This study explored challenges and stressors facing academic deans within higher education.  The study analyzed, via step-wise multiple regression, the degree to which current challenges and related stress were associated with the well-being measures of effort-reward imbalance and over-commitment as measured by the Effort/Reward Imbalance scale (ERI); hardiness, as measured by the Dispositional Resilience Scale (DRS); and aspects of burnout, as measured by the Maslach Burnout Inventory (MBI).  Results indicated that the stress related to certain challenges (e.g., balancing financial resources, creating a clear vision, promoting change) have particularly powerful influences on aspects of work well-being. Implications and recommendations are included.

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The challenges to higher education institutions resulting from the COVID-19 pandemic are placing new and demanding pressures on the academic deanship. A leadership role focusing on guiding teams of professionals toward meeting internally defined goals now requires critical examination. This study analyzes the impact of the pandemic on higher education institutions and particularly the academic deanship. A model for the deanship in a post pandemic institution is included.

is chairman of the department of educational leadership and personnel development and Charles P. Ruch is assistant dean, both at Virginia Commonwealth University in Richmond.A unique resource for adaptive management, believe these writers, is the principal-counselor team. The principal can facilitate the necessary structure while the counselor can enhance the process. These two leadership elements are essential, they say, to the diverse, interconnected, and rational risk-taking school of the future.

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