Anatomy of leadership 2 of 4

May 17, 2012

David Bignell, emeritus professor of zoology at Queen Mary, University of London, has offered a polite critique to the ongoing restructuring at the institution ("Madness of metrics", 3 May). His views have been well received in the School of Biological and Chemical Sciences and beyond.

Management remains silent and hopes silence will prevail. It would help if instead of posing new restrictions on internal email traffic while pushing through ill-considered plans, managers provided answers to those who are seeing their careers destroyed and to the students who won't have teachers next year. On the latter point, an open letter to Queen Mary's leadership signed by 40 academics has so far gone unanswered.

Some managers don't even meet their own metrics of madness. Anyone divorced from the concept of academic self-administration, which underpins our ability to research and teach, must go.

Fanis Missirlis, Lecturer in cell biology, Queen Mary, University of London, qmucu.wordpress.com

You've reached your article limit.

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments
Register

Have your say

Log in or register to post comments

Most Commented

Felipe Fernández-Armesto takes issue with a claim that the EU has been playing the sovereignty card in Brexit negotiations

Female professor

New data show proportion of professors who are women has declined at some institutions

John McEnroe arguing with umpire. Tennis

Robert MacIntosh and Kevin O’Gorman explain how to negotiate your annual performance and development review

Man throwing axes

UCU attacks plans to cut 171 posts, but university denies Brexit 'the reason'

opinion illustration

Eliminating cheating services, even if it were possible, would do nothing to address students’ and universities’ lack of interest in learning, says Stuart Macdonald