Benchmarking Leadership of Medical School Deans

Yodi Mahendradhata
How to strengthen leadership capacity in
Indonesian medical schools?
QS World University Rankings by Subject 2022: Medicine

1. Harvard University
2. University of Oxford
3. Stanford University
4. University of Cambridge
5. Johns Hopkins University
6. University of California, Los Angeles (UCLA)
7. University College London (UCL)
8. Imperial College London
9. Yale University
10. University of Toronto
Organizational structure for a medical school’s
office of the dean (Cole et al 2018)
A guide for reaching
the dean’s office
(Cole et al 2018)

1. Role identification
2. Needs assessment
3. Goals and specific
measurable objectives
4. Strategies and
implementation
5. Evaluation and
feedback
Knowledge, Skills and Experience (Cole et al 2018)
Jacobson CE, Beeler WH, Griffith KA, Flotte TR, Byington CL, et al. (2021) Common pathways to Dean of Medicine at U.S. medical schools. PLOS
ONE 16(3): e0249078. https://doi.org/10.1371/journal.pone.0249078
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0249078
 Fig 2. Leadership experience prior to becoming Dean by gender.

Jacobson CE, Beeler WH, Griffith KA, Flotte TR, Byington CL, et al. (2021) Common pathways to Dean of Medicine at U.S. medical
schools. PLOS ONE 16(3): e0249078. https://doi.org/10.1371/journal.pone.0249078
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0249078
 Fig 3. Progression through the pipeline according to medical school rank.

Jacobson CE, Beeler WH, Griffith KA, Flotte TR, Byington CL, et al. (2021) Common pathways to Dean of Medicine at U.S. medical
schools. PLOS ONE 16(3): e0249078. https://doi.org/10.1371/journal.pone.0249078
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0249078
 Fig 4. H-Index for Deans of Medicine for top-25 vs. non-top-25 medical schools.

Jacobson CE, Beeler WH, Griffith KA, Flotte TR, Byington CL, et al. (2021) Common pathways to Dean of Medicine at U.S. medical
schools. PLOS ONE 16(3): e0249078. https://doi.org/10.1371/journal.pone.0249078
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0249078
 Qualities of the Medical Deans (Rich et al 2008)

Management Skills Leadership Skills

• Institutional assessment
• Negotiation and conflict management
• Change management
• Communication with diverse
audiences
• Strategic planning
• Financial stewardship
• Fundraising
• Teambuilding
• Talent recruitment and retention
• Visioning
• Maximizing values
• Knowing self
• Mentoring
• Building constituency
• Making sense of experience
• Challenging experience
 Qualities of the Medical Deans (Rich et al 2008)

Knowledge
• Academic medical center governance
• Legal and regulatory issues
• Challenges and expectations of
clinicians and scientists
• Process of medical education
Attitudes
• Commitment to the success of others
• Appreciation of institutional culture
• Patience with process
Figure 1
Leadership Values in Academic Medicine

Souba, Wiley W.; Day, David V.

Academic Medicine81(1):20-26, January 2006.
doi:

Percentages of 18 deans of U.S. colleges of

medicine and academic medical centers who ranked these
values as most essential to their leadership, 2003–04. Top
four indicates top four Q-sort categories. Bottom four
indicates bottom four Q-sort categories.

Copyright © 2023 by the Association of American Medical Colleges 18

Figure 2
Leadership Values in Academic Medicine

Souba, Wiley W.; Day, David V.

Academic Medicine81(1):20-26, January 2006.
doi:

Percentages of 18 deans of U.S. colleges of

medicine and academic medical centers who ranked these
values as least essential to their leadership, 2003–04.
Bottom four indicates bottom four Q-sort categories. Top
four indicates top four Q-sort categories.

Copyright © 2023 by the Association of American Medical Colleges 19

Factors necessary for success (Lobas 2006)
• Congruency of expectations
• Leadership skills
• Emotional intelligence
• Communication
• Developing a vision
• Strong, reliable, leadership team
• Professional development
• Renewable resources
• Competence to manage a complex business
• Personnel management
• Managing change
• Defining success
Criteria considered in the evaluation of the
dean’s performance*
• Progress in achieving the school’s goals in education, research, service, and clinical
activities (as appropriate);
• Support of the school and institutional mission and goals;
• Recruitment, development, mentoring, and retention of department chair,
administrative leaders, and staff of the school as determined by the Evaluation
Committee;
• Leadership and management;
• Promotion of and support for diversity among faculty, staff, and students of the school;
• Stewardship of resources;
• Communication with faculty, staff, and trainees;
• Promotion of and support for a collegial and professional environment;
• Promotion and demonstration of university values; and
• Enhancement of the university’s and school’s local, state, and national reputation.
*Source: https://www.uth.edu/hoop/documents/FINAL_Guidelines_for_Review_of_Deans_060117.pdf
How to strengthen leadership capacity in
Indonesian medical schools?
ymahendradhata@ugm.ac.id