You are previewing Leadership for Academic Units: A Performance Improvement Model for Department Chairs, Deans, and Academic Vice Presidents (and those who aspire to be).
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Leadership for Academic Units: A Performance Improvement Model for Department Chairs, Deans, and Academic Vice Presidents (and those who aspire to be)

Book Description

In this illuminating guide for academic leaders and those aspiring to be, Dr. William Swart offers insightful advice on how to lead academic departments and divisions on a journey of continuous performance improvement. If you're interested in positive change and you're not afraid of conflict, this text presents a solid beginning point.

Table of Contents

  1. Title
  2. Copyright
  3. Contents
  4. Acknowledgments
  5. Preface
  6. About the Author
  7. Chapter 1. Systems, Performance, and the Academic Culture
    1. Introduction
    2. The University as a System
    3. Performance, Quality Performance, and Continuous Improvement
    4. Assuring the Quality of Human Performance in Academic Systems
    5. Academic Culture and Change
    6. Key Terms
    7. Focus Questions
    8. References
  8. Chapter 2. Developing Strategic Improvement Concepts
    1. Introduction
    2. Overview of Strategic and Tactical Planning
    3. Strengths, Weaknesses, Opportunities, and Threats
    4. A Case Study on the Use of SWOT Analysis
    5. Key Terms
    6. Focus Questions
    7. References
  9. Chapter 3. Developing Improvement Alternatives
    1. Introduction
    2. Needs Assessment and Analysis
    3. The Academic Needs Assessment and Continuous Improvement
    4. Closing the Gaps
    5. Key Terms
    6. Focus Questions
    7. References
  10. Chapter 4. Leadership and Organization for Improvement
    1. Introduction
    2. Organizational Enhancements
    3. Leadership Enhancements
    4. Results Achieved
    5. Key Terms
    6. Focus Questions
    7. References
  11. Chapter 5. Implementing Improvements
    1. Introduction
    2. Faculty and Administrative Resistance to Change
    3. Toward Authorization to Implement
    4. The CECCIE Model
    5. Consensus Building and Endorsement
    6. Securing Sustained Implementation
    7. Evaluating Performance
    8. Key Terms
    9. Focus Questions
    10. References
  12. Chapter 6. Translating Strategies and Tactics into Objective, Measurable Results
    1. Introduction
    2. Organizational Alignment
    3. Relating Activities to Results
    4. Defining Long-Term Results
    5. Translating Long-Term Results into Yearly Results
    6. Deriving College and Division Results
    7. Key Terms
    8. Focus Questions
    9. Reference
  13. Chapter 7. Achieving Results and Rewarding Contributions
    1. Introduction
    2. The Role and Responsibility of Faculty and Chairs in Achieving Results
    3. Integrating Results, Result Assessment, and Rewards
    4. Assuring Fairness and Consistency in Awarding Faculty Merit Raises
    5. Preparing for the Next Improvement Cycle
    6. Key Terms
    7. Focus Questions
    8. References
  14. Chapter 8. Allocating and Rightsizing Resources
    1. Introduction
    2. Rightsizing Faculty Allocations
    3. Data Requirements for Allocating and Rightsizing Resources
    4. Rightsizing Staff Allocations
    5. Rightsizing Operating Budgets
    6. Implementing Rightsizing
    7. Allocating Equipment Budgets
    8. Key Terms
    9. Focus Questions
    10. References
  15. Chapter 9. Augmenting Resources via Reengineering
    1. Introduction
    2. Reengineering Academic Units
    3. Reengineering Student and Academic Affairs
    4. Key Terms
    5. Focus Questions
    6. References
  16. Chapter 10. Achieving Results in a Receptive Environment
    1. Introduction
    2. Preparing and Educating the Teams
    3. Building Cinderella’s Castle
    4. Bringing Everybody on Board
    5. Results Achieved
    6. Responses to Results Achieved
    7. Key Terms
    8. Focus Questions
    9. References
  17. Chapter 11. Epilogue: The Ivy-Covered Halls of Mirrors
    1. References