DOCUMENT RESUME

ED 100 452 JC 750 081

AUTHOR Decker, Dwight F.TITLE The Role of the Department Chairman in Governance at

Rhode Island Junior College.PUB DATE Jan 75NOTE 24p.; Practicum presented to Nova University in

partial fulfillment of the requirements for theDoctor of Education degree

!DRS PRICE HF-S0.75 HC-$1.50 PLUS POSTAGEDESCRIPTORS *Administrative Personnel; Administrator

Responsibility; *Administrator Role; CollectiveBargaining; *Contracts; Department Directors(School); *Equal Protection; Faculty Organizations;Governance; *Junior Colleges; Organizational Climate;Role Perception

IDENTIFIERS Rhode Island Junior College

ABSTRACTThe contractual duties of the department chairman at

Rhode Island Junior College (RIJC), as at most public communitycolleges, place him in three roles: administrator, spokesman for hisdepartment, and teacher. Because, as a teacher, he is also a memberof the collective bargaining unit, a conflict of role assignmentsoccurs whenever the chairman is the target of some accusatoryproceeding. In such a situation, the department chairman has noestablished protector--he is caught in the middle. Recognition ofthis problem led the author to survey 19 chairmen at RIJC as to theirrole perceptions. Significantly, opinion concerning whether or not toremain members of the bargaining unit split almost equally. As aresult of chairman questionnaire and interview responses, a review ofthe literature, and consultations with faculty, administrators, andothers, the author recommends that the chairman retain membership inthe collective bargaining unit, that each duty in the contract bespecifically labeled as to the role it represents, and that thedilemma of who should provide due process be resolved by providingdifferent support depending on the role under attack. Questionnairesand organizational charts are appended. (Author/DC)

.. yi Yf 01,. HE AI TH, a. hi DAME

11(0I

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The Role of the Deprirtmeac Chairman in

Governance at Rhode Island Junior College

Dwight F. Decker, NSF,Rhode Island Junior College

A Practicum Presented to Nova Universityin Partial Fulfillment of the Requirementsof the Degree of Doctor of Education

Nova University

January 13, 1975

Table of Contents

Introduction

Background and Significance

Procedures

Results

Table 1 -Table 2 -Table 3 -Table 4 -

Recommendations

Footnotes

Bibliography

Appendix

Appendix AAppendix BAppendix C

Appendix D

Page

1

3

5

6

Questionnaire - All Three Divisions 7Questionnaire - Vocational-Technical Division 8Questionnaire - Nursing Division 9Questionnaire - Arts and Sciences Division 10

- Academic Affairs Organization- Arts and Sciences Organization- Vocational-Technical and

Nursing Organization- Questionnaire Cover Letter to

Department Chairmen

13

15

16

Introduction BEST COPY PCIa:::.L3LE

The present _Legally binding contractlbetween the Rhode IslandBoard of Regents and tne Rhode Island Junior College Facuicy Asso-ciation lists the following as duties for the department chairman.

"The department chairman shall:

1. have responsibilty for tree program of the depart-ment under the dean,

2. cooperate with uepartment members in planningprograms,

3. evaluate the instructional, administrative processesof the department and make recommendations to thedean,

4. evaluate periocically the department members andreport the evaluation as required,

5. recommend appointments, reappointments, promotionsand dismissals of depakment members,

6. insure that adequate supervision, advice and train-ing are provided to new department melabers andothers who might profit therefrom,

7. generally promo+e the welfare ,1,2 the department andthe colleges by every appropriate means,

8. and carry out such other duties as are set forthelsewhere by the College:

Duties (2) and (7) are generally in accord with the concept ofthe department chairman as a spokesman for the department. Insuch a role, he tries to obtain from t1.2 aduinistration approvalfor the pro;rams which his department desires, the necessary bud-gets, and also promote the vested interests of each faculty mewberof his department.

Duties (1), (3), (4), (5), (6), and (8) place him in a verydifferent role - the concept of chairman as the first level ofthe administration-representing the broader interests of theCollege as opposed to the narrower interests of his department.Indeed, he is placed on the school's organizational chart asthe lowest level of the administrative structure (Lice AppendicesA, B, and C).

His role as an adminiorator iz further coLtpliced by thefact that he is considered a member of tha collective barzaininunit and calst pay dues (agency shoi, a.sreement) w:Ietiler he desiresvoting maLlbership or not.

Historically, the sol:col ad:ainistration hcis c:.:n3iderad deldrt-u,ent ch;lirmen firLt line of admini.z;tr::.til ire de-Ili:1z; withfaculty. Me role of ci:71:aftmunt slAilteta evoivA. gr:(lually andin liLated Yap ovt:r 1,oriod of the fir6L- y-,;f1n3 of tile

ec,i16::;e(s life. Train:; a ;::)::.ber of the b:tfi.;Itair. uniz, 11,:o

of coll,Jiu Life.

If a f.lculty member has a grievance against his chairman,he must :;rieve the adminiatration to try to achieve a satisfactoryresolution. Many departncnt chairmen see themselves as rather"helpless p ns r in this process. An identity crisis seems toe:Ust-is the chairman primarily an administrator or primarily adepartment spokesman? how can he possibly be both as the contractrequires? Eow can he possibly be an administrator and a member ofthe bargaining unit simull;aneously? Can he be a departmentspokesman and a member of the bargaining unit simultaneously?

Neither the school administration nor the officers of thofaculty association planned this dilemma. However, they both re-cognize there are problems and wish to provide satisfactorysolutions just as ardently as do the department chairmen.

J. Victor Baldridge2

elaborates on the conflicting roles ofthe chairmen as administrators and as department spokesmen in theNew York University system. Louis W. Bender of Florida StateUniversity (also a Nova University national lecturer) has alsoquestioned the propriety of department chairman who evaluatefaculty also being members of the bargaining unit.

The problem seems to separate itself into thvee areas:

1. Is there a conflict between the roles of administratorand department spokesman?

2. Is there a conflict between the roles of administratorand faculty member of the collective bargaining unit?

3. Is there a conflict between the roles of departmentspokeaman and faculty member of the collective berg-aning unit?

,hould any of the above problem areas be found to exist, itIs necessary to pinpoint the specific nature cf the conflictbefore it can be resolved.

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If a f:seulty member has a grievance against his chairman,he must Lieve the adminiztration to try to achieve a satisfactoryresolution. nlny departncnt chairmen see themselves as rather"helpless pauns v in t: is process. !.n identity crisis seems toe:dst-is the chairman primarily an administrator or primarily adepartment spokesman? How can he possibly be both as the contractrequires? liow can he possibly be an administrator and a member ofthe bargaining unit simull;aneously? Can he be a departmentspokesman and a member of the bargaining unit simultaneously?

Neither tIle schoell administration nor the officers of thefaculty association plann3d this dilemma. However, they both re-cognize there are problems and wish to provide satisfactorysolutions just as ardently as do the department chairmen.

J. Victor Baldridge2

elaborates on the conflicting roles ofthe chairmen as administrators and as department spokesmen in theNew York University system. Louis W. Bender of Florida StateUniversity (also a Nova University national lecturer) has alsoquestioned the propriety of department chairman who evaluatefaculty also being members of the bargaining unit.

The problem seems to separate itself into tiwee areas:

1. Is there a conflict between the roles of administratorand department spokesman?

2. Is there a conflict between the roles of administratorand faculty member of the collective bargaining unit?

3. Is there a conflict between the roles of departmentspoesman and faculty member of t'ae collective berg-anIng unit?

:.;hould any of the above problem areas be found to exist, itis :::::cssary to pinpoint t'ae al;ecific neture of the conflictbefore it can be razolved.

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La:;::-round and -nificance BEST COPY AVA:LABLE

The role of the dei;artment chairman .L bez;innik; to be re9oz-nized as being a vital lin:.: in college t:;overnance. Zcheufter=d::03 the following points:

1. the department chairman in an educational institutionis the- point where good surer vision, management, andadministration must begin.

2. a lack of understanding of the chairman's role hasled to a neglect of the position and a subzequentweakening of the management structure of the in-stitution.

3. the various roles the chairman is erected to playmust be clearly defined in such a way that roles donot conflict.

In a survey of two-year colleges in New York, Blomerley4

found that in 78,, of the departments, the chairman exerted themajor influence in departmental decisions. In another 1453faculty and chairman influence was about equal, and in 6,0 thechairman exerted complete control. The influence of each couldbe further broken down by area as follows:

1. curriculum and to selection-faculty influence strong.2. promotion and retention- primarily influenced by the

chairman.3. goals, student relations, and interdepartment rela-

tions-equal influence of faculty and chairman.

The -greater the faculty influence in each college, the higher thefaculty morale was in general.

Darkenwald5 points out that chairmen are torn by decilionmaking conflicts between professional and burealetcratic subsystemsin typical colleges and universities. Lombardi furth-r anal-yze* the dual role (spokesman and administrator) that chairmenplay and explores alternative models of departmental orzanizationwhich attempt to reduce separatism within the colleze.

7smith pointa out that much research has already been doneto clarify the roles of the president and the dean, but very littlehas oecurred cuncernins the deart=ent chairxan. The dei;art-mant chairman wants and needs role clarification. In his surveyof roles that chairman are often e;:ldected to play. in Michigancommunity colia3es, ul,per echelon ad:Linistrators, faculty, andchairmen theL:selves cana..)t az;roo on that the chairmen is sui;posedto do and not to do.

Le.4:11:11 studied t,;iclie lib.)1 arts coll:4os concorniL:,what caused faculty s.Atisf,:ction with their chz:ln.len. Clarity

1-31-It:Id co of conflict be':weenr:L, to whz.t

rJ

2E51 CC1'Y PARABLE

.":dwards'' became a departmen; chairman feeling that facultyshould be more involved in decision making and left the chairman-sllip four years later feeling the opposite. Ile defines democraticpluralism as administrative willingness to turn over decisionmaing to faculty anl try to arrive at a consensus. Objectionsto demooratic plurallsm consist of the following:

1. The department tends to serve itself, not educationalneeds.

2. When administration needs to make a decision whereconsensus is not possible, it usually evades the issueand exacerbates the problem.

3. To offer something for everyone, high sounding general-ities are made which are vague on critical points ofapplication.

In this atmosphere, the chairman is often faced with thefollowing uncertainties:

1. The administration wEnts "our man in the department"to act as a transmission belt to project its point ofview. He is supposed to keep the peace i41 this pointof view is not favorably received. Can he?

2. His department faculty expect him to get everythingthat they want from the administration. This canirritate the administration. Is this good?

3. His most important and difficult role is to evaluatefaculty. What standards can he use? gust he rely onlyon student and faculty hearsay? Must he rely oncomplaints or the absence of complaints? What reasonsare sufficient to award merit or to fire?

Ldwards concludes by recommending that chairmen be consid-ered a part of management and that administration and facultybargain politically as to who has authority over what; the resultsof bargaining should be clearly spelled out in the contract.This lhould be difficult for many, but he feels that at least itwould be hcnest compared to the present system.

It is hoped that the reader i3 now convinced that the lackof clarity of role for dezartment chair=en is a major problemin eduoation.

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Procedureo

A questionnaire conoorning the eight duties of the departmentchairmen as enu:erated in the contract was submitted to all chair-men within the Arts and Sciences Division, the i:ursind; Division,and the Vocational-Technical Division. They responded as to whetherthey (1) agreed, (2) dizasteed, (3) could fuw.tior. with or with-out the duty, or (4) had no opinion, on each of the eight duties.In addition, a ninth question asked how they felt about being inthe teachers' bargaining unit. To receive frank reszonses to thequestionnaire anonymity was provided (.ee Appendix' 1)).

Interviews followed the responses to the questionnaire.Ofparticular interest were those advocating any of the following:

1. both the administrator and spokesman roles,2. both the administrator and bargaining unit roles, and3. both the spokesman and bargaining unit roles.

These people were asked how they resolve the apparent conflictof these positions in their own minds.

Recommendations for contract changes were made only after usingthe above data in conjunction with a thorough literature searchand consultationiwith administrators and selected faculty at RhodeIsland Junior College, officers of the RIJC Faculty Association,staff and legal counsel of the Rhode Island Education Association(an affilate of NEA), Nova national lecturer Louis W. Bender, andand several department chairmen anci administrators of nearby com-munity collees.

It was assumed that the eight contracturally enumerated dutiesplus membership in the collective bargainind unit would embraceall the conflicts in roles that departiaent chairLiGn presently feel.If other conflicts were perceived, tne chairmen could state themat the end of the questionnaim or in the follow-up interview.

Tile questionnaire was not circulated to non-chairman facultyor to upper echelon adr.dailatrators. With the wealth of adminis-trator alld faculty einion on what a chairman should be and adearth of department chairman opinion on the same suoject, it wasfet that the chairm;nn view should be heard predominently in this1.az,er.

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iiesults

REST COR P.Z1.4BLE

The final tabulations on the nine -item questionnaire areshown in Tables 1, 2, 3, and 4 which comprise the next four pages.All three divisions)zumulative totals, the Vocational-TechnicalDivision, tne Nursing Division, and the Arts and sciences Division(in that order) are tabulated separately.

All four chairmen in the Vocational-Technical Division andall four in the Nursing Division (including one assistant chair-man) responded. Eleven of the twelve chairmen in Arts and Sciencesresponded. Thus 19 of 20 possible returns were received.

Respondents were vIktually unanimous in supporting six ofthe contracted duties. lu These are:

1. "have responsibility for the program of the departmentunder the dean,

2. cooperate with department members in planning programs,3. evaluate the instructional, administrative processes

of the department and make recommendations to the dean,4. evaluate periodically the department members and report

the evaluation as required,5. recommend appointments, reappointments, promotions,

and dismissals of department members, and6. generally promote the welfare of the departmenL and

the college by every appropriate means.

On evaluation, one chairman stated "I am not convinced thatan accurate method of evaluating teaching effectiveness has beendeveloped yet. The only way to measure effectiveness is to beable to measure both input and output accurately, and this hasnot been accomplished to my satisfaction yetbelieve in peer evaluation as the most productive method availableto date, although I realize that it has its weaknesses also."When he mentions the necessity to measure input and output, he is

'in agreement with Cohen,11

Another remarked that evaluation and recommendation "areof little value because promotions are automatic based on long-evity-no merit involved." On a more positive note, anothersaid that while evaluation takes many days in a large department,"the cooperation_ of the department members make: it easier and arewardinz experience."

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All Three Divisions

BEST CON NAUGLE:luestionnaire

For each of the following items, please use the following lettercode in filling in the blank space which precedes each item:

A -B -C -

D

agree ....I feeldisagree..I don'don't care muchwith or withoutno opinion.

ABCD

19

this is a proper role for chairmen.t see this as a proper role for chairmen.one way or the other...I can functionthis role.

"The Department Chairman shall:

1. have responsibility for the program of the depart-ment under the dean,

2. cooperate with department members in planningprograms,

19 3. evaluate the instructional, administrative, proc-esses of the department and make recommendationsto the dean,

18 1 4. evaluate periodically the members and report theevaluation as required,

19 5. recommend appointments, reappointments, promotionsand dismissals of department members,

16 2 1 6. insure that adequate supervision, advice and train-ing are provided to new department members, andothers who might profit therefrom,

19 7. generally promote the welfare of the departmentand the College by every appropriate means,

11 5 2 1 8. carry out such other duties as are set forth else-where by the College."

7 8 3 1 9. You are now a member of the:faculty bargainingunit and you are represented by the aLic FacultyA,ssociation.Given your choice, would you like torep ctin 2 rember of this binin:i; unit?

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TABLE 2

Vocational-Technical Division

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Questionnaire

For each of the following items, please use the following lettercode in filling in the blank space which precedes each item:

A - agree..I feel this is a proper role for chairmen.B - disagree..I don't see this as a proper role for chairmen.C - don't care much one way or the other..I can function

with or without this role.D - no opinion.

"The Department Chairman shall:

ABCD4 1. have responsibility for the program of the depart-

ment under the dean,

4 2. cooperate with department members in planning programs,

4 3. evaluate the instructional, administrative, processesof the department and make recommendations to thedean,

3 1 4. evaluate periodically the department members andreport the evaluation as required,

5. recommend appointments, reappointments, promotionsdismissals of department members,

3 1 6. insure that adequate supervision, advice and train-ing are provided to new department members, andothers who might profit therefrom,

4 7. generally promote the welfare of the departmentand the College by every appropriate means,

2 2 8. carry out such other duties as are set forth else-where by the College."

2 2 9. You are now a member of the faculty bargainingunit and you are represented by the RIJC FacultyAssociation. Given your choice, would you liketo remain a member of this bargaining unit?

4

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TABU 3BEST COPY IIIIMAOLE

Imml*st Division

luestionnaire

For each of the following items, please use the following lettercode in filling in the blank space which precedes each item:

A - agree ...I feel this is a proper role for chairmen.B - disagree..I don't see this as a proper role for chairmen.C - don't care much one way or the other...I can function

with or without this role.D - no opinion.

"The Department Chn.irman shall:

ABCD4 1. have responsibility for the program of the depart-

ment under the lean,

4 2. cooperate with department members in planning programs,

4 3. evaluate the instructional, administrative, proc-esses of the department and make recommendations to thedean,

4

4

LL

4. evaluate periodically the department members andreport the evaluaion as required,

5. recommend appointments, reappointments, promotionsand dismissals of department members,

6. insure that adequate supervision, advice and train-ing are provided to new department members, andothers who might profit therefrom,

7. generally promote the welfare of the department andthe College by every appropriate means,

3 1 8. carry out such other duties as are set forth else-where by the College."

2 2 9. You ore now a member of the faculty bargaining unitand you are represented by the RIJC Faculty Assoc-iation.Given your choice, would you like to remaina member of this bargaining unit?

TABL2 4BEST Mr;

Arts and Sciences Division

.:uestionnaire

For each of the following items, please use the following lettercode in filling in the blank space which precedes each item:

A - agree..I feel this is a proper role for chairmen.B disagree..I don't see this as a proper role for chairmen.C - don't care much one way or the other..I can function

with or without this role.D - no opinion.

A BCD11

-"The Department Chairman shall:

1. have responsibility for the program of the depart-ment under the dean,

11 2. cooperate with department members in planningprograms,

11 3. evaluate the instructional, administrative, proc-esses of the department and make recommendationsto the dean,

11 4. evaluate periodically the department members andreport the evaluation as required,

11 5. recommend appointments, reappointments, promotionsand dismissals of department members,

9 1 1 6. insure that adequate supervision, advice and train-ing are provided to new department members, andothers who right profit therefrom,

11 7. generally promote he welfare of the departmentand the College '.27 every appropriate means,

6 3 1 1 8. carry out such other duties ari ore set forth else-wilire by the College."

3 6 1 1 9. You are now a member of the faculty bargaining unitand you are represented by the RIJC Faculty ,Yisoc-iation.Given your choice, would you like to remaina member. of this bari:aining unit?

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Only tio respolVont;;; flirtvr3od with the duuy of chairmen 0'"insure th:11. ndo.lulte 2.1erviL;ion, advice, and trrtining ere providedto new department member3." one Would delezate that respon-sibility to a senior department member, another dismissed such arole by saying "College faculty members who need supervision andtraining are not qualified to be collee cductors."

Five people objected to "carrying out such other duties as areset forth elsewhere by the colle.,;e" as being either too general, toovaguetior too open- ended.

Opinion concerning whether or not to be members of bargainingunit split nearly equal-seven for and eight agailist-so this itemwill receive the most attention. It is obviously the most signi-ficant problem.

Those supporting membership used the following arguments:

* "As long as department chairmen have a teachingrole, they are members of the faculty."

* don't feel I could adequately represent mydepartment if I felt unhappy being in thefaculty bargaining unit."

Those opposing membership in the bargaining unit were morevocal. A sample of the comments follow:

* "We are neither fish nor fc.wl as it is set upnow; we have no real authority in either bracket."

* "Realistically a department chairman is part ofmanagement. Under the present structure he isin an awl:ward position."

* "Department chairmen should be identified withadministration if they are to carry out theresponsibilities listed above."

* "The department chairman is part of the adminis-tration and as such should not be a member ofthe faculty bargaining unit."

* "As far as I am concerned, the department chair-man has not been represented by either theAssociation or the Admini..;tration-we are in agroup that falls somewhere in between."

* "Evidently the department chairman have not beenwell represented by the bar3aining unit."

Louis W. Bender (Nova University national lecturer) believeschairman cannot successfully be both evaluators of faculty and bethe object of a grievance filed by a faculty member when both aremembers of the sem...! bargainin7, unit.

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At this tint!, both upper echelon administrators at RIJC andofficors of the RIJC Faculty Association believe they have satis-factorily achieved a good set of duties for chairmen through thebar,;ainin:; process. They admit, however, that chairman input onthis matter has not been vigorously sought. Also, doubt has beenexpressed as to who should represent the chairman in a grievancefiled by a faculty member directed against the chairman.

Nearby schools also have this problemialthough some haveresolved it in one of the following ways:

1. The chairman is an administrator and is nota member of the bargaining unit.

2. The chairman is a department spokesman and amember of the bargaining unit. Departmentpolicy is decided by department members bymajority vote. The chairman administersthat policy. Evaluation of faculty is doneby an assistant dean or some other administrator.

The executive secretary and the legal counsel of the RhodeIsland Education Association (RIEA) have both expressed the desirethat department chairmen remain members of the bargaining unitas long as they continue to have teaching duties. Otherwise, thechairmen would not have access to due process in action takenagainst them relative to their teaching and related facultyassignments.

This RIF:, point of view further holds that, if action istaken against a chairman because of his administrative function,he should be represented by the upper echelon administration ortheir legal counsel.

Recommendations

Department chairmen presently have three separate roles toperform in carrying out their eijht contractual duties. Theseroles are:

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1. administrative,2. representative of department (spokesman), and3. teaching.12

It is unlikely that serious attention will be given by upperechelon administration or the bargaining unit to dropping any ofthese roles. It is also unlikely that the bargaining unit willcease to exist. How then can the conflict among these roles felt bychairmen be resolved?

The author recommends that the chairman remain a member ofthe bargaining unit (his teaching role keeps him a member of thefaculty); however, adequate safeguards must be instituted so thathe has complete protection of due process in any accusatory pro-ceeding directed against him. Due process is assumed to be theright of any individual and it is further assumed that we mustvigorously provide it.

How can such protection be provided when, on one hand, thechairman may have a grievance directed against him by a facultymember, and, on the other hand, he may be threatened with loss ofchairmanship by the upper echelon administration? The contractalso allows for his removal as chairman if a majority of the facultyin his department petition for such removal.13

The dilemma of who provides due process can be resolved byproviding different support depending upon which chairmanshiprole is being attacked. This can be achieved as follows:

1. If the chairman is under attack because of anadministrative decision, he should receive thebacking of administration (or its legal counsel).

2. If the chairman is threatened by the upper ech-elon administration because of his strong ad-vocacy of his department and its wishes, heshould have ths backing of the bargaining unit(or its legal counsel).If the chairman is accused of any shortcomingwith respect to his teaching function, he shouldhave access to protection by the bargaining unit.

4. If the chairman is dismissed from the chaimanshi7)by the President, his anneal (should he desire it)should have the support of th.1 bargnining unit.

5. If the chirman has a petition directed a5;ainstii m by faculty within his department askin; for}Az dis7issal, his appeal (should he desire it)

receive the support of the adyinistration.

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Removing the chairman from the barcaininz unit has been re-jected because, as a teacher, he can have action taken against himby administration. Dropping some of his administraivo responsibil-ities has been rejected lecause.the added expense to provide 'extralayer of administration 13 prohibitive. Tile addeq administrativelayer might also gererate enough paper work for faculty that itcou] d detract from the educational process.

Finally, the idea of a separate bargaining unit for depart-ment chairmen is not found to be advisable for two reasons:

1. The administration would have to use extra timebargaining with two groups of faculty insteadof just one. The final agreements would haveto be consistent with each other in areas suchas teaching duties and teacher rights.

2. Two bargaining units are an unnecessary duplic-ation. The chairman can be completely protectedby administration or faculty bargaining unit-the one selected depending upon which functionalrole is under attack.

In order to follow these recommendations, the administrationand faculty bargaining units must agree quite clearly on whatfunctions a chairman must perform and spell them out quite spec-ifically in the contract. It must further be stated which functionsare administrative, which are department spokesman, and which areteaching.

If this is done, all parties concerned will know when the chair-man is to be backed by the administration and when he should besupported by the faculty bargaining unit.

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Footnotes BED COH19:ViAl

1. %-mcmmt Between node Island Board of Re.rer and Rhode IsJunior Col eye Faculty 1.ssocia.k.ion a EA , page o.

2. Baldridge, J. Victor, Power and Conflict in the University,New York, John Wiley and Sons, Inc.11971, pages 85 to 9b.

3. Scheufler, John H., A Middle anapment Position in Post SecondaryEducation, presented at meeting °I Colorado Association of Deans,October 26, 1973, page 49.

4. Blomerley, Peter, The Junior College Department and AcademicGovernance, Community and Junior College Journal; 41;5; February,1971, pages 38 to 40.

5. Darkenwald, Gordon G., Jr., Organizational Conflict in Collegesand Universities, Administrative Science Quarterly; 16;4;December,1971, pages 407 to 412.

6. Lombardi, John, Prospects for Middle Mani ement Change (CommunityColleges Supplement ctober, 1 pages 32a to 32d.

7. Smith,A.B. apartment Chairmen: Neither Fish Nor Fowl Communityand Junior College Journal; 42;6, mar6777772, pages 40 to 43.

8. Bachman, Jerald G, The Wa in Which the Ormanization of Colle eDepartments Affects the Per ormance an .ttti udes of CollegeFanulty., The University of Michigan Institute for social Research,Ann :arbor, Michigan, Report No. BR-5-8384: CRP-S-410, October,1966, page 57.

9. Edwards, Scott, .4,n Academic Chairman Looks at College Governance,Change; 4;7, September, 1972, pages 24 to 29.

10. Agreement, loc. cit.

11. Cohen, Arthur 71., Dateline ' 79: Heretical Concepts for theCommunity Colleme, Glencoe press, Beverly Hills, Californrg, 1969,page 92.

12. .g..reement, op. cit., Dag` 8.

13. Ar-reement, ibid., page 16.

Bib1iotz22122BES1 COP7 LVA:L1131.E.

r-?ement 7etween Rhode IslrInd Board of Re.wnts and Rhode Islandjunior (Jolloo Faculty Association (ftil.:AAA), 1974-75.

711:-;man, Jerld G, The ;.ter in the Crinization of College!).-.n1rt-rInts Affects tlie terformance and Attitude:1_9f Colleal

Tho University eacni3.an Institute for Jocial Research,Ann Arbor, :ichigan, Report No. BR-5-8384: (RP-C-414 October, 1966.

Bailey, Patrick, The Functions of Heads of Departments in Comore.-hensive Schcols, Journal of :Alucati6REFOESTIFraffon and History;5;1, January, 1973.

Daldrido;e, J. Victor, Power and Conflict in the University, JohnWiley and Sons, Inc., 757.74571771571.

Blomerley, 'Peter, The Junior College De artment and Academic Governance,Community and Junior College Journa ; ; eoruary, 197i.

Cohen, Arthur M, Dateline '79: Heretical Concepts for the CommunityCollege Glenoe Press, Beverly Hills, Californii7-1959.

Darkenwald,Gordon G., Colle'es andUniversities, AdministratiViadiiii6iaTediel144;D6dember, 1971.

2dwards, Scott, An Academic Chairman Looks at College Governance,Change; 4;7, September, 1972.

Greenfield, T. Barr, et al, Structure Decision-Nakinm and Commun-ication in the Waterloo County school System. in 14, alua ion epor ,Ontlrio Institute for Studies in education, Department of Educational:"administration, Toronto, Canada, May, 1974.

Lombardi, John, Pros2ects for Middle Management, Change (CommunityColleges 3upplement); 4;3, October, 1972.

::c:7ally, Harold J., A Mattlr of Trust. The :dministrative Team,National Elementary Frincinal; 530, November-December, 1973.

'Joh.lufler, John H., A Middle Manasement Position in Post Secondary7,ducPtion, presented at meeting of Colorado Association of Deans,October 26, 1973.

Smith, A.13., Denartment Chairman; Neither Fish or Fuel, Communityend Junior College Journal; 42;6, ::arch, 197'2.

William, A Co ao Tor "survival Clearins. House; 47;1, September,1972.

BENT CON RVAIUME

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Appendix D

:!!

Dear Detartmen: C%eirman:

BEST COPY AVM: MU

4 6 n a course in college7 . ? .

No 2. ,Cr.e ow,rso re.luir=lats is to do a

rczoaroll =mar :!.nvolving people wno era presently professior-allv =nloyed in some phase of colleGo sovernance.

chnsen topic i3 Tho Role of the Depart=ent Chairman" ."".,?-%rnance at :rich Is135.74717=Lolaggl. Your nolp in

zho researcraica necessary to complete this paper;las :cen approved by your d:visional dean. Your answers willbe cenaidered con2idential an.1 only the statistical totalswill be used in for=uiZEIE-J may report.

A3 see it, you have been mandated three differentof roles that you are e=pectod to perform:

1. first level of college administration,2. representative (spokesman) for department in

any petition to administration,3. meLbership U the faculty and repreientation

by the RIJC Faculty Association.

Ti13 nut nose of t': ±s study is to see if you are cm:-fortable all thrsa roles, and, if not, vhere you see

Qiat roles w.auld you like to see dropped or mcd-

To keep your answers to this que5tionnaire anonymous,please do not sign it. Place it in on interoffice envelopeand sent; L4ight Decker, Physics Dent, Warwick campus.If you :1.ace your name on a.sesarate sheet of lam in the

know you have cuuwarod it and I won't bugycu about it. But at the cane time, y,:ur ansvers will remainnnonymm:s.

Sita.le this will be an action on research taper,. ,3C:3 ::-.i.3-7=u;tive. ch=:p will rrobal)ly talm place with your. .1......i: --7''' %"'"ii ft% M % ? 4 . ."4 ; 4 -ti-734- Consider Your an care ., ...ma so a. ;0 ..2;12: o 2...j Nab owl2W.e. ...waft.... W

2.. :02.....1 t... ." "1

2 !:D-.7i) .:::12 c7Imnss..7 nat result 'All be helpful to. .. "*".

UNIVERSITY OF CALIF.

LOS ANGELES

: I . 1.375

CLEARINGHOUSE FORJUNIOR COLLUGE

INF ORMATION

for your coo-,aration in this ratter.