Dissertation Defense: The Preparation of Academic Library Administrators

The Preparation of Academic Library

AdministratorsStarr Hoffman

October 19, 2012

Focus StatementI surveyed academic library deans to determine their methods of preparing for administrative positions in academic libraries and the relevance of those methods to the seven dimensions of academic leadership as defined by Rosser, Johnsrud, and Heck (2000, 2003).

The purpose of this study was:• To discover current trends in academic library dean preparation and education• To discover which preparation methods were perceived as most valuable by deans• To provide a guide for:

o Those seeking to become academic library deanso Search committees and hiring administrators

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Review of the LiteratureMeasuring Leadership in Academic Deans

Leadership Studies of Academic Library Deans

o Connecting Attributes to Academic Leadership Domains

o Leadership Traits Valued by Hiring Administrators

o Leadership Traits Related to Emotional Intelligence

Preparation Methods of Academic Library Deans

o Advanced Degrees o Formal and Informal Mentoring o Studies of Multiple Preparation Methods

Rosser, Johnsrud, and Heck (2000; 2003)

Hernon, Powell, and Young (2001; 2002; 2003; 2004)

Fitsimmons (2005; 2008)

Hernon and Rossiter (2006), Kreitz (2009)

O’Keeffe (1998); McCracken (2000); Lin (2000; 2001)

Kirkland (1997); Damasco and Hodges (2012)

Del Favero (2001; 2006); Greicar (2009)

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Research Questions1. What preparation methods do academic library deans experience?

2. What preparation methods do academic library deans perceive as the most beneficial?

3. According to the literature, library and information science education may not adequately prepare academic library deans for administrative positions. What value do deans place on advanced degrees (beyond the MLS)?

4. According to the literature, mentoring was an integral part of recruiting women and minority professionals as academic library deans twenty years ago. What value do current deans place on mentoring?

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Method• Selection of participants

o Population: chief administrators of academic libraries at over 3,600 degree-granting post-secondary institutions in the United States

o Located names & contact information in HED-Connect (Higher Education Directory)

o Contacted 2,460 academic library deans for whom there was information

• Data collectiono Sent: pre-survey email, invitation email, two follow-up reminders

• Instrumentationo Greicar’s Professional Preparation of Academic Deans Questionnaire

• 4-point Likert scale (minimal, moderate, significant, very significant)o Modified & piloted with 23 academic librarians and researcherso Provided online through Qualtrics

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MethodVariables & Data Analysis

Reliability Measures

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FindingsParticipant Profile

Population of 2,460 deans• 844 responses• 749 complete responses• 30.4% response rate

Ethnicity• 90.0% White, non-Hispanic• 3.9% Black, non-Hispanic• 2.3% Hispanic• 1.3% Asian or Pacific Islander• 1.1% Other• 0.9% American Indian / Alaskan

Native• 0.5% Unknown

Gender• 61.7% female• 38.3% male

Age• Age M = 56.4 (SD = 8.8)• Range: 28 to 77 years old

Institutional Types• 29.0% masters colleges and universities • 23.1% associates colleges • 21.2% doctorate-granting universities • 20.7% baccalaureate colleges • 5.5% special focus institutions • 0.3% tribal colleges • 0.3% unknown 8

FindingsParticipant Education

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FindingsParticipant Education

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What preparation methods do academic library deans experience? Most common “other” methods:o Management experience outside of academic libraries (f = 25, 20.66%)o Other coursework (f = 18, 14.88%)o Personal research & professional reading (f = 13, 10.74%)

FindingsResearch Question 1

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2a. What preparation method(s) do academic library deans perceive as the most beneficial?

2b. Does preparation perceived as most beneficial vary by the employing institution’s Association of Research Libraries (ARL) status?

Yes; formal mentoring varied. (t[112] = 2.16, p < .05)• ARL deans found it more valuable (M = 22.75, SD = 4.63) • non-ARL deans found it less valuable (M = 18.87, SD = 6.01)


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What value do deans place on advanced degrees (beyond the MLS)?

3a. Do deans perceive advanced degrees to be a more beneficial preparation method than on-the-job training?

No. On the job training (M = 24.97, SD = 5.07), “very significant” / “significant” Advanced degrees (M = 20.97, SD = 5.99), “significant” / “moderate”

3b. Is there a significant difference in perceived value of advanced degrees between academic library deans that hold doctorates and those that do not (who either hold second master’s, MDs, or JDs)?

Yes. t(198) = -5.54, p < .05o PhDs or EdDs (M = 23.28, SD = 5.10), “significant”o Subject masters/JD/MD (M = 18.87, SD = 6.15), “moderate”


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3c: Do academic library deans perceive that advanced degrees specifically increase their leadership ability in research and professional development (according to Heck, Johnsrud, and Rosser’s seven domains of academic leadership)?

o Yes. “significant” + “very significant” = 76.1% of all responseso (n = 230, M = 3, SD = 1, mode = 4) o Chi-square shows significant difference: (χ2 = 82.2, df = 3, p < .05), expected f = 57.5


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3d: Do academic library deans perceive that advanced degrees provide better preparation than on-the-job-training in the specific administrative leadership areas of vision and goal-setting, management of an academic library, or communication with external constituents and upper administrators?

No. No significant difference between perception of preparation for:• Vision & goal-setting: χ2 = 0.61, df = 1, p > .05 (η = .06, V = .06)• Management of library: χ2 = 1.72, df = 1, p > .05 (η = .09, V = .09 )

Statistically significant difference between on the job and advanced degrees for:• Communication: χ2 = 7.51, df = 1, p < .05 (η = .17, V = .17)

o On the job training (M = 3.06, SD = 0.94, mode = 4) o Advanced degrees (M = 2.62, SD = 1.01, mode = 3)


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4a: According to the literature, mentoring was an integral part of recruiting women and minority professionals as academic library deans twenty years ago. What value do current deans place on mentoring? Does this vary by gender?

Formal mentoring did not differ significantly (t[115] = -0.38, p > .05)o women (M = 19.58, SD = 6.12) o men (M = 19.14, SD = 5.76)

Informal mentoring differed significantly (t[447] = -2.12, p < .05, η = .10, η2 = .01) o women (M = 22.18, SD = 5.51) o men (M = 21.01, SD = 5.83)

If so, are these differences affected by age?

No.


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4b: Does this perceived value of mentoring vary by minority status?

Yes. Formal mentoring differed significantly. (t[114] = 2.73, p < .05, η = .25, η2 = .06)o minorities (M = 22.88, SD = 6.41), “significant” o non-minorities (M = 18.74, SD = 5.68), “moderate”

Informal mentoring differed significantly. (t[441] = 3.05, p < .05, η = .14, η2 = .02) o minorities (M = 24.46, SD = 5.10), “significant”o non-minorities (M = 21.52, SD = 5.65), “significant”


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Implications

Implications for Academic Library Deans and Future Library Leaders• On the job training may be most effective preparation

• Foster existing relationships with library leaders

• Less emphasis on leadership programs or conferences

• Less emphasis on degrees beyond the MLS o MLS is the most consistent standard for a position as an academic library dean

o only 18.83% of deans held a doctorate

o doctorate more beneficial than a subject masters

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ImplicationsImplications for Female and Minority Academic Librarians • Seek formal or informal mentoring

o Formal mentoring: most beneficial for minorities

o Informal mentoring: highly beneficial for all

Implications for Search Committees and Hiring Administrators• Position announcements should include a MLS

• Other education should be based on institutional need o Doctorate (if peer status is important)

o Education beyond MLS may reduce the hiring pool

• Look beyond the credentials listed on a curriculum vita

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Implications

Implications for the Academic Library Profession• Expand formal and informal mentoring

o Expand formal mentoring opportunities for minorities

o Encourage informal mentoring, especially for women and minorities

o Encourage library leaders to be mentors

• Management courses in all library science programso Seek partnerships with business schools

• Courses on institutional context o Seek partnerships with schools of education

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Conclusions• On the job training:

o Most commonly experienced o Most highly valued

• Most commonly-held degree: MLS (88.38%)

• Deans with PhDs or EdDs perceive advanced degrees to be more valuable than do deans with subject masters.

• Female deans perceived informal mentoring to be valuable.

• Minority deans perceived formal mentoring to be valuable.

• Many did not have the opportunity to experience mentoring. o 15.5% experienced formal mentoringo 59.8% experienced informal mentoring

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Dissertation Defense: The Preparation of Academic Library Administrators

Education

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