The Dean's Squeeze: The Myths and Realities of Academic Leadership in the Middle

Gallos, Joan V.

doi:10.5465/amle.2002.8509367

Cited by 52 publications

(69 citation statements)

References 2 publications

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“…All that helped, but did not fully prepare me for things that I found: What it is like, for example, to live-not just understand-the systemic struggles in leading from the organizational middle (Gallos, 2002;Oshry, 1995;Sales, 2006), the power and the durability of strong emotion once rooted into an organization's culture, and the nonrational temptation to ignore the buildup of systemic affect and the personal toll in working with and in it for the sake of moving an organizational agenda. In fact, theory and past successes may have made me slow to recognize the full meaning of what was happening around me and too quick to assume that strategies and skills which had worked in the past would work well again (Watkins, 2008).…”

Section: Handling Organizational Toxins: Setting the Stage Defining mentioning

confidence: 98%

Learning From the Toxic Trenches

Gallos

2008

Journal of Management Inquiry

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This article offers an insider's look at the power and consequences of high levels of workplace emotion in order to deepen understanding of the workplace relationships and practices needed for individual and organizational success. It begins with a definition of terms, illustrating the linkages among toxic emotions, organizational effectiveness, leading, and change. It explores insights and strategies for managing the dynamics and proposes five steps for sustaining healthy leaders in an increasingly pressurized work world. The article advocates new models for education and training, as well as renewed attention to the development of theories and structures that promote individual and organizational health.

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Section: Handling Organizational Toxins: Setting the Stage Defining mentioning

confidence: 98%

Learning From the Toxic Trenches

Gallos

2008

Journal of Management Inquiry

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“…In the crossfire of pressures arising from the internal and external worlds of a dean's work, Gallos (2002) portrays business school deans as classic middle managers who typically feel squeezed between presidential expectations and the school's norms and faculty autonomy. However, the contrasts between the three business school contexts (the traditional research university, academic capitalist university, and corporate university) appear even more diverse and extreme, and these differences have implications for the intensity of the "dean's squeeze."…”

Section: Ethosmentioning

confidence: 99%

The “Dean’s Squeeze” revisited: a contextual approach

Alajoutsijärvi

Kettunen

2016

Journal of Management Development

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Purpose -To develop a conceptual framework for identifying the primary tensions that business school deans encounter when moving between different university contexts. Design/methodology/approach -The paper is part of a larger research project on the development of business schools. This conceptual paper builds on our studies and personal experiences of business schools and their management in a number of different countries, primarily in Europe, North America, Asia, and the Middle East. Findings -The present study argues that as a response to the increasing corporatization of higher education, the university sector has fragmented into at least three identifiable contexts: the traditional research university, the academic capitalist university, and the corporate university. We conclude that the match between a dean's worldview and the university context ultimately determines the appropriateness, survival and success of deanship. Practical implications -The paper provides practical suggestions for managing business schools. Given that "good" leadership is always context dependent, no single deanship would fit for all business schools. As an outcome, both deans and the selection committees making decisions regarding their recruitment should be sensitive to their worldviews originating from the university contexts in which they previously worked. Originality/value -Emphasizing a contextual approach to business school leadership, this paper proposes a new typology of deanship situations.

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“…The American -and, in some cases, Australasian -literature has for the most part tended to interpret academic leadership as denoting designated 'formal' leadership and management roles within higher education (e.g. Birnbaum, 1992;Bolman & Gallos, 2011;Debowski & Blake, 2004;Gallos, 2002;Hecht et al, 1999;Ramsden, 1998;Spiller, 2010), but the term has been interpreted considerably more widely in the UK. Implicit in its being consistently referred to across the UK's HE sector in job specifications and promotion criteria relating to all except early career academic or research posts, is recognition that providing academic leadership should be an aspiration of almost any academic or academic-related employee, irrespective of whether s/he holds a designated leadership and management role.…”

Section: The Substance Of Research Leadershipmentioning

confidence: 99%

What is effective research leadership? A research-informed perspective

Evans

2014

Higher Education Research & Development

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Drawing upon findings from a UK-based funded study of academic leadership provided by (full) professors, this article focuses on research leadership as perceived by those on the receiving end of it. Research leadership is defined as the influence of one or more people on the research-related behaviour, attitudes or intellectual capacity of others. Three specific features of professorial research leadership are identified and examined: influence that enhances people's capacity: to make appropriate choices, to achieve requisite standards, and to effect processes within research activity. The author's conceptual model of researcher development is presented as an indicator of research leadership and its multidimensionality.

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The Dean's Squeeze: The Myths and Realities of Academic Leadership in the Middle

Cited by 52 publications

References 2 publications

Learning From the Toxic Trenches

Learning From the Toxic Trenches

The “Dean’s Squeeze” revisited: a contextual approach

What is effective research leadership? A research-informed perspective

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