Wort ‚Leadership‘ für Sie?

386 Anhang

2. Die Funktionen der Hochschulpräsident(inn)en haben sich in der letz-ten Zeit stark verändert. Ihres Achtens, was sind die Hauptfunktionen, die Sie als Hochschulpräsident(inn) heutzutage innerhalb und außer-halb der Institution haben?

3. Was sind die zwei wichtigsten Probleme, mit denen sich Ihre Institu-tion in den letzten zwei Jahren konfrontiert sah? Wie haben Sie diese als Präsident(in) zu einem guten Abschluss gebracht?

4. Was sind die wichtigsten Erfahrungen ihrer professionellen Laufbahn vor ihrer Ernennung zum/r Präsident(in), die Ihnen geholfen haben, ihre Aufgabe als Hochschulpräsident(in) zu erfüllen?

5. Ist ihr Team wichtig für Sie? Wie motivieren Sie ihr Team?

6. An welchen internationalen Treffen und Konferenzen haben Sie im letzten Jahr teilgenommen? Wie halten sie internationale Verbindun-gen außerhalb Ihrer eigenen Strukturen aufrecht?

7. Was kostet es Sie auf persönlicher Ebene Präsident(in) zu sein? Wie gehen Sie damit um?

8. Welche Haupteigenschaften sollte Ihr/e Nachfolger/in idealerweise haben?

9. Zuletzt, wie möchten Sie als Hochschulpräsident(in) in Erinnerung bleiben?

Anhang 387

Anhang 4 Codebuch – MAXQDA

Code/Kategorie Erläuterung Beispiel

Full-Range of Leadership

Transformationale Leadership

Bei diesem Führungsstil geht es hauptsächlich um die Verbindung, die die Füh-rungskräfte zu ihren Mitarbei-tern entwickeln und die Moti-vations- und Moralitätsebene auf den Seiten erhöht. Dadurch wird eine Leistung weit über die Erwartungen der Organisation erbracht.

"... das ist vielleicht eine der Aufgaben des Präsidenten, der zu sein, der die Farben der Universität träg , der bei Bedenken Vertrauen anbie-tet, der in schwierigen Zeiten Hoffnung erzeugt, der bei Unsicherheiten Gewissheiten gibt, der den Menschen ein Gefühl der Sicherheit vermit-telt, damit wir wissen, wohin wir gehen" (I8)

Idealisierter Einfluss

Durch ihre Vorbildfunktion beeinflussen transformationa-le Führungskräfte die Mitar-beiter nachhaltig. Sie erfüllen und leben selbst die ethischen und moralischen Prinzipien vor, die sie von ihren Mitar-beitern erwarten. Diese Di-mension steht oft in enger Verbindung mit Charisma.

"... Ich würde gern in Erin-nerung bleiben (.) als der Präsident (2), der einen Wendepunkt in der Instituti-on erreicht hat! […] d.h. I2 (.) er hat die ganze Instituti-on Studierende und Lehrer-ende, mit drei großen Ver-pflichtungen, mit der Ethik, mit der Bürgerbeteiligung und der Zahlung der sozialen Hypothek tätowiert! " (I2)

Inspirierende Motivation

Hinsichtlich der Art und Weise, in der die Hochschul-präsident(inn)en Erwartungen an ihre Mitarbeiter vermitteln, wird die inspirierende Moti-vation in Form von Etablie-rung einer gemeinsamen Vision, strategischer Planung und Campus-Gesprächen definiert.

„Für mich ist Leadership ist [eh] (.) eine Person zu sein, die inspiriert! (2), die in der Lage ist, andere zu begeis-tern (.), ihre Träume zu verwirklichen“ (I2)

388 Anhang

Intellektuelle Stimulierung

Die intellektuelle Stimulie-rung ist mit verschiedenen Aspekten verbunden, womit die Hochschulpräsi-dent(inn)en hauptsächlich ihre Mitarbeiter und aber auch die Hochschulgemeinde im allgemeine zur Gestaltung der Organisationszukunft auffordern bzw. ermutigen, kreativ und innovativ zu sein. Bei dieser Dimension be-trachten sich die Führungs-kräfte selbst als Teil eines interaktiven und kreativen Prozesses, indem sie Annah-men in Frage stellen, Proble-me umdeuten und alte Prob-leme von einer neuen Per-spektive aus betrachten.

„…im Moment stehen wir vor didaktischen Veränderungen, wir stehen vor Plattformen, wir stehen vor = vor was nun die berühmten Fähigkeiten sind, mit einem kompletten Paradigmenwechsel! Wie soll man lehren? Denn die wichtigsten Herausforderun-gen einer Institution wie der unseren, noch mal, sind ihre soziale Auswirkung, ihre Transformation, ihre Öff-nung, die Innovation sein und in Innovation bestehen muss, wenn wir nicht innova-tiv sind, dann verändern wir (uns) nicht. Und wenn nichts verändern, dann sind wir auch keine Universität.“ (I7)

Individuelle Wertschätzung

Diese Dimension bezieht sich auf das besondere Interesse der Führungskräfte für die Bedürfnisse der intrinsisch motivierten Mitarbeiter, um sie systematisch zu fördern, zu unterstützen und zu bera-ten. Sie wird als Treffen mit Studierenden, Verstärkung und Pflege von Wandel-Agenten in der Hochschul-gemeinde oder als das Zeleb-rieren und Belohnen der engagierten Arbeit von Indi-viduen verstanden.

"... ein Großteil der Arbeit des Präsidenten ist es, der Universitätsgemeinschaft zu zu hören, ich verbrachte viele Stunden im Gespräch mit Menschen, um Menschen in meinem Büro zu empfan-gen, um ihre Probleme zu hören" (I6)

Transaktionale Leadership

Die TAL bezieht sich auf die Etablierung einer Austausch-beziehung zwischen Füh-rungskraft und Mitarbeiter, die die Befriedigung ihrer Eigeninteressen anstrebt.

„Was denke ich, ist es, das uns eint? Uns eint erstens die Klarheit der Leistungsindika-toren! Wir wissen genau, welcher gerade gemessen wird und warum. Also unser Kontrollschema, denke ich,

Anhang 389

ist sehr klar! im vergangenen Jahr haben wir hart daran gearbeitet, um dies zu stär-ken! sowohl am akademi-schen Kontrollschema, als auch am Betriebsschema und das durch Ergebnisse jeder Art!“ (I14)

Bedingte Belohnung

Es handelt sich um eine kon-struktive Transaktion, um Austauschbeziehungen zwi-schen Führungskräften festzu-legen und psychologische oder materielle Belohnungen der Mitarbeiter für die zufrie-denstellende Durchführung der Aufgaben zu veranlassen.

„Ein weiteres Thema ist auch, dass ich mich zu flexi-bel gegenüber der Gewerk-schaft der technischen und Verwaltungsmitarbeitern verhalten habe! Sie schlos-sen sich nie dem Prozess der Modernisierung der Univer-sität an! […] und ich habe sogar Dinge usw. angeboten, darunter einen Preis für Produktivität, der den Wis-senschaftlern bezahlt wird! Sie nahmen ihn nicht an, weil sie selbst evaluieren wollten und ich sagte nein! Es war unmöglich! Weil wir Wissen-schaftler uns nicht autoeva-luieren, sondern von Peers evaluiert werden, und sie haben es nicht akzeptiert“ (I1)

Management by Exception (aktiv)

Bei dieser Dimension über-prüfen Hochschulpräsi-dent(inn)en die Leistung der Mitarbeiter und konzentrieren sich auf die Abweichungen ihrer Leistung sowie auf ihre Fehler.

„ so dass man die Aktivitäten koordinieren, gewissermaßen überwachen und sogar kon-trollieren muss, die durchge-führt werden, damit diese Pyramide ordnungsgemäß funktioniert“ (I12)

Management by Exception (passiv)

Die Strategie der Hochschul-präsident(inn)en bei dieser Dimension ist durch weitge-hende Zurückhaltung der

"... Eine Regel, die ich nicht erwähnt habe, aber die gegeben sein sollte, ist, dass, wie du einstellst (.) kannst du

390 Anhang

Führungskraft gekennzeich-net. Sie wartet, bis Abwei-chungen von strategischer Planung oder Personalverord-nung eingetreten sind, um aktiv zu handeln.

entlassen! und das ist eine Regel der Führungskraft eh! der Leader muss kalt sein! [...] Der funktioniert nicht: schade! Denn am Ende schadet er dir! " (I7)

Laissez-Faire Leadership

LFL wird als ein passiver und inneffizienter Verhaltensstil der Führungskräfte definiert, weil sie sich aller Verantwor-tung entziehen, die Entschei-dungsfindung hinauszögern und sich nicht um die Mitar-beiter und deren Bedürfnisse kümmern.

„…in dem Sinne, dass ich keine brillanten Ideen haben muss, nicht wahr? Also, ich kann nicht morgens aufste-hen und sagen: "Oh, ich bin genial! Heute werde ich nun die Universität transformie-ren! (.) Oder: „ich werde heute an der Universität etwas Innovatives umsetzen, was nie getan worden ist“ selbst wenn die Verwaltung einen Stil hat und eine Füh-rungskraft zu sein auch ein Stil ist [eh] Ich habe einen Entwicklungsplan, der mir die Frage sehr deutlich stellt, die Herausforderungen zu identifizieren, die die Hoch-schulgemeinschaft definiert hat! die diese Hochschul-verwaltung erfüllen muss, nicht wahr? Also, es gibt sehr viele klare Ziele! pro Monat, pro Jahr und pro Periode! Wir haben die Verpflichtung, sie zu erfül-len“ (I5)

Anhang 391

Anhang 5 Leitfadengestützte Interviews: persönliche Eigenschaften der Hochschulpräsident(inn)en

Inte

r-vi

ewpa

rtne

r

Ges

chle

cht

Alte

r

Stud

ienh

in-

terg

rund

Ak.

Gra

d

Stud

ien

im

Aus

land

Am

tsze

it

Prof

. Lau

f-ba

hn

I1 Männ-lich

56 -65

Rechts-, Ver-waltungs- und Wirtschafts-wiss.

Promo-tion

Ja > 4 Jahre

Wissen-schafts-manag.

I2 Männ-lich

56 -65


Master Nein 2. bis 3. Jahr


I3 Männ-lich

56 -65

Geistes- und Sozialwiss.

Promo-tion

Ja > 4 Jahre

andere

I4 Männ-lich

46-55


Promo-tion

Ja 2. bis 3. Jahr

Forschung und Lehre

I5 Männ-lich

56 -65

Natur- und Ingenieurwiss.


Berufliche Praxis au-ßenhalb der Wissen-schaft

I6 Männ-lich

56 -65


Post Doc

Nein 2. bis 3. Jahr


I7 Männ-lich

56 -65


Promo-tion

Ja 2. bis 3. Jahr


I8 Männ-lich

46-55


Ba-chelor

Nein 2. bis 3. Jahr

Beruf. Praxis außenhalb der Wiss.

392 Anhang

I9 Männ-lich

46-55


Master Ja 1. Jahr


I10 Männ-lich

56 -65


Promo-tion

Ja 2. bis 3. Jahr

Forschung und Lehre

I11 Männ-lich

56 -65




I12 Weib-lich

> 65


Promo-tion

Nein 4. Jahr

Beruf. Praxis außenhalb der Wissen-schaft

I13 Männ-lich

56 -65


Promo-tion

Nein 4. Jahr

Forschung und Lehre

I14 Männ-lich

56 -65


Promo-tion

Ja 1. Jahr

Forschung und Lehre

Anhang 393

Anhang 6 Leitfadengestützte Interviews: Hochschulmerkmale

In

terv

iew

part

ner

Hoc

hsch

ulty

p

Hoc

hsch

ulgr

öße

Hoc

hsch

ulal

ter

Hilf

reic

he S

truk

-tu

ren

I1 Öffentlich > 40000 51 - 100 Sehr hilfreich

I2 Privat > 40000 51 - 100 Sehr hilfreich

I3 Privat 5000-20000 < 50 Hilfreich

I4 Öffentlich > 40000 51 - 100 Hilfreich


I6 Öffentlich > 40000 <50 Wenig hilfreich

I7 Öffentlich > 40000 51 - 100 Sehr hilfreich

I8 Privat Bis 5000 < 50 Sehr hilfreich


I10 Öffentlich > 40000 51 - 100 Wenig hilfreich

I11 Öffentlich > 40000 > 100 Sehr hilfreich


I13 Öffentlich > 40000 > 100 Hilfreich

I14 Privat > 40000 51 - 100 Hilfreich

Laturverzeichn - Springer978-3-658-19817-6/1.pdf · Laturverzeichn Acosta Silva, A. (2010)....

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