The Eaquals AMCF as a Tool to Evaluate and Grow Leaders by Asst. Prof. Donald Staub and Dr. Özge Coşkun Aysal
A Review by Pınar Gündüz
The webinar “The Eaquals AMCF as a Tool to Evaluate and Grow Leaders” explored how the Eaquals Academic Management Competency Framework (AMCF) can serve as a structured yet flexible tool to support leadership development across different levels of academic management in language education.
The presenters began by introducing the AMCF as a framework that identifies and organizes the competencies, behaviors, and attitudes required for effective academic leadership. They emphasized that it is not designed solely for those in formal management positions. Instead, it can also support manager trainers, project leaders, and teachers, who often take on significant leadership responsibilities without holding a managerial title.
The AMCF outlines eight broad categories of competence—Managing Self, People Systems and Processes, Professional Development, Course and Assessment Design, Planning and Administration, Managing Resources, Change Management, and Quality, Customer Service and Marketing. Each of these categories includes more specific sub-competencies that together define the range of skills and knowledge required in academic management roles.
Addressing a Common Challenge: From Teacher to Manager
The webinar highlighted a common scenario in language education institutions: an experienced teacher being promoted into a management role without any prior training in leadership or administration. While classroom experience provides transferable skills such as communication and organization, new managers often find themselves unprepared for the broader demands of their new positions.
The speakers noted that in such cases, the AMCF provides a clear developmental roadmap, helping individuals identify which skills they already possess and which ones they need to develop further. Rather than leaving professional growth to trial and error, the framework encourages systematic and reflective progression toward leadership competence.
Implementation of the AMCF at Izmir University of Economics
The presenters shared how the School of Foreign Languages (SFL) at Izmir University of Economics (IUE) has integrated the AMCF into its professional and organizational practices. As a large institution with multiple programs and a layered management structure, IUE provides an example of how the framework can be applied both at the individual level and at the organizational level.
AMCF at the Individual Level
At the individual level, the Policies and Procedures Committee at the SFL has developed a set of professional competency rubrics directly based on the AMCF. These rubrics focus on key themes such as commitment to quality, lifelong learning, service, leadership, and administration—all of which align closely with the framework’s eight main categories.
The Performance Appraisal process also draws on these same principles. Staff members are asked to engage in self-reflection in areas such as “commitment to quality” and “service,” mirroring the AMCF’s emphasis on Managing Self. This reflective practice is intended to promote ongoing personal and professional growth and to ensure that individual goals remain aligned with institutional priorities.
AMCF at the Organizational Level
At the institutional level, the Quality Assurance (QA) Unit uses the AMCF to guide the school’s approach to internal evaluation and continuous improvement. The presenters stressed that the goal of their QA work is not to satisfy external accreditation requirements, but to build a culture of reflection and development that benefits both staff and students.
In practice, AMCF descriptors are integrated into their processes such as strategic and operational planning, quality cycles for curriculum and assessment, program reviews, and professional development planning.
Example: The Student Success Center
One example of this approach is the establishment of the Student Success Center, which was created to address student retention issues. The center was developed through a process of collective leadership, where staff worked collaboratively to design a solution. While a core team manages the center’s operations, all teachers are encouraged to contribute. Their involvement is recognized in their performance appraisals, which helps reinforce the idea that leadership is a shared responsibility. The center has not only supported students but also strengthened staff engagement and institutional capacity.
Supporting Change Management and Collaboration
The framework also plays a key role in guiding change management. As the presenters observed, adapting to ongoing change requires flexibility, creativity, and collaboration—competencies explicitly addressed in the AMCF. A practical example of this is the development of a flipped learning component by a working group of instructors. This initiative reflected the AMCF’s emphasis on teamwork and innovation and demonstrated how collaborative approaches can lead to sustainable institutional improvements.
Communication and Feedback Structures
The SFL has also introduced structures to promote clear and consistent communication across different units. The presenters noted that creating regular opportunities for dialogue—rather than relying on informal exchanges—helps maintain transparency and shared purpose. They also discussed their ongoing work to implement 360-degree feedback mechanisms. While acknowledging the challenges of receiving and interpreting critical feedback, they highlighted that such practices can strengthen trust and mutual understanding when introduced gradually and supported by a positive institutional culture.
The Human Dimension of Leadership
The speakers also emphasized the importance of addressing the human side of leadership. Leadership development, they argued, should not focus solely on performance or compliance but should also include staff wellbeing. They shared an example of a simple, low-cost wellbeing initiative—a rock-painting session—that drew strong participation and contributed to staff morale. Activities like this, they noted, help sustain motivation and reinforce the sense of community that underpins effective teamwork and leadership.
To conclude, the webinar demonstrated that the Eaquals Academic Management Competency Framework can function as both a developmental guide for individuals and a strategic tool for institutions. By providing a shared language for leadership and professional growth, the AMCF supports more reflective, collaborative, and sustainable management practices.