The Chair: A Retrospective Analysis

Cipriano, Robert E.; Riccardi, Richard L.

doi:10.1002/dch.30223

Cited by 3 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We have aggregated competencies from the academic leadership literature administration (Buller, 2012;Eddy & Kirby, 2020;Fernandez & Fernandez, 2014;Fitch & van Brunt, 2016;Gmelch & Miskin, 2004;Lanik, 2018;Lucas, 1994;Sidel, 2019), and surveys (Cipriano & Riccardi, 2018;De Boer & Goedegebuure, 2009;Fernandez et al, 2015;Lloyd et al, 2020), about the competencies required by academic administrators, and found them to be all contained within the six domains of competence. This is also true for topics which often come up in leadership training such as diversity, emotional intelligence, or communication.…”

Section: Discussionmentioning

confidence: 99%

“…To evaluate whether these domains of competence appropriately capture the most important competencies required for academic administration, we extracted competencies (values, attitude, skills, and knowledge) from the literature about academic administration (Buller, 2012;Eddy & Kirby, 2020;Fernandez & Fernandez, 2014;Fitch & van Brunt, 2016;Gmelch & Miskin, 2004;Lanik, 2018;Lucas, 1994;Sidel, 2019), and grouped them under the respective domains of competence. As the academic leadership framework is intended to provide guidance for the practicing academic administrator, we used surveys of Academic Chairs, Deans, Chancellors and Presidents concerning the competencies they actually used in their daily work, or which they deemed important in academic leadership training (Cipriano & Riccardi, 2018;De Boer & Goedegebuure, 2009;Fernandez et al, 2015;Lloyd et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

The academic leadership framework: A guide for systematic assessment and improvement of academic administrative work

Niewiesk

Garrity-Rokous

2021

Glob Bus Org Exc

View full text Add to dashboard Cite

Universities, particularly those in the United States, administer their operations through a multitude of disparate, siloed initiatives and processes. Approaches toward academic administrative leadership deserve a more concentrated focus. We propose a simple framework to provide a structure for the evaluation and improvement of administrative processes within a university. Based on an analysis of the literature on academic administration, and input from participants in academic leadership programs at Ohio State University, the proposed framework seeks to create a structure to harmonize administrative work across the university, afford consistency while allowing for unit-specific adjustments, and offer a basis for defining and measuring ongoing improvement. The framework is organized in six domains of competence, with their respective competencies, which enables administrators to talk about their work using a common language. The framework is contrasted with other approaches to the evaluation of academic administrative work and some general conclusions about it uses are drawn.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The academic leadership framework: A guide for systematic assessment and improvement of academic administrative work

Niewiesk

Garrity-Rokous

2021

Glob Bus Org Exc

View full text Add to dashboard Cite

show abstract

“…However, all competencies mentioned could be grouped under the proposed domains and in aggregate, all domains were populated with competencies. As the academic leadership framework is intended to provide guidance for the practicing academic administrator, we used surveys of academic chairs, deans, chancellors and presidents about the competencies they actually used in their daily work or which they deem important in academic leadership training (23), (24), (25) , (26). We also incorporated input provided by participants in academic leadership programs and department chairs at Ohio State University.…”

Section: Organizationmentioning

confidence: 99%

“…The framework is based on orientation towards people (domain 2: developing people and domain 6: providing oversight), tasks (domain 4: goal setting and domain 5: organization) and the leaders themselves and their interaction with the university (domain 1: values and behavior and domain 3: decision making). We have aggregated competencies from the academic leadership literature administration(17),(18),(19),(20),(21),(22) and surveys(23),(24),(25) ,(26) about the competencies required by academic administrators, and found them to be all contained within the six domains of competence. This is also true for topics whichoften come up in leadership training like diversity, emotional intelligence, or communication.…”

mentioning

confidence: 99%

The Academic Leadership Framework : a Guide for Systematic Assessment and Improvement of Academic Administrative Work (under review in Gobal Business and Organizational Excellence)

Niewiesk¹,

Garrity-Rokous²

2020

Preprint

View full text Add to dashboard Cite

Universities typically administer their operations through a multitude of disparate, siloed initiatives and processes (guidelines, document, trainings etc.). Approaches toward academic administrative leadership deserve more concentrated focus. We propose a simple common framework to assess and evaluate such efforts. The framework we propose orients towards the leaders themselves and their interactions with the university (domain 1: values and behavior and domain 3: decision making), their interactions with others (domain 2: developing people and domain 6: providing oversight), and their capabilities to perform expected tasks (domain 4: goal setting and domain 5: organizing the unit). The proposed framework seeks to create a structure to harmonize administrative work across the university and disciplines, provide consistency and allow for college- and unit-specific adjustments, and provide a basis for defining and measuring ongoing improvement.

show abstract

“…In light of these concerns, senior partners at ATLAS: Academic Training, Leadership, and Assessment Services set out to measure current levels of job satisfaction among those who work in higher education and to consider what, if anything, department chairs might do to improve the satisfaction levels of their teams. In March 2021, the authors surveyed 1,806 faculty members at a broad cross section of colleges and universities throughout North America and then compared these results to the findings of a study conducted shortly before the COVID‐19 pandemic began (Cipriano and Riccardi 2018). That earlier study had found that 71.3 percent of respondents said they would definitely pursue a career in higher education if they had to do it all over again, 20.0 percent said they would probably do so, 4.3 percent said they were not sure, and an identical 4.3 percent said they would probably not pursue a career in higher education, with no one saying that they would definitely not enter higher education if given that choice today.…”

mentioning

confidence: 99%