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Education deans’ perspectives on factors contributing to their longevity

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Abstract

This study explored the construct of longevity for education deans and the perceived impact that endurance in the role exerts on the welfare of schools and colleges of education. Some 181 standing education deans who had served for five or more years responded to a 12-item online survey that probed their perspectives on the professional and personal benefits of their longevity, the influence on their institutions, factors contributing to or jeopardizing their time in office, and the optimal term to stay in the position. From the qualitative analyses, a multi-faceted conceptualization, job satisfaction, emerged as the main reason education deans remained in their roles. This emerged as a result of the perceived support they have to effect and sustain change, and of feeling entrusted to provide effective leadership and continuity for their various constituencies, while enjoying their camaraderie. Noteworthy impediments to longevity and advice for new deans were also revealed.

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Authors and Affiliations

  1. School of Education, Manhattanville College, 2900 Purchase Street, Purchase, NY, 10577, USA

    Shelley B. Wepner

  2. College of Education, Marquette University, 561 N. 16th Street, Milwaukee, WI, 53233, USA

    William A. Henk

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  1. Shelley B. Wepner
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  2. William A. Henk
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Correspondence to Shelley B. Wepner.

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Wepner, S.B., Henk, W.A. Education deans’ perspectives on factors contributing to their longevity. Tert Educ Manag 26, 381–395 (2020). https://doi.org/10.1007/s11233-020-09059-9

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