Education Commons^™

Organizational Communication: Perceptions Of Staff Members' Level Of Communication Satisfaction And Job Satisfaction, Priti Sharma, James Lampley, Donald W. Good

Donald W. Good

The purpose of this research study was to explore the topic of organizational communication in higher education and examine staff members’ perceptions about their level of communication and job satisfaction in their workplaces. This study was also designed to test the relationship between communication satisfaction and job satisfaction by analyzing the significance of different dimensions of Communication Satisfaction with the view that satisfaction is multifaceted.

The results of the study indicated that gender differences and the number of years in service do not seem to make a significant difference in the level of satisfaction among staff members, but the level …

Taking The Lead: Initiating Change As A New Chairperson, Craig D. Hlavac

Academic Chairpersons Conference Proceedings

Academic department chairpersons are often asked to lead without management training, prior experience, or formal mentorship. These same chairpersons are frequently faced with initiating change in departments that have operated similarly for years – perhaps decades. What is the first step? What should a new chair do to begin the discussion about change without alienating the faculty? This session will provide participants with practical, research-based strategies for defining the roles of the chair position, building trust within the faculty, and beginning a dialogue focused on meaningful change. Opportunities for small-group discussion as well as scenario-based discourse will be included.

Leading Departments With Contingent And Tenure-Eligible Faculty: Strategies And Solutions, Diana L. Ashe, Matthew L. Tenhuisen, Colleen A. Reilly

Academic Chairpersons Conference Proceedings

Leadership and communication strategies for leading departments that include both contingent and tenure-eligible faculty through three case studies, dealing with 1) voting rights and other claims upon resources; 2) a lack of career milestones, making contingent faculty feel “stuck”; and 3) ways to value contributions of contingent faculty.