Abstract
A systematic approach of interviews, questionnaires, and follow-ups was used with deans and chairpeople to introduce faculty development programs to a doctoral degree granting university. This approach to initiating programs via management (and not faculty) had several practical advantages, and it provided insights about possible generalities of how deans and chairs resist and facilitate developmental proposals. Deans in this sample responded with more emotional distance, but with greater readiness to conceptualize applications and to make helpful arrangements (e.g., schedule workshops with specific groups of faculty). Chairs, in contrast, typically reacted defensively, at least in the short run, often discounting faculty problems or the likelihood that help could or should be effectively administered.
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Boice, R. Differences in arranging faculty development through deans and chairs. Res High Educ 23, 245–255 (1985). https://doi.org/10.1007/BF00973788
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DOI: https://doi.org/10.1007/BF00973788