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Pearls of wisdom for chief academic nursing leaders
YJPNU-01089; No of Pages 7 Journal of Professional Nursing xxx (2017) xxx–xxx
Contents lists available at ScienceDirect
Journal of Professional Nursing
Pearls of wisdom for chief academic nursing leaders Jean Giddens a,⁎, Patricia Morton b a b
Virginia Commonwealth University, School of Nursing, Richmond, VA, United States University of Utah, College of Nursing, Salt Lake City, United States
a r t i c l e
i n f o
Article history: Received 26 March 2017 Revised 20 September 2017 Accepted 3 October 2017 Available online xxxx
a b s t r a c t There is a significant shortage of executive leadership in nursing academia with large numbers of deans have retired and many more are expected in the upcoming years (AACN, 2015). This has resulted in a steady upward trend of nursing schools reporting a change in deans over the past 5 years; many of the changes in academic nursing leadership involve deans who are new to the role. The role expectations of chief academic nursing leaders are very complex and for which few new leaders are completely prepared. This article describes the role and competencies of the chief academic nursing leader and presents “pearls” for success for new leaders assuming this role. © 2017 Elsevier Inc. All rights reserved.
The position of chief academic nursing leader is critically important for the success of the nursing program. For over a decade, the nursing literature has forewarned of a significant shortage of executive leadership in nursing academia (Adams, 2007; Glasgow, Weinstock, Lachman, Suplee, & Dreher, 2009; Green & Ridenour, 2004). Large numbers of experienced deans have retired with more to come in the future. According to the American Association of Colleges of Nursing (AACN), in 2015 the mean age of nursing deans was 59.4. In fact, 79% of AACN member school deans (n = 665) are age 55 or over (AACN, 2016). This reality is also reflected in the steady upward trend of nursing schools reporting a change in deans over the past 5 years. Between 2011 and 2015, schools indicating a change in an academic nursing leader rose from 10.6% of schools to 16.2% of schools (AACN, 2012; AACN, 2013; AACN, 2014; AACN, 2015; AACN, 2016). Many of the changes in academic nursing leadership involve deans who are new. In the past four academic years (2012–2015), the percent of AACN deans new to the role ranged from 38.8% to 42.5% (AACN, 2016). The title of chief academic nursing leader varies depending on the type of institutions, organizational structure, and unique variations in the areas of responsibility. Titles usually include dean, chair, or director. Regardless of the title one holds, the role expectations of the chief academic nursing leader are similar and complex. Assuming a role such as this is challenging, daunting, and perhaps even a bit scary. Deans are middle managers sitting between university administration and the nursing school's faculty, staff, and students; these competing agendas must be well-managed (Butin, 2016; Wilkes, Cross, Jackson, & Daly, 2015). ⁎ Corresponding author. E-mail addresses: [email protected] (J. Giddens), [email protected] (P. Morton).
There also has been a gradual, yet significant change in the role of the chief academic nursing leader during last three decades – from an internal school level focus on direct operations, to an institutional and external focus (DeYoung, 2000), to a change agent role, with the potential to have a national and international influence on professional nursing practice. The purpose of this article is to describe the role and competencies of the chief academic nursing leader and share “pearls” for success for new leaders assuming this role. The term “dean” is used throughout this article to represent individuals who hold a chief academic nursing appointment. Roles of deans The role of dean is multifaceted and complex with both an internal and external focus (Adams, 2007). Serving as a chief executive officer, the dean has the authority and responsibility to ensure operations and outcomes for the school in the broader context of the university and external regulatory agencies. Internal (organizational) roles include overseeing academics, research, faculty affairs, student affairs, and communication. The dean is expected to be a steward of resources including managing the budget, allocating space, and hiring faculty and staff. The dean is often called upon to lead decision making regarding program expansion or closing programs. The dean serves as a mentor, maintains morale, leads change, and manages both up and down. To be successful, the dean must function as an advocate, arbitrator, communicator, and conflict manager (DeYoung, 2000; Krahenbuhl, 2004; Martin, 2005; Redman, 2001). Although the dean is ultimately responsible for the day-to-day operations and outcomes of the school, many internal duties are delegated allowing the dean to develop a vision and strategic plan for the school, seeking financial support from donors and perhaps from the legislature of the state, and forming key partnerships with alumni and stakeholders
https://doi.org/10.1016/j.profnurs.2017.10.002 8755-7223/© 2017 Elsevier Inc. All rights reserved.
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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from the community. The dean also is expected to promote the school to potential students and faculty through recruitment and marketing. The dean advocates for the school and serves as the external face that is frequently called upon to explain the successes and unique aspects that distinguish the school from its peers. The dean is a campaigner regarding external policies and/or laws that impact nursing education and healthcare. Some deans also are expected to make connections globally and offer their programs worldwide. Deans must embrace a business orientation, have an entrepreneurial spirit, forge relationships with multiple stakeholders (internally and externally), improve school rankings, expand market share, balance competing interests, and manage the expectations of multiple stakeholders while remaining fair and objective. Attributes and competencies of deans There is an abundance of literature that describes attributes and competencies of successful leaders. This section presents common themes from the literature as they apply to successful deans. Setting and leading organizational change Successful deans create shared mission, strategic vision, are able to clearly articulate their purpose and vision, and effectively lead organizational change. They are enthusiastic, inspirational, and optimistic. Successful deans are interested in supporting and promoting others and are action oriented (Acord, 2005; Bower, 2005; Capers, 2005; Christenson, 2004; Keef & Woods, 2005; Krahenbuhl, 2004; Mainous & Cavanagh, 2012; Patterson & Krouse, 2015; Watkins, 2013; Wilkes et al., 2015). Leading change often involves taking risks. Successful deans employ a deliberate process to assess risk/benefit, understand the change in the context of the organization, and network to cultivate relationships to successfully elicit the change (Patterson & Krouse, 2015; Pearsall et al., 2014). Organizational management Successful deans have the ability to provide direction and oversee the management of their organization. Organizational management includes the resource management of people, finances, and facilities (Potempa, 2005; Redman, 2001; Wilkes et al., 2015), effective delegation (Bower, 2005; Krahenbuhl, 2004), and application of institutional policies and procedures (Bower, 2005). Intellectual capacity and analytic competence Being a successful dean requires sufficient intellectual capacity and analytic competence to understand many aspects of this complex role (Krahenbuhl, 2004; Redman, 2001; Wolverton, Gmelch, Montez, & Nies, 2001). Deans should use accurate information to make sound and sometime very difficult decisions (Christenson, 2004; Patterson & Krouse, 2015). It is imperative that deans accurately assess and interpret information objectively and understand the information in the context of the situation and organization. Professional values The dean serves as a role model and advocate for professional values for the entire organization. Deans project confidence (not arrogance); they must set the tone for how people should behave and how individuals can expect to be treated (Bower, 2005; Krahenbuhl, 2004; Wilkes et al., 2015). There are a large number of professional values reported in the literature but the most commonly cited include ethical, honest, credible, empathic, and committed (Krahenbuhl, 2004; Patterson & Krouse, 2015; Wilkes et al., 2015; Wolverton & Gmelch, 2002). Successful deans emulate these values.
Communication and interpersonal skills The ability to listen for understanding, clearly communicate messages, and get along with people is among the most basic and important leadership competencies. These skills are required to develop and sustain relationships necessary to elicit change and balance multiple competing relationships and agendas (Bower, 2005; Krahenbuhl, 2004; Mainous & Cavanagh, 2012; Patterson & Krouse, 2015; Redman, 2001; Wilkes et al., 2015; Wolverton et al., 2001). Deans must also possess emotional intelligence (a component of interpersonal skills) which refers to the ability to recognize and interpret emotions of self and others and use emotional cues to guide responses and behaviors (Selingo, 2016). Messages sent by the dean in formal and informal interactions should be authentic and transparent; such messages affect organizational climate (Poster & Armmer, 2005). Self-awareness and resilience Because of the complexity and challenges of the role, successful deans capitalize on their strengths, but must be aware of their limitations where development is needed (Christenson, 2004; Wilkes et al., 2015). Successful deans have an awareness of their leadership style (including the benefits and drawbacks their preferred style) and regularly reflect on situations and actions for leadership growth (Walker, 2005). Resilience, maintaining self-control when things don't go as planned, and admitting to mistakes when they occur are important dispositions of successful deans (Bower, 2005; Krahenbuhl, 2004; Wilkes et al., 2015). Assuming the dean role successfully Most new deans have a general understanding of the role and a broad awareness of the competencies and attributes of successful deans. However, having an understanding and awareness of the dean role pales in comparison to the lived experience. This section provides an overview of the areas we found to be critical for new deans to initially focus on and we offer some “pearls” for success in each of these areas. Onboarding and transition Onboarding refers to a time of transition with the arrival of a new leader to an organization. Transitions are a critical time for the organization and represent among the most challenging times for leaders (Watkins, 2013). Successful deans move through transitions with an onboarding plan prior to starting the new role. It is helpful to learn as much as possible about the history of the institution and of the school. Faculty are important stakeholders who can assist with the transition and can serve as guides to a new dean (Reilly & Morin, 2004) and fosters shared governance. The initial weeks to months for a new dean are often referred to as the honeymoon phase. New deans have great enthusiasm and are optimistic about the new role they have assumed. However, the honeymoon phase is often short-lived, particularly if difficult problems are identified that require immediate attention. A dean coming from the outside brings a different worldview that may be welcomed or seen as threatening whereas a dean promoted from within may be given a short honeymoon phase and expected to hit the ground running. ○ Pearl - transition with grace.
Honor the legacy of the previous dean; acknowledge issues without being negative toward the past. Avoid commenting on previous decisions (good or bad); you don't have first-hand knowledge of variables that were involved in decision-making (Poster & Armmer, 2005). All deans inherit issues and messy situations – referred to as “closet
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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skeletons” by Pressler and Kenner (2007). Remember, the way such issues are managed depends on a number of variables – most significantly, to the extent they are creating a negative impact on the organization. ○ Pearl - get acquainted with faculty, staff, students, and external stakeholders.
Many people want an opportunity to meet and get to know the “new dean.” Hold social gatherings and organizational meetings to provide such opportunities for a wide variety of stakeholders including alumni and donors. Sending out written communication is a priority during the first few months. Additionally, it is wise to plan a “listening tour” within the organization by holding one-on-one meetings with faculty and staff. The listening tour provides an opportunity for the dean to develop an understanding of the school, learn about issues important to faculty and staff, helps to establish personal connections and provides context for things that are being observed (Selingo, 2016). However, the primary goal of individual meetings and interactions is to listen; 95% of the time should be spent listening and 5% of the time should be spent talking. Also, it is important to keep the conversation safe. Ask questions such as: “What are the strengths of the school that should be continued?” and “What are areas for improvement?”. ○ Pearl - assess for high priority issues and needs.
The transition period is a time for assessment. Several issues and concerns will be identified so plan on developing an initial set of priorities. New deans walk a fine line between welcomed change and change the faculty would prefer to avoid. Some of the “transition traps” described by Watkins (2013) include falling prey to the “action imperative” and attempting to do too much too soon. Although it may be tempting to start making changes immediately, it is essential to gather adequate information and full understanding of situations before making changes. Acting quickly on issues based on misinformation or not taking action on significant issues quickly enough can result in a loss of credibility with the faculty (Schwarzbach, 2016). The key is to find a balance between those decisions that need to be made quickly and those that need more information and a time delay. ○ Pearl - assess mission, vision, and alignment with the strategic plan.
One of the true hallmarks of leadership is strategic planning and setting a vision for the school in the context of the university. Although a new dean should be able to clearly articulate new priorities and directions for the school, the focus of the first year is spent learning about and really understanding the organization. It takes time in place before the longer-range vision and direction become clear. Begin by learning about the current mission, vision, and core values of the school and to what extent the faculty and staff know and understand it. Review the school's strategic plan and assess its alignment with the university strategic plan as an early priority. ○ Pearl - assess the school's status regarding accreditation, state board approval, and compliance with regulatory requirements.
Inquire early about the status of accreditation and state board approval. Specifically, determine if the school is accredited – and if so, by which organization, and the date the school is due for accreditation renewal. Reviewing the last self-study and talking with faculty and staff to learn what has been accomplished since the last accreditation are key tasks. If the next accreditation visit is within the next few years, determine the status of preparation and faculty involvement. Make it a priority to become familiar with regulatory requirements from the state
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board of nursing and determine compliance. Regulatory requirements vary from state to state as does the degree of oversight or control exerted by the board. For this reason, building rapport with the board of nursing leadership is a priority. Interpersonal and organizational communication A universal leadership competency is effective communication which includes written, spoken, and non-verbal communication with all individuals receiving the interaction. A deficit in this area can be detrimental to the dean. Create a strategic approach for communicating information to internal and external stakeholders. Communication should be clear and project confidence and enthusiasm. Adapt messages as appropriate to the audience. In most universities, a designated department manages external communications and represents a potential resource for the incoming dean. ○ Pearl - strive for transparency.
Gaining the trust of faculty and staff starts with honesty, optimism, and transparency. Information sharing typically falls into three areas: information that is considered confidential and cannot be shared; information that is for public distribution that can be broadly communicated, and information that is not confidential, but significant thought may need to be given regarding when, how, and with whom information is shared. Context often affects such decisions. Before communicating with others, be clear into which of the three categories the message falls. Remember, faculty and staff are closely monitoring your honesty and ability to hold information in confidence. ○ Pearl - manage communication pathways.
During a time of transition with a new dean, people may feel uncertain about what is going on within the organization and this uncertainty can lead to stress (Krahenbuhl, 2004). People are genuinely interested to know the activities, projects, and initiatives the new dean is working on. Regular and effective communication can also help moderate grapevine communication that often flourishes in an absence of information. For these reasons, develop a strategic communication plan to communicate activities and other general announcements that are important to the stakeholders (Mainous & Cavanagh, 2012). For internal stakeholders, consider providing a periodic “Dean's Update” message sent via email or in a newsletter as well as a periodic report at the faculty and staff meetings. These communication vehicles also provide a perfect opportunity to acknowledge and celebrate the accomplishments of others. For external stakeholders, determine if there are school-level publications sent to alumni and donors and if the school has an active social media presence. If these do not exist, consider steps to initiate appropriate communication pathways. ○ Pearl - role model respectful interactions.
Deans should role model respectful interactions with all individuals at all times. This principle holds true for written communication and conversations with people in private and public settings. Listen carefully to what is being said and avoid rushing to verbalize an opinion; there is often additional information to be gained (Mainous & Cavanagh, 2012). Deans will no doubt be involved in situations involving conflict. Learn to moderate emotions while communicating, especially in conflict situations. Avoid responding to emails when angry; and refrain from making comments that will be regretted later. Also, avoid making off-hand remarks or trying to make jokes with people as these can be misinterpreted leading to “The Dean said” phenomena.
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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Resource management Management of a school's resources is among the most important expectations of a dean and includes physical resources, human resources, and fiscal resources. Fiscal resource management includes budget planning and development, day to day monitoring and financial accounting, ensuring funds are being used in accordance to specified use, and fiscal compliance. Resource management not only includes managing the current resources but also tactics to acquire new resources to support strategic initiatives (Potempa, 2005). For this reason, a reliable business manager or assistant/associate dean for finance and administration is very important to help a new dean learn and manage these resources including human resource policies. Plan to meet with this key individual on a regular basis and consider including him or her on the senior leadership team. ○ Pearl - learn the total annual budget and the sources of funds.
In state-funded schools, a portion of funds may come from state appropriations. Other sources include tuition revenue, grants, contracts, faculty practice, and development. In some state-supported schools, unspent or unencumbered funds may be swept back by the state or university (Krahenbuhl, 2004); this is an important determination to make. Follow any policies regarding the use of endowment funds as they may be restricted to certain types of usage. ○ Pearl - become familiar with the budget model used at the university.
Three common budget models include incremental, formula based, and revenue-centered management (RCM) – also known as responsibility center management (Curry, Laws, & Strauss, 2013). In incremental budget models, the university collects all revenues. Incremental budgeting features central ownership of all unrestricted funding sources that uses a school's current budget as the base on which to make adjustments for salary changes or new initiatives. Formula based models are also centrally based, and a formula is used to determine the appropriate allocation to each school - often based on enrollment. In RCM models, schools collect all revenues from tuition and grants, and a “tax” is charged to each school to support central university services. Learn the model of your organization and don't hesitate to ask for help in understanding the budget process of the school. ○ Pearl - determine how allocated funds are used within the school.
Salary and benefits typically represent the largest portion of any school's budget. Learn the total number of full-time and part-time faculty and staff, and determine other costs such as programs, projects, services, faculty development, and facilities. Confirm if fund use is in alignment with funding directives. For example, development funds should be used in accordance with donor intent. As another example, research grants provide direct funds (used to directly support the specified research project) and indirect funds (used to support facilities and administrative overhead where the research is conducted). Thus, determine the percent of indirect funds allocated to the school when faculty are awarded grants and how those funds can be used. ○ Pearl - verify the current status of the school's budget, and any projected short-falls within the current or upcoming fiscal year.
Although projected budget cuts are often announced or anticipated as part of budget planning for an upcoming fiscal year, it is also possible that a budget can be rescinded after a fiscal year has begun. Learn about
policies regarding use of reserve or endowed funds. In times of budget constraints, use the strategic plan as a guide for prioritized spending. ○ Pearl - assess faculty and staff to determine appropriate staffing to meet the mission of the school.
Determine if there is a sufficient number of faculty and staff with the right mix of experience and expertise to successfully meet the school's mission. Common factors that dictate the experience and expertise needed include the type of academic programs offered, the enrollment within those programs, presence of a research mission, presence of a faculty practice plan, and community outreach commitments. Accreditation and regulatory requirements also factor into the assessment. For example, there are specific faculty qualifications required to offer nurse practitioner education. As another example, there are specific recommendations regarding the maximum number of students a faculty member can supervise in a clinical setting. Decide if there is sufficient support staff for administrative support, academic advising, accounting, technology support, etc., to meet the needs of students and faculty. Considering the largest component of a school's budget is salaries of personnel, this assessment is a high priority for a new dean. Development and fundraising Philanthropy represents a significant source of support for various causes in the United States. Widespread reductions in higher education funding have made development and fundraising efforts a key expectation of deans. Many schools have a development officer to lead the development effort, however, the dean is ultimately responsible. ○ Pearl - learn about the development funds raised by the school over the past several years.
Review fund-raising goals and outcomes for the past few fiscal years. Such a review will reveal total funds raised and the most common categories/purposes for funds raised. Common categories include funds to support student scholarships and awards; faculty chairs, professorships, and lectureships; and funds for special projects – such as a building fund or a dedicated center. Find out which fund accounts are held as endowments (and the annual payout on the endowments) and which funds are available as current funds. ○ Pearl - learn about the structure and support for development from the university development office or foundation.
The university should have identifiable structure in place along with fundraising priorities and goals. Learn if a current university-wide fundraising campaign is in progress, or if one is being planned. Not only is an understanding of structure important, but also familiarity with institutional policies regarding gifts and communication with donors is critical. For example, institutions have a minimum gift level to create an endowment. Many schools or universities have a development advisory board (Krahenbuhl, 2004; Mainous & Cavanagh, 2012). Such boards are comprised of volunteers that can assist a dean in fundraising; many of these individuals may be well connected to other potential donors. Consider creating a development board for the school and its role in helping with fund raising. ○ Pearl - meet and get to know key donors to your school.
Key donors typically include alumni, former faculty, current faculty, and friends within the community. Successful development efforts are built on the cultivation of relationships with past donors and future
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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prospects. Donors must have confidence and faith in the dean, and developing these relationships takes time. For this reason, meetings with donors – either one-on-one and/or in the context of a reception is a priority. A development officer assigned to the school will help the new dean identify key donors and make these arrangements; he or she will need to have access or authority to add such events to the dean's calendar (Fitzpatrick, 2005; Krahenbuhl, 2004). The development officer will also help the dean become familiar with institutional processes (such as institutional clearance) prior to approaching a new donor. Prior clearance may be a policy in some institutions so that one donor is not sought by multiple people from the organization. Equally important to cultivating new relationships with donors is stewarding the relationships of donors to the school. Donors want to know that their gifts are appreciated and are being used as intended. For example, consider hosting a luncheon where scholarship donors have an opportunity to meet the students they have supported. Expect to attend many evening and weekend events to establish and nurture donor relationships. Building collaborations, partnerships, and alliances Transforming organizations requires leaders to successfully engage and build collaborations and partnerships with a wide range of individuals, groups, and organizations. Boundary spanning leadership, as described by Ernst and Chrobot-Mason (2011), refers to the ability to navigate five types of boundaries. Vertical – means leading across levels or ranks of seniority, authority and power; Horizontal – refers to leading across functions, units, peers, and expertise; Stakeholder – indicates leading with external partners, Demographic – means leading between and among diverse groups; and Geographic - refers to the ability to lead across distance or locations. Developing collaborations, partnerships and alliances takes time. A new dean facilitates these important opportunities by establishing relationships early in the deanship. Two competencies for nursing leaders identified by Patterson and Krouse (2015) include the ability to continually scan higher education, nursing education and the healthcare environment as well as to develop and nurture professional relationships. These competencies are foundational to successful collaborations, partnerships, and alliances. ○ Pearl - build alliances within the school.
The heart and soul of any nursing school are the faculty. Thus, it is essential for the dean to develop positive relationships with the faculty as well as staff, and students within the school. A positive relationship is built on mutual trust, confidence, and respect. The essence of this positive relationship is eloquently described by Krahenbuhl: “One of the great benefits of serving as dean is that one can enjoy vicariously the work of so many wonderfully talented individuals.” (Krahenbuhl, 2004, p.75). A positive relationship with faculty is further cultivated when the dean honors and supports faculty governance. For this reason, learn about the structure and process of shared governance within the school and assess the level of faculty engagement in this process. Do not underestimate the value of building alliances with informal faculty leaders within the school. These key faculty can support a new dean in a number of ways including helping the new dean make connections and serving as a barometer for how new ideas and general communication might be perceived (Reilly & Morin, 2004). Their insight into the contextual nature of the organization is invaluable. ○ Pearl - build alliances and partnerships within the university.
Not only should new deans focus on building relationships within the school, but also with deans and other leaders across the university. Fellow deans provide advice, insight, context, and mentorship to new deans.
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Leaders of other units such as offices of the provost; the university registrar; student affairs; research, grants, and contracts; and budget/finance represent other valuable connections for the new dean to establish. These key individuals represent valuable resources when working toward institutional initiatives or issues requiring their help, advice, or cooperation. In an academic health science center, the nursing dean may report to a vice president, provost, or chancellor for health sciences. Regardless of the title of the person to whom a dean reports, it is important for a new dean to reach out and forge a positive relationship. Watkins (2013) specifically advises the need to get on the boss' calendar regularly, to communicate the issues being experienced, and to gain clarity regarding expectations. Keep your boss informed regarding things that are going well and things that are problematic; bosses do not like surprises! When experiencing problems, share those challenges but also prepare potential plans to address them (Schwarzbach, 2016; Watkins, 2013). For deans of nursing programs within a health sciences center, it is imperative to align and position the nursing school within the academic health center as a partner for healthcare transformation (AACN Task Force on Academic Leadership, 2016). This is not something a new dean will accomplish immediately, but underscores the need to develop positive relationships with the deans of other programs, the vice president of the academic health center, the chief nurse officer, and key individuals within the health system. ○ Pearl - collaborate with stakeholders external to the organization. The need and benefits for strong academic-practice partnerships are well documented (AACN Task Force on Academic Leadership, 2016). Assess the relationship status between the school and each healthcare organization within the local region (especially those that provide a large percent of clinical experiences for the students). If pre-existing positive relationships already exist, acknowledge those relationships with a commitment to continue and enhance collaborative efforts. When a relationship does not exist, start a conversation and learn about the organization and how a relationship can be mutually beneficial. Get to know the key administrators, especially the chief nurse officer. Other external stakeholders of key importance are leaders within the state board of nursing. Having a positive relationship with these individuals is valuable, particularly when issues arise or when curriculum changes are requested, or when partnerships with other schools are explored. Deans and directors of other nursing programs are yet another group of important external stakeholders. There are countless opportunities for mutually beneficial collaborations with other nursing programs, particularly in the area of academic progression and state legislation that impacts education, funding, and healthcare. Make an effort to meet other area leaders to learn about existing collaborations and be open to other opportunities such as involvement in regional action coalitions. Establish a leadership team An effective leadership team is of paramount importance to the success of a dean. The dean delegates major operations to members of the leadership team. Although specific titles of these roles vary within each organization, common functional areas that are delegated by a dean to members of a leadership team include faculty affairs, academic affairs, student affairs, research, practice, administration and finance, and development. The dean must have confidence and trust to delegate to the team to avoid focusing on the school's dayto-day operations. Leadership team members are expected to keep the dean and each other informed regarding issues; this is best achieved when open and honest dialog occurs between team members. Ideally, the team should represent diversity in thought and members feel valued and respected.
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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○ Pearl - assess the inherited leadership team.
○ Pearl - establish a network of nursing leaders.
Most new deans inherit one or more members of a leadership team from the previous leader, thus an early priority is an assessment of each inherited team member. Expect that there may be a mix of outstanding performers and under-performers – and often there are hidden internal politics within the group (Watkins, 2013). The amount of time needed to assess members of the leadership team depends on the situational context of the organization. Some new deans may be tempted to bring in their own people to fill leadership positions without any assessment of the inherited team. This approach can be risky and cause others in the organization to worry if they will lose their positions.
Deans are members of professional organizations. Involvement in national organizations such as the American Association of Colleges of Nursing, the National League for Nursing, Sigma Theta Tau International, and the American Academy of Nurses, provides an opportunity to meet other nursing leaders who have a shared understanding of the role challenges (Green & Ridenour, 2004). These groups represent a network of personal advisors available to help when advice is needed for budgetary issues, policies, and conflict management – to name a few. ○ Pearl - self-investment: create opportunities for ongoing leadership development.
○ Pearl - if needed, make necessary changes to the inherited leadership team.
Although premature decisions should be avoided, a common mistake of new leaders is retaining ineffective members on their team too long (Watkins, 2013). Replacing members on the leadership team does not need to occur all at once – ideally, focus on high-priority individuals first. A poor performer on the leadership team can potentially be moved into another role within the leadership team (realigning their function or role), or be moved to another position within the organization. In some cases, an extended period of time may be needed, particularly if personnel or legal issues complicate the changes in position. ○ Pearl - align the team.
Although an excellent group of individuals can be assembled for a leadership team, this does not always result in a team that works well together. Another way to think about this dilemma is that leadership teams usually represent a team of experts – but what is really needed is an expert leadership team. Once the team has been established, clearly communicate priorities and expectations to achieve team alignment with one another. Although each member of the team has a defined area of responsibility (and thus a unique perspective), shared goals foster synergy within the team. Consider investing in team-building activities to build team cohesiveness. ○ Pearl - invest in the future: build leadership capacity.
Although it is not an initial priority for a new dean, it is never too early to plan for a strategic investment in the development of future leaders within the organization. Leadership teams undergo regular change – particularly if members of the leadership team are senior faculty nearing retirement age. Having a succession or back-up plan for all members of the leadership team helps to minimize disruption when such changes occur. Self-management and professional development Mentioned previously, the role of the dean is intense, time consuming, and complex. Most first-time deans find the role very challenging – and at times overwhelming. Many deans enter the role with very little or no formal leadership training (Adams, 2007; Glasgow et al., 2009; Green & Ridenour, 2004). A great deal of time is spent in meetings leaving little time during regular work hours to get other work done. The dean must also be available during evening and weekends to attend school, university, and community events. A heavy workload and excessive hours are among top barriers to individuals considering an academic nursing administrative position (Adams, 2007). Balance these expectations, invest in personal professional development, and carve out personal time to find joy in the work.
Leadership has been described as a journey as opposed to a destination – thus all leaders benefit from ongoing leadership development. Mentoring opportunities for new deans or formal leadership development programs are important strategies to develop more effective leadership skills. For example, the American Association of Colleges of Nursing (AACN) offers a New Dean Mentoring Program, Leadership for Academic Nursing Program, Wharton/AACN Leadership Program, the Summer Leadership Institute, the Executive Leadership Series, and the Organizational Leadership Network. Seek opportunities to interact with leaders from other disciplines; observe their cultural norms, approaches to problem solving, and ways they think and communicate. Working with an executive coach is another mechanism to meet desired personal goals (Glasgow et al., 2009; Walker, 2005). Read nursing, higher education, education administration, and leadership literature to gain a broader perspective about leadership and organizational issues. ○ Pearl - use time wisely – save time for self.
All leaders need time for reflection and rejuvenation. Given the demands of the position, it may feel impossible to find time for personal endeavors. The most important initial step is to let go of things that can be effectively delegated. An effective leadership team manages the day-to-day issues, allowing the dean to focus on strategy, partnerships, fundraising, and other initiatives. Be mindful of additional extraneous commitments; limiting additional commitments, at least initially, may be helpful in managing time. Be sure to save time for personal scholarship as deans need to demonstrate and remain credible to the faculty, within the university, and externally (Patterson & Krouse, 2015; Wilkes et al., 2015). It is a challenge for any dean to maintain a program of scholarship, so set realistic goals. Deans will often maintain their scholarship through professional presentations and publications. Some deans maintain an active program of research while others are involved in service to national organizations. Regardless of the personal scholarship or service undertaken, be mindful of the time required for such activities. Excessive time obligations for personal scholarship activities could lead to neglecting primary responsibilities to the organization or the perception among faculty that the dean is more concerned about building a career and reputation as opposed to meeting the needs of the organization. Conclusion This is an exciting time in nursing education, higher education, and healthcare to assume a leadership position. Although incredibly challenging, the opportunity to influence change and shape the direction of an organization is boundless, exhilarating, and daunting. Nursing desperately needs leaders who are willing to tackle these challenges by taking on the dean position and leading organizations to meet their future
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needs and aspirations. We hope that the pearls we have shared based on our experiences in the dean role will assist new deans to be successful. References Acord, L. (2005). Leading organizational change. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Adams, L. (2007). Nursing academic administration: Who will take on the challenge? Journal of Professional Nursing, 23(5), 209–315. American Association of Colleges of Nursing (2012). Salaries of deans in baccalaureate and graduate programs in nursing. 2011–2012. Washington DC: AACN. American Association of Colleges of Nursing (2013). Salaries of deans in baccalaureate and graduate programs in nursing. 2012–2013. Washington DC: AACN. American Association of Colleges of Nursing (2014). Salaries of deans in baccalaureate and graduate programs in nursing. 2013–2014. Washington DC: AACN. American Association of Colleges of Nursing (2015). Salaries of deans in baccalaureate and graduate programs in nursing. 2014–2015. Washington DC: AACN. American Association of Colleges of Nursing (2016). Salaries of deans in baccalaureate and graduate programs in nursing. 2015–2016. Washington DC: AACN. American Association of Colleges of Nursing Task Force on Academic Leadership (2016). Advancing health transformation: A new era for academic nursing. Washington DC: AACN. Bower, F. (2005). Identifying the skills needed to be a dean. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Butin, D. (2016). So, you want to be a dean? The Chronicle of Higher Education January 13, 2016. Retrieved from http://www.chronicle.com/article/So-You-Want-to-Be-aDean-/234900. Capers, C. (2005). The shared vision as a path to strategic outcomes. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Christenson, C. (2004). Travel tips for a journey into academic administration. Journal of Nursing Education, 43(11), 512–516 (489–495). Curry, J. R., Laws, A. L., & Strauss, J. C. (2013). Responsibility center management: A guide to balancing academic entrepreneurship with fiscal responsibility. Washington, DC: National Association of College and University Business Officers. DeYoung, S. (2000). Becoming an academic administrator: Is it right for you? Journal of Professional Nursing, 16(2), 112–115. Ernst, C., & Chrobot-Mason, D. (2011). Boundary spanning leadership. New York: McGrawHill. Fitzpatrick, J. (2005). The dean's role in development. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Glasgow, M. E., Weinstock, B., Lachman, V., Suplee, P., & Dreher, H. M. (2009). The benefits of a leadership program and executive coaching for new nursing academic administrators: One college's experience. Journal of Professional Nursing, 25(4), 204–210. Green, A., & Ridenour, N. (2004). Shaping a career trajectory in academic administration: Leadership development for the deanship. Journal of Nursing Education, 43(11), 489–495.
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Keef, M., & Woods, N. (2005). Creating a shared mission and vision. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Krahenbuhl, G. S. (2004). Building the academic deanship: Strategies for success. Westport, CT: American Council on Education and Prager Publishers. Mainous, R. O., & Cavanagh, S. J. (2012). The experience of a new deanship for two Robert Wood Johnson Foundation Executive Nurse Fellows. Nursing Clinics of North America, 47, 567–573. Martin, K. (2005). Conflict management. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Patterson, B. J., & Krouse, A. M. (2015). Competencies for leaders in nursing education. Nursing Education Perspectives, 36(2), 76–82. Pearsall, C., Pardue, K. T., Horton-Deutsch, S., Young, P. K., Halstead, J., Nelson, K. A., ... Zungolo, E. (2014). Becoming a nurse faculty leader: Doing your homework to minimize risk taking. Journal of Professional Nursing, 30(1), 26–33. Poster, E., & Armmer, F. (2005). Getting to know faculty and staff. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Potempa, K. (2005). The dean's role in fiscal management. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Pressler, J. L., & Kenner, C. (2007). “Closet skeletons” that accompany all deanships. Nurse Educator, 32(2), 55–57. Redman, B. K. (2001). The dean of nursing as arbiter, antagonist, and advocate. Nursing Administration Quarterly, 25(4), 57–63. Reilly, L., & Morin, K. (2004). Faculty roles in supporting new deans and directors. Journal of Nursing Education, 43(11), 520–523. Schwarzbach, F. (2016). They don't train us for this: 13 lessons I wish someone had taught me before I became an academic administrator. The Chronicle of Higher Education July 31, 2016. Retrieved from http://www.chronicle.com/article/TheyDon-t-Train-Us-for-This/237299. Selingo, J. J. (2016). How colleges prepare (or don't prepare) their leaders is holding back innovation. The Chronicle of Higher Education August 9, 2016. Retrieved from http:// www.chronicle.com/article/How-Colleges-Prepare-or/237368. Walker, M. (2005). The legacy of fierce resolve: Personal reflections on transformational leadership and self-fulfillment. American Association of Colleges of Nursing Task Force on Academic Leadership. Academic leadership in nursing: Making the journey. Washington DC: AACN. Watkins, M. D. (2013). The first 90 days. Boston: Harvard Business Review Press. Wilkes, L., Cross, W., Jackson, D., & Daly, J. (2015). A repertoire of leadership attributes: An international study of deans of nursing. Journal of Nursing Management, 23, 279–286. Wolverton, M., & Gmelch, W. H. (2002). College deans: Leading from within. Westport CT: American Council on Education. Oryx Press. Wolverton, M., Gmelch, W. H., Montez, J., & Nies, C. (2001). The changing nature of the academic deanship. ASHE-ERIC higher education report. San Francisco: Jossey-Bass.
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
Contents lists available at ScienceDirect
Journal of Professional Nursing
Pearls of wisdom for chief academic nursing leaders Jean Giddens a,⁎, Patricia Morton b a b
Virginia Commonwealth University, School of Nursing, Richmond, VA, United States University of Utah, College of Nursing, Salt Lake City, United States
a r t i c l e
i n f o
Article history: Received 26 March 2017 Revised 20 September 2017 Accepted 3 October 2017 Available online xxxx
a b s t r a c t There is a significant shortage of executive leadership in nursing academia with large numbers of deans have retired and many more are expected in the upcoming years (AACN, 2015). This has resulted in a steady upward trend of nursing schools reporting a change in deans over the past 5 years; many of the changes in academic nursing leadership involve deans who are new to the role. The role expectations of chief academic nursing leaders are very complex and for which few new leaders are completely prepared. This article describes the role and competencies of the chief academic nursing leader and presents “pearls” for success for new leaders assuming this role. © 2017 Elsevier Inc. All rights reserved.
The position of chief academic nursing leader is critically important for the success of the nursing program. For over a decade, the nursing literature has forewarned of a significant shortage of executive leadership in nursing academia (Adams, 2007; Glasgow, Weinstock, Lachman, Suplee, & Dreher, 2009; Green & Ridenour, 2004). Large numbers of experienced deans have retired with more to come in the future. According to the American Association of Colleges of Nursing (AACN), in 2015 the mean age of nursing deans was 59.4. In fact, 79% of AACN member school deans (n = 665) are age 55 or over (AACN, 2016). This reality is also reflected in the steady upward trend of nursing schools reporting a change in deans over the past 5 years. Between 2011 and 2015, schools indicating a change in an academic nursing leader rose from 10.6% of schools to 16.2% of schools (AACN, 2012; AACN, 2013; AACN, 2014; AACN, 2015; AACN, 2016). Many of the changes in academic nursing leadership involve deans who are new. In the past four academic years (2012–2015), the percent of AACN deans new to the role ranged from 38.8% to 42.5% (AACN, 2016). The title of chief academic nursing leader varies depending on the type of institutions, organizational structure, and unique variations in the areas of responsibility. Titles usually include dean, chair, or director. Regardless of the title one holds, the role expectations of the chief academic nursing leader are similar and complex. Assuming a role such as this is challenging, daunting, and perhaps even a bit scary. Deans are middle managers sitting between university administration and the nursing school's faculty, staff, and students; these competing agendas must be well-managed (Butin, 2016; Wilkes, Cross, Jackson, & Daly, 2015). ⁎ Corresponding author. E-mail addresses: [email protected] (J. Giddens), [email protected] (P. Morton).
There also has been a gradual, yet significant change in the role of the chief academic nursing leader during last three decades – from an internal school level focus on direct operations, to an institutional and external focus (DeYoung, 2000), to a change agent role, with the potential to have a national and international influence on professional nursing practice. The purpose of this article is to describe the role and competencies of the chief academic nursing leader and share “pearls” for success for new leaders assuming this role. The term “dean” is used throughout this article to represent individuals who hold a chief academic nursing appointment. Roles of deans The role of dean is multifaceted and complex with both an internal and external focus (Adams, 2007). Serving as a chief executive officer, the dean has the authority and responsibility to ensure operations and outcomes for the school in the broader context of the university and external regulatory agencies. Internal (organizational) roles include overseeing academics, research, faculty affairs, student affairs, and communication. The dean is expected to be a steward of resources including managing the budget, allocating space, and hiring faculty and staff. The dean is often called upon to lead decision making regarding program expansion or closing programs. The dean serves as a mentor, maintains morale, leads change, and manages both up and down. To be successful, the dean must function as an advocate, arbitrator, communicator, and conflict manager (DeYoung, 2000; Krahenbuhl, 2004; Martin, 2005; Redman, 2001). Although the dean is ultimately responsible for the day-to-day operations and outcomes of the school, many internal duties are delegated allowing the dean to develop a vision and strategic plan for the school, seeking financial support from donors and perhaps from the legislature of the state, and forming key partnerships with alumni and stakeholders
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from the community. The dean also is expected to promote the school to potential students and faculty through recruitment and marketing. The dean advocates for the school and serves as the external face that is frequently called upon to explain the successes and unique aspects that distinguish the school from its peers. The dean is a campaigner regarding external policies and/or laws that impact nursing education and healthcare. Some deans also are expected to make connections globally and offer their programs worldwide. Deans must embrace a business orientation, have an entrepreneurial spirit, forge relationships with multiple stakeholders (internally and externally), improve school rankings, expand market share, balance competing interests, and manage the expectations of multiple stakeholders while remaining fair and objective. Attributes and competencies of deans There is an abundance of literature that describes attributes and competencies of successful leaders. This section presents common themes from the literature as they apply to successful deans. Setting and leading organizational change Successful deans create shared mission, strategic vision, are able to clearly articulate their purpose and vision, and effectively lead organizational change. They are enthusiastic, inspirational, and optimistic. Successful deans are interested in supporting and promoting others and are action oriented (Acord, 2005; Bower, 2005; Capers, 2005; Christenson, 2004; Keef & Woods, 2005; Krahenbuhl, 2004; Mainous & Cavanagh, 2012; Patterson & Krouse, 2015; Watkins, 2013; Wilkes et al., 2015). Leading change often involves taking risks. Successful deans employ a deliberate process to assess risk/benefit, understand the change in the context of the organization, and network to cultivate relationships to successfully elicit the change (Patterson & Krouse, 2015; Pearsall et al., 2014). Organizational management Successful deans have the ability to provide direction and oversee the management of their organization. Organizational management includes the resource management of people, finances, and facilities (Potempa, 2005; Redman, 2001; Wilkes et al., 2015), effective delegation (Bower, 2005; Krahenbuhl, 2004), and application of institutional policies and procedures (Bower, 2005). Intellectual capacity and analytic competence Being a successful dean requires sufficient intellectual capacity and analytic competence to understand many aspects of this complex role (Krahenbuhl, 2004; Redman, 2001; Wolverton, Gmelch, Montez, & Nies, 2001). Deans should use accurate information to make sound and sometime very difficult decisions (Christenson, 2004; Patterson & Krouse, 2015). It is imperative that deans accurately assess and interpret information objectively and understand the information in the context of the situation and organization. Professional values The dean serves as a role model and advocate for professional values for the entire organization. Deans project confidence (not arrogance); they must set the tone for how people should behave and how individuals can expect to be treated (Bower, 2005; Krahenbuhl, 2004; Wilkes et al., 2015). There are a large number of professional values reported in the literature but the most commonly cited include ethical, honest, credible, empathic, and committed (Krahenbuhl, 2004; Patterson & Krouse, 2015; Wilkes et al., 2015; Wolverton & Gmelch, 2002). Successful deans emulate these values.
Communication and interpersonal skills The ability to listen for understanding, clearly communicate messages, and get along with people is among the most basic and important leadership competencies. These skills are required to develop and sustain relationships necessary to elicit change and balance multiple competing relationships and agendas (Bower, 2005; Krahenbuhl, 2004; Mainous & Cavanagh, 2012; Patterson & Krouse, 2015; Redman, 2001; Wilkes et al., 2015; Wolverton et al., 2001). Deans must also possess emotional intelligence (a component of interpersonal skills) which refers to the ability to recognize and interpret emotions of self and others and use emotional cues to guide responses and behaviors (Selingo, 2016). Messages sent by the dean in formal and informal interactions should be authentic and transparent; such messages affect organizational climate (Poster & Armmer, 2005). Self-awareness and resilience Because of the complexity and challenges of the role, successful deans capitalize on their strengths, but must be aware of their limitations where development is needed (Christenson, 2004; Wilkes et al., 2015). Successful deans have an awareness of their leadership style (including the benefits and drawbacks their preferred style) and regularly reflect on situations and actions for leadership growth (Walker, 2005). Resilience, maintaining self-control when things don't go as planned, and admitting to mistakes when they occur are important dispositions of successful deans (Bower, 2005; Krahenbuhl, 2004; Wilkes et al., 2015). Assuming the dean role successfully Most new deans have a general understanding of the role and a broad awareness of the competencies and attributes of successful deans. However, having an understanding and awareness of the dean role pales in comparison to the lived experience. This section provides an overview of the areas we found to be critical for new deans to initially focus on and we offer some “pearls” for success in each of these areas. Onboarding and transition Onboarding refers to a time of transition with the arrival of a new leader to an organization. Transitions are a critical time for the organization and represent among the most challenging times for leaders (Watkins, 2013). Successful deans move through transitions with an onboarding plan prior to starting the new role. It is helpful to learn as much as possible about the history of the institution and of the school. Faculty are important stakeholders who can assist with the transition and can serve as guides to a new dean (Reilly & Morin, 2004) and fosters shared governance. The initial weeks to months for a new dean are often referred to as the honeymoon phase. New deans have great enthusiasm and are optimistic about the new role they have assumed. However, the honeymoon phase is often short-lived, particularly if difficult problems are identified that require immediate attention. A dean coming from the outside brings a different worldview that may be welcomed or seen as threatening whereas a dean promoted from within may be given a short honeymoon phase and expected to hit the ground running. ○ Pearl - transition with grace.
Honor the legacy of the previous dean; acknowledge issues without being negative toward the past. Avoid commenting on previous decisions (good or bad); you don't have first-hand knowledge of variables that were involved in decision-making (Poster & Armmer, 2005). All deans inherit issues and messy situations – referred to as “closet
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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skeletons” by Pressler and Kenner (2007). Remember, the way such issues are managed depends on a number of variables – most significantly, to the extent they are creating a negative impact on the organization. ○ Pearl - get acquainted with faculty, staff, students, and external stakeholders.
Many people want an opportunity to meet and get to know the “new dean.” Hold social gatherings and organizational meetings to provide such opportunities for a wide variety of stakeholders including alumni and donors. Sending out written communication is a priority during the first few months. Additionally, it is wise to plan a “listening tour” within the organization by holding one-on-one meetings with faculty and staff. The listening tour provides an opportunity for the dean to develop an understanding of the school, learn about issues important to faculty and staff, helps to establish personal connections and provides context for things that are being observed (Selingo, 2016). However, the primary goal of individual meetings and interactions is to listen; 95% of the time should be spent listening and 5% of the time should be spent talking. Also, it is important to keep the conversation safe. Ask questions such as: “What are the strengths of the school that should be continued?” and “What are areas for improvement?”. ○ Pearl - assess for high priority issues and needs.
The transition period is a time for assessment. Several issues and concerns will be identified so plan on developing an initial set of priorities. New deans walk a fine line between welcomed change and change the faculty would prefer to avoid. Some of the “transition traps” described by Watkins (2013) include falling prey to the “action imperative” and attempting to do too much too soon. Although it may be tempting to start making changes immediately, it is essential to gather adequate information and full understanding of situations before making changes. Acting quickly on issues based on misinformation or not taking action on significant issues quickly enough can result in a loss of credibility with the faculty (Schwarzbach, 2016). The key is to find a balance between those decisions that need to be made quickly and those that need more information and a time delay. ○ Pearl - assess mission, vision, and alignment with the strategic plan.
One of the true hallmarks of leadership is strategic planning and setting a vision for the school in the context of the university. Although a new dean should be able to clearly articulate new priorities and directions for the school, the focus of the first year is spent learning about and really understanding the organization. It takes time in place before the longer-range vision and direction become clear. Begin by learning about the current mission, vision, and core values of the school and to what extent the faculty and staff know and understand it. Review the school's strategic plan and assess its alignment with the university strategic plan as an early priority. ○ Pearl - assess the school's status regarding accreditation, state board approval, and compliance with regulatory requirements.
Inquire early about the status of accreditation and state board approval. Specifically, determine if the school is accredited – and if so, by which organization, and the date the school is due for accreditation renewal. Reviewing the last self-study and talking with faculty and staff to learn what has been accomplished since the last accreditation are key tasks. If the next accreditation visit is within the next few years, determine the status of preparation and faculty involvement. Make it a priority to become familiar with regulatory requirements from the state
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board of nursing and determine compliance. Regulatory requirements vary from state to state as does the degree of oversight or control exerted by the board. For this reason, building rapport with the board of nursing leadership is a priority. Interpersonal and organizational communication A universal leadership competency is effective communication which includes written, spoken, and non-verbal communication with all individuals receiving the interaction. A deficit in this area can be detrimental to the dean. Create a strategic approach for communicating information to internal and external stakeholders. Communication should be clear and project confidence and enthusiasm. Adapt messages as appropriate to the audience. In most universities, a designated department manages external communications and represents a potential resource for the incoming dean. ○ Pearl - strive for transparency.
Gaining the trust of faculty and staff starts with honesty, optimism, and transparency. Information sharing typically falls into three areas: information that is considered confidential and cannot be shared; information that is for public distribution that can be broadly communicated, and information that is not confidential, but significant thought may need to be given regarding when, how, and with whom information is shared. Context often affects such decisions. Before communicating with others, be clear into which of the three categories the message falls. Remember, faculty and staff are closely monitoring your honesty and ability to hold information in confidence. ○ Pearl - manage communication pathways.
During a time of transition with a new dean, people may feel uncertain about what is going on within the organization and this uncertainty can lead to stress (Krahenbuhl, 2004). People are genuinely interested to know the activities, projects, and initiatives the new dean is working on. Regular and effective communication can also help moderate grapevine communication that often flourishes in an absence of information. For these reasons, develop a strategic communication plan to communicate activities and other general announcements that are important to the stakeholders (Mainous & Cavanagh, 2012). For internal stakeholders, consider providing a periodic “Dean's Update” message sent via email or in a newsletter as well as a periodic report at the faculty and staff meetings. These communication vehicles also provide a perfect opportunity to acknowledge and celebrate the accomplishments of others. For external stakeholders, determine if there are school-level publications sent to alumni and donors and if the school has an active social media presence. If these do not exist, consider steps to initiate appropriate communication pathways. ○ Pearl - role model respectful interactions.
Deans should role model respectful interactions with all individuals at all times. This principle holds true for written communication and conversations with people in private and public settings. Listen carefully to what is being said and avoid rushing to verbalize an opinion; there is often additional information to be gained (Mainous & Cavanagh, 2012). Deans will no doubt be involved in situations involving conflict. Learn to moderate emotions while communicating, especially in conflict situations. Avoid responding to emails when angry; and refrain from making comments that will be regretted later. Also, avoid making off-hand remarks or trying to make jokes with people as these can be misinterpreted leading to “The Dean said” phenomena.
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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Resource management Management of a school's resources is among the most important expectations of a dean and includes physical resources, human resources, and fiscal resources. Fiscal resource management includes budget planning and development, day to day monitoring and financial accounting, ensuring funds are being used in accordance to specified use, and fiscal compliance. Resource management not only includes managing the current resources but also tactics to acquire new resources to support strategic initiatives (Potempa, 2005). For this reason, a reliable business manager or assistant/associate dean for finance and administration is very important to help a new dean learn and manage these resources including human resource policies. Plan to meet with this key individual on a regular basis and consider including him or her on the senior leadership team. ○ Pearl - learn the total annual budget and the sources of funds.
In state-funded schools, a portion of funds may come from state appropriations. Other sources include tuition revenue, grants, contracts, faculty practice, and development. In some state-supported schools, unspent or unencumbered funds may be swept back by the state or university (Krahenbuhl, 2004); this is an important determination to make. Follow any policies regarding the use of endowment funds as they may be restricted to certain types of usage. ○ Pearl - become familiar with the budget model used at the university.
Three common budget models include incremental, formula based, and revenue-centered management (RCM) – also known as responsibility center management (Curry, Laws, & Strauss, 2013). In incremental budget models, the university collects all revenues. Incremental budgeting features central ownership of all unrestricted funding sources that uses a school's current budget as the base on which to make adjustments for salary changes or new initiatives. Formula based models are also centrally based, and a formula is used to determine the appropriate allocation to each school - often based on enrollment. In RCM models, schools collect all revenues from tuition and grants, and a “tax” is charged to each school to support central university services. Learn the model of your organization and don't hesitate to ask for help in understanding the budget process of the school. ○ Pearl - determine how allocated funds are used within the school.
Salary and benefits typically represent the largest portion of any school's budget. Learn the total number of full-time and part-time faculty and staff, and determine other costs such as programs, projects, services, faculty development, and facilities. Confirm if fund use is in alignment with funding directives. For example, development funds should be used in accordance with donor intent. As another example, research grants provide direct funds (used to directly support the specified research project) and indirect funds (used to support facilities and administrative overhead where the research is conducted). Thus, determine the percent of indirect funds allocated to the school when faculty are awarded grants and how those funds can be used. ○ Pearl - verify the current status of the school's budget, and any projected short-falls within the current or upcoming fiscal year.
Although projected budget cuts are often announced or anticipated as part of budget planning for an upcoming fiscal year, it is also possible that a budget can be rescinded after a fiscal year has begun. Learn about
policies regarding use of reserve or endowed funds. In times of budget constraints, use the strategic plan as a guide for prioritized spending. ○ Pearl - assess faculty and staff to determine appropriate staffing to meet the mission of the school.
Determine if there is a sufficient number of faculty and staff with the right mix of experience and expertise to successfully meet the school's mission. Common factors that dictate the experience and expertise needed include the type of academic programs offered, the enrollment within those programs, presence of a research mission, presence of a faculty practice plan, and community outreach commitments. Accreditation and regulatory requirements also factor into the assessment. For example, there are specific faculty qualifications required to offer nurse practitioner education. As another example, there are specific recommendations regarding the maximum number of students a faculty member can supervise in a clinical setting. Decide if there is sufficient support staff for administrative support, academic advising, accounting, technology support, etc., to meet the needs of students and faculty. Considering the largest component of a school's budget is salaries of personnel, this assessment is a high priority for a new dean. Development and fundraising Philanthropy represents a significant source of support for various causes in the United States. Widespread reductions in higher education funding have made development and fundraising efforts a key expectation of deans. Many schools have a development officer to lead the development effort, however, the dean is ultimately responsible. ○ Pearl - learn about the development funds raised by the school over the past several years.
Review fund-raising goals and outcomes for the past few fiscal years. Such a review will reveal total funds raised and the most common categories/purposes for funds raised. Common categories include funds to support student scholarships and awards; faculty chairs, professorships, and lectureships; and funds for special projects – such as a building fund or a dedicated center. Find out which fund accounts are held as endowments (and the annual payout on the endowments) and which funds are available as current funds. ○ Pearl - learn about the structure and support for development from the university development office or foundation.
The university should have identifiable structure in place along with fundraising priorities and goals. Learn if a current university-wide fundraising campaign is in progress, or if one is being planned. Not only is an understanding of structure important, but also familiarity with institutional policies regarding gifts and communication with donors is critical. For example, institutions have a minimum gift level to create an endowment. Many schools or universities have a development advisory board (Krahenbuhl, 2004; Mainous & Cavanagh, 2012). Such boards are comprised of volunteers that can assist a dean in fundraising; many of these individuals may be well connected to other potential donors. Consider creating a development board for the school and its role in helping with fund raising. ○ Pearl - meet and get to know key donors to your school.
Key donors typically include alumni, former faculty, current faculty, and friends within the community. Successful development efforts are built on the cultivation of relationships with past donors and future
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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prospects. Donors must have confidence and faith in the dean, and developing these relationships takes time. For this reason, meetings with donors – either one-on-one and/or in the context of a reception is a priority. A development officer assigned to the school will help the new dean identify key donors and make these arrangements; he or she will need to have access or authority to add such events to the dean's calendar (Fitzpatrick, 2005; Krahenbuhl, 2004). The development officer will also help the dean become familiar with institutional processes (such as institutional clearance) prior to approaching a new donor. Prior clearance may be a policy in some institutions so that one donor is not sought by multiple people from the organization. Equally important to cultivating new relationships with donors is stewarding the relationships of donors to the school. Donors want to know that their gifts are appreciated and are being used as intended. For example, consider hosting a luncheon where scholarship donors have an opportunity to meet the students they have supported. Expect to attend many evening and weekend events to establish and nurture donor relationships. Building collaborations, partnerships, and alliances Transforming organizations requires leaders to successfully engage and build collaborations and partnerships with a wide range of individuals, groups, and organizations. Boundary spanning leadership, as described by Ernst and Chrobot-Mason (2011), refers to the ability to navigate five types of boundaries. Vertical – means leading across levels or ranks of seniority, authority and power; Horizontal – refers to leading across functions, units, peers, and expertise; Stakeholder – indicates leading with external partners, Demographic – means leading between and among diverse groups; and Geographic - refers to the ability to lead across distance or locations. Developing collaborations, partnerships and alliances takes time. A new dean facilitates these important opportunities by establishing relationships early in the deanship. Two competencies for nursing leaders identified by Patterson and Krouse (2015) include the ability to continually scan higher education, nursing education and the healthcare environment as well as to develop and nurture professional relationships. These competencies are foundational to successful collaborations, partnerships, and alliances. ○ Pearl - build alliances within the school.
The heart and soul of any nursing school are the faculty. Thus, it is essential for the dean to develop positive relationships with the faculty as well as staff, and students within the school. A positive relationship is built on mutual trust, confidence, and respect. The essence of this positive relationship is eloquently described by Krahenbuhl: “One of the great benefits of serving as dean is that one can enjoy vicariously the work of so many wonderfully talented individuals.” (Krahenbuhl, 2004, p.75). A positive relationship with faculty is further cultivated when the dean honors and supports faculty governance. For this reason, learn about the structure and process of shared governance within the school and assess the level of faculty engagement in this process. Do not underestimate the value of building alliances with informal faculty leaders within the school. These key faculty can support a new dean in a number of ways including helping the new dean make connections and serving as a barometer for how new ideas and general communication might be perceived (Reilly & Morin, 2004). Their insight into the contextual nature of the organization is invaluable. ○ Pearl - build alliances and partnerships within the university.
Not only should new deans focus on building relationships within the school, but also with deans and other leaders across the university. Fellow deans provide advice, insight, context, and mentorship to new deans.
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Leaders of other units such as offices of the provost; the university registrar; student affairs; research, grants, and contracts; and budget/finance represent other valuable connections for the new dean to establish. These key individuals represent valuable resources when working toward institutional initiatives or issues requiring their help, advice, or cooperation. In an academic health science center, the nursing dean may report to a vice president, provost, or chancellor for health sciences. Regardless of the title of the person to whom a dean reports, it is important for a new dean to reach out and forge a positive relationship. Watkins (2013) specifically advises the need to get on the boss' calendar regularly, to communicate the issues being experienced, and to gain clarity regarding expectations. Keep your boss informed regarding things that are going well and things that are problematic; bosses do not like surprises! When experiencing problems, share those challenges but also prepare potential plans to address them (Schwarzbach, 2016; Watkins, 2013). For deans of nursing programs within a health sciences center, it is imperative to align and position the nursing school within the academic health center as a partner for healthcare transformation (AACN Task Force on Academic Leadership, 2016). This is not something a new dean will accomplish immediately, but underscores the need to develop positive relationships with the deans of other programs, the vice president of the academic health center, the chief nurse officer, and key individuals within the health system. ○ Pearl - collaborate with stakeholders external to the organization. The need and benefits for strong academic-practice partnerships are well documented (AACN Task Force on Academic Leadership, 2016). Assess the relationship status between the school and each healthcare organization within the local region (especially those that provide a large percent of clinical experiences for the students). If pre-existing positive relationships already exist, acknowledge those relationships with a commitment to continue and enhance collaborative efforts. When a relationship does not exist, start a conversation and learn about the organization and how a relationship can be mutually beneficial. Get to know the key administrators, especially the chief nurse officer. Other external stakeholders of key importance are leaders within the state board of nursing. Having a positive relationship with these individuals is valuable, particularly when issues arise or when curriculum changes are requested, or when partnerships with other schools are explored. Deans and directors of other nursing programs are yet another group of important external stakeholders. There are countless opportunities for mutually beneficial collaborations with other nursing programs, particularly in the area of academic progression and state legislation that impacts education, funding, and healthcare. Make an effort to meet other area leaders to learn about existing collaborations and be open to other opportunities such as involvement in regional action coalitions. Establish a leadership team An effective leadership team is of paramount importance to the success of a dean. The dean delegates major operations to members of the leadership team. Although specific titles of these roles vary within each organization, common functional areas that are delegated by a dean to members of a leadership team include faculty affairs, academic affairs, student affairs, research, practice, administration and finance, and development. The dean must have confidence and trust to delegate to the team to avoid focusing on the school's dayto-day operations. Leadership team members are expected to keep the dean and each other informed regarding issues; this is best achieved when open and honest dialog occurs between team members. Ideally, the team should represent diversity in thought and members feel valued and respected.
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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○ Pearl - assess the inherited leadership team.
○ Pearl - establish a network of nursing leaders.
Most new deans inherit one or more members of a leadership team from the previous leader, thus an early priority is an assessment of each inherited team member. Expect that there may be a mix of outstanding performers and under-performers – and often there are hidden internal politics within the group (Watkins, 2013). The amount of time needed to assess members of the leadership team depends on the situational context of the organization. Some new deans may be tempted to bring in their own people to fill leadership positions without any assessment of the inherited team. This approach can be risky and cause others in the organization to worry if they will lose their positions.
Deans are members of professional organizations. Involvement in national organizations such as the American Association of Colleges of Nursing, the National League for Nursing, Sigma Theta Tau International, and the American Academy of Nurses, provides an opportunity to meet other nursing leaders who have a shared understanding of the role challenges (Green & Ridenour, 2004). These groups represent a network of personal advisors available to help when advice is needed for budgetary issues, policies, and conflict management – to name a few. ○ Pearl - self-investment: create opportunities for ongoing leadership development.
○ Pearl - if needed, make necessary changes to the inherited leadership team.
Although premature decisions should be avoided, a common mistake of new leaders is retaining ineffective members on their team too long (Watkins, 2013). Replacing members on the leadership team does not need to occur all at once – ideally, focus on high-priority individuals first. A poor performer on the leadership team can potentially be moved into another role within the leadership team (realigning their function or role), or be moved to another position within the organization. In some cases, an extended period of time may be needed, particularly if personnel or legal issues complicate the changes in position. ○ Pearl - align the team.
Although an excellent group of individuals can be assembled for a leadership team, this does not always result in a team that works well together. Another way to think about this dilemma is that leadership teams usually represent a team of experts – but what is really needed is an expert leadership team. Once the team has been established, clearly communicate priorities and expectations to achieve team alignment with one another. Although each member of the team has a defined area of responsibility (and thus a unique perspective), shared goals foster synergy within the team. Consider investing in team-building activities to build team cohesiveness. ○ Pearl - invest in the future: build leadership capacity.
Although it is not an initial priority for a new dean, it is never too early to plan for a strategic investment in the development of future leaders within the organization. Leadership teams undergo regular change – particularly if members of the leadership team are senior faculty nearing retirement age. Having a succession or back-up plan for all members of the leadership team helps to minimize disruption when such changes occur. Self-management and professional development Mentioned previously, the role of the dean is intense, time consuming, and complex. Most first-time deans find the role very challenging – and at times overwhelming. Many deans enter the role with very little or no formal leadership training (Adams, 2007; Glasgow et al., 2009; Green & Ridenour, 2004). A great deal of time is spent in meetings leaving little time during regular work hours to get other work done. The dean must also be available during evening and weekends to attend school, university, and community events. A heavy workload and excessive hours are among top barriers to individuals considering an academic nursing administrative position (Adams, 2007). Balance these expectations, invest in personal professional development, and carve out personal time to find joy in the work.
Leadership has been described as a journey as opposed to a destination – thus all leaders benefit from ongoing leadership development. Mentoring opportunities for new deans or formal leadership development programs are important strategies to develop more effective leadership skills. For example, the American Association of Colleges of Nursing (AACN) offers a New Dean Mentoring Program, Leadership for Academic Nursing Program, Wharton/AACN Leadership Program, the Summer Leadership Institute, the Executive Leadership Series, and the Organizational Leadership Network. Seek opportunities to interact with leaders from other disciplines; observe their cultural norms, approaches to problem solving, and ways they think and communicate. Working with an executive coach is another mechanism to meet desired personal goals (Glasgow et al., 2009; Walker, 2005). Read nursing, higher education, education administration, and leadership literature to gain a broader perspective about leadership and organizational issues. ○ Pearl - use time wisely – save time for self.
All leaders need time for reflection and rejuvenation. Given the demands of the position, it may feel impossible to find time for personal endeavors. The most important initial step is to let go of things that can be effectively delegated. An effective leadership team manages the day-to-day issues, allowing the dean to focus on strategy, partnerships, fundraising, and other initiatives. Be mindful of additional extraneous commitments; limiting additional commitments, at least initially, may be helpful in managing time. Be sure to save time for personal scholarship as deans need to demonstrate and remain credible to the faculty, within the university, and externally (Patterson & Krouse, 2015; Wilkes et al., 2015). It is a challenge for any dean to maintain a program of scholarship, so set realistic goals. Deans will often maintain their scholarship through professional presentations and publications. Some deans maintain an active program of research while others are involved in service to national organizations. Regardless of the personal scholarship or service undertaken, be mindful of the time required for such activities. Excessive time obligations for personal scholarship activities could lead to neglecting primary responsibilities to the organization or the perception among faculty that the dean is more concerned about building a career and reputation as opposed to meeting the needs of the organization. Conclusion This is an exciting time in nursing education, higher education, and healthcare to assume a leadership position. Although incredibly challenging, the opportunity to influence change and shape the direction of an organization is boundless, exhilarating, and daunting. Nursing desperately needs leaders who are willing to tackle these challenges by taking on the dean position and leading organizations to meet their future
Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002
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Please cite this article as: Giddens, J., & Morton, P., Pearls of wisdom for chief academic nursing leaders, Journal of Professional Nursing (2017), https://doi.org/10.1016/j.profnurs.2017.10.002