Exploring the Longevity of Education Deans

What factors contribute most to the longevity of education deans in their positions? Are there optimal lengths of time for these academic administrators to stay in their roles, and if so, how long and why? What are the personal and professional benefits or downsides of remaining in the role of education dean for an extended period?

These questions are among those emerging from a national survey on deans’ ways of thinking, being, and acting that revealed generally limited lengths of service in the deanship. The survey results have inspired a new line of research on factors contributing to deans’ longevity in the role, which may be important for critical initiatives to have a viable lifespan and for deans and their stakeholders to continue to be gratified.

Knowing what factors are associated with longer deanships could help current deans reflect on their own characteristics and practices that contribute to persisting successfully in their positions. It could also assist prospective deans in understanding what may enable them to thrive in the role over the long term.

We invite currently serving education deans who have at least 5 years of experience in this role to participate in the Education Deans Longevity Survey, a 12-item tool that asks respondents to briefly share ideas and beliefs about their experiences as an education dean, especially in relation to remaining in the position.

As with our prior research, we hope to share conclusions gathered from this survey at the AACTE Deans Academy during the 71st Annual Meeting in Louisville, Kentucky.

Please respond by July 20, 2018.

The views expressed in this post do not necessarily reflect the views of AACTE.

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Shelley B. Wepner

Manhattanville College (NY)

William Henk

Marquette University (WI)