Emerging Characteristics of Education Deans’ Collaborative Leadership

Authors

Dee Hopkin
Virginia Johnson
Sandra Damico
Shelley Wepner

DOI

10.58809/SYXE3002

Abstract

Ever increasing opportunities-and demands-for partnerships between P-12 and higher education have created the impetus for deans of education to become collaborative leaders. Deans serve a critical institutional role in charting the direction of a school or college (Rosser, Johnsrud, & Heck, 2003), and there is ample research on the general roles and responsibilities and leadership behaviors of education deans that focus on the biographical, structural, and contextual factors affecting their work (e.g., Bowen, 1995; Bright & Richards, 2001; Bruess, McClean, & Sun, 2003; Clifford & Guthrie, 1988; Gardner, 1992; Gmelch, 2002; Gmelch, Wolverton, Hopkins, Merz, & Anderson, 1999; Howey & Zimpher, 1990; Huffman-Joley, 1992; Jackson, 2000; Martin, 1993; Morsink, 1987; Riggs & Huffman, 1989; Thiessen & Howey, 1998; Zimpher, 1995). However, there is scant research on the collaborative methods and approaches that education deans are finding essential to do their job.

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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© The Author(s)

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Recommended Citation

Hopkin, Dee; Johnson, Virginia; Damico, Sandra; and Wepner, Shelley (2011) "Emerging Characteristics of Education Deans’ Collaborative Leadership," Academic Leadership: The Online Journal: Vol. 9: Iss. 1, Article 21.
DOI: 10.58809/SYXE3002
Available at: https://scholars.fhsu.edu/alj/vol9/iss1/21