ERIC Number: ED206587
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Operationalizing Advocacy: An Analysis of Dean's Roles as Project Directors of Deans Grants.
Sivage, Carol R.; And Others
The Deans' Grants awards have required skills and behaviors not traditionally associated with the role of dean. A sample of ten deans acting as Deans Grant project directors was studied to determine their roles and functions and the specific behaviors perceived as supportive of change efforts. Through interviews with the deans and staff, it was found that the deans had three principal roles: (1) as a negotiator with internal and external factions; (2) as a persuader for direct and indirect participation; and (3) as a choreographer of change by achieving role clarity, providing social support, and by allocating resources. The intensity of support varied from the support lent by physical presence, to active and informed involvement, and to the planned integration of the project with the larger, permanent goals of the institution. The essential category of physical presence ("being there") was fulfilled by all the deans, but more intense involvement was not universal, since it was situationally dependent. The findings point to key behaviors and levels of involvement that deans can choose in building a successful strategy for change. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Deans Grant Project
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 14, 1981).