Empirical Research
Academic Leadership on Faculty Performance
Volume 6 Issue 1 - Apr 22, 2008 - 9:38:36 AM
By Stefanos Gialamas

Abstract:

One of the challenges academic leaders encounter is conducting on time a comprehensive faculty performance evaluation. There are two fundamental rudiments for addressing this challenge (1) having a PROMPT ( precise relevant organized, measurable, pragmatic, within time lines) yearly faculty accountability planning and (2) preparing in advance for the impending deadline by having faculty submit end of year performance self evaluations .

Constraints on time, lack of proper prioritization, and leader’s lack of comfort with confrontation or feedback can also contribute to the end of the year rush to complete the “paperwork” of an appraisal without the proper focus, effort and time needed to complete a true appraisal of a faculty member’s performance.

The challenge might also exacerbated for academic leaders who are seeking solid and sound arguments to justify requests for budget increases, especially if the requested increase is for payments to support activities in the areas of personal and professional growth and development of the faculty. After all, educational leaders are expected to and should be judged on their ability to maximize organizational performance, mission effectiveness and most of all student performance, stratification, retention, and career opportunities.

In this article, we will provide a comprehensive approach for a yearly faculty performance evaluation report which includes the following components: (1) establishing a Yearly Faculty Performance Evaluation Plan (FPEP); (2) conducting a mid-year faculty self progress report; (3) creating a mid-year faculty progress evaluation report; (4) making a mid-year adjustment of the performance evaluation plan; (5) creating an end of the year faculty self-evaluation report; (6) conducting an end of the year faculty performance evaluation report.

In addition, we will share strategies that faculty could adopt in helping them to focus on accomplishing their goals and to prepare an effective performance evaluation report. Furthermore, we will share strategies that department chairs could adopt to guide faculty to more successfully accomplish their goals and in preparing their performance evaluation report. In adopting such approaches, the department chair will benefit by better understanding the strength and limitations of the department resources. Furthermore, he or she will be able to understand faculty needs and strengths and thus better involve faculty in accomplishment of the mission and the goals of the department.

Empirical Research
Meeting the Challenge of a Janus Job
Volume 6 Issue 1 - Mar 24, 2008 - 12:59:24 PM
By Patricia H. Phelps, EdD
This essay explores the Janus nature of the position of academic department chair.  Drawing upon the mythological figure of Janus (god of doorways and gates), the author examines the advantages and challenges presented by this unique orientation.  Included are questions for self-assessment by those considering similar positions as leaders in the academic realm.

Empirical Research
The Blogging College and University President: Academic Leadership in the Age of Web 2.0
Volume 6 Issue 1 - Feb 22, 2008 - 1:32:51 PM
By David Wyld
This article looks at the growing presence of college and university presidents in the blogosphere, through the creation of their own blogs. The author examines the increasingly participative nature of the Internet with the rise of Wed 2.0. The paper provides an overview of blogs and the growing trend for this medium to be employed by corporate, governmental - and now, university - leaders as a means to communicate with their various internal and external constituencies.

For this article, the author conducted a comprehensive Internet survey, finding
that as of late 2007, two dozen college and university presidents are currently
maintaining public blogs. The paper presents a summary of how these blogs are
being utilized and presents best practice examples found amongst the
presidential blogs. The article then conveys "A Blogging Guide for University
Presidents," giving directions and ten guidelines to follow for university
leaders - or anyone looking to blog in his or her official capacity. The paper
concludes with a look at the issues raised by presidential blogging and what the
advent of blogging portends for the academic leadership role.

Empirical Research
The external shareholders’ impressions regarding corporate reputation in educational organizations
Volume 6 Issue 1 - Feb 13, 2008 - 12:51:17 PM
By Turgut Karakose, PhD
Capital magazine was the first that put forward the subject of corporate reputation in Turkey. But, among surveys which have been made regarding corporate reputation, there is no study directly related to educational organizations in Turkey. So, this study is the first research regarding corporate reputation in educational organizations. This survey examines parents and principals’ impressions regarding reputation of schools and it determines the differences between their impressions. Descriptive survey research has been used in this study. The sample consists of 253 parents and principals from city of Kahramanmaras, a province located in the southern part of Anatolia. Finally, participants commonly declared that either public or private schools had a good reputation and if schools satisfy social stakeholders’ expectations, they could have a good reputation in society.

Empirical Research
Designing and Implementing a Competency-based Curriculum: Leadership Implications
Volume 6 Issue 1 - Feb 11, 2008 - 2:11:23 PM
By Ralitsa B. Akins, Oscar Ingaramo, Maia Eppler, Gilbert A. Handal
This paper discusses the approach in residency curriculum redesign based on the six ACGME competencies and the implementation of the new curriculum through adaptive and participatory leadership. Broad faculty and resident input was sought through applying adaptive leadership principles to ensure participation and ownership in the development of the novel curriculum. A new curriculum format was designed with specified teaching and evaluation methods for all goals and objectives. To support the new curriculum, an 18-month core didactics schedule was implemented. Faculty development sessions and resident workshops were conducted to improve the teaching and evaluation methods used in the department.Empowered by the participatory leadership opportunity, the residents formed an Education Sub-committee to the Residency Program Curriculum Committee and organized themselves to research peer programs’ approaches in curriculum and teaching.The input of the residents’ Education Sub-committee was essential in leading further curriculum improvements and competency mastery. Broad engagement of faculty and residents gave momentum to change and acted as a catalyst of their pro-active involvement. Adaptive and participatory leadership approaches brought about rapid change in the residency program curriculum redesign and improved the learning environment.The design and implementation of the new curriculum were completed within six months.