The Managerial Roles of Chief Academic Officers

Open Access Publishing Practices in a Complex Environment: Conditions, Barriers, and Bases of Power

“…Since that time, the way scholars communicate with one another has changed significantly and new practices are gaining wider acceptance. In addition to online journals, researchers now frequently use many different forms of digital scholarship including reviews, preprints, encyclopedias, data, blogs, discussion forums, and professional hubs (Maron & Smith, 2008 Academic administrators, commonly known as chief academic officers or provosts, possess formal authority to take action in support of or in opposition to various issues, such as the evaluation of faculty scholarship, but their need to rely on powers of persuasion and the cooperation of others minimizes their ability to exert direct or forceful authority (Mech, 1997). Nonetheless, "provosts have always been powerful figures, especially in academic issues" (Basinger, 2003).…”

Managerial Roles of Presidents in Ontario, Canada Colleges

“…As a research measurement instrument the questionnaire was tested for validity (content and context) and reliability. While both validity aspects were met since the instrument was previously tested by Mech [19] and reviewed by Mintzberg, the reliability analysis revealed a good Cronbach's Alpha (.831) since its value was between 0.8 and 0.9.…”

“…The specificity of the context can be attributed to a number of factors. These factors are: duality of organizational structurethe simultaneous existence of an administrative and academic hierarchy [19]; the existence of professionalism and specializationexistence of dual allegiance i.e. first to the discipline and second to the institution [10]; existence of blurred levels of organizational responsibility and controlhaving knowledge intensive production processes that require decentralization and fragmentation of decision-making power [4]; and the existence of goal ambiguitypost-secondary institutions try to be all things to all people [10].…”

“…The focus of their position has tended to shift away from the student and move more towards administrative obligations with a focus on the faculty. The skills needed to effectively perform the various duties assigned to a college President are not exhaustive and continue to change as the academic environment evolves (19). "The role of the president is shaped by his own personality and by the expectations of the group or groups in which his role is performed" [25] (254).…”

La gestión de programas académicos desde la perspectiva de la gestión del conocimiento apoyada con esquemas preconceptuales

“…En un trabajo previo del grupo de investigación [1] se establecieron las principales dificultades asociadas con la gestión de programas académicos. En general, los procesos y objetivos se encuentran dispersos en diferentes enfoques [2][3][4][5][6][7][8][9][10][11][12][13], pero aun así se encuentran vacíos al comparar con los programas académicos reales y confrontar la opinión de gestores de esos programas.…”