Developing contextualised literature-informed competency frameworks for middle managers in education

Abstract

The role of a manager within any organisation is often complex and multifaceted. Overtime management theory has developed in an effort to appreciate these complexities and suggest frameworks from which managers should operate. However, should management and the role of a manager be considered generic? Or, instead should we appreciate the distinctions dependant on the context in which a manager is operating in? This paper focuses on education middle managers working in vocational education and training using the Further Education sector in England as a case study to investigate the role. Utilising systematic review the paper will discuss literature on management theory, competency theory and further education management. It considers a range of management theories such as scientific, human relations and open systems theory discussing how these have informed the development of competency theory and frameworks, highlighting the strengths and limitations of prior studies. Building from these studies, this paper creates a new way to develop management competency frameworks. This is illustrated by proposing a contextualised literature-informed competency framework for further education middle managers. Challenging the generic approach to management competency frameworks and providing a platform for empirical studies that develop frameworks contextualised to the external operating environment of the manager.

Ladder of competencies for education middle managers in England

“…Many of these considerations are further impacted on by the external operating environment. Corbett's (2021) literature-informed framework used a model presented by Dierdorff et al (2009) as a foundation, which was then contextualised to the role of an EMM. The empirical research undertaken by this current study has highlighted specific considerations which require the framework to be adapted.…”

“…The competencies which make up this stage include: In parallel to each of the stages in the competency framework are skills and traits. EMMs and HR managers highly value the skills and traits presented to them in Corbett's (2021) literature-informed competency framework. This grouping of competencies is where there is the greatest concentration of soft skills that is the intrapersonal skills necessary to work well with and manage others (Laker & Powell, 2011).…”

“…Through exploring the application of a literature-informed framework by Corbett (2021) this paper has established that a generic approach to management competencies is insufficient. However, the internal environment and context is not sufficient on its own competency framework also needs to be contextualised to the sector in which the role is operating.…”

“…Its key purpose was to inform the recruitment and development of middle managers in FE/VET highlighting that as a framework it sets out the responsibilities, knowledge, skills and traits required of EMMs from a management perspective. The study is cautious not to conflate management functions with leadership as it focuses primarily on the functions of the role which it states are 'more management than leadership orientated' (Corbett, 2021; para 3). The study acknowledges the complexity of the role but also appreciates that leadership is not a position that someone is promoted into, but rather an attitude which enables someone to influence and inspire others.…”

“…As acknowledged by its author, the framework was developed via desk-based research and therefore has not been tested empirically. This paper will build on the work presented by Corbett (2021) through the administration of a national survey of EMMs in the English FE sector. The survey will seek to explore the application of a literature-informed competency framework developed by Corbett (2021) shown in Figure 1.…”