Date of Award

2-2010

Document Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Degree Program

Education (also CAGS)

First Advisor

Joseph B. Berger

Second Advisor

John R. Mullin

Third Advisor

Shederick McClendon

Keywords

Academic Deans, Cognitive Patterns, Disciplinarity, Higher Education, Leadership, Management Roles

Subject Categories

Education

Abstract

The purpose of this study was to examine the impact of disciplinary background on the leadership styles of academic deans. The researcher conducted a nation-wide survey of academic deans from a wide range of disciplines. Specifically, the study sought to determine whether the disciplinary backgrounds of university deans are reflected in their self-reported actions, decision-making, and role perceptions. Subjects’ disciplines were categorized according to high-consensus and low-consensus fields as well as the pure/applied dichotomy. Four dimensions of organizational leadership (bureaucratic, collegial, political and symbolic) were utilized to define the subjects’ potential cognitive frames. The subjects’ use of cognitive frames were classified into predominantly single-, paired-, or multi-framed approaches. Descriptive statistics, mean comparisons, and logistic regression were utilized to analyze the behaviors and motivations of subjects in the study.

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