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Allowing the opportunity to participate in key decisions/encouraging open communication

This factor concerns one of the central values that the literature shows academics hold

dear—the ability to be involved in decisions that affect them, and relatedly, to be able

to debate issues of concern. The literature repeatedly demonstrates its significance for

many academics. It is very much associated with the significance of autonomy for

many academics—the ability to be responsible for their own work and to get on with

that work in an untrammelled and unconfined way (e.g. Adams, 1998; Evans, 2001).

Evidence that allowing the opportunity to participate in key decisions and encour-

aging open communication were significant to effective departmental leadership can

be found in the following. In Murry and Stauffacher’s (2001) investigation, ‘encour-

ages open communication between and among faculty and staff’ was seen as contrib-

uting to department chair effectiveness. A study by Bland et al. (2005a) examined

the distinctive characteristics of 37 highly research-productive departments at the

University of Minnesota. The identification of the departments was undertaken by

deans in their ‘colleges’, and was based on a mixture of subjective (impact of research

on discipline, reputation as a research department) and objective (quantity of

research, numbers of grant dollars) indicators. One of the key leadership factors was

promoting participative decision making and a structure to support it. Moses and Roe

(1990) found that an important factor in the maintenance of morale among Australian

academics was departmental leaders being open to suggestions and to be consultative.

Copur (1990) found, in connection with his study of a US research university, that

when academics were unable to participate in decisions in which they thought they

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