Small, private, liberal arts college academic unit chairpersons: Functions, perceptions of performance, and perceptual role conflict
Columbia University Teachers College, New York, PhD Thesis, (1982)Abstract
Purpose. Four questions are addressed in the study: How do academic unit chairpersons rate the importance of chairperson functions? What perceptual role conflict is associated with these functions? What is the relationship between ratings of importance of functions and associated perceptual role conflict? How effectively do chairpersons perceive themselves to have performed the functions? Findings. A mail questionnaire was administered to 36 biological sciences, 35 humanities (English), and 28 business academic unit chairpersons. Basic characteristics of the respondents were: 68 percent possessed doctorates; 71 percent were tenured; 54 percent were full professors; 87 percent had no formal training for the chairpersonship; 86 percent were male; and 48 percent were between 41 and 50 years old. Rated of greatest importance were: improving departmental teaching; recruiting new faculty; changing curriculums; and assessing departmental needs. Rated least important were: recruiting students; producing public relations materials; and seeking external funding. Little high perceptual role conflict was uncovered. Limited conflict was computed on all except three functions for at least 75 percent of the respondents. Most chairpersons believed they performed the vast majority of functions at least about average. Only four functions were perceived to have been poorly performed by at least 25 percent of the subjects. Student recruitment and retention efforts should be emphasized by all components of small colleges because of the disproportionate portion of funding derived from student fees. Yet the data indicate that few chairpersons considered this area very important. This may reflect a lack of direction, interest, or emphasis on priorities by higher administrators.