ABSTRACT

Given the entrenched movement toward internal and external accreditation in Middle Eastern universities, it is important to gain insights into departments heads’ performance, which contributes to the quality of the university’s work and its reputation. Results from related research can be used in the development of leadership performance criteria. This study focused on faculty members’ evaluation of their department head along six dimensions: decision-making and sharing with others, human relations, planning, academic program development, member development and skills development, and community partnerships and scientific research. Men and women at different stages of their academic careers need different things from departmental leadership. Therefore, of interest was the influence of gender (sex), years of university experience, and their interaction. Descriptive and inferential statistical analyses (two-way ANOVA) of survey data (Cronbach’s Alpha 0.984) from 450 XXX faculty members (71% female) revealed no significant differences for gender or the interaction between gender and years of experience (ranging from 1 to 11+). Statistical differences were found for years of experience with less experienced faculty members tendering more positive evaluations than seasoned instructors. Recommendations for future research within and beyond the university are tendered, including more focus on the influence of the interaction between gender and years of university experience on department heads’ performance evaluation.

摘要

鉴于中东大学内部和外部认证的根深蒂固的运动，深入了解部门负责人的表现非常重要，这有助于提高大学的工作质量和声誉。相关研究的结果可用于制定领导绩效标准。本研究侧重于教职员工对其系主任的评价，包括六个维度：决策和与他人分享、人际关系、规划、学术项目发展、成员发展和技能发展、社区伙伴关系和科学研究。处于学术生涯不同阶段的男性和女性需要从部门领导那里得到不同的东西。因此，有趣的是性别（sex）、大学经历的年数、以及他们的互动。对 450 名 XXX 教职员工（71% 为女性）的调查数据（Cronbach's Alpha 0.984）的描述性和推断性统计分析（双向方差分析）显示，性别或性别与经验年限（范围从 1 到 11 +)。在多年的经验中发现了统计差异，经验不足的教员比经验丰富的教员给出了更多的积极评价。对大学内外未来的研究提出了建议，包括更加关注性别和大学经验之间的相互作用对部门负责人绩效评估的影响。984) 来自 450 名 XXX 教员（71% 女性）显示性别或性别与经验年限（范围从 1 到 11 岁以上）之间的相互作用没有显着差异。在多年的经验中发现了统计差异，经验不足的教员比经验丰富的教员给出了更多的积极评价。对大学内外未来的研究提出了建议，包括更加关注性别和大学经验之间的相互作用对部门负责人绩效评估的影响。984) 来自 450 名 XXX 教员（71% 女性）显示性别或性别与经验年限（范围从 1 到 11 岁以上）之间的相互作用没有显着差异。在多年的经验中发现了统计差异，经验不足的教员比经验丰富的教员给出了更多的积极评价。对大学内外未来的研究提出了建议，包括更加关注性别和大学经验之间的相互作用对部门负责人绩效评估的影响。