The Academic Department Chair: The Logic of Appeasement

Hubbell, Larry; Homer, Fred

doi:10.2307/420497

Cited by 11 publications

(8 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Al‐Omari (2005) reports that peers in academia share a similar leadership style as they work with very similar clients. In addition, the scale and nature of work responsibilities of peers may enhance cohesion among them in comparison to the scale and nature of the responsibilities of their superiors, especially that superiors enjoy different sets of privileges and obligations in bureaucratic structures that dominate most universities (Hubbell & Homer, 1997). Although Fitzgerald (2002) asserts that supervisor support has no effect on transfer, Sharif et al (2018) explain that motivation to transfer training increases when peers share experiences and knowledge.…”

Section: Theoretical Background and Literaturementioning

confidence: 99%

“…There is a shortage of empirical research on training transfer within the institutions of higher education. Universities have typically been considered as places that produce knowledge; therefore, it was assumed that transferring KSA would be different, easier, or smoother (Al‐Omari, 2005; Briggs, 2001; Fergany, 2000; Gonaim, 2016; Hubbell & Homer, 1997; Morris & Laipple, 2015). This assumption is magnified by another assumption in the HRD literature that the national culture of the country (e.g.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The role of supervisor and peer support in training transfer in institutions of higher education

Yaghi¹,

Bates²

2020

Int J Training Development

View full text Add to dashboard Cite

Purpose: This study focuses on leadership transfer by academic managers in public universities. Motivation to transfer is expected to mediate the relationship between peer and supervisor support (independent variables) and the transfer of training (dependent variable). Methodology: The study sample comprises 263 academic managers who completed leadership training programs in public universities. Structural equation modeling is used to test the study model for four hypotheses. Findings: In line with previous findings from different contexts, the study shows that (a) the motivation of academic managers to transfer training mediates between the actual transfer and the two types of organizational support, from peers and supervisors; (b) peer support has a stronger impact than supervisor support on motivation to transfer; (c) training transfer in public universities has a pattern similar to that in other organizations; and (d) the country context does not seem to affect the dynamics of training transfer. Implications: To remain competitive with successful policies, universities need to foster learning environments by effectively engaging those responsible for managing university policies. Applying new leadership knowledge, skills and abilities is a sophisticated process in which academic managers are not the only stakeholders. Given the nature of the organizational phenomenon, work environments are similar across countries and sectors; therefore, emphasizing the role of national cultural norms and values over the objective needs of the workplace seems problematic. Limitations: Structural equation modeling may not capture all psychological and personal aspects of transfer; therefore, triangulation methods can be useful. The competition in higher❒ Abdulfattah Yaghi, United Arab Emirates University, UAE.

show abstract

Section: Theoretical Background and Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The role of supervisor and peer support in training transfer in institutions of higher education

Yaghi¹,

Bates²

2020

Int J Training Development

View full text Add to dashboard Cite

show abstract

“…58 Faculty members who report significant autonomy and significant influence over their own work environment perceive higher levels of interpersonal trust with their chairs. 59 Many chairs may be tempted to rely overly on appeasement of department faculty members as a means of maintaining a positive climate and eliciting trust. However, appeasement is often problematic, as ''squeaky wheels getting more grease'' will eventually engender animosity among remaining faculty members, and trust among other administrators is eventually lost, particularly when the chair has to lobby for exceptions to rules/policies for department faculty members due to unwise promises that were made.…”

Section: Role Of the Department Chair (And Other Administrators)mentioning

confidence: 99%

Pharmacy Faculty Workplace Issues: Findings From the 2009-2010 COD-COF Joint Task Force on Faculty Workforce

Desselle

Peirce

Crabtree

et al. 2011

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.

show abstract

“…Article after article laments this dearth of training 1,43,45,47,48 . Others critique the training programs and advice books that do exist for being too general or unrealistic 3,44,48,49 . While the lack of training is certainly a problem, it must also be recognized that training alone will not address the biases and personal agendas of heads, including gender biases.…”

Section: Gendered Dimensions Of Department Head Literaturementioning

confidence: 99%

“…They are accountable to multiple constituencies 12,[43][44][45][46] , but faculty members represent one of the primary constituencies. Helping faculty members and increasing their satisfaction is cited as a core duty of department heads 1,11 .…”

Section: Gendered Dimensions Of Department Head Literaturementioning

confidence: 99%

Gender and Department Heads: An Empirically-Inspired Literature Review

Beddoes

Pawley

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

The Academic Department Chair: The Logic of Appeasement

Cited by 11 publications

References 5 publications

The role of supervisor and peer support in training transfer in institutions of higher education

The role of supervisor and peer support in training transfer in institutions of higher education

Pharmacy Faculty Workplace Issues: Findings From the 2009-2010 COD-COF Joint Task Force on Faculty Workforce

Gender and Department Heads: An Empirically-Inspired Literature Review

Contact Info

Product

Resources

About