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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Serie: J-B Anker Resources for Department Chairs
- Sprache: Englisch
THE ESSENTIAL DEPARTMENT CHAIR This second edition of the informative and influential The Essential Department Chair offers academic chairs and department heads the information they need to excel in their roles. This book is about the "how" of academic administration: for instance, how do you cultivate a potential donor for much-needed departmental resources? How do you persuade your department members to work together more harmoniously? How do you keep the people who report to you motivated and capable of seeing the big picture? Thoroughly revised, updated, and expanded, this classic resource covers a broad spectrum of timely topics and is now truly more than a guide--it's a much-needed desk reference that tells you "everything you need to know to be a department chair." The Essential Department Chair contains information on topics such as essentials of creating a strategic plan, developing and overseeing a budget, key elements of fundraising, preparing for the role of chair, meeting the challenges of mentoring to increase productivity, and creating a more collegial atmosphere. The book also explores the chair's role in the search process, shows how to conduct a successful interview and what to do when it's time to let someone go. And the author includes suggestions for the best practices to adopt when doing an evaluation or assessment. The Essential Department Chair, Second Edition, contains a wealth of new, realistic case studies to equip leaders in this pivotal position to excel in departmental and institutional life.
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Veröffentlichungsjahr: 2011
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Contents
Cover
Series Page
Title Page
Copyright
Jossey-Bass Resources for Department Chairs
The Author
Introduction
Part One: The Chair's Role and Career Path
Chapter 1: In the Trenches
Use Your Resources
Learn by Sharing
References
Resources
Chapter 2: Preparing for the Chair's Role
References
Resources
Chapter 3: Assessing What Kind of Department Chair You Are
So, Who Are You?
Personality Inventories
Personal Assessment
Understanding Your Style
References
Chapter 4: Serving as an Untenured Department Chair
Institutional Challenges
Interim Solutions to the Challenges
References
Resource
Chapter 5: Coexisting with a Former Chair
Reference
Resource
Chapter 6: Creating a Career Plan
Return to the Faculty
Obtain Another Chair Position
Seek Another Midlevel Position
Become a Dean
Enter Upper Administration
Retire
References
Resources
Chapter 7: Returning to the Faculty
Acceptance and Trust
Letting It Go
Passing Your Experience On to Others
Resources
Chapter 8: Seeking Higher Administrative Positions
References
Chapter 9: A Scenario Analysis on the Chair's Role and Career Path
Case Studies
Considerations
Suggestions
Part Two: Departmental Management and Politics
Chapter 10: Understanding Departmental Ethics and Politics
Campus Codes
Developing a Statement of Principles
References
Resources
Chapter 11: Chairing Small Departments
Issues Arising from Intradepartmental Relations
Issues Arising from Interdepartmental Relations
Resources
Chapter 12: Chairing Large Departments
Issues Relating to Line Authority
Issues Relating to Delegation
Issues Relating to Workload
Issues Resulting from Being Hired from the Outside
Issues Resulting from Departmental Elections
Resources
Chapter 13: Setting Course Rotations and Schedules
Resources
Chapter 14: Making Decisions
Cost-Benefit Analysis
The Limitations of Cost-Benefit Analysis
The Paradox of Choice
So, What Are Chairs to Do?
References
Chapter 15: Setting Annual Themes
Annual Themes
Using the Annual Theme
Advantages to Annual Themes
Chapter 16: Creating Departmental Centers for Excellence in Teaching and Learning
Methods
Technology
Discussion Groups
Mentoring
Clinics
References
Chapter 17: A Scenario Analysis on Departmental Management and Politics
Case Studies
Considerations
Suggestions
Part Three: The Chair's Role in Searches, Hiring, and Firing
Chapter 18: Writing Job Descriptions and Position Announcements
The Three Common Errors
The Position Description
References
Chapter 19: Understanding the Chair's Role in the Search Process
The Chair's Role in Focusing the Search Process
The Chair's Role in Clarifying the Search Process
Avoiding Common Errors Made by Search Committees
Resources
Chapter 20: Interviewing Candidates
Conducting the Interview
Evaluating the Candidate's Responses
Areas of Caution
Interviewing Other Administrators
References
Chapter 21: Letting Someone Go
References
Chapter 22: A Scenario Analysis on Hiring and Firing
Case Studies
Considerations
Suggestions
Part Four: Mentoring Challenges and Opportunities for Department Chairs
Chapter 23: Helping Faculty Members Sharpen Their Focus
Resources
Chapter 24: Coaching Faculty Members to Increase Productivity
Reference
Resources
Chapter 25: Promoting a More Collegial Department
References
Resources
Chapter 26: Coping with Passive-Aggressive Behavior
Coping Strategies
Your Role as Chair
References
Resources
Chapter 27: Resolving Chronic Complaints
References
Resources
Chapter 28: Addressing Staff Conflicts
The Role of Human Resources, Employee Unions, and Institutional Policies
Guidelines for When You Must Intervene
Resources
Chapter 29: Overcoming Conflicts
An Action Plan
Special Situations
References
Resources
Chapter 30: A Scenario Analysis on Mentoring Challenges
Case Studies
Considerations
Suggestions
Part Five: The Chair's Role in Faculty Development
Chapter 31: Facilitating a Positive First-Year Faculty Experience
References
Resource
Chapter 32: Coaching Faculty in Writing Effective Résumés
References
Resources
Chapter 33: Creating an Effective Professional Development Plan
Junior Faculty: Creating a Tenure and Promotion Plan
Professional Development Plans for Midcareer Faculty Members
Professional Development Plans for Senior Faculty Members
Resources
Chapter 34: Creating an Effective Teaching Portfolio
References
Resources
Chapter 35: Creating an Effective Course Syllabus
References
Resources
Chapter 36: Promoting Creativity in Teaching and Learning
References
Resources
Chapter 37: A Scenario Analysis on Faculty Development
Case Studies
Considerations
Suggestions
Part Six: Best Practices in Evaluation and Assessment
Chapter 38: Creating Written Evaluations
Questions to Set the Stage for the Evaluation
Questions to Ask Before Writing the Evaluation
Questions to Ask After Drafting an Evaluation
References
Resources
Chapter 39: Conducting Oral Evaluation Sessions
Resources
Chapter 40: Writing Letters of Recommendation
Determining the Strength of the Recommendation
The Basis for This Recommendation
The Three Central Points to Convey
Examples of the Three Points
New Insights for the Reader
Two Final Principles
References
Chapter 41: Doing Assessment Effectively
Mission, Goals, and Outcomes
Assessing Student Learning Outcomes
References
Resources
Chapter 42: Conducting Program Reviews
Internal Program Review
External Program Review
References
Resources
Chapter 43: Conducting Posttenure Reviews
Preliminary Review of Materials
Formal Posttenure Review
Resources
Chapter 44: A Scenario Analysis on Evaluation and Assessment
Case Studies
Considerations
Suggestions
Part Seven: Essentials of Budgeting and Planning
Chapter 45: Strategic Planning
What Department Chairs Need to Know About Strategic Planning
The Role of SWOT Analysis in Strategic Planning
Moving from Strategic to Tactical Plans
Assessment and Closing the Loop
Resources
Chapter 46: Planning a Budget
The Basics of Budget Planning
Principles for Preparing a Budget
Resources
Chapter 47: Implementing a Budget
Cost Accounting at the Departmental Level
Salary Saving and Other Unexpended Funds
Year-End Expenditures
Resources
Chapter 48: Fundraising
The Importance of Careful Preparation
The Value of Teamwork
The Effectiveness of the Personal Touch
The Significance of Strong Departmental Support
The Role of Having the Proper Attitude Toward Fundraising
Five Fundraising Mistakes and How to Avoid Them
Glossary of Fundraising Terms
References
Resources
Chapter 49: Accounting for Sponsored Research
The Research Strategy
Preaward Concerns
Postaward Concerns
References
Resources
Chapter 50: A Scenario Analysis on Strategic Budgeting and Planning
Case Studies
Considerations
Suggestions
Epilogue: A Checklist for the Essential Department Chair
Index
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Library of Congress Cataloging-in-Publication Data
Buller, Jeffrey L.
The essential department chair : a comprehensive desk reference / Jeffrey L. Buller.—2nd ed.
p. cm.
Includes index.
ISBN 978-1-118-12374-4 (cloth); 978-1-118-14567-8 (ebk); 978-1-118-14568-5 (ebk);978-1-118-14569-2 (ebk)
1. College department heads 2. Universities and colleges—Administration. I. Title.
LB2341.B744 2012
378.1′11—dc23 2011032348
Jossey-Bass Resources for Department Chairs
Books
Jeffrey L. Buller, Academic Leadership Day by Day: Small Steps That Lead to Great Success
Jeffrey L. Buller, The Essential Department Chair: A Comprehensive Desk Reference, Second Edition
Don Chu, The Department Chair Primer: What Chairs Need to Know and Do to Make a Difference, Second Edition
Robert E. Cipriano, Facilitating a Collegial Department in Higher Education: Strategies for Success
Christian K. Hansen, Time Management for Department Chairs
Mary Lou Higgerson, Communication Skills for Department Chairs
Mary Lou Higgerson and Teddi A. Joyce, Effective Leadership Communication: A Guide for Department Chairs and Deans for Managing Difficult Situations and People
Deryl Leaming, Academic Leadership: A Practical Guide to Chairing the Department, Second Edition
Deryl Leaming, Managing People: A Guide for Department Chairs and Deans
Jon Wergin, Departments That Work: Building and Sustaining Cultures of Excellence in Academic Programs
N. Douglas Lees, Chairing Academic Departments: Traditional and Emerging Expectations
Darla J. Twale and Barbara M. De Luca, Faculty Incivility: The Rise of the Academic Bully Culture and What to Do About It
Daniel W. Wheeler et al., The Department Chair's Handbook, Second Edition
Daniel W. Wheeler, Servant Leadership for Higher Education: Principles and Practices
Journal
The Department Chair
Online Resources
Visit www.departmentchairs.org for information on online seminars, articles, book excerpts, and other resources tailored especially for department chairs.
The Author
Jeffrey L. Buller is dean of the Harriet L. Wilkes Honors College of Florida Atlantic University. He began his administrative career as honors director and chair of the Department of Classical Studies at Loras College in Dubuque, Iowa, before going on to assume a number of administrative appointments at Georgia Southern University and Mary Baldwin College. Buller is the author of Academic Leadership Day by Day: Small Steps That Lead to Great Success (Jossey-Bass, 2011), The Essential College Professor: A Practical Guide to an Academic Career (Jossey-Bass, 2010), The Essential Academic Dean: A Practical Guide to College Leadership (Jossey-Bass, 2007), and Classically Romantic: Classical Form and Meaning in Wagner's Ring (Xlibris, 2001). He has also written numerous articles on Greek and Latin literature, nineteenth- and twentieth-century opera, and college administration. From 2003 to 2005, Buller served as the principal English-language lecturer at the International Wagner Festival in Bayreuth, Germany. More recently, he has been active as a consultant to Sistema Universitario Ana G. Méndez in Puerto Rico and to the Ministry of Higher Education in Saudi Arabia, where he is assisting with the creation of a kingdom-wide academic leadership center.
Introduction
Once upon a time, there was a well-known institution of higher education—a college or university located not far from where you are reading these words right now—that had an ongoing problem: people could never agree on what they should call the administrators in charge of individual disciplines. Some people at the school believed that the appropriate term was department heads because these people led the discipline and made important decisions about everyone else in the department. But others argued that a better term would be department chairs because this title would better reflect the democratic and collegial nature of the institution. During one particularly long discussion of this issue, it happened that a well-respected senior professor remarked, “You know, I think I have the answer. We shouldn't call them heads because I've got an uncle who served many years in the navy, and I learned from him that the expression ‘going to the head’ has a pretty unpleasant connotation to sailors.” There was a moment of silence, and most people began nodding in agreement with the insight of this well-respected professor. But then a rather timid young instructor sitting at the back of the room spoke up: “Well, I'm not altogether sure that I'd feel comfortable working for a ̀chair. You see, my uncle served many years in the state prison and, to a convict, the expression ‘going to the chair’ has an even more unpleasant connotation.”
No matter whether you're a department head, department chair, division coordinator, or some other administrator who works closely with the faculty and students of particular disciplines, welcome to the often baffling world of college administration. The story just retold is probably an urban legend (at least, I've heard suspiciously similar versions of it at many colleges and universities), but the basic scenario it presents is real enough. College administration is a place where, despite our best efforts, connotations are all too often unpleasant, the disagreements over terminology are never ending, and just when you think an issue is solved, that one voice from the back of the room makes you reconsider everything. Even with all of these drawbacks, however, if you are passionate about making a difference in the world, you have chosen your career path wisely. There are probably few other opportunities in which you can affect, as significantly and as immediately as you can as chair, the way in which students are taught, scholarship is performed, and your discipline is served as you can at the departmental level. Unlike most of your institution's other senior administration, you are likely to have meaningful and ongoing contact with students, faculty members, and other department chairs. You will know them by name, be familiar with their personal and professional histories, and be asked to make decisions that will affect their livelihoods and their lives. If you were looking for challenging but important work, you're in exactly the right job.
This book contains strategies for how you can make a difference in people's lives on a daily basis. Many guides for academic administrators explore differing philosophies of administration, theoretical approaches to management and leadership, and exciting new trends in higher education administration. You probably have a shelf of such books in your office, and if you've read even a few of them, you know how useful they can be in getting you inspired to develop a major new vision for your discipline or, perhaps, your entire institution. But in order to make that vision a reality, you've probably already realized that you've got to know, on a day-to-day basis, how to excel at the many administrative tasks assigned to you. For instance, how do you cultivate a potential donor who can give you the resources you'll need to make your vision for your department a reality? How do you interview someone from outside your field if your dean assigns you to a committee searching for an administrator in a different academic area? How do you fire someone? How do you get the members of your department to work together more harmoniously? How do you keep the people who report to you motivated and capable of seeing the big picture?
This book is about the “how” of academic administration.
The chapters that follow are, for the most part, the result of a series of workshops and consultancies in faculty and administrative development that I have given over the past thirty years at colleges and universities around the world. For each topic, I have taken the essence of what administrators need to know and condensed it even further to an easily read five- to ten-page summary that focuses on the most important information you will want to have at your fingertips as you face a particular challenge or opportunity. Many of the chapters in this book first appeared as articles in the quarterly resource the Department Chair (one of my own favorite resources when I was a department chair), and I have adapted and updated them for this book. I have then grouped them together according to various themes and questions that you may have.
Scattered throughout the book are a number of essential principles formatted as follows:
Essential principles are the key ideas that can help you succeed in a variety of administrative situations. These are the principles to which you'll want to give extra attention when you face your own administrative opportunities and challenges.
Essential principles are designed to be short and easily remembered, but they are not platitudes. All of them have been tested in actual administrative situations and have proven their value. Even if you end up disagreeing with a few of these guidelines, they deserve your serious and thoughtful attention. Don't ignore them.
This second edition of The Essential Department Chair retains all of the best features of the first edition while expanding the book to bring it more in line with its partners in this series: The Essential College Professor: A Practical Guide to an Academic Career and The Essential Academic Dean: A Practical Guide to College Leadership. The new subtitle, A Comprehensive Desk Reference, signifies the ambitious new scope of this volume. In addition to providing such features as the essential principles, each part of the book ends with an analysis of a scenario that builds on the ideas discussed in that part. An introduction to the concept of the scenario analysis appears at the beginning of Chapter Nine. Web sites have been updated, several new topics are included, and a number of books and articles that were not available when the first edition was published have been included in the References and Resources sections at the ends of chapters. Readers now also have access to additional content on the Web. This premium material, which deals with effective strategies for working with various groups of stakeholders, builds on the material contained in this book and provides a context for applying the solutions discussed in these pages to a wide range of administrative challenges.
Special thanks are due to Carolyn Dumore Allard, production editor for several titles of this series, for her unhesitating support and abundance of good ideas. In fact, it was her suggestion to develop The Essential Department Chair out of a series of articles I had written for the Department Chair, which she also ably edits. When I couldn't figure out a suitable way of doing that, she developed the structure for the first edition of this book that has guided the entire series. It is no exaggeration to say that Carolyn taught me how to write books for college administrators, an activity that has been one of my greatest pleasures for the past five years.
So, with that as an introduction, let me proceed immediately to the very first “How?” question you may have: How should I use this book so that it will be most beneficial to me and my ongoing administrative needs?
My suggestion is that most readers will probably not gain the most from this book by reading it straight through from cover to cover in a single sitting. (Of course, you are more than welcome to do so if you wish, and you will earn my eternal admiration and gratitude just for making the effort.) Instead, most people will benefit most by using The Essential Department Chair as a desk reference or an occasional guide to help address particular problems. It is intended to be what medieval authors sometimes called a vade mecum, a “go with me”—the sort of ready reference that you pick up and put down as you need it. You may discover, for instance, that you have a certain need or desire—perhaps you want to set up an innovative faculty development program in your discipline; the director of the institutional advancement office tells you that she wants you to meet with a prospective contributor; you find yourself exasperated by a faculty member who's using up all of your time with increasingly petty complaints—and so you turn to this book to read about precisely what you need to know about how to address your particular issue (and my hope is that you will usually read about it in ten minutes or less).
My guiding principle throughout this book has been to emphasize proven solutions over untested theories and to stress what you need to know right now at the expense of how to develop a deep and abiding philosophy of higher education administration. (You already own all the books you will ever need on how to do that.) Throughout the “Essential Series,” I've tried to gather only the essential information that academic leaders need for their jobs and to provide it all in one place.
As an administrator, you have come to understand that your ultimate goal is to stop putting out fires and begin making a difference. With that in mind, think of this book as your administrative sprinkler system. Scan the Contents pages to find an issue that you're dealing with right now and see if the relevant chapter can help you turn a problem into an opportunity to make that administrative dream of yours come true.
In the meantime, good firefighting!
Part One
The Chair's Role and Career Path
Chapter 1
In the Trenches
The job of chairing a department is probably the most important, least appreciated, and toughest administrative position in higher education. Because of their intimate knowledge of their disciplines, department chairs provide advocacy for the faculty, students, and curricula of their particular fields. Although the job description for department chairs varies widely from institution to institution, most people who head academic units play at least some role in scheduling classes or establishing course rotations, have budgetary responsibilities, develop long- and short-range plans for their disciplines, serve as intermediaries between the faculty and upper administration, and are involved in hiring new faculty members. They also attend meetings—lots and lots of meetings. In return, they may receive a stipend, a reduced teaching load, a twelve-month contract, or merely the satisfaction of having made an important difference to the success of their field. Most surprising, they perform all of their duties with very little training. In a study done by Robert Cipriano and Richard Riccardi (2010), a stunning 80.7 percent of the department chairs who responded to a survey had absolutely no formal training in their administrative responsibilities. Even worse, 96.2 percent had not been exposed to best practices in departmental administration during their academic course work.
We therefore work in a highly unusual profession. In most fields, you take your course work first, earn a credential, and then apply for a job. Most department chairs establish a reputation as teachers and researchers, are given an administrative position that (unless their academic field happens to be higher education administration) usually has absolutely nothing to do with their formal credentials, and only then begin to seek training in the administrative work that is now a significant part of their daily responsibilities. Or they sometimes begin to seek training. In a survey conducted by Jossey-Bass (2009), 91 of 137 respondents (66.4 percent) had not bought any books or subscribed to any journals or newsletters about the role of the chair. In other words, most chairs learn their job by observing what other chairs do and by trial and error. The problem with these approaches is that the exemplars we imitate are likely to vary in consistency, and there's no guarantee that the more experienced chairs around us are all engaging in best practices. Moreover, in order to learn by trial and error, you have to commit a significant number of errors. And although mistakes can be valuable learning experiences, you don't want to commit them in situations that could damage someone's livelihood, reputation, or future career. There's got to be a better way for department chairs to learn their jobs.
The issue of the training and preparation of department chairs is particularly important because there are so many chairs at colleges and universities. Institutions may have only one chief executive officer and a handful of vice presidents and deans, but the number of department chairs tends to be large even at fairly small institutions. In addition, the turnover rate is quite high. Some institutions have formal term limits for chairs, while others rotate this administrative assignment through the members of the discipline. Cipriano and Riccardi (2010) found that the average number of years most chairs spend in their positions is six. Since at least one of those years is probably devoted to a fairly steep learning curve, the vast majority of department chairs may be relatively new to their positions.
The work that department chairs do has an immediate and lasting impact. Institutions and units can survive—perhaps even thrive—for a few years under a weak president, provost, or dean, but the actions of department chair affect the day-to-day experience of students and professors alike. In a phrase that's heard repeatedly about department chairs, these are the administrators who are “down there in the trenches.” Chairs rarely, if ever, have the luxury of making a decision and then letting other people deal with the consequences. If you do something that creates a problem for someone else, you'll hear about it immediately.
The balance of this chapter explores what chairs need to do in order to take the best advantage of their unique position in the structure of the college or university.
Use Your Resources
The next chapter explores some of the steps you should take if you're a relatively new chair or a faculty member who is likely to chair your department in the future. For the moment, however, let's consider the basic things that all department chairs need to do, regardless of the size of their discipline, the mission of their institution, or the length of their tenure in office. And that topic brings us directly to the first essential principle in this book:
Remember to use your resources. Almost every situation you will face has already been faced by other chairs at your school or elsewhere in higher education. There are precedents all around you, and although you should never feel constrained by them, it is rarely necessary to treat every challenge or opportunity as though it were occurring for the very first time. Learn from the experience (and the mistakes) of others.
This book is a good place to begin for resources. It contains a lot of basic information, and most chapters end with a list of other recommended works. But your resources are also the policies and procedures of your institution, the ever-expanding library of books and electronic materials on nearly every aspect of higher education administration, and the professional training workshops that take place online and at conferences many times throughout the academic year.
Perhaps the question should be phrased instead as, “Who are your resources?” You can learn a great deal from other chairs at your school, your supervisor, chairs of your discipline at peer and aspirational institutions, and respected members of your own faculty. Whenever you find yourself trying to work through an issue all by yourself, trying to make a decision simply on the basis of common sense and a certain amount of guesswork, stop and remember this chapter. You're not in this alone, no matter what “this” may happen to be. The following sections identify some major resources that every department chair should be familiar with.
Publications
The Department Chair, published quarterly by Jossey-Bass, is a thirty-two-page publication that contains ten or more articles about the practical aspects of leading an academic unit. It's an excellent way to keep up-to-date about legal issues that affect higher education administration, emerging trends and best practices in academic leadership, and the various challenges that chairs encounter routinely in their jobs. Academic Leader appears more frequently than the Department Chair, but its issues and the articles it contains are shorter. Published monthly by Magna Publications, each issue of Academic Leader contains four to six concise articles on matters of current concern to academic administrators. Change: The Magazine of Higher Learning is published bimonthly by the Helen Dwight Reid Educational Foundation under the editorial leadership of the Carnegie Foundation for the Advancement of Teaching in Stanford, California. Distributed by Heldref Publications, Change is probably the premiere publication today on matters of higher education policy and emerging topics of interest for colleges and universities. Many of the concepts that we now take for granted as department chairs, such as Robert Barr and John Tagg's (1995) suggestion that higher education shift from a teaching paradigm to a learning paradigm, were first explored within the pages of Change. Finally, the Chronicle of Higher Education is a weekly resource of late-breaking academic and administrative issues. Both its printed and electronic versions include numerous advertisements for positions at colleges and universities all over the world. A good rule of thumb for any decision you are about to make is, “How would this look if it appeared on the front page of the Chronicle?” Letters to the editor and the Chronicle's online forum (www.chronicle.com) provide an opportunity for chairs to discuss matters of policy with colleagues at other institutions worldwide.
Every department chair should be an avid reader of the publications that are most relevant to his or her specific position, but the Department Chair, Academic Leader, Change, and the Chronicle of Higher Education should be considered required reading no matter what your job description may be.
Web-Based Materials
Written materials, much of them previously disseminated through publications, are also widely available through various Web sites. These materials are often free, while others can be obtained at a nominal cost.
The American Council on Education (ACE) sponsors the Department Chair Online Resource Center (www.acenet.edu/resources/chairs/), which includes resources on such topics as leadership, interacting with the faculty, and managing resources. Many of the items first appeared as articles in such publications as the Department Chair, Academic Leader, and the Chronicle of Higher Education, and materials are downloadable without cost.
The IDEA Center, based in Manhattan, Kansas, offers a knowledge base of best practices for using its evaluation instruments, improving the quality of instruction, building on critical thinking skills, and related topics (www.theideacenter.org/category/helpful-resources/knowledge-base). IDEA papers and POD (Professional Organizational Development Notes) are free and organized by topic.
Faculty Focus, a service of Magna Publications, is a free online newsletter (www.facultyfocus.com), and its “Free Reports” page provides access to dozens of articles that first appeared in Academic Leader. “Free Reports” are organized by such topics as making the transition from faculty member to administrator, assessment, faculty development, online education, and course design. Each report includes ten or more articles related to a central theme.
Workshops
A number of excellent workshops and training sessions exist that can provide chairs with information about topics of special concern to them, allow them to discuss issues of common interest, and offer them opportunities to improve their skills through exercises, case studies, and simulations. Among the many excellent conferences and workshops for department chairs are these:
The IDEA Center's Department Leadership Seminars, offered every November and June, provide training on a wide variety of administrative issues and are conducted by experienced professionals who bring a practical perspective to their highly interactive sessions. (See www.theideacenter.org.)
The Council of Independent Colleges (CIC) sponsors a number of annual workshops for department and division chairs that address such matters as effective faculty recruitment, tenure and promotion issues, conflict resolution, successful advocacy for the discipline, and the like. (See http://www.cic.org/conferences_events/index.asp.) The CIC also maintains a listserv for department chairs (CICCHAIR-LIST) and publishes a wide range of books and reports that will be of interest to academic leaders, particularly at private or independent institutions.
Kansas State University conducts the K-State Academic Chairperson's Conference in Orlando, Florida, each February. The conference includes presentations, as well as full- and half-day workshops on a wide variety of issues relating to chairing the academic department. Topics change each year, but often include such issues as budgeting, addressing concerns of uncollegiality, developing departmental identity, short- and long-term planning, and developing administrative portfolios. (See http://www.dce.k-state.edu/conf/academicchairpersons/.)
Harvard University's Management Development Program is an intensive two-week program that assists academic leaders with developing and maintaining leadership teams, serving their institutions as change agents, analyzing financial data, motivating members of the staff and faculty, and understanding the ethical dimension of administrative decisions. Harvard also conducts Crisis Leadership in Higher Education programs that help department chairs prepare for, act effectively during, and speed recovery from significant challenges and disasters. See http://www.gse.harvard.edu/ppe/programs/audiences/hihe/department-heads.html.
The Academy for Academic Leadership “is a collaborative of scholars, educational specialists, and consultants providing services that help academic leaders pursue educational excellence, the application of knowledge, the discovery of ideas, and the quest of lifelong learning” (www.didmedia.com/aal_web/AAL_faculty.cfm). It offers Webinars and CD-ROM training on such topics as improving online education, while providing consultancies on strategic planning, curriculum development, leadership enhancement, advancing scholarship, and change management. (See www.academicleaders.org.)
The Webinar—or online seminar—has become a popular alternative to in-person conferences or workshops. A number of publishers offer Webinars on many aspects of departmental governance and leadership, frequently releasing a recording of the Webinar on CD-ROM for those who were not able to participate in the original program. Administrative Webinars are available from Jossey-Bass (www.departmentchairs.org/online-training.aspx), Magna Publications (http://www.magnapubs.com/calendar/index-cat-type.html), and others, with new programs becoming available all the time.
The key considerations to make before participating in any training program, whether off-site or online:
Are the topics that will be covered relevant to the duties that I have now or am likely to have in the near future?
Are the presenters or facilitators experienced and well qualified in the issues we will be discussing?
Am I likely to come away from this experience with specific ideas that I can use to make my administrative efforts more effective?
Leadership Training
Sometimes department chairs underestimate their leadership role. They may assume that presidents, deans, faculty senate chairs, union officers, and senior members of the faculty are the true leaders of the institution. They themselves are just managers, organizers, or “paper pushers.” But nothing could be further from the truth. Chairs are called on to solve many different kinds of problems. They're expected to be the leading advocates for their discipline and to strengthen their programs in any way they can. As a result, it's important for every department chair to develop in leadership, no matter how long he or she has served the discipline. James Macgregor Burns (1978) is famous for having begun his influential book on leadership by announcing, “Leadership is one of the most observed and least understood phenomena on earth” (p. 2). Fortunately, a lot of progress has been made in leadership training and development since Burns wrote.
The best place to begin is with Peter Northouse's Leadership: Theory and Practice (2010), which examines the concept of leadership from a broad range of theoretical perspectives, includes a well-designed leadership inventory or instrument at the conclusion of each chapter, skillfully melds global concepts with practical situations, and provides carefully selected case studies to illustrate the principles explored in the book. Since issues such as shared governance, collegiality, and the unique history of higher education make leadership at a college or university different from leadership in government, at a corporation, in the military, or as part of a voluntary organization, it's important to complement the ideas that Northouse addresses to those encountered in books devoted to academic leadership. Among the best places to start in this area are books by Wheeler (2008), Leaming (2006), Smith (2006), and Wergin (2006).
The chamber of commerce in your area may run a leadership training program that can introduce you to other important people in your vicinity and learn more about the area in which you live. These programs, frequently called Leadership, followed by the name of the city, county, or state in which they reside, are useful no matter whether you've lived in your community all your life or are a recent arrival. In addition to providing training in leadership and team building, the programs will expose you to aspects of the local economy, cultural life, and government that are difficult to master on your own.
Mentors
Every department chair should have a personal mentor—and every department chair who has been in the position longer than two years should also be a mentor. It's perfectly acceptable to be a mentor and have a mentor at the same time. Academic leaders learn both by the guidance they receive from others and from reflecting on their own experience in order to share it with others. A good mentor is supportive, candid, knowledgeable, available, and challenging, all at the same time. If you work with a mentor who only criticizes what you do, you'll soon get discouraged and give up working with that person. And if you work with a mentor who only tells you how wonderfully you're doing, you could start believing that you're infallible.
The best mentor is someone whom you trust enough to be absolutely straightforward, even when the situation isn't particularly flattering to you, but who isn't looking over his or her shoulder at you every moment. You may want to select a mentor from outside your discipline, perhaps even from another institution, in order to provide appropriate distance from your day-to-day decisions. It may be tempting to ask a former chair who still works in your department, but this practice entails a number of risks. You need to be able to see issues from your own perspective, not from that of the former chair, and you don't want to give your faculty members reason to wonder who's really in charge.
When you serve as a mentor, try to provide advice and an alternative point of view, but don't be insistent that your protégé do things precisely as you would have. Let the person discover his or her own strengths, even if that entails making a small mistake every now and then. After all, that person will need to learn as much as you yourself did. Because of the temptation we all face to want others to run our programs as we've been running them, it's always easier to mentor someone when we have a little bit of distance from their programs or institution.
Consultancies and Coaching
It is also possible to improve your leadership skills by taking advantage of an individually tailored consultancy or coaching. The IDEA Center maintains a Web site that lists the availability of highly experienced consultants in such areas as succeeding as a new chair, improving interpersonal skills, developing visions and plans for the department, enhancing instruction, preparing a succession plan, and so on (www.theideacenter.org/helpful-resources/consulting-general/00143-consulting-services). In addition, the center offers a coaching service that “provides personalized consultation based on the identified needs of academic department chairs to build leadership skills and maximize talent. Once chairs have completed the IDEA Feedback for Department Chairs instrument, the IDEA Center provides several coaching options to extend and enhance self-reflection and leadership development, through consultation with respected and experienced higher education leaders” (IDEA Chair Coaching Service, 1999). Consultancy and coaching services can be expensive, but they can also be a highly effective way to tailor the specific types of training that chairs receive to their own individual goals and needs.
Learn by Sharing
If it's beneficial to share your experiences with someone you're mentoring, it can be even more beneficial to share your experiences with chairs all over the world:
Write about some aspect of what you've learned from your job for publication in the Department Chair, Academic Leader, or the Chronicle of Higher Education.
Propose a presentation, workshop, or training session for the K-State Academic Chairperson's Conference, an administrative panel at the national organization in your discipline, or other chairs at your institution.
Start a blog about the challenges and opportunities involved in chairing departments today.
By organizing your thoughts for an article or presentation, you'll think through your ideas in greater detail and discover possibilities you might not have thought of if you hadn't tried to articulate your advice to others. As every teacher knows, you don't master a subject until you try to teach it to others. Although you may never have thought of it in this way, administrative leadership is one of your subject areas now, and learning more about it by teaching it to others is an excellent way of growing in your position.
No two departments are alike, and no two chairs are alike. Because of your personality, experience, and priorities, you'll do things differently from your predecessor, and your successor will not be a clone of you. That's actually better for your department and institution because new people bring new ideas and new approaches. But regardless of how different one chair is from another, all chairs share certain challenges because they work in the trenches. It's a mistake to think that chairing a department is something people can do without preparation, planning, and training. Although the type of training that benefits you is likely to differ in many ways from that of other chairs, the important point is to obtain some sort of ongoing training and reflection in order to develop a culture of continual improvement in your work as chair.
References
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12–25.
Burns, J. M. (1978). Leadership. New York: HarperCollins.
Cipriano, R. E., & Riccardi, R. (2010). What is unique about chairs? A continuing exploration. Department Chair, 20(4), 26–28.
IDEA Chair Coaching Service. (1999–2008). Retrieved from www.theideacenter.org/our-services/feedback-department-chairs/chair-coaching-service/00537-idea-chair-coaching-service
Jossey-Bass. (2009). Department chair survey. Unpublished survey data.
Leaming, D. R. (2006). Academic leadership: A practical guide to chairing the department (2nd ed.). San Francisco: Jossey-Bass.
Northouse, P. (2010). Leadership: Theory and Practice (5th ed.). Thousand Oaks, CA: Sage.
Smith, R. V. (2006). Where you stand is where you sit: An academic administrator's handbook. Fayetteville: University of Arkansas Press.
Wergin, J. P. (2006). Leadership in place: How academic professionals can find their leadership voice. San Francisco: Jossey-Bass.
Wheeler, D. W. (Ed.). (2008). The academic chair's handbook (2nd ed.). San Francisco: Jossey-Bass.
Resources
Consulting Services: The IDEA Center. (1999–2008). Retrieved from www.theideacenter.org/helpful-resources/consulting-general/00143-consulting-services
Department Chair Online Resource Center. (2011). Retrieved from www.acenet.edu/resources/chairs/
Faculty Focus. (2001). Retrieved from www.facultyfocus.com
Gmelch, W. H., & Schuh, J. H. (2004). The life cycle of a department chair. San Francisco: Jossey-Bass.
Hecht, I.W.D. (1999). The department chair as academic leader. Phoenix, AZ: Oryx Press.
Knowledge Base: The IDEA Center. (1999–2008). Retrieved from www.theideacenter.org/category/helpful-resources/knowledge-base
Lees, N. D. (2002). Chairing academic departments: Traditional and emerging expectations. San Francisco: Jossey-Bass.
Lucas, A. F. (2000). Leading academic change: Essential roles for department chairs. San Francisco: Jossey-Bass.
Who We Are: Academy for Academic Leadership. (2010). Retrieved from http://www.academicleaders.org/who-we-are.html
Chapter 2
Preparing for the Chair's Role
People become department chairs for many reasons. In some programs, the position is rotated among members of the department, and the current chair is serving simply because it's his or her turn. In other cases, the person who is chair actively sought the position, seeing it as the first step toward an administrative career. Some faculty members seek to become chair because they are looking for a new challenge, while others view the position as an unwelcome intrusion into the teaching and scholarship that they consider their “real work.” Regardless of the avenues that have led you to become—or even to consider the possibility of becoming—a department chair, you are bound to have questions about what you need to do to prepare, what qualities you should try to develop, and what knowledge you should try to gain. Of course, nothing ever prepares a person completely for the challenges of being a department chair (or for holding any other position, including that of full-time faculty member) because no one can predict perfectly the situations that will arise in anyone's unique situation. Nevertheless, the following ten suggestions offer good advice to keep in mind no matter whether you are actively seeking to become a chair or if you fear that, in the regular rotation of things, your turn is about to come.
1. Learn as much as possible about the technical operation of your institution.
You probably already have a fairly good idea about how curriculum proposals are approved, budgets are set, disputes are negotiated, and searches are approved within your department. (If you don't, stop reading and go find out now. This knowledge is essential.) But how do these processes work outside your department?
Which office—in fact, which specific person in which office—is contacted when there is a problem with the heating or the roof is leaking?
Aside from recording students' schedules and grades, what functions are the responsibility of your college's registrar's office?
Who is responsible for making sure that commencement runs smoothly?
If one of your alumni needs to have his or her diploma replaced because the original was damaged in a fire, how do you go about taking care of this request?
If you wish to change the number of credits required for a major in your discipline, which bodies must approve that proposal, and at what stage does it become official?
How do you go about requesting that a check be issued to reimburse someone for departmental expenses, and on what schedule are those checks issued?
Once you become chair, you will be asked questions on a daily basis that deal not only with the way in which your department functions, but about the operational processes of your institution as a whole. The more of this information you know inside and out, the more effective you will be.
2. Develop your skills at managing conflict and seeking resolutions to crises.
No matter how collegial your department may be, the occasional dispute will arise. Some departments seem torn by strife and dissent all the time. Regardless of the amount of tension there has been in your department in the past, you will need to hone your skills at conflict resolution. If your institution offers training in mediation of disputes, be sure to register for it. If this type of training is not available at your institution, local community colleges or continuing education programs frequently offer it. If neither of these options is available, at least read a book devoted to this topic, such as Dana (2001), Mayer (2000), Twale and Luca (2008), or Weeks (1994).
You will want to know in advance what approaches are most likely to lead to a satisfactory resolution of the conflict before the conflict even begins. Once an issue flairs up at a department meeting or is dropped in your lap, it's usually too late to start developing the skills you need to address the issue.
3. Develop a tentative plan for how you intend to balance your administrative duties with the rest of your workload.
Faculty members sometimes dread the possibility that they may be asked to serve as department chair because they view the position as a career killer: the job uses up all the time they need for research and to improve their courses if they wish to be promoted; it also holds a high probability of alienating other members of the faculty if tough decisions are made, yet it promises only a low probability of making friends and influencing people. Although every person who may become a department chair should carefully consider these possibilities, they are far more frightening to faculty members than they need to be. For every example you can think of where a career suffered even modestly (and even then probably not permanently) because of service as a chair, there are literally hundreds of examples of people who were able to preserve a successful balance of administration, teaching, and research and whose willingness to make difficult decisions gained them the respect of their peers.
The important thing is to be reasonable about your workload and plan accordingly. Talk to your dean if you are likely to be named chair, and see if you can gain a better sense of how the demands of this position might affect your schedule. Perhaps you can negotiate an additional course release in order to keep an important scholarly project on track. Perhaps you can make arrangements to team-teach a course or receive additional graduate support for your research project.
Almost every senior administrator has had to deal with the question of balancing priorities that you are confronting, and you will discover far more understanding and support than you may fear. In that same meeting with your dean, be candid about your worries that making certain decisions may come with a political cost in your department. Here too you are likely to receive guidance for handling such situations. At the very least, you'll have a clearer sense of how well your back is covered by those who are likely to receive appeals to overturn any tough calls that you make (and whose support you may need to count on when those future promotion decisions are made). Every department and every institution is different, of course, but by and large, you'll benefit far more (and be able to sleep better at night) when you make decisions based on what you are convinced is right than on what you believe may be expedient.
4. Brush up on parliamentary procedure.
Even if your department is very small and you tend not to have formal meetings, the more you know about parliamentary procedure, the better. This understanding will help you negotiate the complexities of the committee structure on your campus, allow you to be more effective in amending or tabling motions when necessary, and place you in a position where your own issues are more likely to help shape your institution's agenda. It is frequently the case that in the heat of a particularly intense debate, claims are made that “parliamentary procedure requires [this or that]”; since most faculty members have only a general sense of whether the claim may be true, decisions can be made that could have been more effectively challenged or debated. Get a copy of Robert's Rules of Order, which is available in many editions. For most chairs, an abridged version (Robert, 2006; Robert, Evans, Honemann, & Balch, 2004) will be sufficient. If you'd like a little more detail, try Sturgis (2001), Zimmerman and Robert (1997), or Lochrie (2003). Whichever source you prefer, your goal should be to acquire expertise in the basics of conducting meetings and the priority of various types of motions.
5. Pick your battles.
No department chair is going to fix every problem in a department or advance every initiative. Those who try to do so end up either scattering their energies too widely or making everyone in the department nervous that everything is going to change. A lesson that new chairs usually learn is a good essential principle for all administrators to remember:
No unit of a college or university is ever ready for as much change as it claims to be.
It's far more productive for chairs to focus their attention on a very few, highly important improvements than to try to do too much. Remember that after your term as chair is over, your legacy is likely to be only one or two significant achievements anyway. Do those well, and you will have made the best contribution possible.
6. Expand your view.
It is perfectly acceptable (even appropriate) for you as a faculty member to act as an advocate for your own specialty and field of research, but as a chair, you need to view matters from the purview of your entire discipline. At the very least, you need to start thinking of yourself no longer as a clinical psychologist but as a psychologist, no longer as a U.S. historian but as a historian, no longer as a solid-state physicist but as a physicist, and so on. Moreover, you must start considering issues from the perspective of your entire college, institution, or university system. Sometimes, in fact, it can be better to forgo a more immediate desire for the benefit of a longer-term need. Postponing the creation of that new line in your department in order to increase staffing in admissions or the advancement office could alter the financial chemistry of your institution in such a way that there are many more new faculty lines in the future. Allowing a new position to be added in composition or statistics may serve your majors better than staffing a new position in your own department.
Like a chess player, an effective department chair must view the entire board and learn to see how each individual move affects every other one. You will be a far better advocate for your discipline if you see your role not as that of a narrow partisan for a single group, but as a true representative of how your discipline fits into the overall needs of students, faculty members, and other constituents at your institution.
7. Keep repeating to yourself, “It's not personal,” even when it appears to be—or perhaps especially when it appears to be.
If you've ever had the privilege of directing students in a play or taking them on an extended trip abroad, you're well aware of the phenomenon of suddenly becoming the lightning rod for others' discontent. Rehearsals are going long into the night, the cast is tired and cranky, people are getting confused in their parts, and all at once they turn on you as the worst director they've ever had. Or the museums are all closed due to a sudden strike by the guards, the food has been disappointing for days on end, everyone's getting homesick, and abruptly you become the cause of everything that has gone wrong.
The wise director or program leader knows that this is going to happen, doesn't take it personally, and realizes that when all is said and done, the same people who are now complaining the loudest will be those who will later be saying, “This was the best experience ever!” Somehow this lesson, so easily learned in situations when we deal with students, is harder to recall when we're dealing with faculty members. Nevertheless, the psychology that occurs during any experience of long, intense work with any group will occur when you're serving as chair of a department. Some days, one or more faculty members will treat you coldly, and you'll be absolutely convinced that they're upset with something that you did or said; only later will you discover that the cause of their apparent rudeness was a matter going on in one of their courses or in their personal lives that had nothing at all to do with you. On other days, faculty members in your department will blame you for everything that is going wrong, even if you had no control whatsoever over the situation.
Don't let this common occurrence distract you from the things that you need to do and want to accomplish. As a chair, you will occasionally be the object of frustration and animosity simply because these emotions require some outlet. Just remember that all of that anger is really directed at the position of the chair, not at you as a person.
8. Find a mentor.
All chairs can benefit from occasional conversations with someone who has gone through the same experiences that they are having and who knows how the system works. But if mentors are valuable for every chair, they're essential for new department chairs. If your institution does not provide you with a formal mentor, take the initiative to find one. Choose a chair or former chair in a department that has at least some similarity to your own. But it's probably better that your mentor not be a former chair of your own department. Such an individual, while wanting in most cases to be as helpful as possible, is likely still to be involved (at least tangentially) in departmental politics; carefully consider this option before you pursue it. Besides, former chairs in your own department will inevitably have their own agenda and their own way of doing things; your goal is to discover the way that works best for you, not to adopt what worked well for a different person in the past.
For all of these reasons, choose a mentor from a discipline that is not so different from yours in size, mission, or focus that the individual cannot easily understand your specific experiences but also who is not too closely tied to your own department. Remember that your mentor will provide you with advice and counsel; it is always up to you to decide whether to follow that advice.
9. Find someone that you can talk to, even vent to, when necessary.
Having a person to whom you can turn when you need to voice your frustrations is not the same thing as having a mentor. A good department chair mentor is a person who either is or recently was at your institution; this is the person who can guide you through the complexities of the system and warn you against proceeding in a manner that is likely not to be productive. In contrast, a good confidant is someone you can talk to freely without worrying that what you say is going to get back to your faculty members and upper administration.
Mentors provide advice; confidants provide support. They do this by lending an ear and restoring your confidence when you're feeling frustrated or misunderstood. For this reason, the person you choose as an outlet for your deepest concerns and annoyances should never be a member of your current institution; in fact, the farther away from your institution this person is, the better.
Certainly everyone needs someone to vent to every now and then. Remember to do so wisely and only when it is absolutely necessary. No one likes to feel that every time he or she hears from someone, it is about a new complaint or reason for whining. Moreover, even the things you say in the greatest confidence could get repeated to the wrong people. A secret, as the saying goes, is merely information we broadcast to one person at a time. So use your confidant carefully, and cherish a good one who comes your way.
10. Take advantage of every opportunity you can to gain experience.
If there's still some time before you are likely to begin your term as department chair, seek out opportunities to serve on as many departmental committees as possible. Heading a committee can help you hone your organizational skills. Serving on a committee headed by someone else exposes you to different models of leadership. Each committee you work with will educate you about another aspect of your department and how it works. Serving on collegewide or institution-wide committees can also expand your contact with the individuals and offices that can help you do your job better when you're chair. Volunteering for search committees outside your area can be particularly productive: you'll improve the skills you'll need in setting up and running searches yourself, and you'll have an opportunity to ask candidates about methods they used to solve particular problems at the institutions where they're currently working or studying.
All committee work, no matter how dreary or routine, will provide you with at least some new insights or perspectives. Don't lose the chance to take full advantage of these opportunities.
These ten suggestions will help you prepare for the chair's role or improve your knowledge and skills if you're relatively new to the position. But there also are excellent resources to which every new chair should have access. Among the works you should have on your bookshelf are Chu (2006), Gmelch and Miskin (2004), Lucas (2000), Walvoord (2000), Higgerson (1996), and Hecht, Higgerson, Gmelch, and Tucker (1999). Many administrative conferences also host workshops for new chairs, and these can be useful opportunities to receive a great deal of information within a very short time. Also, be sure to explore the training opportunities that your own institution may provide. Many colleges and universities are realizing that effective administrators require ongoing training, and so new programs are often developed by the provost's office, center for excellence in teaching and learning, human resource department, or some other division of the institution that is devoted to leadership training.
References
Chu, D. (2006). The department chair primer: Leading and managing academic departments. San Francisco: Jossey-Bass/Anker.
Dana, D. (2001). Conflict resolution: Mediation tools for everyday worklife. New York: McGraw-Hill.
Gmelch, W. H., & Miskin, V. D. (2004). Chairing an academic department
