Voices from the Field: Perspectives of U.S. Kinesiology Chairs on Opportunities, Challenges, and the Role of Mentoring in the Chair Position

ABSTRACT

This study examined perspectives of U.S. collegiate kinesiology department chairs (n = 54/144; 37.5% response rate) relative to: (a) opportunities and most enjoyable aspects of being a department chair, (b) challenges and least enjoyable aspects of being a department chair, and (c) perspectives on mentoring. The majority of participants enjoyed their chair role (90%) and did not aspire to advance in administration (61%). Job-related opportunities included mentoring others, facilitating department success, and leading initiatives (e.g., curricula, policies, and finances). Job-related challenges included a lack of university support, personnel issues, and urgent requests for information. Many had a mentor for a long time (mean = 7.9 ± 7.6 years; range 1 to 28 years), and the majority (71%) did not consider their dean a mentor. Protégés appreciated their mentors’ experience, listening skills, and willingness to share information, advice, and empathy. Results from this study provide helpful information for serving as a kinesiology chair.

KEYWORDS:

• Academic administration
• leadership
• academics
• diversity
• higher education

Acknowledgement

The authors would like to thank the National Association for Kinesiology in Higher Education (NAKHE) for providing funding to conduct this study. Dr. Nhu Nguyen was a research protégé, and Drs. Ransdell and Hums were research mentors. Megan Clark and Sarah Williams are doctoral students.