The impetus for the development of criteria for the evaluation of academic deans should come from an interest in improved administrative performance rather than from political motivations. Merging faculty expectations with the criteria identified in the literature results in four areas in which deans should be evaluated: (1) knowledge of laws and regulations, district policies, budgetary practices, college mission, curriculum, staff/faculty hiring and evaluation, collective bargaining, higher education developments, the college's mythic history, business and industry needs and expectations, and internal and external data affecting the college; (2) managerial skills, including the ability to achieve objectives, organizational and coordination skills, communication skills, good judgement, decisiveness, the ability to effect change, problem-solving skills, and interpersonal skills; (3) leadership skills, including creativity and innovativeness, goal-setting, quality assurance, the ability to anticipate and recognize change, good judgement, team building, and the ability to build morale and inspire confidence; and (4) attitudes and personal attributes that are compatible with faculty expectations, including valuing liberal as well as vocational education, being committed to excellence in teaching, being concerned with institutional well-being, appreciating racial and cultural diversity, being receptive and sensitive, being fair and trustworthy, being dependable and hardworking, and being ethical, honest and sincere. Evaluation is one way that an institution and its administrators can prepare for coming changes in an atmosphere of tolerance, inquiry, and innovation. (JMC)
Authors
- Peer Reviewed
- F
- Publication Type
- Opinion Papers
- Published in
- United States of America
