Daniel W. Wheeler is professor and head of the Department of Agricultural Leadership, Education, and Communication at the University of Nebraska–Lincoln. Alan T. Seagren is professor emeritus and director of the Center for the Study of Higher and Postsecondary Education at the University of Nebraska–Lincoln. Linda Wysong Becker is vice president for student services at Union College in Lincoln, Nebraska. Edward R. Kinley is associate vice president for academic affairs and chief information officer at Indiana State University. Dara D. Mlinek is a former research assistant and instructor in the Center for the Study of Higher and Postsecondary Education at the University of Nebraska–Lincoln and participated in the research efforts focused on chairs. Kenneth J. Robson has served as a department chair, dean, and vice president. He is currently engaged in a higher education consulting practice with his partner J. Judith Eifert.

Updates to the second edition of this handbook for academic department chairs and division heads reflect changes in the relationship between academic leadership, faculty, and students in the age of the internet. (BookNews, 06/05/08)

• About the Authors xiForeword xiiiPreface xviiPart I • Fifteen Strategies in the Building Process1. Difficulties in the Building Process 3The Context for Leadership 4Chairing the Department 7The Nature of the Department 8The Nature of Faculty Work 9A Self-Assessment 10Endnotes 13Suggested Resources 132. Consider Your Own Development 15Learn About Your Role and Responsibilities in the Department and the Institution 18Create a Balance Between Your Professional and Personal Lives 24Prepare for Your Professional Future 28Conclusion 32Endnotes 32Suggested Resources 333. Reflect on Your Role as an Academic Leader 37Establish a Collective Departmental Vision or Focus 38Develop Faculty Ownership of the Vision 40Initiate Changes Carefully 44Allocate Resources of Time, Information, and Assignments to Implement the Vision and Departmental Goals 47Monitor Progress Toward Achieving the Vision and Goals 50Conclusion 51Endnotes 52Suggested Resources 524. Create a Positive Interpersonal Work Environment 55Establish an Open Atmosphere to Build Trust 57Listen to Faculty Needs and Interests 58Motivate Faculty and Collaboratively Set Goals 60Develop Leadership Skills that Empower Faculty and Provide Effective Feedback 62Feedback Techniques 66Represent Faculty to Colleagues and Senior Administrators 68Serve as a Role Model and Mentor 69Encourage and Support Faculty 70Conclusion 72Endnotes 72Suggested Resources 73Part II • Applying the Strategies5. Help New Faculty Become Oriented 77Communicate Expectations for Performance 80Provide Feedback on Progress 83Enhance Collegial Review Processes 84Create Flexible Time Lines for Tenure 85Encourage Mentoring and Integration by Senior Faculty 85Extend Mentoring and Feedback to Graduate Students Who Aspire to be Faculty Members 87Recognize the Department Chair as a Career Sponsor 88Support Teaching, Particularly at the Undergraduate Level 90Support Scholarly Development 91Foster a Balance Between Professional and Personal Life 92Conclusion 93Endnotes 94Suggested Resources 946. Improve Faculty Teaching 97Promote Excellence in Teaching 98Support Teaching Improvement 103Address Teaching Problems 106Employ Case Studies to Guide Your Response toTeaching Problems 114Conclusion 116Suggested Resources 1177. Improve the Scholarship of Faculty 119Foster a Strong Research Climate 120Detect a Problem Situation as Early as Possible 124Clarify the Reasons for Lack of Performance 126Identify a Plan for Improvement 128Follow Up on the Plan 134Conclusion 135Endnotes 136Suggested Resources 1368. Refocus Faculty Efforts 139Detect the Signs of Lack of Focus 141Explore Options with the Individual 144Mutually Design a Plan for Intervention 147Arrange for Activities, Resources, and Feedback 149Conclusion 150Suggested Resources 1529. Address Personal Issues of Faculty 155Differentiate Between Short- and Long-Term Issues 156Adopt Strategies for Temporary Problems 157Adopt Strategies for Intervening in Chronic Cases 159Conclusion 166Suggested Resources 16710. Employ Technology Wisely 169Be Aware of Technological Developments 170Encourage Faculty and Staff Technology Literacy 173Support Technology Training 175Use Technology Efficiently 176Use Technology to Facilitate Outcomes, Assessment, and Accountability 179Develop a Plan for Resource Allocation 181Adopt Emerging Technologies Prudently 183Consider the Impact on Student Services 185Conclusion 185Endnotes 186Suggested Resources 18711. Adapt to Funding and Resources Challenges 189Clarify Responsibility for Budget Development and Allocation 190Recognize the Implications of Budget Pressures 194Diversify Funding Through Revenue Generation Strategies 197Capitalize on Changes in Staffing 202Maintain High Morale During Trying Times 203Conclusion 206Endnotes 206Suggested Resources 20712. Foster a Culture of Continuous Improvement 209Make Continuous Improvement a Priority 211Devise Strategies and Resources to Support Quality Improvement Efforts 213Student Learning Assessment 214Teaching Effectiveness Assessment 216Program Effectiveness Assessment 217Encourage Support of Continuous Improvement Efforts 218Adopt Reliable Assessment Measures to Track Progress Over Time, Make Comparisons, and Demonstrate Results 220An Illustration of the Process 222Conclusion 223Suggested Resources 22513. Build an Agenda 227Four Dimensions of the Building Process 228Implementing the Agenda 238Conclusion 239Endnotes 242References 243Appendix A: The National Study and the Follow-Up Study 255Appendix B: Topical Index to Strategies 259Index 267

Daniel W. Wheeler is professor and head of the Department of Agricultural Leadership, Education, and Communication at the University of Nebraska–Lincoln. Alan T. Seagren is professor emeritus and director of the Center for the Study of Higher and Postsecondary Education at the University of Nebraska–Lincoln. Linda Wysong Becker is vice president for student services at Union College in Lincoln, Nebraska. Edward R. Kinley is associate vice president for academic affairs and chief information officer at Indiana State University. Dara D. Mlinek is a former research assistant and instructor in the Center for the Study of Higher and Postsecondary Education at the University of Nebraska–Lincoln and participated in the research efforts focused on chairs. Kenneth J. Robson has served as a department chair, dean, and vice president. He is currently engaged in a higher education consulting practice with his partner J. Judith Eifert.

Updates to the second edition of this handbook for academic department chairs and division heads reflect changes in the relationship between academic leadership, faculty, and students in the age of the internet. (BookNews, 06/05/08)

• About the Authors xiForeword xiiiPreface xviiPart I • Fifteen Strategies in the Building Process1. Difficulties in the Building Process 3The Context for Leadership 4Chairing the Department 7The Nature of the Department 8The Nature of Faculty Work 9A Self-Assessment 10Endnotes 13Suggested Resources 132. Consider Your Own Development 15Learn About Your Role and Responsibilities in the Department and the Institution 18Create a Balance Between Your Professional and Personal Lives 24Prepare for Your Professional Future 28Conclusion 32Endnotes 32Suggested Resources 333. Reflect on Your Role as an Academic Leader 37Establish a Collective Departmental Vision or Focus 38Develop Faculty Ownership of the Vision 40Initiate Changes Carefully 44Allocate Resources of Time, Information, and Assignments to Implement the Vision and Departmental Goals 47Monitor Progress Toward Achieving the Vision and Goals 50Conclusion 51Endnotes 52Suggested Resources 524. Create a Positive Interpersonal Work Environment 55Establish an Open Atmosphere to Build Trust 57Listen to Faculty Needs and Interests 58Motivate Faculty and Collaboratively Set Goals 60Develop Leadership Skills that Empower Faculty and Provide Effective Feedback 62Feedback Techniques 66Represent Faculty to Colleagues and Senior Administrators 68Serve as a Role Model and Mentor 69Encourage and Support Faculty 70Conclusion 72Endnotes 72Suggested Resources 73Part II • Applying the Strategies5. Help New Faculty Become Oriented 77Communicate Expectations for Performance 80Provide Feedback on Progress 83Enhance Collegial Review Processes 84Create Flexible Time Lines for Tenure 85Encourage Mentoring and Integration by Senior Faculty 85Extend Mentoring and Feedback to Graduate Students Who Aspire to be Faculty Members 87Recognize the Department Chair as a Career Sponsor 88Support Teaching, Particularly at the Undergraduate Level 90Support Scholarly Development 91Foster a Balance Between Professional and Personal Life 92Conclusion 93Endnotes 94Suggested Resources 946. Improve Faculty Teaching 97Promote Excellence in Teaching 98Support Teaching Improvement 103Address Teaching Problems 106Employ Case Studies to Guide Your Response toTeaching Problems 114Conclusion 116Suggested Resources 1177. Improve the Scholarship of Faculty 119Foster a Strong Research Climate 120Detect a Problem Situation as Early as Possible 124Clarify the Reasons for Lack of Performance 126Identify a Plan for Improvement 128Follow Up on the Plan 134Conclusion 135Endnotes 136Suggested Resources 1368. Refocus Faculty Efforts 139Detect the Signs of Lack of Focus 141Explore Options with the Individual 144Mutually Design a Plan for Intervention 147Arrange for Activities, Resources, and Feedback 149Conclusion 150Suggested Resources 1529. Address Personal Issues of Faculty 155Differentiate Between Short- and Long-Term Issues 156Adopt Strategies for Temporary Problems 157Adopt Strategies for Intervening in Chronic Cases 159Conclusion 166Suggested Resources 16710. Employ Technology Wisely 169Be Aware of Technological Developments 170Encourage Faculty and Staff Technology Literacy 173Support Technology Training 175Use Technology Efficiently 176Use Technology to Facilitate Outcomes, Assessment, and Accountability 179Develop a Plan for Resource Allocation 181Adopt Emerging Technologies Prudently 183Consider the Impact on Student Services 185Conclusion 185Endnotes 186Suggested Resources 18711. Adapt to Funding and Resources Challenges 189Clarify Responsibility for Budget Development and Allocation 190Recognize the Implications of Budget Pressures 194Diversify Funding Through Revenue Generation Strategies 197Capitalize on Changes in Staffing 202Maintain High Morale During Trying Times 203Conclusion 206Endnotes 206Suggested Resources 20712. Foster a Culture of Continuous Improvement 209Make Continuous Improvement a Priority 211Devise Strategies and Resources to Support Quality Improvement Efforts 213Student Learning Assessment 214Teaching Effectiveness Assessment 216Program Effectiveness Assessment 217Encourage Support of Continuous Improvement Efforts 218Adopt Reliable Assessment Measures to Track Progress Over Time, Make Comparisons, and Demonstrate Results 220An Illustration of the Process 222Conclusion 223Suggested Resources 22513. Build an Agenda 227Four Dimensions of the Building Process 228Implementing the Agenda 238Conclusion 239Endnotes 242References 243Appendix A: The National Study and the Follow-Up Study 255Appendix B: Topical Index to Strategies 259Index 267

Daniel W. Wheeler is professor and head of the Department of Agricultural Leadership, Education, and Communication at the University of Nebraska–Lincoln. Alan T. Seagren is professor emeritus and director of the Center for the Study of Higher and Postsecondary Education at the University of Nebraska–Lincoln. Linda Wysong Becker is vice president for student services at Union College in Lincoln, Nebraska. Edward R. Kinley is associate vice president for academic affairs and chief information officer at Indiana State University. Dara D. Mlinek is a former research assistant and instructor in the Center for the Study of Higher and Postsecondary Education at the University of Nebraska–Lincoln and participated in the research efforts focused on chairs. Kenneth J. Robson has served as a department chair, dean, and vice president. He is currently engaged in a higher education consulting practice with his partner J. Judith Eifert.

Updates to the second edition of this handbook for academic department chairs and division heads reflect changes in the relationship between academic leadership, faculty, and students in the age of the internet. (BookNews, 06/05/08)

• About the Authors xiForeword xiiiPreface xviiPart I • Fifteen Strategies in the Building Process1. Difficulties in the Building Process 3The Context for Leadership 4Chairing the Department 7The Nature of the Department 8The Nature of Faculty Work 9A Self-Assessment 10Endnotes 13Suggested Resources 132. Consider Your Own Development 15Learn About Your Role and Responsibilities in the Department and the Institution 18Create a Balance Between Your Professional and Personal Lives 24Prepare for Your Professional Future 28Conclusion 32Endnotes 32Suggested Resources 333. Reflect on Your Role as an Academic Leader 37Establish a Collective Departmental Vision or Focus 38Develop Faculty Ownership of the Vision 40Initiate Changes Carefully 44Allocate Resources of Time, Information, and Assignments to Implement the Vision and Departmental Goals 47Monitor Progress Toward Achieving the Vision and Goals 50Conclusion 51Endnotes 52Suggested Resources 524. Create a Positive Interpersonal Work Environment 55Establish an Open Atmosphere to Build Trust 57Listen to Faculty Needs and Interests 58Motivate Faculty and Collaboratively Set Goals 60Develop Leadership Skills that Empower Faculty and Provide Effective Feedback 62Feedback Techniques 66Represent Faculty to Colleagues and Senior Administrators 68Serve as a Role Model and Mentor 69Encourage and Support Faculty 70Conclusion 72Endnotes 72Suggested Resources 73Part II • Applying the Strategies5. Help New Faculty Become Oriented 77Communicate Expectations for Performance 80Provide Feedback on Progress 83Enhance Collegial Review Processes 84Create Flexible Time Lines for Tenure 85Encourage Mentoring and Integration by Senior Faculty 85Extend Mentoring and Feedback to Graduate Students Who Aspire to be Faculty Members 87Recognize the Department Chair as a Career Sponsor 88Support Teaching, Particularly at the Undergraduate Level 90Support Scholarly Development 91Foster a Balance Between Professional and Personal Life 92Conclusion 93Endnotes 94Suggested Resources 946. Improve Faculty Teaching 97Promote Excellence in Teaching 98Support Teaching Improvement 103Address Teaching Problems 106Employ Case Studies to Guide Your Response toTeaching Problems 114Conclusion 116Suggested Resources 1177. Improve the Scholarship of Faculty 119Foster a Strong Research Climate 120Detect a Problem Situation as Early as Possible 124Clarify the Reasons for Lack of Performance 126Identify a Plan for Improvement 128Follow Up on the Plan 134Conclusion 135Endnotes 136Suggested Resources 1368. Refocus Faculty Efforts 139Detect the Signs of Lack of Focus 141Explore Options with the Individual 144Mutually Design a Plan for Intervention 147Arrange for Activities, Resources, and Feedback 149Conclusion 150Suggested Resources 1529. Address Personal Issues of Faculty 155Differentiate Between Short- and Long-Term Issues 156Adopt Strategies for Temporary Problems 157Adopt Strategies for Intervening in Chronic Cases 159Conclusion 166Suggested Resources 16710. Employ Technology Wisely 169Be Aware of Technological Developments 170Encourage Faculty and Staff Technology Literacy 173Support Technology Training 175Use Technology Efficiently 176Use Technology to Facilitate Outcomes, Assessment, and Accountability 179Develop a Plan for Resource Allocation 181Adopt Emerging Technologies Prudently 183Consider the Impact on Student Services 185Conclusion 185Endnotes 186Suggested Resources 18711. Adapt to Funding and Resources Challenges 189Clarify Responsibility for Budget Development and Allocation 190Recognize the Implications of Budget Pressures 194Diversify Funding Through Revenue Generation Strategies 197Capitalize on Changes in Staffing 202Maintain High Morale During Trying Times 203Conclusion 206Endnotes 206Suggested Resources 20712. Foster a Culture of Continuous Improvement 209Make Continuous Improvement a Priority 211Devise Strategies and Resources to Support Quality Improvement Efforts 213Student Learning Assessment 214Teaching Effectiveness Assessment 216Program Effectiveness Assessment 217Encourage Support of Continuous Improvement Efforts 218Adopt Reliable Assessment Measures to Track Progress Over Time, Make Comparisons, and Demonstrate Results 220An Illustration of the Process 222Conclusion 223Suggested Resources 22513. Build an Agenda 227Four Dimensions of the Building Process 228Implementing the Agenda 238Conclusion 239Endnotes 242References 243Appendix A: The National Study and the Follow-Up Study 255Appendix B: Topical Index to Strategies 259Index 267