پنجشنبه 11 تیر 1405
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دوره 7، شماره 2 - ( 4-1405 )
جلد 7 شماره 2 صفحات 42-27 |
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Hou S. (2026). Scaling Leadership Support: Evidence-Informed Workload Policies for Department Chairs in Growing Public Universities. johepal. 7(2), 27-42. doi:10.66224/johepal.7.2.27
URL: http://johepal.com/article-1-1765-fa.html
URL: http://johepal.com/article-1-1765-fa.html
(1405). Scaling Leadership Support: Evidence-Informed Workload Policies for Department Chairs in Growing Public Universities نشریه سیاست و رهبری آموزش عالی 7 (2) :42-27 10.66224/johepal.7.2.27
چکیده: (13 مشاهده)
This study investigates how institutional growth and department size shape department chair leadership effectiveness, providing evidence-based policy recommendations for higher education governing boards, institutional administrators, and policymakers. Drawing on mixed-methods data from 67 chairs and directors at a large U.S. public research university (42% response rate) and follow-up interviews (n=11), the study examines how perceived administrative workload, time pressure, and leadership development needs vary systematically by department size. Findings reveal that chairs of large departments (40+ faculty) face fundamentally different administrative demands than chairs of small departments (≤20 faculty), while medium-sized units experience disproportionate personnel management challenges. Yet most institutions apply uniform workload policies, course release allocations, and support structures across all department sizes. Chairs overwhelmingly prioritize structural solutions—dedicated administrative staff, streamlined processes, and size-calibrated workload models—over professional development programming. The study provides a policy framework for differentiated leadership support, including scaled course release formulas, size-appropriate administrative staffing models, and targeted leadership development investments. These findings offer governing boards, senior administrators, and state-level policymakers an evidence-based roadmap for designing sustainable academic leadership infrastructure that aligns resources with organizational complexity.
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