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Assessing the Performance of Academic Chairs: A Leadership Approach807
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Published:
May 9, 2022
Keywords:
leaders, leadership styles, assessment, training
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Abstract
Academic chairs play an essential role within their educational institutions because they work closely with faculty, staff, and students to address important challenges. This research examines faculty perceptions about the organizational performance of their program chairs in one institution of higher education in Baja California, Mexico. The study was grounded on the Full Range Leadership model instrumented with the Multifactor Leadership Questionnaire. The regression models suggest that organizational effectiveness, workplace satisfaction, and extra effort positively correlate with transformational and transactional leader behaviors. The models also suggest that these same outcomes negatively correlate with passive leadership. The main conclusion is that program chairs should aim to inspire faculty members to pursue positive change, clearly communicate performance expectations and rewards systems, and accept responsibility for the outcomes of their departments. This study is original because it offers educational institutions a replicable process to assess program chair performance as well as recommendations to improve the effectiveness of training and development programs.
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Diaz, E. R. (2022). Assessing the Performance of Academic Chairs: A Leadership Approach. Revista Del Centro De Investigación De La Universidad La Salle, 15(57), 159–184. https://doi.org/10.26457/recein.v15i57.2869
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References
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Díaz, E. R. (2020). Entrepreneurial leadership in Indian and Mexican graduate students. Latin American Business Review, 21(3), 307-326. https://doi.org/10.1080/10978526.2020.1761824
Díaz, E. R. (2020). Educational leadership: The case of graduate students in Mexico. Revista Innovación Educativa, 20(83), 79-98.
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Díaz, E. R., Díaz-López, K., & Durazo-Watanabe, E. (2020). Adaptación del inventario de prácticas de liderazgo con estudiantes mexicanos de posgrado. Revista del Centro de Investigación de la Universidad La Salle, 14(54), 95-118. https://doi.org/10.26457/recein.v14i54.2648
Díaz, E. R., Sánchez-Vélez, C. G., & Santana-Serrano, L. (2019). Integrating the Five Practices of Exemplary Leadership model into entrepreneurship education. International Journal for the Scholarship of Teaching and Learning, 13(3). https://doi.org/10.20429/ijsotl.2019.130310
Erdel, D., & Takkaç, M. (2019). The relationship between teacher classroom leadership and learner autonomy: The case of EFL classrooms. Cumhuriyet International Journal of Education, 8(3), 752–770. https://doi.org/10.30703/cije.549344
Fowler, F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage Publications.
Fung, D. (2017). Strength-based scholarship and good education: The scholarship circle. Innovations in Education & Teaching International, 54(2), 101–110. https://doi.org/10.1080/14703297.2016.1257951
Geer, C. G. (2020). Addressing reality: A model for learner driven and standards-based internships for educational leadership programs. Journal of Higher Education Theory & Practice, 20(1), 33–54.
Gervacio-Jiménez, H., & Castillo-Elías, B. (2020). Desafíos educativos que enfrenta el Colegio Nacional de Educación Profesional Técnica ante la pandemia sanitaria Covid-19. Revista del Centro de Investigación de la Universidad La Salle, 14(53), 45-66. https://doi.org/10.26457/recein.v14i53.2658
Griffioen, D. M., Doppenberg, J. J., & Oostdam, R. J. (2018). Organisational influence on lecturers’ perceptions and behaviour towards change in education. Studies in Higher Education, 43(11), 1810–1822. https://doi.org/10.1080/03075079.2017.1284191
Hoekstra, A., & Newton, P. (2017). Departmental leadership for learning in vocational and professional education. Empirical Research in Vocational Education & Training, 9(1), 1-24. https://doi.org/10.1186/s40461-017-0057-0
Karimi, S., Biemans, H. J., Lans, T., Aazami, M., & Mulder, M. (2016). Fostering students’ competence in identifying business opportunities in entrepreneurship education. Innovations in Education & Teaching International, 53(2), 215–229. https://doi.org/10.1080/14703297.2014.993419
Khan, H. (2020). Are psychological capital and psychological ownership predictors of the passive avoidant leadership style? International Journal of Business & Public Administration, 17(1), 32–54.
Klimoski, R., & Amos, B. (2012). Practicing evidence-based education in leadership development. Academy of Management Learning & Education, 11(4), 685–702. https://doi.org/10.5465/amle.2012.0018
Kouzes, J. M., & Posner , B. Z. (2019). Leadership in higher education: Practices that make a difference. Oakland, California: Berret-Koehlers Publishers, Inc.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077
Mendoza-Martínez, I. A., Escobar-Álvarez, G. R., & García-Rivera, B. R. (2012). Influencia del liderazgo transformacional en algunas variables de satisfacción organizacional en personal docente y administrativo de una institución pública de educación media superior. Revista del Centro de Investigación de la Universidad La Salle, 10(28), 189–206.
Molero-Alonso, F., Recio-Saboya, P., & Cuadrado-Guirado, I. (2010). Liderazgo transformacional y liderazgo transaccional: un análisis de la estructura factorial del Multifactor Leadership Questionnaire (MLQ) en una muestra española. Psicothema, 22(3), 495–501.
Northouse, P. G., & Lee, M. (2019). Leadership case studies in education (2 ed.). Thousand Oaks, California : Sage.
O'Bannon, D. J., Garavalia, L., Renz, D. O., & McCarther, M. S. (2010). Successful leadership development for women STEM faculty. Leadership & Management in Engineering, 10(4), 167–173. https://doi.org/10.1061/(ASCE)LM.1943-5630.0000080
Parsons , J., Hewson, K., Adrian, L., & Day, N. (2013). Engaging in action research: A practical guide to teacher-conducted research for educators and school leaders. Alberta, Canada: Brush Education, Inc.
Parveen, I., Riffat-un-Nisa, & Uzair-ul-Hassan. (2018). School leadership inducing workaholism in teachers: A case of secondary schools. Journal of Educational Sciences & Research, 5(1), 1–25.
Roache, D., Rowe-Holder, D., & Muschette, R. (2020). Transitioning to online distance learning in the COVID-19 era: A call for skilled leadership in higher education institutions (HEIs). International Studies in Educational Administration, 48(1), 103-110.
Romero-Alonso, R., Montt-Fabres, B., Pino-Díaz, B., Riquelme-Plaza, I., & Gracia-Romero, M. E. (2020). Evaluar la transferencia de la formación en liderazgo directivo: Un caso chileno. Revista Electrónica de Investigación Educativa, 22, 1-13. https://doi.org/10.24320/redie.2020.22.e19.2683
Ross, J. A., & Bruce, C. D. (2012). Evaluating the impact of collaborative action research on teachers: A quantitative approach. Teacher Development, 16(4), 537–561. https://doi.org/10.1080/13664530.2012.734746
Schmidt, P., & Silva, R. (2005). Gestión de la docencia superior brasileña, a partir de la misión compartida. Revista Lasallista de Investigación, 2(1), 76–84.
Shani, A. B., & Coghlan, D. (2018). Enhancing action, research, and collaboration in organization development. Organization Development Journal, 36(3), 37–43.
Turan, S., & Bektas, F. (2013). The relationship between school culture and leadership. Egitim Arastirmalari-Eurasian Journal of Educational Research, 52, 155-168.
Villasana, M., Alcaraz-Rodríguez, R., & Alvarez, M. M. (2016). Examining entrepreneurial attributes of Latin American female university students. Gender & Education, 28(1), 148–166. https://doi.org/10.1080/09540253.2015.1093100
Waddock, S., & Lozano, J. M. (2013). Developing more holistic management education: Lessons learned from two programs. Academy of Management Learning & Education, 12(2), 265–284. https://doi.org/10.5465/amle.2012.0002
Williams, H. S. (2009). Leadership capacity - A key to sustaining lasting improvement. Education, 130(1), 30–41.
Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education & Teaching International, 54(4). https://doi.org/10.1080/14703297.2015.1108214
Atehortúa-Granados, J. A. (2010). La gestión empresarial en los programas de pregrado de la Corporación Universitaria Lasallista. Revista Lasallista de Investigación, 7(1), 25–35.
Avolio, B. J., & Bass, B. M. (1999). Re-examining the components of transformational and transactional leadership using the Multifactor Leadership Questionnaire. Journal of Occupational & Organizational Psychology, 72(4), 441–462. https://doi.org/10.1348/096317999166789
Baker, V. L., Lunsford, L. G., & Pifer, M. J. (2019). Patching up the “leaking leadership pipeline”: Fostering mid-career faculty succession management. Research in Higher Education, 60(6), 823–843. https://doi.org/10.1007/s11162-018-9528-9
Bass, B. M. (1981). Stogdill's handbook of leadership: A survey of theory and research. New York, NY: The Free Press.
Bass, B. M. (1985). Leadership: Good, better, best. Organizational Dynamics, 13(3), 26–40. https://doi.org/10.1016/0090-2616(85)90028-2
Bass, B. M. (1997). Does the transactional–transformational leadership paradigm transcend organizational and national boundaries? American Psychologist, 52(2), 130–139. https://doi.org/10.1037/0003-066X.52.2.130
Belker, L. B., McCormick, J., & Topchik, G. S. (2018). The first-time manager (7 ed.). HarperCollins.
Bianchini, S., Maxwell, T., & Dovey, K. (2014). Rethinking leadership in the academy: An Australian case. Innovations in Education & Teaching International, 51(5), 556–567. https://doi.org/10.1080/14703297.2013.786582
Chemers, M. M. (2000). Leadership research and theory: A functional integration. Group Dynamics: Theory, Research, and Practice, 4(1), 27–43. https://doi.org/10.1037/1089-2699.4.1.27
Coghlan, D., & Shani, A. B. (2014). Creating action research quality in organization development: Rigorous, reflective and relevant. Systemic Practice & Action Research, 27(6), 523–536. https://doi.org/10.1007/s11213-013-9311-y
Davis, D. J., Herawell, M., Gunnip, R., Derry, L. G., Wells , J., & Trimble, D. (2011). Writing and visiting fellowships: Strategies to inform the development of educational leadership faculty. E Journal of Organizational Learning & Leadership, 9(2), 14–25.
Díaz, E. R. (2020). Entrepreneurial leadership in Indian and Mexican graduate students. Latin American Business Review, 21(3), 307-326. https://doi.org/10.1080/10978526.2020.1761824
Díaz, E. R. (2020). Educational leadership: The case of graduate students in Mexico. Revista Innovación Educativa, 20(83), 79-98.
Díaz, E. R., & Lituchy, T. R. (2019). Leader behavior expectations from a gender perspective: an extension of theLEAD studyin Mexico. Revista del Centro de Investigación de la Universidad La Salle, 13(52), 101-120. https://doi.org/10.26457/recein.v13i52.2459
Díaz, E. R., Díaz-López, K., & Durazo-Watanabe, E. (2020). Adaptación del inventario de prácticas de liderazgo con estudiantes mexicanos de posgrado. Revista del Centro de Investigación de la Universidad La Salle, 14(54), 95-118. https://doi.org/10.26457/recein.v14i54.2648
Díaz, E. R., Sánchez-Vélez, C. G., & Santana-Serrano, L. (2019). Integrating the Five Practices of Exemplary Leadership model into entrepreneurship education. International Journal for the Scholarship of Teaching and Learning, 13(3). https://doi.org/10.20429/ijsotl.2019.130310
Erdel, D., & Takkaç, M. (2019). The relationship between teacher classroom leadership and learner autonomy: The case of EFL classrooms. Cumhuriyet International Journal of Education, 8(3), 752–770. https://doi.org/10.30703/cije.549344
Fowler, F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage Publications.
Fung, D. (2017). Strength-based scholarship and good education: The scholarship circle. Innovations in Education & Teaching International, 54(2), 101–110. https://doi.org/10.1080/14703297.2016.1257951
Geer, C. G. (2020). Addressing reality: A model for learner driven and standards-based internships for educational leadership programs. Journal of Higher Education Theory & Practice, 20(1), 33–54.
Gervacio-Jiménez, H., & Castillo-Elías, B. (2020). Desafíos educativos que enfrenta el Colegio Nacional de Educación Profesional Técnica ante la pandemia sanitaria Covid-19. Revista del Centro de Investigación de la Universidad La Salle, 14(53), 45-66. https://doi.org/10.26457/recein.v14i53.2658
Griffioen, D. M., Doppenberg, J. J., & Oostdam, R. J. (2018). Organisational influence on lecturers’ perceptions and behaviour towards change in education. Studies in Higher Education, 43(11), 1810–1822. https://doi.org/10.1080/03075079.2017.1284191
Hoekstra, A., & Newton, P. (2017). Departmental leadership for learning in vocational and professional education. Empirical Research in Vocational Education & Training, 9(1), 1-24. https://doi.org/10.1186/s40461-017-0057-0
Karimi, S., Biemans, H. J., Lans, T., Aazami, M., & Mulder, M. (2016). Fostering students’ competence in identifying business opportunities in entrepreneurship education. Innovations in Education & Teaching International, 53(2), 215–229. https://doi.org/10.1080/14703297.2014.993419
Khan, H. (2020). Are psychological capital and psychological ownership predictors of the passive avoidant leadership style? International Journal of Business & Public Administration, 17(1), 32–54.
Klimoski, R., & Amos, B. (2012). Practicing evidence-based education in leadership development. Academy of Management Learning & Education, 11(4), 685–702. https://doi.org/10.5465/amle.2012.0018
Kouzes, J. M., & Posner , B. Z. (2019). Leadership in higher education: Practices that make a difference. Oakland, California: Berret-Koehlers Publishers, Inc.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077
Mendoza-Martínez, I. A., Escobar-Álvarez, G. R., & García-Rivera, B. R. (2012). Influencia del liderazgo transformacional en algunas variables de satisfacción organizacional en personal docente y administrativo de una institución pública de educación media superior. Revista del Centro de Investigación de la Universidad La Salle, 10(28), 189–206.
Molero-Alonso, F., Recio-Saboya, P., & Cuadrado-Guirado, I. (2010). Liderazgo transformacional y liderazgo transaccional: un análisis de la estructura factorial del Multifactor Leadership Questionnaire (MLQ) en una muestra española. Psicothema, 22(3), 495–501.
Northouse, P. G., & Lee, M. (2019). Leadership case studies in education (2 ed.). Thousand Oaks, California : Sage.
O'Bannon, D. J., Garavalia, L., Renz, D. O., & McCarther, M. S. (2010). Successful leadership development for women STEM faculty. Leadership & Management in Engineering, 10(4), 167–173. https://doi.org/10.1061/(ASCE)LM.1943-5630.0000080
Parsons , J., Hewson, K., Adrian, L., & Day, N. (2013). Engaging in action research: A practical guide to teacher-conducted research for educators and school leaders. Alberta, Canada: Brush Education, Inc.
Parveen, I., Riffat-un-Nisa, & Uzair-ul-Hassan. (2018). School leadership inducing workaholism in teachers: A case of secondary schools. Journal of Educational Sciences & Research, 5(1), 1–25.
Roache, D., Rowe-Holder, D., & Muschette, R. (2020). Transitioning to online distance learning in the COVID-19 era: A call for skilled leadership in higher education institutions (HEIs). International Studies in Educational Administration, 48(1), 103-110.
Romero-Alonso, R., Montt-Fabres, B., Pino-Díaz, B., Riquelme-Plaza, I., & Gracia-Romero, M. E. (2020). Evaluar la transferencia de la formación en liderazgo directivo: Un caso chileno. Revista Electrónica de Investigación Educativa, 22, 1-13. https://doi.org/10.24320/redie.2020.22.e19.2683
Ross, J. A., & Bruce, C. D. (2012). Evaluating the impact of collaborative action research on teachers: A quantitative approach. Teacher Development, 16(4), 537–561. https://doi.org/10.1080/13664530.2012.734746
Schmidt, P., & Silva, R. (2005). Gestión de la docencia superior brasileña, a partir de la misión compartida. Revista Lasallista de Investigación, 2(1), 76–84.
Shani, A. B., & Coghlan, D. (2018). Enhancing action, research, and collaboration in organization development. Organization Development Journal, 36(3), 37–43.
Turan, S., & Bektas, F. (2013). The relationship between school culture and leadership. Egitim Arastirmalari-Eurasian Journal of Educational Research, 52, 155-168.
Villasana, M., Alcaraz-Rodríguez, R., & Alvarez, M. M. (2016). Examining entrepreneurial attributes of Latin American female university students. Gender & Education, 28(1), 148–166. https://doi.org/10.1080/09540253.2015.1093100
Waddock, S., & Lozano, J. M. (2013). Developing more holistic management education: Lessons learned from two programs. Academy of Management Learning & Education, 12(2), 265–284. https://doi.org/10.5465/amle.2012.0002
Williams, H. S. (2009). Leadership capacity - A key to sustaining lasting improvement. Education, 130(1), 30–41.
Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education & Teaching International, 54(4). https://doi.org/10.1080/14703297.2015.1108214