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An Examination of the Relationship between Academic Discipline and Cognitive Complexity in Academic Deans' Administrative Behavior

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  • Author(s): Del Favero, Marietta
  • Language:
    English
  • Source:
    Research in Higher Education. May 2006 47(3):281-315.
  • Publication Date:
    2006
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com.
    • Peer Reviewed:
      Y
    • Source:
      35
    • Education Level:
      Higher Education
    • Subject Terms:
      Intellectual Disciplines; Deans; Instructional Leadership; Educational Administration; Behavior; Research Universities; Administrator Attitudes; Surveys
    • Accession Number:
      10.1007/s11162-005-9389-x
    • ISSN:
      0361-0365
    • Abstract:
      This study investigates Braxton and Hargens' (1996, Variations among academic disciplines: Analytical frameworks and research. "Higher Education: Handbook of Theory and Research." Vol. XI, pp. 1-45) assertion of the profound and extensive effects of academic discipline as it might pertain to administrative work. Academic deans in research and doctoral institutions nationwide were surveyed to investigate the relationship between academic discipline and cognitive complexity in their administrative behavior. A bivariate regression showed that being from an applied field was a significant predictor while the influence of consensus was not significant. Discipline effects waned when other predictors were added, suggesting that when other factors are considered, the extent to which one is exposed to their particular disciplinary paradigms becomes more important than mere affiliation with a discipline. Split sample analyses demonstrated variable influence structures. Findings indicate that the effects of discipline cannot be discounted in framing studies of administrators' perceptions of their leadership context and the behavior which necessarily flows from those perceptions.
    • Abstract:
      Author
    • Publication Date:
      2006
    • Accession Number:
      EJ735984