A study of perceptions of presidential effectiveness at a selected group of major public and private universities and colleges in the United States
University of Kansas, Doctoral Dissertation, (1985)Zusammenfassung
The presidency in American higher education has been the focus of renewed attention in recent years. The college or university president occupies a complex and demanding role calling for leadership among diverse groups including students, faculty, trustees, and alumni. This study looks at perceptions of presidential effectiveness as viewed by presidents themselves, chairpersons of boards of trustees, and elected heads of faculty governance organizations. A questionnaire was distributed to individuals in each of these three groups at seventy-one selected public (50) and private (21) colleges and universities throughout the United States. A principal purpose of the study was to determine significant differences which exist among the three groups, distinguishing between public and private higher education, as there may be consistency or inconsistency of shared expectations, attitudes, duties and responsibilities, and overall perceptions of presidential effectiveness. Major findings of the study reveal that paired comparisons of presidents, trustees, and faculty demonstrate a number of statistically significant differences of perception. This is particularly evident among issues related to preparation for the presidency, importance of presidential duties and responsibilities, and the nature of the relationship between presidents–trustees and presidents–faculty. The study revealed that the selected group of presidents understand clearly the priorities of trustees and concentrate efforts at achieving success in those areas of presidential performance which are identified as important parts of the reward system. Trustees are more interested in personality traits of the president than the president's representation as an intellectual leader and thereby often perceive effectiveness along stylistic lines rather than through deeper penetrations as might exist within academic considerations. Faculty indicated a desire to be a greater part of presidential assessment; a feeling which comes from being relegated to an oftentimes non-participant role in this important activity. Effective presidents come in all shapes and sizes; from different backgrounds of previous experience and education; and with different strategies for leadership. But several things have become clear as a result of this research. The principal traits upon which presidents, trustees, and faculty leaders would build an effective presidency include: personal integrity, communication skills, and administrative style compatible with board and faculty expectations.