First-Line Nurse Administrators in Academe: How Are They Prepared, What Do They Do, and Will They Stay in Their Jobs? JOY C. PRINCETON, PHD, RN, FAAN*
This article examines the role characteristics, responsibllities, and anticipated career patterns of first-line nurse administrators employed in university-based nursing education programs throughout the nation. First-line administration is the first level on the administrative ladder, and these administrators are most frequently entitled department chairpersons; division, program, and level directors; or coordinators. This was an exploratory and descriptive research project, and the questions addressed were (1) How are first-line nurse administrators in academe formally educated and informally prepared for their admlnistrative role? (2) What are the administrative competencies important for this administrative role? (3) What strains, conflicts, and work overload are associated with the first-line administrative role, and what strategies are used to cope? (4) What do these adminlstrators anticipate as a career pattern in administration based on their experiences as first-line administrators? Fifty-six first-line nurse administrators were interviewed from 42 schools of nursing that offer both bachelor’s degree and graduate nurslng programs. Data indicated that one third of the study participants completed graduate level courses in administratlon, and the majority had worked with administrative mentors. They ranked having character and Integrity as their most important competency, which was defined as being trusted by faculty, other administrators, and students. Settling priorities for their administrative work caused them their greatest strain, and work overload was most predominant. Role conflict was present consistently as they attempted to meet the traditional trlad of faculty responsibilities (research and scholarship, teaching, service) plus administrative duties. Numerous time-management strategies were used to cope, but nonetheless, one half will not continue In an administration career pathway. Implications for academic nurse admlnistrators are cited. (Index words: Academic administration; First-line administration; Role conflict). ./ Prof Nurs 7:79-87, 1997. Copyright 0 7991 by W.8. Saunders Company Journal of Prof~sionai Nursing, Vol 7, No 2 (March-April),
and TIMOTHY M. GASPAR, PHD, RN
A
FAMILIAR ADAGE in academe claims that the strength
units is directly
scholarship,
of a university
proportional
and teaching
Academicians
also
and competent
all levels,
including
istrative
achievements
recognize
prepared,
level to facilitate in nursing
examining
that
chairpersons
vitality,
of the faculty. effective,
administrators
at the first adminfaculty efforts.
the role of first-line
schools throughout
the role characteristics,
admin-
the nation
career patterns
of nurses
these positions.
For the purpose
of this study,
line administrators hierarchy,
were defined
positions
which,
were placed between
to top-level
administration.
have the title of department program,
or level director;
by
responsibilities,
and anticipated
administrative
well-
are needed at
and promote
This study investigated istrators
and its constituent
to the strength,
who held
as nurses
first-
who held
in the organizational the faculty They
most
chairpersons;
and midfrequently
or division,
or coordinator.
What Do We Know About First-Line Academic Administrators? Two main issues predominate first issue addresses mally for the first-line
in the literature.
the need to educate administrative
people
The for-
role, as well as
*Professor and Director, Social and Behavioral Systems in Nursing Division, University of Utah College of Nursing, Salt Lake City. TAssociate Professor, Department of Nursing, South Dakota State University, Brookings. Address correspondence and reprint requests to Dr Princeton: University of Utah College of Nursing, 25 S Medical Dr, Salt Lake City, UT 84112. Copyright 0 1991 by W.B. Saunders Company 8755-7223/9110702-0009$03.00/O
1991: pp 79-87
79
80
PRINCETON AND GASPAR
the need for more informal the-job
training
approaches
and mentorship
such as on-
programs.
The other issue focuses on role-related ities and the competencies Inherent
in this
stresses and strains, timately,
conflicts,
the degree
satisfied
& Coudret,
1987; Kennerly,
on the chairperson’s ucational
work overload,
and ul-
known about first-line
the administrator 1989; Fain,
1986; Holcomb,
contains
is 1987;
1988; Hoy &
administration,
need to fulfill
the position
Hammons,
The need to formally
educate and prepare
of university-based
the deans and directors, tention
1981; George & Deets,
& Mitsunaga,
of first-he
preparation,
For example, department
that was published toral dissertation
& de Tornyay,
1983; Zehr,
1974).
specifically
on
role, and responsibilities have been extremely
there is one publication
on the
chairperson
in liberal arts colleges
by Bergeron
(1963),
and one doc-
on the topic completed
1977. It is interesting role of the head nurse, hospital
at1986;
1983; Hall, McKay,
publications
nurse administrators
limited. nursing
1975; Johnson,
and subsequent
the educational
top-level schools,
1976; Frank,
197 1; Hall, Mitsunaga,
1981; Jarratt, Research
nursing
has received considerable
over the years (Arminger,
George,
There
to note, however, the first-line
and other nursing
been long-recognized literature.
by Ort in that the vital
administrator
services departments,
and is well documented
in has
in the
The need to formally educate and prepare top-level administrators . . . has received considerable attention . , .
versity
manager;
the traditional first-line in nursing
however,
her description
of Utah
Kellogg
on Education mission
one used by management
administrators.
She described
schools (p. 147) as the “critical
as a
scholars for this position link in the
chain of command.” Her research focused on the role conflict these administrators perceived as they worked to fulfill their faculty-related responsibilitiesresearch and scholarship, teaching, and service-in addition to their administrative work. Baker’s work (1979, 198 1) emphasized the importance of preparing nurses for first-line academic administration.
1981;
Program,
they 1987;
Schein,
1987); in pro-
1979). of training
Department
programs
including
Training
Program,
Program,
of Higher
their
& Fullagar,
about these administrators
Foundation
for
the Uni-
Program,
the American
the Western
Education
Interstate
conferences
the
Council
Departmental
and the national
Com-
Chairman for academic
chairpersons sponsored Division of Continuing
by the Kansas State University Education (Cashin & Akihiro,
1986;
Monson,
Ehrle,
1975;
1984). Although
Hawkins
the mentorship level decanal training similar
(1980),
she received role,
programs
there
1972;
Waggman,
a nurse,
described
to prepare
her for a top-
are no nursing
reports
for first-line
on
nurse administrators
to those in other disciplines.
In 1968, McKeachie New Department
wrote his seminal
Chairmen,”
“Memo
to
in which he stated
although the department chairmen in most colleges and universities are key individuals in determining the educational success of the institution, they are generally ill prepared, inadequately supported, and more to be pitied than censured. In many departments, the attitude of the faculty toward a colleague who accepts the department chairmanship is much like that of nuns’ toward a sister who moves into a house of prostitution.
More recently
was indeed
(Dill
are a few reports
others have claimed in universities
sonal characteristics Baker (1979) defined the academic chairperson
as persons,
academic administrators,
administrators
middle
claim that little is
or the competencies
1984; Jennerich,
fessional schools (Baker, first-line
have been written
administrators
preparation,
dissertations,
tasks. Scholars in ed-
however,
administrative
even less is known
1989).
EDUCATION AND TRAINING
administrators
more than 60 jour-
50 doctoral
job-related
to role
with the job (Carpenter,
George
the role.
related
to which
Miskel,
literature approximately
and several books and monographs
responsibil-
needed to fulfill
issue are concerns
Nonnursing nal articles,
petencies,
that most first-line
are chosen for their per-
and teaching
not for their educational
and scholarly
com-
preparation
in ad-
ministration (Falk, 1979; Scott, 198 1; Tucker, 1984) in keeping with the myth that “yesterday’s good professor is today’s good chairman”
(Ehrle,
claims
the criteria
nursing
beg the question
about
schools for selecting
1975). These used in
chairpersons.
ROLE-RELATED COYPETENCIES
Branch (1985) discusses 14 nonnursing doctoral dissertations that dealt directly with the identification and clarification of the roles and responsibilities of chairpersons who work as first-line administrators.
FIRST-LINE
NURSE ADMINISTRATORS
She concluded
IN ACADEME
that there are basically
44 activities
with which chairpersons
of which are nearly identical Smith
(1972)
faculty,
administration,
and curriculum
teaching,
the expense
of their administrative
cited by
administrative
and instruction. regarding
competencies
a com-
first-line
ad-
responsi-
On the one side Jennerich
(198 1)
learned, research adequate
. . . there is a universal
set of competencies
sibilities,
less of their
discipline.
that the first-line
Conversely,
administrative
have discipline-based
the academic
discipline
the degree to which a paradigm with
application;
orientation
toward life systems.
oped the three-dimensional discipline
the competencies ministrator First-line of being may
exists; (2) the degree and (3) the degree Biglan
of the first-line in nursing,
are in the nebulous
view
basically
while others see themselves
thus,
like in other position
but belong-
Some of these nurses as administrators,
as full-fledged
faculty and
scholars (Scott,
1981). It is not unusual
for the new
administrator,
who previously
member,
served is eroded;
some time to develop an administrator
have addressed
administrators
the question
positions
it may take identity
(Sko-
who are not nurses
of why first-line
are not valued by faculty.
trate, Heimler (1967) argued tors do not have a long-term
adminTo illus-
that these administracommitment to their
because they perceive their role as lower sta-
tus than that of a researcher and scholar. Additionally, these administrators
see their
fellow faculty
having
time to teach and publish (Dilly, 1972, p. 29) “because we (administrators) have taken on the odious and unrewarding management function that they (the faculty) might be free.” Furthermore, according to Booth (1972), this level of administration is viewed as a “career drag” rather than a career opportunity. The claim
lead first-line
administrators
monetary
that
to resign:
in-
lack of time to fulfill respon-
constraints,
and administrative
distorted
communi-
inefficiencies
of higher
First-line administrators in nursing . . . are in the nebulous and difficult position of being both faculty and administrator, but belonging complete/y to neither group.
In relation administrator,
to the role of the first-time the themes
ture are the strains, load inherent
that prevail
stresses, conflicts,
academic
in the literaand work over-
in the role. Role theory,
useful to conceptualize rected the study.
therefore,
the research questions
was
that di-
A NURSING PERSPECTIVE
as a faculty
198 1).
positions
there are five areas of frustration
role definition:
An exploratory ducted
is also made that first-line
administrators
who
and
using a telephone
questionnaires,
Several academic istrative
the job from his
to find that his or her source of identifica-
tion as a scholar and teacher heim,
concluded
nurse ad-
and difficult
to neither group.
themselves
of
(1973) devel-
both faculty and administrator,
ing completely
1984); hence,
(1984)
to nursing.
administrators
disciplines,
(1)
model, and he argued that
required
and
if
matter:
has all three dimensions;
are distinct
and the chal-
to leadership
are never appreciated,
(Tucker,
Hammons
the
level administrators.
and categorized
of subject
of concern
contend
distinctiveness
is evaluated
to three dimensions
the nursing
others
cations,
a chore,
Thus,
role and associated
competencies according
that all
that
potentially
(p. 54) that “unequivocally
consider necessary for their jobs,” regard-
or actualized
do so at
tasks.
base related
administration
is not valued.
research and
and service activities
job becomes
organizational
argues most persuasively chairpersons
to carry out all their customary
lenges and knowledge
issues, budget,
need to fulfill their job-related
successfully.
all
The 5 categories
There are two schools of thought
bilities
continue
scholarship,
student
mon set of administrative ministrators
5 categories and are involved,
to the activities
12 years previously.
were general
81
descriptive
and an adapted
to answer the following line nurse administrators
survey
interview questions
validated
mailed
instrument
in relation
to first-
in academe:
1. How are they educated,
both
formally
informally, and otherwise prepared ented for their administrative role? 2. What
was con-
schedule,
and
and ori-
do they believe are the administrative
competencies
necessary
to fulfill their role?
3. What role related strains, conflicts, and work overload do these nurse administrators identify? 4. What strategies do they use to cope with role strains, conflicts, and work overload? 5. What
do they anticipate
as their future
ad-
PRINCETON
82
ministrative perience
career pattern
based on their ex-
to date as first-line
role preparation,
administrators?
position, A random sample of 42 schools was drawn from the 114 nursing accredited
schools throughout by the National
the nation
that were
League for Nursing
and orientation;
and work overload
at the
research
nursing
clinical
and/or professional
programs.
The sample was stratified
graphic area and source of funding The rationale
for using
was a high probability and first-level the student rationale
these schools was that there they differentiated
administrative
population
or director
top-, mid-,
roles due to the size of
and the programs
was validated
A letter describing
by geo-
(public or private).
during
offered. This
the research project.
of the 42 schools, requesting
them to pro-
During
the telephone
tion,
to facilitate
was established
preselected terviews
between
pants,
followed
& Huberman,
22 state-supported
and 7 private
mitted
of 90 first-line
who were subsequently
the study and inviting administrators,
sent a letter describing
them to participate.
position
role, (b) leaving considering shortly; tion,
the nursing
leaving
their
such as (a) previously
demic rank, length
as a nurse
whether
leave,
about
(4) tenure
status,
(6) positions
educator
and
(if appointed,
and re-
to collect
(5) type and
administrator,
by whom),
data
of (7)
to their cur(8) type of
educational institution in which they worked including specific information about the size of the faculty and student body, (9) usual teaching assignment, (10) publications during the past 5 years, and (11) age. A guide was developed to use during telephone interviews with the first-line administrators. The guide contained nine questions that focused on the participants’ past administrative positions in service and in academe; current administrative responsibilities; formal and informal administrative education,
and
in-
particiresponses
The participants
gave
protocol
The reliability
job-related adapted
illustrated
about
nurse administrator
before
coefficient
the competencies
responsibilities.
from Jennerich’s
administrators
from
The study
instrument
reported
believed
data
300
ranked
the competencies
nonnurse
in 1981, in that first-line Jennerich
participants
to col-
who
in order of importance.
and this research project, was defined
were asked
was
were necessary
responsibilities.
lected
when ranking
a first-line
the competencies
in academe
participants
in Fig 1, was used
in academe needs to have to fulfill
which he investigated
in writing,
In
each of and the
to refer to the definitions
the competencies.
Results and Discussion
(2) aca-
and length
who on
telephone
researcher
reliability
interview.
both the Jennerich
was
monitored
was .94.
the first-line
preparation,
for this
the 14 competencies
instrument
for them to complete
permission
fulfill their job-related
participa-
sabbatical
they were elected or appointed
rent position
position
prohibited
collection
(1) educational (3) title,
or (c)
due to research.
was collected
of appointment,
faculty
that would take considerable
data
to participants Information
administrators’
time
administrative planned
and (c) overextension
mailed turn.
were (a) leaving
school altogether,
and (2) time constraints
A demographic
into two
to return to a full-time
(b) varied commitments time,
clustered
(1) The administrators
their first-line
in the
Interrater
by one researcher
1984).
A third instrument,
Of the 90
56 (60%) agreed to participate
study. Reasons for nonparticipation categories:
were sub-
subsequently
by a review of the written
their telephone
schools represented.
administrators
to each ques-
and analysis.
the other
(Miles their
the researchers
responses
days and times
in their
The names
and service activ-
interviews,
data management
administrators
states. There were
and current
and these data were computerized
29 deans and directors
from 24 different
placed
and service;
efforts;
practice
wrote down the participants’
schools.
(69%) responded
teaching,
and scholarship
vide the names of the first-line Of these 42 schools,
institution
ities.
reliability
the study was sent to the dean
their
and scholarship,
current
conflicts,
in their current
based on their expe-
rience to date; the emphasis
time, and that offered bachelor’s degree and graduate
GASPAR
they used to cope; antic-
ipated career in administration, on research
strains,
they experienced
and the strategies
AND
The following educational
composite
administrator
description in a nursing
of a first-line school is based
on the data collected. The administrator, as a departmental
who is most commonly
chairperson,
is a 49-year-old
known woman
who holds a doctor of philosophy degree in a discipline other than nursing. Before her current position, she worked about 6 years in some type of a nursing service or academic administrative position. She is a tenured associate professor, has a 12-month appointment at a state-supported institution, and has worked 16 years as a nurse educator (but only for 3 years in her present administrative position). Her school emphasizes research and scholarship over teaching and service.
83
FIRST-LINE NURSE ADMINISTRATORS IN ACADEME
The following competencies have been derived from the literature as being necessary for first-line administrators. Using the rating scale below as a guide, please rate the importance of each competency for you in your position by placing a number in the “Rating” column next to the competency. 0
Low
20
Some
.
40
Moderate
60
.
3b
.
. 70
1. Competencies instrument. Adapted and reprinred with permission. An earlier version of this scale appeared in Edward J. Jennerich, “Competencies for Department Chairpersons: Myths and Realities,” Liberal Education 67, 1 (Spring 1981): 62, published by the Association of American Colleges.)
who serve approximately graduate
students.
faculty
ing research,
145 undergraduate
and is engaged
as a consultant
activities
in professional
her membership
school, and university years she published
practice
organizations
This administrator
She is involved
through
committees. five articles
and two in nonrefereed and a chapter
and 70
year. She is conduct-
to professional
and service institutions. work clinically.
in her department
She solo teaches two master’s de-
gree level courses each academic primarily
journals,
does not
in numerous
service
budget
where she allocates and monitors
material
resources
sponsibilities velopment,
excluding
impfemention,
progression,
governance
financial
include
curricular student
orientation,
and problem-solving;
of the
nursing
unit
the past 5
munity
work.
in refereed
journals
a research abstract,
such as recruitment responsibilities, fac-
other area of greatest
respon-
The generation
grants and grants management administrator’s staff employed
rede-
admission,
During
relations
and
Other
and evaluation;
to recruitment, counseling,
the departmental
fund-raising.
of lesser import
sues related general
and managing
by service on committees
ulty development, and faculty evaluation. The firstline administrator in nursing also serves faculty as a consultant, problem solver, mentor, and “sounding board ” This administrator’s
is developing
broader university
of her time and energy are spent
on faculty-related responsibilities and hiring, negotiating teaching
sibility
on departmental,
in a book.
By far the majority
Rating
Ability to communicate effectively Ability to recruit new faculty Budgetary skills Character/integrity Decison-making ability Evaluating faculty Fund-raising ability Interpersonal skills Leadership skills Organizational ability Planning skills Problem-solving ability Professional competence Program/course innovation and development Other (specify and place in rank order)
Figure
are 16 full-time
100
9;
Competency
There
Highest
80
.
50
. 10
High
.
is a minor
work, as is the supervision in her department.
With regard to the first research question
isand
and
the
and comof training part of this of support regarding
formal and informal role preparation, Table 1 summarizes the participants’ formal educational preparation. Thirty-one of the 56 administrators interviewed completed graduate level administration courses after their graduate programs were completed; 4 were currently enrolled in graduate courses. In addition, continuing education conferences and workshops were
PRINCETON AND GASPAR
84 TABLE
1.
Educational Preparation of Study Participants
Degree
students. Number
Focus
PhD
Nursing Education Higher education Educational psychology Unidentified, sociology epidemiology, physiology, organizational psychology, multidisciplinary, home economics, business and health administration, educational administration, health science, anthropology, psychology, human development (one in each area) Nursing Education Higher educational administration Adult continuing education Public health
DNWDNSc EdD
DrPH Subtotal, doctoral preparation MSIMSNIMA
First-line skills
10 6 4 3
ability
other
educational
to inspire,
they had “on-the-job” other administrator,
training
as the ability to problem
ways they prepared The first-line
and
3 1
situations.
Instrument
described
nurse
is traditionally
competency.
ability,
defined
or solutions admin-
defined
leaders or needing
their
nursing
digm?
for
oc-
two competencies.
administrators
view
nursing
Do school
and less in need of what
as leadership?
Or is it that
do not see themselves
abilities
as more important
career within
be-
since the beginning a problem-solving
Or do these administrators
of para-
in fact have more
to solve than their nonnurse
counterparts?
the latter is true, is this factor related to nursing practice profession as well as nursing Clearly,
as
to lead? Do nurse administrators
view problem-solving
If as a
as a discipline?
more research is needed in these areas as pur-
A final comment Instrument:
may be very revealing. in relation
It should
to the Competencies
be remembered
that
during
peer; study
as
role.
TABLE
2.
Rankings of the Importance of 14 Administrative Competencies
the Comwhich
data to answer the second research question
on administrative
was their ranking
as to why differences
these nurse administrators
26 also reported
previously,
between
than nonnurse
these latter
faculty as more self-directed
by
preparation
completed
and
Nurses viewed this competency
more important
in ranking
first-line
1
means
for their administrative
direct
in order to
discrepancy
administrators
One can only conjecture curred
with a dean, with an-
administrators
as the
istrators.
2 2
independent
nonnurse
these goals internally
to find the correct solution
as considerably
13 3 4
or with an administrative
mentoring
guide,
and research
of problem-solving
suit of these findings
Of the 56 nurse administrators,
leadership
their
were defined
area of greatest
nurse and nonnurse
their role.
29 discussed
skills
in teaching
of the importance
for their role. Eight stated they
had no formal or informal
provided
readiness
others
The
48 4
as informal
viewed than
and externally.
a 56
by 27 administrators
petencies
administrators
cause they have been educated
which they prepared
of participants.
less important Leadership
and
manage
problems cited
nurse
as much
counterparts.
was ranked as the least impor-
by both groups
meet goals and to communicate
Nursing Psychiatric nursing Public health
MPH Subtotal, master’s degree preparation Total
Fund-raising
tant competency
Nurse administrators
ranked the importance of the 14 administrative competencies, and these rankings are compared with Jennerich’s (198 1) findings (Table 2). A “ 1” indicates the most important competency; “ 14” indicates the least important. Cronbach’s alpha for the instrument was .83. The rank correlation coefficient was .89 indicating that the rankings of the competencies by nonnurse and nurse chairpersons were highly correlated. Both the nurse and nonnurse participants ranked character and integrity as the most important administrative competency. These terms were defined as being trusted by the faculty, other administrators, and
Competency Character/integrity Leadership skills Interpersonal skills Communication skills Decision making Organizational abilities Planning skills Professionally competent Problem solving Evaluate faculty Program/curricular development Budgetary skills Faculty recruitment Fund-raising
Jennerich Research
Princeton Research
Difference
1 2 3 4 5
1 6.5 2 3 4.5
0 -4.5 1 1 .5
6 7
6.5 a
-5 -1
a 9 10
9.5 4.5 9.5
-1.5 4.5 .5
11 12 13 14
11 13 12 14
0 -1 1 0
85
FIRST-LINE NURSE ADMINISTRATORS IN ACADEME
telephone
interviews,
participants
responsibility was developing
ond greatest
ing the departmental and
monitoring
However,
reported
budget
question
financial
and
in importance.
material
plications
These results
beg the
interpretation
of the
and “competency.”
and conclusions
conflicting
resources.
Skills competency next
about the participants’
terms “responsibility”
and manag-
in the form of allocating
they ranked Budgetary
to the lowest
their sec-
Thus,
about the meaning
data are premature,
im-
of these
and further studies in
this area are called for. In relation
to the third
strain was defined vidual
as any situation
experiences
when fulfilling
research
difficulty,
question,
By far, their
administrative
work caused the greatest
strain among
these
Examples
nurses.
included
their
and reprioritize
work, the extraordinary vast amount
“power play problems”
their unit amples,
time needed to complete them,
evaluation
of faculty,
and
negatively
cited
faculty’s
influenced
directly. faculty
hidden
orientation
and development
in
As exconflicts,
agendas
communications,
and the demanding
that
workload
work with
junior
is confronted
tions (Hardy,
1978). Of the 56 interviewees,
tenure
status,
expectations
the theme inherent
and scholar,
and the demanding demic pounded
with competing
and 2 1 were not tenured.
sponses was the conflict searcher
organizational
that
Regardless permeated
fac-
they experienced
arly role. ” “Verbal
and written
overwhelm
ing. ” “There
everything
(research
communications
is not enough
and scholarship,
are
time
to do
teaching,
ser-
vice, and administration).”
. . .
the theme that permeated
The first-line
nurse administrators’
fourth research question-what conflicts,
four categories: professional
and overload--clustered
(1) management
and personal
of time,
support
into
(2) use of
systems,
(3) alter-
ation of work style, and (4) rest and relaxation. Some managed working
their
at home,
short vacations
time
attending
by leaving
work early,
conferences,
and taking
that they may not account
supervisor.
tice, and many
Others
claimed
they decreased
efforts
and service activities.
their open-door”
They used professional colleagues to help them cope by discussing their questions, concerns, and frus-
between
the
role as a re-
others
trations,
stated
prac-
their
of their re-
administrator
for to their
gave up clinical
35 were
and service provider, The
responses to the
they do to cope with
while
teacher,
by institutions
a back seat to
expecta-
their
discussed
she “ignores
how they
her mail,”
“severely
limited
office policy.
and to help them problem-solve.
port systems
included
ministrators
within
faculty and
These sup-
and other first-line
outside
their
school,
adand
with
their aca-
when appropriate,
graduate
students
and staff. They
conflict
is com-
also used personal
support
systems,
such as spouses
by the fact that their administrative
not rewarded
time for
One
faculty
role.
with little
in which
in their
work associated
administrative
mu@r
needs. ” “There’s little time for a schol-
with research and scholarship, was defined as any situation
an individual tenured
is constant,
and
overload-A
research. ” “ My own needs are given
immediate
and time-consuming
ulty. Role conflict
teaching,
“A lot of work
problem. ” “Overload
role strains,
to the faculty
they worked
problems,
research,
to do as I try
the
with superiors.
was in relation
with whom
scholarship,
occurs daily,
their responses was . - . confkt
the continu-
and communication
the administrators
to merge
administration.”
continuous
The second area of greatest strain addressed by firstline administrators
suffers. ” “Too much “ Overload
with too little time.”
their administrative
of work confronting
ous push to meet deadlines,
work overload-Research
“I have total
or tension
1978).
need to prioritize
role is overwhelming.”
in which an indi-
pressure,
a role (Hardy,
role
administrative
of higher
work is
education
on
and significant “sounding
others, family members,
boards”
and as “caring
and friends as
others who would
equal terms with research, scholarship, and teaching, and certainly is not rewarded monitarily; administra-
listen to problems
tion is simply an “add on” responsibility, istrators claimed.
learning to use a computer to facilitate their work output, by increasing the amount of work they delegated to others, by withdrawing more quickly than they did previously from situations that seem unresolvable, and by learning to say “no.” They learned to
Work overload was defined overwhelmed
when
an attempt
multiple roles (Hardy, quotations that express and feelings about their crazy job-Overload is
the admin-
as the feeling of being is made
to balance
1978). Following are selected the administrators’ thoughts work overload: “A completely a prime problem.” “This level
Most
and concerns.”
administrators
altered
their
work
style
by
feel comfortable about not completing some work on time, and they learned to be comfortable with a higher level of ambiguity than ever before tolerated.
86
PRINCETON AND GASPAR
As several participants
stated,
“We just can’t have all
paint,
to take time for
occurs when trying
va-
tivities
within
cook, read, jog, exercise, meditate,
and
debate
is the issue of whether
spend precious Finally,
they learned to play musical
to the last research
future administrative
do these first-line reer pattern first-line
career patterns,
administrators
in administration
ences to date? Twenty-one
26 will
strains,
conflicts,
not
in time
continue
and overload;
their career pathway;
envision
what
as their ca-
based on their experi-
wanted to continue
role, and perhaps
levels;
question
due
in their
appointed
It is unproductive
among academic
at all levels about strategies requirements
to discuss other implicationsin their that will
prepare
these administrators,
job-related
administrators
competen-
or the need for professional
etc-without
first
drag” and role stress problems
valued,
essary academic
tract, when they are
overextend
resolving
the
their
personal
nurse
that will
to meet the nec-
for scholarship
and re-
recognized,
efforts are
appropriately
in re-
triad of faculty responsibilities.
basic issues are resolved,
to be an administrative
pro-
to be revised, or devised
and rewarded
lation to the traditional Until
resources.
loom large for reappointment,
and tenure protocols
net-
“career
that result when these
as the case may be, so that administrative
Implications
positions
be ten-
administrators
The implications
enable people in first-line
should
faculty
position.
programs
ties that are needed,
due to
in this
and curricula
graduate
working,
and 4 will not continue
ac-
Inherent
such as how to retain first-line
motion,
administrators
frame.
positions,
move to higher
retirement.
Debates need to be initiated
time
to a first-line
to work-related
5 were not sure about
with their
to satisfy all these demanding
a given
ured, or on a tenure or nontenure
time with their loved ones.
in relation
regarding
and service in conjunction
role in order to decrease the stress that
instruments,
Just as importantly, rest and relaxation: cation,
search, teaching, administrative
the answers we want or need.”
there will continue
brain drain in academic
ing, with all of the associated
nurs-
problems.
References Arminger, B. (1976). The educational crisis in the preparation of deans. NUrsiplg Outlook, 24, 164-173. Baker, C. (1979). Role conflicts of middle managers in baccalaureate and higher degree nursing programs in the United States. In Power: Naysing’s challenge for change (pp. 147- 159). ANA Publication G- 135 SM. Kansas City, MO: American Nurses’ Association. Baker, C. (198 1). The development of academic departments and governance in colleges of nursing. In J. C. McCloskey & H. K. Grace (Eds.), Current irslles in nursing. Boston: Blackwell Scientific. Bergeron, R. M. (1963). The n.wsing departmentalcbaivman in liberal arts colleges.Washington, D.C.: Catholic University of American Press. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Jo.~rnal of Applied Psychology, >7, 195-203. Branch, C. M., & Hammons, J. (1985). Determining workload of department/division chairpersons. Community College Review, 3, 28-30. Booth, D. (1972). Some reflections for prospective chairmen of academic units. In J. Brann & T. A. Emmett (Eds.), The academicdepartmentOY divisionchairman: A complex role (p. 73). Detroit: Balamp. Carpenter, K. D. (1989). Academic middIe managers for baccalaureate nursing: Work motivation and satisfaction. Journal of Nursing Education, 28, 256-264. Cashin, W. E., & Akihiro, N. (1986). Proceedings of Academic chairpersons: Unraveling the paradox. Kansas City: Kansas State University. Dill, D. D., & Fullagar, P. K. (1987). Leadership and
administrative style. In M. W. Peterson (Ed.), Key Y~JOUYCRT on higher educationgovernance:Management and It&h+. San Francisco: Jossey-Bass. Dilly, F. B. (1972). The department chairman as academic planner. In J. Brann & T. A. Emmett (Eds.), The academic department of diuision chairman: A complex role (pp. 28-36). Detroit: Balamp. Ehrle, E. B. (1975). Selection and evaluation ment chairmen. EducationaLRecord, 56, 29.
of depart-
Fain, J. A. (1987). Perceived role conflict, role ambiguity and job satisfaction among nurse educators. Journal of Nursing Education, 26, 233-238. Falk, G. (1979). The academic department chairmanship and role conflict. lmpvoving College and University Teucbing, 27, 2. Frank, B. (1986). The dean’s job satisfaction: It’s relationship to organizational structure. Journal of Nursing Education, 25, 59-63. George, S. (1981). Associate and assistant deanships schools of nursing. Nursing Leaahhip, 4, 25-30.
in
George, S. A., & Coudret, N. A. (1986). Dynamics and dilemmas of the associate and assistant dean roles. Journal of ProfarsionalNursing, 2, 173- 179. George, S., & Deets, C. (1983). Top academic nurse administrators’ perceptions of essential behaviors for their positions. Nursing Leadership, 6, 44-55. Hall, B., McKay, R., & Mitsunaga, B. (197 1). Dimensions of role commitment: A study of career patterns of deans in nursing. Community Nursing Rexarch, 3, 84-98. Hall,
B.,
Mitsunaga,
B.,
& de Tornyay,
R. (1981).
FIRST-LINE
NURSE ADMINISTRATORS
IN ACADEME
87
Deansof nursing: Changingsocializationpatterns. Nursing
nizationcharacteristics:Implicationsfor facultysatisfaction
Outlook, 29, 92-95.
Journal of Nursing Education, 28, 198-202. McKeachie, W. (1968). Memo to new department chairmen. Educational Record, 49, 22 1. Miles, M. B., & Huberman, A. M. (1984). Qualitative a&a analysis: A sourcebookof new metbodr. Beverly Hills: Sage. Monson, C. H. (1972). The University of Utah’s department chairman training program. In J. Brann & T. A. Emmett (Eds.), The academic Apartment or division chairman: A complexrole (pp. 37-42). Detroit: Balamp. Ort, C. M. B. (1977). Middle managers in baccalaureate and higher degree nursing program: A study of the department chairperson’s role. Unpublished doctoral dissertation, Columbia University, New York. Schein, E. H. (1987). The art of managing human resources. New York: Oxford University Press. Scott, R. A. (198 1). The department chairperson role, function, and future. In NLN Publication 23, pp. 1-14. New York: National League for Nursing. Skoheim, R. A. (1981). Reflections upon academic administrative life. Liberal Education, 67, l-9. Smith, A. B. (1972). Department chairmen: Neither fish nor fowl. The Junior CollegeJournal, 142, 40-43. Tucker, A. (1984). Chairing the academic department. Leadership amongpews (pp. 48-61). Washington, D.C.: The American Council on Education. Waggman, J. S. (1984). Developmental programs for academic administrators: Considerations and outcomes. Administrative Update, 5, l-5. Zehr, S. (1974). The nursing deanship: A functional role analysis with implicationsfor &canal role preparation. Unpublished doctoral dissertation. University of Minnesota, Minneapolis.
Hammons, J. (1984). The department/division chairperson: Educational leader? CommunityJunior CollegeJournal, 3, 14-19. Hardy, M.E. (1978). Role stress and role strain: In M. E. Hardy & M. E. Conway (Eds.), Role theory: Perspectives for health professionals. Norwalk, CT: AppletonCentury-Crofts. Hawkins, P. L. (1980). Growing our own: A way to prepare deans. Nursing Outlook, 3, 170- 172. Heimler, C. H. (1967). The college department man. Educational Record, 48, 158.
chair-
Holcomb, J. D. (1988). A follow-up study of the RN graduates of allied health education and administration doctoral programs. Journal of Profusional Nursing, 4, 13 l135. Hoy, W. K., & Miskel, C. G. (1987). Educational administration: Theory, research, and practice. New York: Random House. Jarratt, V. (1975). The decanal role in the enhancement of educational institutions. In U.S. Department of Health, Education, and Welfare, The &anal role in baccalaureateand higher degree collegesof nursing (Vol. 75, pp 13-24). Washington, D.C. : Author. Jennerich, chairpersons: 40-70.
E. J. (1981). Competencies for department Myths and realities. Liberal Education, 67.
Johnson, B. M. (1983). The dean of nursing: A hcriptive study with comparisonsbetweennursing and social work deans. Washington, D.C.: American Association of Colleges of Nursing. Kennerly,
S. M. (1989).
Leadership
behavior
and orga-
This article examines the role characteristics, responsibllities, and anticipated career patterns of first-line nurse administrators employed in university-based nursing education programs throughout the nation. First-line administration is the first level on the administrative ladder, and these administrators are most frequently entitled department chairpersons; division, program, and level directors; or coordinators. This was an exploratory and descriptive research project, and the questions addressed were (1) How are first-line nurse administrators in academe formally educated and informally prepared for their admlnistrative role? (2) What are the administrative competencies important for this administrative role? (3) What strains, conflicts, and work overload are associated with the first-line administrative role, and what strategies are used to cope? (4) What do these adminlstrators anticipate as a career pattern in administration based on their experiences as first-line administrators? Fifty-six first-line nurse administrators were interviewed from 42 schools of nursing that offer both bachelor’s degree and graduate nurslng programs. Data indicated that one third of the study participants completed graduate level courses in administratlon, and the majority had worked with administrative mentors. They ranked having character and Integrity as their most important competency, which was defined as being trusted by faculty, other administrators, and students. Settling priorities for their administrative work caused them their greatest strain, and work overload was most predominant. Role conflict was present consistently as they attempted to meet the traditional trlad of faculty responsibilities (research and scholarship, teaching, service) plus administrative duties. Numerous time-management strategies were used to cope, but nonetheless, one half will not continue In an administration career pathway. Implications for academic nurse admlnistrators are cited. (Index words: Academic administration; First-line administration; Role conflict). ./ Prof Nurs 7:79-87, 1997. Copyright 0 7991 by W.8. Saunders Company Journal of Prof~sionai Nursing, Vol 7, No 2 (March-April),
and TIMOTHY M. GASPAR, PHD, RN
A
FAMILIAR ADAGE in academe claims that the strength
units is directly
scholarship,
of a university
proportional
and teaching
Academicians
also
and competent
all levels,
including
istrative
achievements
recognize
prepared,
level to facilitate in nursing
examining
that
chairpersons
vitality,
of the faculty. effective,
administrators
at the first adminfaculty efforts.
the role of first-line
schools throughout
the role characteristics,
admin-
the nation
career patterns
of nurses
these positions.
For the purpose
of this study,
line administrators hierarchy,
were defined
positions
which,
were placed between
to top-level
administration.
have the title of department program,
or level director;
by
responsibilities,
and anticipated
administrative
well-
are needed at
and promote
This study investigated istrators
and its constituent
to the strength,
who held
as nurses
first-
who held
in the organizational the faculty They
most
chairpersons;
and midfrequently
or division,
or coordinator.
What Do We Know About First-Line Academic Administrators? Two main issues predominate first issue addresses mally for the first-line
in the literature.
the need to educate administrative
people
The for-
role, as well as
*Professor and Director, Social and Behavioral Systems in Nursing Division, University of Utah College of Nursing, Salt Lake City. TAssociate Professor, Department of Nursing, South Dakota State University, Brookings. Address correspondence and reprint requests to Dr Princeton: University of Utah College of Nursing, 25 S Medical Dr, Salt Lake City, UT 84112. Copyright 0 1991 by W.B. Saunders Company 8755-7223/9110702-0009$03.00/O
1991: pp 79-87
79
80
PRINCETON AND GASPAR
the need for more informal the-job
training
approaches
and mentorship
such as on-
programs.
The other issue focuses on role-related ities and the competencies Inherent
in this
stresses and strains, timately,
conflicts,
the degree
satisfied
& Coudret,
1987; Kennerly,
on the chairperson’s ucational
work overload,
and ul-
known about first-line
the administrator 1989; Fain,
1986; Holcomb,
contains
is 1987;
1988; Hoy &
administration,
need to fulfill
the position
Hammons,
The need to formally
educate and prepare
of university-based
the deans and directors, tention
1981; George & Deets,
& Mitsunaga,
of first-he
preparation,
For example, department
that was published toral dissertation
& de Tornyay,
1983; Zehr,
1974).
specifically
on
role, and responsibilities have been extremely
there is one publication
on the
chairperson
in liberal arts colleges
by Bergeron
(1963),
and one doc-
on the topic completed
1977. It is interesting role of the head nurse, hospital
at1986;
1983; Hall, McKay,
publications
nurse administrators
limited. nursing
1975; Johnson,
and subsequent
the educational
top-level schools,
1976; Frank,
197 1; Hall, Mitsunaga,
1981; Jarratt, Research
nursing
has received considerable
over the years (Arminger,
George,
There
to note, however, the first-line
and other nursing
been long-recognized literature.
by Ort in that the vital
administrator
services departments,
and is well documented
in has
in the
The need to formally educate and prepare top-level administrators . . . has received considerable attention . , .
versity
manager;
the traditional first-line in nursing
however,
her description
of Utah
Kellogg
on Education mission
one used by management
administrators.
She described
schools (p. 147) as the “critical
as a
scholars for this position link in the
chain of command.” Her research focused on the role conflict these administrators perceived as they worked to fulfill their faculty-related responsibilitiesresearch and scholarship, teaching, and service-in addition to their administrative work. Baker’s work (1979, 198 1) emphasized the importance of preparing nurses for first-line academic administration.
1981;
Program,
they 1987;
Schein,
1987); in pro-
1979). of training
Department
programs
including
Training
Program,
Program,
of Higher
their
& Fullagar,
about these administrators
Foundation
for
the Uni-
Program,
the American
the Western
Education
Interstate
conferences
the
Council
Departmental
and the national
Com-
Chairman for academic
chairpersons sponsored Division of Continuing
by the Kansas State University Education (Cashin & Akihiro,
1986;
Monson,
Ehrle,
1975;
1984). Although
Hawkins
the mentorship level decanal training similar
(1980),
she received role,
programs
there
1972;
Waggman,
a nurse,
described
to prepare
her for a top-
are no nursing
reports
for first-line
on
nurse administrators
to those in other disciplines.
In 1968, McKeachie New Department
wrote his seminal
Chairmen,”
“Memo
to
in which he stated
although the department chairmen in most colleges and universities are key individuals in determining the educational success of the institution, they are generally ill prepared, inadequately supported, and more to be pitied than censured. In many departments, the attitude of the faculty toward a colleague who accepts the department chairmanship is much like that of nuns’ toward a sister who moves into a house of prostitution.
More recently
was indeed
(Dill
are a few reports
others have claimed in universities
sonal characteristics Baker (1979) defined the academic chairperson
as persons,
academic administrators,
administrators
middle
claim that little is
or the competencies
1984; Jennerich,
fessional schools (Baker, first-line
have been written
administrators
preparation,
dissertations,
tasks. Scholars in ed-
however,
administrative
even less is known
1989).
EDUCATION AND TRAINING
administrators
more than 60 jour-
50 doctoral
job-related
to role
with the job (Carpenter,
George
the role.
related
to which
Miskel,
literature approximately
and several books and monographs
responsibil-
needed to fulfill
issue are concerns
Nonnursing nal articles,
petencies,
that most first-line
are chosen for their per-
and teaching
not for their educational
and scholarly
com-
preparation
in ad-
ministration (Falk, 1979; Scott, 198 1; Tucker, 1984) in keeping with the myth that “yesterday’s good professor is today’s good chairman”
(Ehrle,
claims
the criteria
nursing
beg the question
about
schools for selecting
1975). These used in
chairpersons.
ROLE-RELATED COYPETENCIES
Branch (1985) discusses 14 nonnursing doctoral dissertations that dealt directly with the identification and clarification of the roles and responsibilities of chairpersons who work as first-line administrators.
FIRST-LINE
NURSE ADMINISTRATORS
She concluded
IN ACADEME
that there are basically
44 activities
with which chairpersons
of which are nearly identical Smith
(1972)
faculty,
administration,
and curriculum
teaching,
the expense
of their administrative
cited by
administrative
and instruction. regarding
competencies
a com-
first-line
ad-
responsi-
On the one side Jennerich
(198 1)
learned, research adequate
. . . there is a universal
set of competencies
sibilities,
less of their
discipline.
that the first-line
Conversely,
administrative
have discipline-based
the academic
discipline
the degree to which a paradigm with
application;
orientation
toward life systems.
oped the three-dimensional discipline
the competencies ministrator First-line of being may
exists; (2) the degree and (3) the degree Biglan
of the first-line in nursing,
are in the nebulous
view
basically
while others see themselves
thus,
like in other position
but belong-
Some of these nurses as administrators,
as full-fledged
faculty and
scholars (Scott,
1981). It is not unusual
for the new
administrator,
who previously
member,
served is eroded;
some time to develop an administrator
have addressed
administrators
the question
positions
it may take identity
(Sko-
who are not nurses
of why first-line
are not valued by faculty.
trate, Heimler (1967) argued tors do not have a long-term
adminTo illus-
that these administracommitment to their
because they perceive their role as lower sta-
tus than that of a researcher and scholar. Additionally, these administrators
see their
fellow faculty
having
time to teach and publish (Dilly, 1972, p. 29) “because we (administrators) have taken on the odious and unrewarding management function that they (the faculty) might be free.” Furthermore, according to Booth (1972), this level of administration is viewed as a “career drag” rather than a career opportunity. The claim
lead first-line
administrators
monetary
that
to resign:
in-
lack of time to fulfill respon-
constraints,
and administrative
distorted
communi-
inefficiencies
of higher
First-line administrators in nursing . . . are in the nebulous and difficult position of being both faculty and administrator, but belonging complete/y to neither group.
In relation administrator,
to the role of the first-time the themes
ture are the strains, load inherent
that prevail
stresses, conflicts,
academic
in the literaand work over-
in the role. Role theory,
useful to conceptualize rected the study.
therefore,
the research questions
was
that di-
A NURSING PERSPECTIVE
as a faculty
198 1).
positions
there are five areas of frustration
role definition:
An exploratory ducted
is also made that first-line
administrators
who
and
using a telephone
questionnaires,
Several academic istrative
the job from his
to find that his or her source of identifica-
tion as a scholar and teacher heim,
concluded
nurse ad-
and difficult
to neither group.
themselves
of
(1973) devel-
both faculty and administrator,
ing completely
1984); hence,
(1984)
to nursing.
administrators
disciplines,
(1)
model, and he argued that
required
and
if
matter:
has all three dimensions;
are distinct
and the chal-
to leadership
are never appreciated,
(Tucker,
Hammons
the
level administrators.
and categorized
of subject
of concern
contend
distinctiveness
is evaluated
to three dimensions
the nursing
others
cations,
a chore,
Thus,
role and associated
competencies according
that all
that
potentially
(p. 54) that “unequivocally
consider necessary for their jobs,” regard-
or actualized
do so at
tasks.
base related
administration
is not valued.
research and
and service activities
job becomes
organizational
argues most persuasively chairpersons
to carry out all their customary
lenges and knowledge
issues, budget,
need to fulfill their job-related
successfully.
all
The 5 categories
There are two schools of thought
bilities
continue
scholarship,
student
mon set of administrative ministrators
5 categories and are involved,
to the activities
12 years previously.
were general
81
descriptive
and an adapted
to answer the following line nurse administrators
survey
interview questions
validated
mailed
instrument
in relation
to first-
in academe:
1. How are they educated,
both
formally
informally, and otherwise prepared ented for their administrative role? 2. What
was con-
schedule,
and
and ori-
do they believe are the administrative
competencies
necessary
to fulfill their role?
3. What role related strains, conflicts, and work overload do these nurse administrators identify? 4. What strategies do they use to cope with role strains, conflicts, and work overload? 5. What
do they anticipate
as their future
ad-
PRINCETON
82
ministrative perience
career pattern
based on their ex-
to date as first-line
role preparation,
administrators?
position, A random sample of 42 schools was drawn from the 114 nursing accredited
schools throughout by the National
the nation
that were
League for Nursing
and orientation;
and work overload
at the
research
nursing
clinical
and/or professional
programs.
The sample was stratified
graphic area and source of funding The rationale
for using
was a high probability and first-level the student rationale
these schools was that there they differentiated
administrative
population
or director
top-, mid-,
roles due to the size of
and the programs
was validated
A letter describing
by geo-
(public or private).
during
offered. This
the research project.
of the 42 schools, requesting
them to pro-
During
the telephone
tion,
to facilitate
was established
preselected terviews
between
pants,
followed
& Huberman,
22 state-supported
and 7 private
mitted
of 90 first-line
who were subsequently
the study and inviting administrators,
sent a letter describing
them to participate.
position
role, (b) leaving considering shortly; tion,
the nursing
leaving
their
such as (a) previously
demic rank, length
as a nurse
whether
leave,
about
(4) tenure
status,
(6) positions
educator
and
(if appointed,
and re-
to collect
(5) type and
administrator,
by whom),
data
of (7)
to their cur(8) type of
educational institution in which they worked including specific information about the size of the faculty and student body, (9) usual teaching assignment, (10) publications during the past 5 years, and (11) age. A guide was developed to use during telephone interviews with the first-line administrators. The guide contained nine questions that focused on the participants’ past administrative positions in service and in academe; current administrative responsibilities; formal and informal administrative education,
and
in-
particiresponses
The participants
gave
protocol
The reliability
job-related adapted
illustrated
about
nurse administrator
before
coefficient
the competencies
responsibilities.
from Jennerich’s
administrators
from
The study
instrument
reported
believed
data
300
ranked
the competencies
nonnurse
in 1981, in that first-line Jennerich
participants
to col-
who
in order of importance.
and this research project, was defined
were asked
was
were necessary
responsibilities.
lected
when ranking
a first-line
the competencies
in academe
participants
in Fig 1, was used
in academe needs to have to fulfill
which he investigated
in writing,
In
each of and the
to refer to the definitions
the competencies.
Results and Discussion
(2) aca-
and length
who on
telephone
researcher
reliability
interview.
both the Jennerich
was
monitored
was .94.
the first-line
preparation,
for this
the 14 competencies
instrument
for them to complete
permission
fulfill their job-related
participa-
sabbatical
they were elected or appointed
rent position
position
prohibited
collection
(1) educational (3) title,
or (c)
due to research.
was collected
of appointment,
faculty
that would take considerable
data
to participants Information
administrators’
time
administrative planned
and (c) overextension
mailed turn.
were (a) leaving
school altogether,
and (2) time constraints
A demographic
into two
to return to a full-time
(b) varied commitments time,
clustered
(1) The administrators
their first-line
in the
Interrater
by one researcher
1984).
A third instrument,
Of the 90
56 (60%) agreed to participate
study. Reasons for nonparticipation categories:
were sub-
subsequently
by a review of the written
their telephone
schools represented.
administrators
to each ques-
and analysis.
the other
(Miles their
the researchers
responses
days and times
in their
The names
and service activ-
interviews,
data management
administrators
states. There were
and current
and these data were computerized
29 deans and directors
from 24 different
placed
and service;
efforts;
practice
wrote down the participants’
schools.
(69%) responded
teaching,
and scholarship
vide the names of the first-line Of these 42 schools,
institution
ities.
reliability
the study was sent to the dean
their
and scholarship,
current
conflicts,
in their current
based on their expe-
rience to date; the emphasis
time, and that offered bachelor’s degree and graduate
GASPAR
they used to cope; antic-
ipated career in administration, on research
strains,
they experienced
and the strategies
AND
The following educational
composite
administrator
description in a nursing
of a first-line school is based
on the data collected. The administrator, as a departmental
who is most commonly
chairperson,
is a 49-year-old
known woman
who holds a doctor of philosophy degree in a discipline other than nursing. Before her current position, she worked about 6 years in some type of a nursing service or academic administrative position. She is a tenured associate professor, has a 12-month appointment at a state-supported institution, and has worked 16 years as a nurse educator (but only for 3 years in her present administrative position). Her school emphasizes research and scholarship over teaching and service.
83
FIRST-LINE NURSE ADMINISTRATORS IN ACADEME
The following competencies have been derived from the literature as being necessary for first-line administrators. Using the rating scale below as a guide, please rate the importance of each competency for you in your position by placing a number in the “Rating” column next to the competency. 0
Low
20
Some
.
40
Moderate
60
.
3b
.
. 70
1. Competencies instrument. Adapted and reprinred with permission. An earlier version of this scale appeared in Edward J. Jennerich, “Competencies for Department Chairpersons: Myths and Realities,” Liberal Education 67, 1 (Spring 1981): 62, published by the Association of American Colleges.)
who serve approximately graduate
students.
faculty
ing research,
145 undergraduate
and is engaged
as a consultant
activities
in professional
her membership
school, and university years she published
practice
organizations
This administrator
She is involved
through
committees. five articles
and two in nonrefereed and a chapter
and 70
year. She is conduct-
to professional
and service institutions. work clinically.
in her department
She solo teaches two master’s de-
gree level courses each academic primarily
journals,
does not
in numerous
service
budget
where she allocates and monitors
material
resources
sponsibilities velopment,
excluding
impfemention,
progression,
governance
financial
include
curricular student
orientation,
and problem-solving;
of the
nursing
unit
the past 5
munity
work.
in refereed
journals
a research abstract,
such as recruitment responsibilities, fac-
other area of greatest
respon-
The generation
grants and grants management administrator’s staff employed
rede-
admission,
During
relations
and
Other
and evaluation;
to recruitment, counseling,
the departmental
fund-raising.
of lesser import
sues related general
and managing
by service on committees
ulty development, and faculty evaluation. The firstline administrator in nursing also serves faculty as a consultant, problem solver, mentor, and “sounding board ” This administrator’s
is developing
broader university
of her time and energy are spent
on faculty-related responsibilities and hiring, negotiating teaching
sibility
on departmental,
in a book.
By far the majority
Rating
Ability to communicate effectively Ability to recruit new faculty Budgetary skills Character/integrity Decison-making ability Evaluating faculty Fund-raising ability Interpersonal skills Leadership skills Organizational ability Planning skills Problem-solving ability Professional competence Program/course innovation and development Other (specify and place in rank order)
Figure
are 16 full-time
100
9;
Competency
There
Highest
80
.
50
. 10
High
.
is a minor
work, as is the supervision in her department.
With regard to the first research question
isand
and
the
and comof training part of this of support regarding
formal and informal role preparation, Table 1 summarizes the participants’ formal educational preparation. Thirty-one of the 56 administrators interviewed completed graduate level administration courses after their graduate programs were completed; 4 were currently enrolled in graduate courses. In addition, continuing education conferences and workshops were
PRINCETON AND GASPAR
84 TABLE
1.
Educational Preparation of Study Participants
Degree
students. Number
Focus
PhD
Nursing Education Higher education Educational psychology Unidentified, sociology epidemiology, physiology, organizational psychology, multidisciplinary, home economics, business and health administration, educational administration, health science, anthropology, psychology, human development (one in each area) Nursing Education Higher educational administration Adult continuing education Public health
DNWDNSc EdD
DrPH Subtotal, doctoral preparation MSIMSNIMA
First-line skills
10 6 4 3
ability
other
educational
to inspire,
they had “on-the-job” other administrator,
training
as the ability to problem
ways they prepared The first-line
and
3 1
situations.
Instrument
described
nurse
is traditionally
competency.
ability,
defined
or solutions admin-
defined
leaders or needing
their
nursing
digm?
for
oc-
two competencies.
administrators
view
nursing
Do school
and less in need of what
as leadership?
Or is it that
do not see themselves
abilities
as more important
career within
be-
since the beginning a problem-solving
Or do these administrators
of para-
in fact have more
to solve than their nonnurse
counterparts?
the latter is true, is this factor related to nursing practice profession as well as nursing Clearly,
as
to lead? Do nurse administrators
view problem-solving
If as a
as a discipline?
more research is needed in these areas as pur-
A final comment Instrument:
may be very revealing. in relation
It should
to the Competencies
be remembered
that
during
peer; study
as
role.
TABLE
2.
Rankings of the Importance of 14 Administrative Competencies
the Comwhich
data to answer the second research question
on administrative
was their ranking
as to why differences
these nurse administrators
26 also reported
previously,
between
than nonnurse
these latter
faculty as more self-directed
by
preparation
completed
and
Nurses viewed this competency
more important
in ranking
first-line
1
means
for their administrative
direct
in order to
discrepancy
administrators
One can only conjecture curred
with a dean, with an-
administrators
as the
istrators.
2 2
independent
nonnurse
these goals internally
to find the correct solution
as considerably
13 3 4
or with an administrative
mentoring
guide,
and research
of problem-solving
suit of these findings
Of the 56 nurse administrators,
leadership
their
were defined
area of greatest
nurse and nonnurse
their role.
29 discussed
skills
in teaching
of the importance
for their role. Eight stated they
had no formal or informal
provided
readiness
others
The
48 4
as informal
viewed than
and externally.
a 56
by 27 administrators
petencies
administrators
cause they have been educated
which they prepared
of participants.
less important Leadership
and
manage
problems cited
nurse
as much
counterparts.
was ranked as the least impor-
by both groups
meet goals and to communicate
Nursing Psychiatric nursing Public health
MPH Subtotal, master’s degree preparation Total
Fund-raising
tant competency
Nurse administrators
ranked the importance of the 14 administrative competencies, and these rankings are compared with Jennerich’s (198 1) findings (Table 2). A “ 1” indicates the most important competency; “ 14” indicates the least important. Cronbach’s alpha for the instrument was .83. The rank correlation coefficient was .89 indicating that the rankings of the competencies by nonnurse and nurse chairpersons were highly correlated. Both the nurse and nonnurse participants ranked character and integrity as the most important administrative competency. These terms were defined as being trusted by the faculty, other administrators, and
Competency Character/integrity Leadership skills Interpersonal skills Communication skills Decision making Organizational abilities Planning skills Professionally competent Problem solving Evaluate faculty Program/curricular development Budgetary skills Faculty recruitment Fund-raising
Jennerich Research
Princeton Research
Difference
1 2 3 4 5
1 6.5 2 3 4.5
0 -4.5 1 1 .5
6 7
6.5 a
-5 -1
a 9 10
9.5 4.5 9.5
-1.5 4.5 .5
11 12 13 14
11 13 12 14
0 -1 1 0
85
FIRST-LINE NURSE ADMINISTRATORS IN ACADEME
telephone
interviews,
participants
responsibility was developing
ond greatest
ing the departmental and
monitoring
However,
reported
budget
question
financial
and
in importance.
material
plications
These results
beg the
interpretation
of the
and “competency.”
and conclusions
conflicting
resources.
Skills competency next
about the participants’
terms “responsibility”
and manag-
in the form of allocating
they ranked Budgetary
to the lowest
their sec-
Thus,
about the meaning
data are premature,
im-
of these
and further studies in
this area are called for. In relation
to the third
strain was defined vidual
as any situation
experiences
when fulfilling
research
difficulty,
question,
By far, their
administrative
work caused the greatest
strain among
these
Examples
nurses.
included
their
and reprioritize
work, the extraordinary vast amount
“power play problems”
their unit amples,
time needed to complete them,
evaluation
of faculty,
and
negatively
cited
faculty’s
influenced
directly. faculty
hidden
orientation
and development
in
As exconflicts,
agendas
communications,
and the demanding
that
workload
work with
junior
is confronted
tions (Hardy,
1978). Of the 56 interviewees,
tenure
status,
expectations
the theme inherent
and scholar,
and the demanding demic pounded
with competing
and 2 1 were not tenured.
sponses was the conflict searcher
organizational
that
Regardless permeated
fac-
they experienced
arly role. ” “Verbal
and written
overwhelm
ing. ” “There
everything
(research
communications
is not enough
and scholarship,
are
time
to do
teaching,
ser-
vice, and administration).”
. . .
the theme that permeated
The first-line
nurse administrators’
fourth research question-what conflicts,
four categories: professional
and overload--clustered
(1) management
and personal
of time,
support
into
(2) use of
systems,
(3) alter-
ation of work style, and (4) rest and relaxation. Some managed working
their
at home,
short vacations
time
attending
by leaving
work early,
conferences,
and taking
that they may not account
supervisor.
tice, and many
Others
claimed
they decreased
efforts
and service activities.
their open-door”
They used professional colleagues to help them cope by discussing their questions, concerns, and frus-
between
the
role as a re-
others
trations,
stated
prac-
their
of their re-
administrator
for to their
gave up clinical
35 were
and service provider, The
responses to the
they do to cope with
while
teacher,
by institutions
a back seat to
expecta-
their
discussed
she “ignores
how they
her mail,”
“severely
limited
office policy.
and to help them problem-solve.
port systems
included
ministrators
within
faculty and
These sup-
and other first-line
outside
their
school,
adand
with
their aca-
when appropriate,
graduate
students
and staff. They
conflict
is com-
also used personal
support
systems,
such as spouses
by the fact that their administrative
not rewarded
time for
One
faculty
role.
with little
in which
in their
work associated
administrative
mu@r
needs. ” “There’s little time for a schol-
with research and scholarship, was defined as any situation
an individual tenured
is constant,
and
overload-A
research. ” “ My own needs are given
immediate
and time-consuming
ulty. Role conflict
teaching,
“A lot of work
problem. ” “Overload
role strains,
to the faculty
they worked
problems,
research,
to do as I try
the
with superiors.
was in relation
with whom
scholarship,
occurs daily,
their responses was . - . confkt
the continu-
and communication
the administrators
to merge
administration.”
continuous
The second area of greatest strain addressed by firstline administrators
suffers. ” “Too much “ Overload
with too little time.”
their administrative
of work confronting
ous push to meet deadlines,
work overload-Research
“I have total
or tension
1978).
need to prioritize
role is overwhelming.”
in which an indi-
pressure,
a role (Hardy,
role
administrative
of higher
work is
education
on
and significant “sounding
others, family members,
boards”
and as “caring
and friends as
others who would
equal terms with research, scholarship, and teaching, and certainly is not rewarded monitarily; administra-
listen to problems
tion is simply an “add on” responsibility, istrators claimed.
learning to use a computer to facilitate their work output, by increasing the amount of work they delegated to others, by withdrawing more quickly than they did previously from situations that seem unresolvable, and by learning to say “no.” They learned to
Work overload was defined overwhelmed
when
an attempt
multiple roles (Hardy, quotations that express and feelings about their crazy job-Overload is
the admin-
as the feeling of being is made
to balance
1978). Following are selected the administrators’ thoughts work overload: “A completely a prime problem.” “This level
Most
and concerns.”
administrators
altered
their
work
style
by
feel comfortable about not completing some work on time, and they learned to be comfortable with a higher level of ambiguity than ever before tolerated.
86
PRINCETON AND GASPAR
As several participants
stated,
“We just can’t have all
paint,
to take time for
occurs when trying
va-
tivities
within
cook, read, jog, exercise, meditate,
and
debate
is the issue of whether
spend precious Finally,
they learned to play musical
to the last research
future administrative
do these first-line reer pattern first-line
career patterns,
administrators
in administration
ences to date? Twenty-one
26 will
strains,
conflicts,
not
in time
continue
and overload;
their career pathway;
envision
what
as their ca-
based on their experi-
wanted to continue
role, and perhaps
levels;
question
due
in their
appointed
It is unproductive
among academic
at all levels about strategies requirements
to discuss other implicationsin their that will
prepare
these administrators,
job-related
administrators
competen-
or the need for professional
etc-without
first
drag” and role stress problems
valued,
essary academic
tract, when they are
overextend
resolving
the
their
personal
nurse
that will
to meet the nec-
for scholarship
and re-
recognized,
efforts are
appropriately
in re-
triad of faculty responsibilities.
basic issues are resolved,
to be an administrative
pro-
to be revised, or devised
and rewarded
lation to the traditional Until
resources.
loom large for reappointment,
and tenure protocols
net-
“career
that result when these
as the case may be, so that administrative
Implications
positions
be ten-
administrators
The implications
enable people in first-line
should
faculty
position.
programs
ties that are needed,
due to
in this
and curricula
graduate
working,
and 4 will not continue
ac-
Inherent
such as how to retain first-line
motion,
administrators
frame.
positions,
move to higher
retirement.
Debates need to be initiated
time
to a first-line
to work-related
5 were not sure about
with their
to satisfy all these demanding
a given
ured, or on a tenure or nontenure
time with their loved ones.
in relation
regarding
and service in conjunction
role in order to decrease the stress that
instruments,
Just as importantly, rest and relaxation: cation,
search, teaching, administrative
the answers we want or need.”
there will continue
brain drain in academic
ing, with all of the associated
nurs-
problems.
References Arminger, B. (1976). The educational crisis in the preparation of deans. NUrsiplg Outlook, 24, 164-173. Baker, C. (1979). Role conflicts of middle managers in baccalaureate and higher degree nursing programs in the United States. In Power: Naysing’s challenge for change (pp. 147- 159). ANA Publication G- 135 SM. Kansas City, MO: American Nurses’ Association. Baker, C. (198 1). The development of academic departments and governance in colleges of nursing. In J. C. McCloskey & H. K. Grace (Eds.), Current irslles in nursing. Boston: Blackwell Scientific. Bergeron, R. M. (1963). The n.wsing departmentalcbaivman in liberal arts colleges.Washington, D.C.: Catholic University of American Press. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Jo.~rnal of Applied Psychology, >7, 195-203. Branch, C. M., & Hammons, J. (1985). Determining workload of department/division chairpersons. Community College Review, 3, 28-30. Booth, D. (1972). Some reflections for prospective chairmen of academic units. In J. Brann & T. A. Emmett (Eds.), The academicdepartmentOY divisionchairman: A complex role (p. 73). Detroit: Balamp. Carpenter, K. D. (1989). Academic middIe managers for baccalaureate nursing: Work motivation and satisfaction. Journal of Nursing Education, 28, 256-264. Cashin, W. E., & Akihiro, N. (1986). Proceedings of Academic chairpersons: Unraveling the paradox. Kansas City: Kansas State University. Dill, D. D., & Fullagar, P. K. (1987). Leadership and
administrative style. In M. W. Peterson (Ed.), Key Y~JOUYCRT on higher educationgovernance:Management and It&h+. San Francisco: Jossey-Bass. Dilly, F. B. (1972). The department chairman as academic planner. In J. Brann & T. A. Emmett (Eds.), The academic department of diuision chairman: A complex role (pp. 28-36). Detroit: Balamp. Ehrle, E. B. (1975). Selection and evaluation ment chairmen. EducationaLRecord, 56, 29.
of depart-
Fain, J. A. (1987). Perceived role conflict, role ambiguity and job satisfaction among nurse educators. Journal of Nursing Education, 26, 233-238. Falk, G. (1979). The academic department chairmanship and role conflict. lmpvoving College and University Teucbing, 27, 2. Frank, B. (1986). The dean’s job satisfaction: It’s relationship to organizational structure. Journal of Nursing Education, 25, 59-63. George, S. (1981). Associate and assistant deanships schools of nursing. Nursing Leaahhip, 4, 25-30.
in
George, S. A., & Coudret, N. A. (1986). Dynamics and dilemmas of the associate and assistant dean roles. Journal of ProfarsionalNursing, 2, 173- 179. George, S., & Deets, C. (1983). Top academic nurse administrators’ perceptions of essential behaviors for their positions. Nursing Leadership, 6, 44-55. Hall, B., McKay, R., & Mitsunaga, B. (197 1). Dimensions of role commitment: A study of career patterns of deans in nursing. Community Nursing Rexarch, 3, 84-98. Hall,
B.,
Mitsunaga,
B.,
& de Tornyay,
R. (1981).
FIRST-LINE
NURSE ADMINISTRATORS
IN ACADEME
87
Deansof nursing: Changingsocializationpatterns. Nursing
nizationcharacteristics:Implicationsfor facultysatisfaction
Outlook, 29, 92-95.
Journal of Nursing Education, 28, 198-202. McKeachie, W. (1968). Memo to new department chairmen. Educational Record, 49, 22 1. Miles, M. B., & Huberman, A. M. (1984). Qualitative a&a analysis: A sourcebookof new metbodr. Beverly Hills: Sage. Monson, C. H. (1972). The University of Utah’s department chairman training program. In J. Brann & T. A. Emmett (Eds.), The academic Apartment or division chairman: A complexrole (pp. 37-42). Detroit: Balamp. Ort, C. M. B. (1977). Middle managers in baccalaureate and higher degree nursing program: A study of the department chairperson’s role. Unpublished doctoral dissertation, Columbia University, New York. Schein, E. H. (1987). The art of managing human resources. New York: Oxford University Press. Scott, R. A. (198 1). The department chairperson role, function, and future. In NLN Publication 23, pp. 1-14. New York: National League for Nursing. Skoheim, R. A. (1981). Reflections upon academic administrative life. Liberal Education, 67, l-9. Smith, A. B. (1972). Department chairmen: Neither fish nor fowl. The Junior CollegeJournal, 142, 40-43. Tucker, A. (1984). Chairing the academic department. Leadership amongpews (pp. 48-61). Washington, D.C.: The American Council on Education. Waggman, J. S. (1984). Developmental programs for academic administrators: Considerations and outcomes. Administrative Update, 5, l-5. Zehr, S. (1974). The nursing deanship: A functional role analysis with implicationsfor &canal role preparation. Unpublished doctoral dissertation. University of Minnesota, Minneapolis.
Hammons, J. (1984). The department/division chairperson: Educational leader? CommunityJunior CollegeJournal, 3, 14-19. Hardy, M.E. (1978). Role stress and role strain: In M. E. Hardy & M. E. Conway (Eds.), Role theory: Perspectives for health professionals. Norwalk, CT: AppletonCentury-Crofts. Hawkins, P. L. (1980). Growing our own: A way to prepare deans. Nursing Outlook, 3, 170- 172. Heimler, C. H. (1967). The college department man. Educational Record, 48, 158.
chair-
Holcomb, J. D. (1988). A follow-up study of the RN graduates of allied health education and administration doctoral programs. Journal of Profusional Nursing, 4, 13 l135. Hoy, W. K., & Miskel, C. G. (1987). Educational administration: Theory, research, and practice. New York: Random House. Jarratt, V. (1975). The decanal role in the enhancement of educational institutions. In U.S. Department of Health, Education, and Welfare, The &anal role in baccalaureateand higher degree collegesof nursing (Vol. 75, pp 13-24). Washington, D.C. : Author. Jennerich, chairpersons: 40-70.
E. J. (1981). Competencies for department Myths and realities. Liberal Education, 67.
Johnson, B. M. (1983). The dean of nursing: A hcriptive study with comparisonsbetweennursing and social work deans. Washington, D.C.: American Association of Colleges of Nursing. Kennerly,
S. M. (1989).
Leadership
behavior
and orga-
