How prepared are academic administrators? Leadership and job satisfaction within US research universities

Abstract

A national sample of 1515 university administrators (academic deans, directors, associate deans, and department chairs) completed a survey of leadership skills, preparedness for administrative role, and job satisfaction. Overall, participants felt least well prepared in the areas of developing entrepreneurial revenue, developing metrics to document progress, and handling grievances and appeals. Leaders who had taken courses in business administration, human resources/leadership, industrial-organisational psychology, and behavioural psychology reported feeling more prepared for their administrative role than those who had not. Indications of role strain were evident. The majority of participants had become less interested and less enthusiastic about their work since beginning their administrative appointment. Approximately half reported that duties of the administrative role regularly interfered with well-being and quality of life. Only 20.5 per cent of participants reported feeling good at their job every day. Women reported feeling more overwhelmed and less well compensated than men – yet also more skilled in inspiring others and addressing poor performance. Our findings highlight the need for continued leadership development and management training, as well as mechanisms to support leaders in maintaining wellness behaviours. This study provides baseline measures on how academic administrators experience their roles and is part of an ongoing longitudinal investigation of leadership in higher education.

Keywords:

• academic administration
• development
• job satisfaction
• leadership