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Article
The Importance of Academic Deans' Interpersonal/Negotiating Skills as Leaders
Perspectives: Policy and Practice in Higher Education
  • Shelley B. Wepner, Manhattanville College
  • Bill Henk, Marquette University
  • Virginia Clark Johnson, North Dakota State University - Main Campus
  • Sharon Lovell, James Madison University
Document Type
Article
Language
eng
Format of Original
7 p.
Publication Date
1-1-2014
Publisher
Taylor & Francis (Routledge)
Original Item ID
DOI: 10.1080/13603108.2014.963727
Disciplines
Abstract
Four academic deans investigated when and how they used interpersonal/negotiating skills to function effectively in their positions. For two full weeks, the deans coded their on-the-job interactions during scheduled meetings, informal meetings, spontaneous encounters/meetings, telephone calls, and select email. Analyses revealed that the interpersonal/negotiating skills used, from most to least prevalent, were: working closely with others, being responsive to key persons, negotiating key players' roles, and keeping key persons in the organisation informed. Across these engagements, the deans interacted with 35 different categories of stakeholders inside and outside their institutions for 32 different purposes. Given the nature and range of interactions, the deans concluded that practicing and prospective deans should likely have access to professional development opportunities explicitly focused on working closely with others. Future research would need to confirm, however, whether interpersonal/negotiating skills are essential for deans' job survival and, if so, whether such skills can authentically be developed.
Comments

Accepted version. Perspectives: Policy and Practice in Higher Education, Vol. 18, No. 4 (2014): 124-130. DOI. © Taylor & Francis (Routledge), 2014. Used with permission.

Citation Information
Shelley B. Wepner, Bill Henk, Virginia Clark Johnson and Sharon Lovell. "The Importance of Academic Deans' Interpersonal/Negotiating Skills as Leaders" Perspectives: Policy and Practice in Higher Education (2014) ISSN: 1360-3108
Available at: http://works.bepress.com/william_henk/19/