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Leadership Roles of Deans

Academic Deans and Leadership: A Crucial Role in Higher Education
EDLE 797 Library Research Paper
George Mason University
Summer 2002
Mary E. Zamon

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Introduction
Leadership in higher education can and should occur throughout systems. It is not a
top-down only system. In today's world, it should not be. As presented by Walker (1999),
recognition that there is an era of great change in the higher education environment means that
leadership must include the many rather than the few. A logical member of this newer, expanded
leadership group is the academic dean, who has had traditional managerial and administrative
roles. Earles's 1979 article is an early example of the importance of adding leadership to the list
of dean roles. He states that it is as leader that the dean makes the greatest contribution, without
which the management and administration roles come to a halt. The execution of
university-wide goals and efforts to deal with change fall in large proportion on the academic
dean. As the crucial interface in the middle of the system, the dean also works in the other
direction, that is advocating and representing the specific interests of the college in deployment
of scarce resources. Bright (2002)describes the dean as Janus, the two-faced god representing a
door between faculty and the upper administration. Bright and Richards (2001) continue by
analyzing the many institutional roles of today's dean inside his college and beyond - toward the
top officers and directors of the university and then outwards to an ever-widening community.
Therefore, in a consideration of education leadership issues, reasonable questions to ask
about deanship are how do deans view their roles, particularly leadership; what are potential
models of that leadership, and does leadership at this level relate and contribute to formation of a
learning organization carrying out the university's goals? These are important questions in view
of commonly heard comments that deans have no power, cannot support faculty initiatives, and

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are only managers, not leaders. Adams' (1988) analysis of The Academic Tribes presents many
of these views and attitudes.

Thesis and Boundaries
This study of the available literature on the roles of deans and potential connections to
leadership models intends to demonstrate that there are effective models relating to the dean'
roles, and among the variety of roles, leadership is the crucial activity for effective deaning. The
discussion is limited to four year and graduate university settings. Sections of the paper direct
attention to leadership models with application to higher education; analysis of roles of deans in
journals, monographs and biographical accounts; potential future investigations and research
problems;and final considerations related to the proposition that deans are leaders and there are
models to support that role. These guide posts organize the exploration so that conclusions will
be meaningful to those interested in the roles of academic deans in higher education.

Selected Leadership Models
Useful models that can apply to the activities and roles of deans can be found in business
and political areas, as well as in education literature. The education model presented by Cuban
(1988) is significant for deans because it includes managerial, political and instructional roles
within the school setting and outward to higher levels and to the community. Although written
for K-12 realms, the principal tenets and constructs are a good fit with higher education. The
parallel role to the dean is the principal, and by grouping the roles into three categories Cuban
provides a conceptual frame to inform discussion. Each of these areas is well described in
discussion of personal accounts and how to do it books later in this exploration.
At this point, confusion about management as shown by Birnbaum's Management Fads
in Higher Education (2002) serves as one example of material that relates directly to Cuban's

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views. The most important part of his model is that leadership crosses all areas, and is not seen
as a separate function. This idea is not observed by all writers, who like Mech (1997), consider
the leader role one among many. There is an inherent difficulty in relegating leadership to a
distinct role, rather than part of each role. The following are the separate role examples Mech
attributes to Mintzberg: figurehead, leader, liaison, monitor, disseminator, spokesperson,
entrepreneur, disturbance handler, resource allocator, and negotiator (284). Cuban's better model
can combine with others to create a new tool for deeper analysis.

Another insightful view is from Bright (2001) who pictures the dean position as an
incarnation of the Roman god Janus, who faces in two directions. Janus was the patron of
doorways, and Bright sees the dean as the doorway between college/faculty on one side and
upper level administrators on the other. Janus also serves as the guard of the past and guide to
the future, another image that well fits the roles of the academic dean. As this exploration will
reveal, the Janus image stands well as a symbol.

A second education model emerged from business, and applies well to the model of a
dean with three major roles which are employed in two directions. The new model is from
Senge (1990), and pictures leadership as a crucial function of the learning organization. Senge
(2000) applied his business model to education settings In this model, the dean again would be
the pivot point for active leadership in five processes: Systems Thinking, Personal Mastery,
Mental Models, Shared Vision and Team Learning. Scholtes (1998) uses some of these ideas in
his leadership handbook which grew out of the systems model. This inspirational how to book
became the guide selected by the Marymount University Library Dean as the model for recent
large-scale re-organization and leadership development changes. When linked to Cuban's
education model, Senge's and Scholtes' process models create a powerful vision of a dean as

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leader. Kezar's complaints (2000) that deans have often been excluded from leadership studies
and that there are not adequate models can be partially answered with models that fit, perhaps
better that her case study approach using a theory of positionality. The hybrid Cuban/Senge
model discussed so far can apply to analysis of past work or to new efforts.

Another useful element can be added from the point of view of political leadership. That
universities, and therefore the administrative and academic functions are political is not disputed.
Roewnzweig (1998) in fact discusses leadership and politics at universities, so a discussion of
dean leadership in the university setting almost naturally turns to politics. More evidence of the
political elements follows in the discussion of biographical material later in the paper. Certainly
one of the paramount current political models in education is Burns' (1979) concept of
transactional and transformational leadership. His ideas have generated multitudes of comments,
including theses, institutes, books and guides. In essence, he describes two kinds of leaders, the
transactional leader who operates on principles of trade. Exchanges of favors, perquisites, or
resources enable the "leader" to accomplish a purpose, and may devolve benefit to others as well.
The other model is that of a transformational leader who leads to change for mutual benefits, and
employs not trade but processes that develop sustainable improvements. The Peace Corps had a
saying that might illustrate the two. "Give a man a fish and he eats for a day, teach him to fish,
and he eats for life." Bianco-Mathis , Nabors and Roman (2002) support the kind of leader
Burns describes in their new look at Leading from the Inside Out: A coaching model. This book
provides a sequential process to develop leaders themselves, as well as coach/lead/transform
teams, organization and communities.

How can Burns' ideas affect building the dean model ? A study of leadership and
transformation in higher education by Astin and Astin, (2000) completely ignores the potential of

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deans, perhaps an example of those who think deans have no power for leadership. A study
optimistically called Making Sense of Administrative Leadership (Benismon, Newuman, &
Birnbaum,1989) looks at presidents, rather than deans. However, their discussion of Burns'
leadership concepts might just as pessimistically be applied to deans. Transformational
leadership, they argue, is extremely difficult, and may not be possible unless the university (or
college) is in a time of crises. The idea that transformation depends on the cowboy on the white
horse riding into the beleaguered town misses the implications of the model being built here. An
effective model for the dean position as discussed above might include transactional exchanges,
but a much better fit with the concepts of Senge's processes, and Cuban's three content roles is
the transformation side of Burns' concept. Why?

The transformation model is better because it emphasizes non- situational
leadership. It is a leadership that is not re-active, but promotes a collective purpose that is the
focus of interaction in the Janus doorway. Unpublished dissertations offer support for inclusion
of transformation as part of the dean model. Three examples, Jackson (1999), Ogle( 2002) and
Young (1990), point toward strong arguments for inclusion. In the near future it may be possible
to refute the administrative and pessimistic outlook. offered above. In his pleas for the moral
element in leadership, Bogue (1994) concludes that transforming leadership needs moral and
principled foundations. His summary of leadership design seems to describe the tripartite model
built here.

Leadership is a conceptual, moral and performing art form. It is an integrating art
form involving the orchestration of ideas, values and skills. It is a venture in
moral philosophy. (145)
It is possible to find viable models for academic dean roles, and the literature does
provide examples of them. Integrating several models produces a theoretic picture of the dean as

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a leader. Having a theoretical model is not enough. The following look at 'real world' reports,
surveys and autobiography begins to supply that most important link to practice that Shavelson
and Towne (2002) advocate in Scientific Research in Education.

Leadership Roles of Deans
The question of leadership and academic deans is currently so important that some
disciplines and organizations are developing initiatives and programs to address both positive
and negative aspects of the job. One example is the Association of American Medical Colleges'
special issue of Academic Medicine for August 1998 and a follow up conference ending on June
9, 2002 that addressed leadership initiatives. The special issue journal contains topics such as
"Deans and Deaning in a Changing World" (Petersdorf, 1997), "Challenges to Effective Medical
School Leadership" (Yedidia, 1998), and "Leading among Leaders" (Daugherty, 1998).
The American Conference of Academic Deans conducts periodic conferences, the next
one entitled "The Courage to Question: The Dean's Role" scheduled for January 2003. They
have published ACAD's Resource Handbook for Academic Deans (1999). The National
Academy for Academic Leadership has developed an Integrated Campus Program that sends an
Academy Fellow to work directly with leadership teams on specific projects. The James
MacGregor Burns Academy of Leadership works from the University of Maryland promoting
the importance of leadership in the education community as well as other arenas. Conferences,
programs and academies are other indicators of the interest and importance attached to questions
of leadership and deans.
Traditional views of deans were different. The office of college dean was often the
culmination of a career, and the dean viewed himself as a kind of senior faculty member, perhaps
reluctantly carrying out administrative functions. Hall, Mitsunaga and de Tournyay (1981)

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studied deans of nursing and found an important change from 1970-1980. Their data indicated
that deans moved from two thirds not planning to become deans, to two thirds who planned and
worked to become deans. This information is followed by an unsettling decline in the tenure of
deans (Anderson and King, 1987). Their national survey of deans of education shows half
served five years or less, and only about ten percent for 11-15 years. If deans are to work in the
leadership models described above do they even have time to learn how in such short service?
Ehrle suggests as early as 1979 that the answer is planning for managerial, administrative and
leadership roles. Planning has its own pitfalls, however an may not be the solution (Marcus,
1999).

Wolverton (2001) supports the changing nature of deaning and leadership. Deans, she
asserts, have become the lynchpins of the university organization, and their roles have changed
from mainly student focused to encompass an array of administrative and management functions.
In addition, universities expect deans to lead their colleges. These views are a far distance from
Bernier (1987) who supports a sociologic view of deans as classic ethnographic participant
observers. The fault with that view is that not only is the dean not viewed as a leader, but also
not seen as real member of the society either. In spite of Bernier's weak statement that he does
not reject the leadership role, it does not seem possible to reconcile his view with the active,
integrative leadership model proposed earlier in this paper.

Reported experiences and studies of groups of deans provide an introduction to the range
of tasks that fall to deans in real life, and to the weight given to leadership roles by deans and
those who have studied them. The question of why tenure is so short is impelling and may be
related to leadership, but is outside the current investigation's scope.

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Duties and Expectations
Expectations and duties for academic deans come from all directions- from the deans
themselves, from above through provost, president and even trustees, from below through
department chairs and faculty, and from lateral directions through other university units, for
example student affairs and development. It is an impossible task to look at all of these in one
paper, so the following are samples, intended to outline at least the multiple directions the dean
looks through his doorway. The dean not only looks, but participates. The most prolific writer
on deans is Gmelch, whose 1999 article (Gmelch,Wolverton & Wolverton) sums up the struggles
of deans to achieve a balance among their roles.

Over time deans of academic units appear to have undergone a
transformation from chief academic officers to chief executive
officers with more emphasis placed on extramural funding, personnel
decision making, and alumni relations. Increasingly, the vision of the
dean as a quiet, scholarly leader has been replaced by an executive
image of the dean as politically astute and economically savvy. (718)
Their conclusions are supported by a 1996 National Survey of Academic Deans in Higher
Education, to which much of Gmelch and his collaborators refer. However, it has proven
impossible to obtain the actual survey, so information for this current paper is somewhat
secondhand. Much of the survey data they present deals with self-perceived dean stressors, and,
by implication, the work that deans do can be derived. The highest stress factor was too many
meetings, and a close second came from competing and extensive expectations placed upon the
deans (Table1, 725). More detailed breakdowns of survey information support the general idea
that it is the range of expectations and duties which produce the stress, and the results parallel
those discovered in public school systems. The evaluation concludes with concern that
universities are rapidly going to a situation of asking too much of deans and giving too little
support, resulting that the deans' "ability to be effective leaders may be less than credible" (737).

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An important consideration for this paper is that underlying assumptions in Gmelch's and
colleagues' studies are that deans are and must be leaders, and that dean- leaders are of vital
importance to a university. Re-enforcing the burdens of the deanship, and illustrating the
proposition that a dean must be many things to many people, Tucker and Bryan (1991) use their
experience in that office to characterize the dean as dove, dragon and diplomat.

Three other studies support the same ideas. Wolverton, Wolverton and Gmelch (1999)
who are frequent collaborators, specifically address the conflicts inherent in many of the roles,
and the resulting ambiguity. They particularly focus on the same Janus conflict- deans caught
between expectations from college departments and the central administrations. The study is
particularly concerned about deans whose roles demand confrontation with personal value
systems, and indicates that those who view themselves as both faculty and administrators
indicate the most stress. These conflicts in turn affect the deans' effectiveness and job
satisfaction. Again, the underlying assumption is that deans should be leaders.

A more simplified but older view by Sandefur and Oglesby (1982) places the dean as
spokesman for the colleges departments and faculty members. This is only one side of the
doorway, and thus includes only one of the leadership areas from models under consideration.
Anderson and King (1987) base their statements on a survey of deans of education. Their view
is that most studies look at the functions and roles of deans, and ignore the importance to
leadership from demographic background of the deans themselves. Their survey addressed the
question of tenure and deans, and the fact that most deans were not granted tenure. How does
this relate to leadership? If the transformational leader model, and/or the learning organization
model are goals, then longer periods of time will be necessary to see change and to involve the
organization in that change. The goal is not change that evaporates, but that is sustainable.

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Senge and others think it takes between 3-5 years to see effects from change initiatives that do
not run into problems. Amderson and Long suggest deans' contracts be based on the multiyear,
renewable contracts used in K-12 systems. Leadership for change takes time.

Several reports by individuals on their experiences as deans can shed more light on the
conflicts, expectations and duties of the dean. Other works look at more general topics, but carry
information related to leadership and deans. Bright and Richards (2001), Kolodny (1998),
Gardner( 1992), and Tucker and Bryan (1991) all take a look at their own experiences. Although
the current discussion focuses on leadership, these works also form solid introductions to the
variety and complexity of the job and are valuable resources for anyone interested in the office of
dean.

Bright and Richards describe in detail the ways the job of dean has changed, and what is
involved in current work, including technology. Their view is that the dean is chief
administrator of the college, that he must have skills necessary to carry out the job, including the
expanding non-campus aspects. Poor execution of administrative or managerial functions can
doom leadership initiatives, and it well to consider carefully those aspects of leadership which
may be prerequisites to successful change. Ideas minus execution do not have as much a chance
as those which are well planned and carried out. Bright and Richards also have the perspective
that this office is a temporary station, and only part of an entire career. Such an attitude might
lessen emphasis on leadership. They do call for active and reflective leadership styles, advising
the dean to be a player-coach. A model for that style of leadership can be found in Bianco-
Mathis and Roman (2002). Bright and Richards also offer important encouragement to
leadership with a reminder that setbacks can be the jumping off point for even greater
achievement. This attitude supports the Senge Personal Mastery domain of good leadership.

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Tucker and Bryan (1991) offer additional encouragement toward leadership. They
portray the dean as dove, dragon and diplomat, exercising leadership entrusted to him by his
college. The dean is expected to take the lead in crises and to make the difficult decisions, but
these writers do not address the transformative part of leadership. Their views lean toward a
super transactional dean, who is well prepared with skills to respond to any situation as
peacemaker, protector or conciliator. A person wanting to become a competent dean could use
the study as a good instruction book, but not one to support the dynamism and active leadership
envisioned in the tripartite model. This analysis is somewhat discouraging.

A not so discouraging look at deanship is taken by Gardner (1992) who supports the idea
of more a transformative leadership by calling for the dean to be the one who reconciles various
separate missions, and leads toward a balance between stability and change. His optimism that
the dean is in a position to improve the lives of faculty and students is the sort of outlook that
will infuse energy into a leading dean.

The experiences that Kolodny (1998)reports are somewhere between optimism and
pessimism on the opportunity, and perhaps ability, of the dean to lead. Her initial optimism for
carrying out the mandate for change from those who hired her was marred by stiff resistance
from small groups, budget cuts, and five different superiors in her five-year tenure. She was
surprised at the disjunctions she found, and the difficulty of her path to the collaborative, team
based, openly collegial operation that was her intent. Her insightful observation of sets of
opposites between faculty, administration, fellow deans, department heads, donors, students and
alumni did not stop her from leading in new directions. Although her transformations were not
as extensive as intended, she concluded that change had been made, and improvements were
embedded enough to last. Her discouragement came from the fact that in order to achieve some

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of these transformations, she had to perform as a transactional leader. True transformative
leadership includes the ability to make improvements through real change and have the change
last after the initiator is not longer present. Her work poses an interesting question for a model
of dean leadership. Are the ideas of transformation and operation in a transactional leadership
mode exclusive, or is there some combination of the two that is effective? Are both of these
necessary in order to reach toward that portion of the model that includes concepts of learning
organizations? The mixed views of Kolodny indeed add a new dimension to the discussion.

Intriguing ideas on looking at deans and leadership appear in many odd corners. Facione
(2002), for example has written a set of "training" case studies posted on the web site of
California Academic Press. These fictional cases are part of suggested retreats for deans and
department chairs to focus on collaborative work rather than confrontation. Additional studies
examine leadership and dean roles from less personal viewpoints.

Kezar( 2002) promotes participatory leadership, involving everyone in the processes,an
idea quite compatible with the Cuban/Senge/Burns combined concept. She rightly reminds those
interested in leadership that it is not always the position that bestows leadership. Her critique of
writing that focuses too much on presidents and boards of trustees seems right on the present
topic. Where else would one look for leaders? This exploration indicates that that one looks,
and looks strongly, at deans. Their advantage in leadership can be because they are at the
doorway, and have close links to faculty and other constituencies in ways not available to leaders
like presidents who lead from on high, so to speak. Deans have built in access, if only they use
it.

Key to using the access is the relationship to and from department chairs. Dauffenbach
(1995) Morisink (1987), and McCarty & Reyes ( 1987) examine aspects of this crucial

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leadership arena. Dauffenbach's survey found that deans believed they were using good
leadership practices more frequently that the department chairs believed the deans actually did.
This may not be surprising, but it is one of the few studies that paired deans' estimates with
chairpersons', a step toward more valid conclusions. McCarty and Reyes focused on the
decision- making styles of deans only from the chairpersons' points of view. Their conclusion
was that chairpersons wanted the dean to be a cheerleader, supporter, good administrator, and at
the same time wanted d to see a system of shared decision making, perhaps tilted toward faculty
power. Decisions and problem solving were seen as faculty initiated, but as one respondent said,
deans control the money, so the rest is not so important. In fact, one dean resigned shortly after
the project, saying that the current system of dean/faculty governance did not allow for decisive
leadership. This study is already fifteen years old, and may be outdated. However it certainly
sends a signal of problems likely to face application of the models of leadership proposed in this
paper. Certainly a repeat study would be informative.

Morsink (1987) found that deans advance many of the same administrative goals as other
school leaders, namely communication of goals and missions, supporting staff, involving people
on the team, encouraging innovation and communicating findings to the profession. These roles
fit well with leadership and deans, and can find a 'home' in the model under consideration.

Evidence of the ever-expanding roles of deans appears in the 1993 study of fund raising
by Hall, whose look at the fund raising role now devolving to deans anticipates what is
happening now on many campuses. Activities previously the responsibility of higher levels of
administration descend to the already overburdened dean. More and more deans are asked to go
into the community for fund raising, recruitment and publicity. Will on-campus leadership be
affected by new of-campus directions?

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Wolverton and Gmelch, the most prolific writers on the subject of deans, will have some

last words for this portion of the exploration. Their newest book, to be published June 30, 2002

is College Deans: Leading from Within. They pull together many themes and ideas and focus

their attention on deans as leaders, and how deans lead change. Their analysis begins with the

management functions of deans, followed by comments related to decision making:

Effective deans in today's dynamic environment find they must go a step beyond,
however. In the example above, a dean and his or her college must determine
how each endeavor relates to the college's future and, given the future, whether it
makes sense to pursue either one. This means that deans must be leaders as well
as managers. Leading is the most human-oriented of their four primary roles.
Leadership has a transformational quality about it. It involves changing the
culture and disrupting the status quo. Deans who lead relate external demands to
internal endeavors in a manner that moves their colleges into uncharted waters.
They are change leaders. ( 2)

Is this a short description of the kind of leadership the potential model presents? In fact, it is

almost the 'blessing' needed to pursue strong, transforming leadership at the dean level. The

table below is reproduced from College Deans fits well with the proposed Cuban/Senge/ Burns

model.

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(34)
The general question that we began with regarding the contribution of such leadership to
a university as a learning organization is by no means as well suited to the scope of this
exploration as first thought. However, some hints about universities, as learning organization
can be derived from thinking about the ideas already presented. A strong, active set of deans
might contribute a great deal to movement toward learning organizations of the type described
by Senge et al.(2000). The elements of systems thinking, personal mastery, productive
conversations, connections and sustainability certainly are found among the ideas examined here.
Heifetz (1994) offers support to leadership ideas that require a learning strategy, and that engage
people. He does not specifically address deans, but to those attempting to lead, he says "One
may lead perhaps with no more than a question in hand"(276). Benisom and Neumann (1993)
remind us that leadership teams at all levels can accomplish more, and offer detailed analysis of
how they suggest team based leadership can work. The recent team based re-organization at
Marymount University's library used the motto "Together Everyone Accomplishes More" .

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Monat (2001), past president of Northern Illinois University, emphasizes the crucial role of
deans in the middle as the university moved to shared governance and participatory leadership.

It would perhaps be foolish to think deans without the support of those on the two sides
of their door could accomplish institutional changes alone. However, asking questions, planting
seeds and taking clues from research and above all practicing leadership across all the
management, and administrative roles, as well as other roles-to-come, will give deans an
awesome ability to affect the course of their institutions. This is after all the prime reason deans
chose to accept their jobs. (McCarty & Reyes, 1987, and Kolodny, 1998). Deans truly do
occupy advantageous ground from which to lead.

Conclusions and Further Steps
The exploration about to conclude was a search for understanding about the
academic dean, the roles related to that position and potentialities for genuine leadership. As a
corollary, the search also aimed to discover potential models of academic leadership for deans at
higher education institutions, and how that leadership could contribute to universities becoming
learning organizations in the Senge model. One thing is clear, that the subject is not exhausted,
and there is fertile ground for further research. Some ideas to consider might be:
ƒ Refinement of the tripartite model
ƒ Acquisition or creating additional statistical studies detailing leadership activities
ƒ Study of dean relationship to constituencies on each side of the Janus door
ƒ Development of leadership definition based on input form all leaders-informal as well
as positional
ƒ Investigation of the idea of the university as a learning organization
The most important discovery on this search is that there are models that can be used to
look at leadership and academic deans' roles. Some models come from education perspectives,
and others from political and business perspectives. A strong suggestion resulting from
contemplation of these models is to combine them for a powerful vision of the 'new' dean.

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The literature reviewed here does suggest that although deans' roles are multitudinous,
and growing, leadership is already high on the scale of importance, and is recognized as a crucial
element by current writers. That is not to say that operation in the real world matches theory or
models- yet.

Leadership is not just a separate role, but needs to be infused into all the work of deans,
whether it is managerial, political, or administrative. The person who holds office as academic
dean, for however short a tenure, seems to be moving from re-action to action, and toward
becoming pro-active on behalf of not only his college but also the institution as a whole.

Both the views of those on the job and those conducting research seem to point in the
same direction- toward something like the combination model suggested, and toward a growing
awareness of the pivotal role dean leadership can play. In short, the opening thesis is confirmed.
The ideas concerning learning organizations and universities are less clear, and this study did not
investigate that area as completely as initially conceived. That piece of the question is still
unanswered, although hints toward sources for answers are part of the material resulting from
this exploration.

Comments and Research Difficulties
The time factor was the largest constraint on research and writing. There are some
outstanding references and materials that have not arrived in time, and some leads that cannot be
followed up. For example, the resource handbook was ordered from two different sources, and
still has not arrived, and the base statistical study has not been found in an accessible location. In
addition, the process time needed to make sense of the information and ideas was limited. Often
the 'gel' time is crucial to the composition of coherent and organized writing. On the other hand,
it was inspiring to see that there is in fact a vast world of information on the subject, and most of

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it is available in way unforeseen in the past. Communication of ideas can be swift. As
researchers become used to such availability, it can be doubly frustrating to know an item is out
there, but not reachable fast enough! Some call this the McDonald syndrome. Something that
originally took a long time now takes minutes, and when it goes beyond customary minutes,
frustrated impatience results. The fact that the university for which this search was undertaken
had truncated journal service contributed to some of the frustration. In the end, the judgement is
that there were probably no substantive difficulties sauf the time frame.

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Appendix I: Samples of University Forms Relating to Deans

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References

Allen, G. ed.(1999) Resource handbook for academic deans. Washington, D.C.: ACAD.

American Conference of Academic Deans. (2002). Conference announcement and
purpose of organization. http://www.acad-edu.org/

Anderson, D. & King, J. (1987). The dean of education: A demographic analysis. Journal
of Teacher Education. September -October 1987, 9-2.

Astin, H. & Astin, A. eds. (2002). Leadership reconsidered: Engaging higher education
in social change. Battle Creek, MI: W.K. Kellog Foundation.

Bensimon,E. & Neumann, A. (1993). Redesigning college leadership: Teams and
teamwork in higher education. Baltimore, MD: The Johns Hopkins University Press.

Bensimon, E., Neumann, A., & Birnbaum, R. (1989). Making sense of administrative
leadership: the "L" word in higher education. ASHE-ERIC Report No.1. Washington, D.C.: The
George Washington Graduate School of Education and Human Development.

Bernier, N. (1987). The dean as participant observer. Journal of Teacher Education.
September-October 1987, 17-22.

Bianco-Mathis, V., Nabors, L. & Roman, C. (2002). Leading from the inside out: A
coaching model. Thousand Oaks, CA: Sage Publications.

Bogue,E. (1994). Leadership by design: Strengthening Integrity in higher education. San
Francisco, CA: Josey-Bass Publishers

Bright, D. & Richards, M. (2001). The academic deanship: Individual careers and
institutional roles. San Francisco, CA: Jossey-Bass.

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