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The study finds deans to be broadly similar to other professional colleagues, with minimal variation by faculty importance or geographical region. Strengths and needs identified in the responses guide implications for professional development, with the dean’s changing role sharpened by accountability pressures and fiscal and governance demands amid educational and social 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background,career patterns,role characteristics,and professional development needs.Data werecollected by a questionnaire mailed to all deans and directors in public degree-grantinginstitutions in Canada.Deans were found to be much like their professional colleagues,and they differed little by major faculty and geographical region.Their identification ofareas of strength and needs formed the basis for deriving some implications for profes-sional development in the deanship.  \n# RESUMÉ\n\nCet article presente un profil des doyens dans I'enseignement supérieur canadien-leursantecedents,I'orientation de leurs carrieres,les caracteristiques de leur role,et leursbesoins en matiere de développement professionnel.Les donnees ont été rassemblees aumoyen d'un questionnaire envoyé à tous les doyens et directeurs d'institutions publiquesqui decernent des grades au Canada.L'enquete a montré que les doyens etaient en généralfort semblables à leurs collegues,et que les differences s'averaient minimes quelle quesoit I'importance de la faculte et sa situation geographique.C'est leur identification despoints forts et des besoins qui a servi de base,et a permis d'en deriver des implicationsdiverses concernant le développement professionnel du doyennat.  \nIn their study of the American college presidency,Cohen and March(1974)describedacademic organization as “organized anarchies”which are characterized by ill-definedgoals,unclear technology and fluid participation.A decade earlier,Clark Kerr(1964)made the profound observation that a university is “...a series of individual facultyentrepreneurs held together by a common parking grievance.\"However it is defined,theacademic organization is among the most complex yet devised.  \n*Centre for the Study of Postsecondary Education,University of Alberta  \n54 Abram G.Konrad  \nRecent developments in higher education have placed the deanship and its role indirecting and managing change into sharper focus.Many deans are immersed in academicaccountability,and fiscal implications of staff and program decisions loom large in mostaspects of decision-making.The significance of the dean's role amidst educational andsocial change demands a careful examination of the deanship and the means that can beemployed to increase its effectiveness in the governance of institutions of higher education.  \nOver two decades ago,McGrath(1947)described the three fundamental roles of deansas considering the ends and means of education,selecting faculty members,and preparingbudgets.Gould(1964),in an extensive study of the deanship in colleges and universitiesin the United States,reported that respondents ranked the dean's functions as follows:curriculum work,budget,promotions,evaluation of personnel,and committee work.While major domains of responsibility may have remained unchanged over the past decade,the emphases have changed and will continue to change.Among the latest additions tothe challenge facing deans are matters such as collective bargaining,academic account-ability and management in a steady state.  \nIn 1976 the University Council for Educational Administration co-sponsored aResearch Development Seminar on “The Deanship in Schools of Education”at New YorkUniversity.In the theme address,Jack Culbertson(1976)outlined six domains of inquiryrelevant to the deanship in higher education:baseline data about the deanship,deans asindividuals,deans as individuals in organizations,schools of education as complex organ-izations,schools of education as organizations in environments,and organizational changein schools of education.  \n# METHODOLOGY\n\nThe profile presented in this paper was drawn from a study initiated in the fall of 1976at the University of Alberta.The project was undertaken to gather baseline data aboutdeans in Canadian higher education-their background,career patterns,role characte","cbCaietFP1eUbVta","https://ap.wps.com/l/cbCaietFP1eUbVta","pdf",719277,"English","# ABSTRACT\n# RESUMÉ\n# METHODOLOGY\n# THE FINDINGS","[{\"question\":\"What data collection method was used to profile Canadian higher education deans?\",\"answer\":\"The profile was drawn from a baseline study using a questionnaire mailed to all deans and directors in Canadian public degree-granting institutions.\"},{\"question\":\"What did the study suggest about differences among deans across faculties and regions?\",\"answer\":\"Deans were found to resemble their professional colleagues closely, with little difference by major faculty and geographical region.\"},{\"question\":\"How did the survey results inform professional development implications?\",\"answer\":\"The deans’ identified areas of strength and needs formed the basis for deriving implications for professional development in the deanship.\"}]","Deans in Canadian Higher Education | PDF",1792084362]