ERIC Number: ED452171
Record Type: RIE
Publication Date: 2001-Mar
How Associate Deans' Positions Are Designed within the Context of the Top 50 Colleges and Schools of Education.
Jackson, Jerlando F. L.; Gmelch, Walter H.
This study examined the design of associate deans' positions within the context of the top 50 colleges and schools of education, focusing on three design parameters (job specialization, formalization of behavior in carrying out the job, and training and indoctrination required for the job). Researchers examined data derived from a compilation of organizational charts of the top 50 colleges and schools of education as identified by "U.S. News and World Report," which provides detail on the functions and duties of each position, and a national survey of 1,440 deans regarding their organization, staffing patterns, span of control, and dean's leadership team. Participants were 131 associate deans from 49 colleges and schools of education. Data analysis indicated that the division of labor was frequently divided among two or three associate deans. Number of associate deans appeared to be based on type of university, size of college or school, and degree of university centralization or decentralization of administrative duties. Dean behavior was highly formalized by function. The indoctrination of deans was relatively nonexistent. For the most part, associate deans were informally socialized on the job. (Contains 50 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Dallas, TX, March 1-4, 2001).