The purpose of this quantitative research study was to analyze the roles of assistant and associate deans in the colleges or schools related to the disciplines of business, education, and arts and sciences within four different classifications of institutions [Research Universities I and II and Doctoral Universities I and II], as described by the Carnegie Foundation for the Advancement of Teaching. Respondents in the study came from institutions accredited by the Colleges of the Southern Association of Colleges and Schools. Respondents included 191 associate deans and 60 assistant deans, of whom 154 were men and 97 were women. Chi-square statistics were used to analyze assistant and associate deans' perceptions of (1) whether their positions are line or staff; (2) whether they would recommend changes in their positions; (3) whether each was interested in becoming deans at their present institution or another institution. Three composite scores from factor analysis were analyzed by three-way ANOVA: (1) Curriculum, (2) Administrative Leadership and Relationships, and (3) Budget. A second statistical analysis included t-tests and a one-way ANOVA for Composite #2, Administrative Leadership and Relationships. Results showed no significant differences in (1) whether assistant and associate deans perceive that deans differentiate their positions as line or staff, and (2) between associate deans and assistant deans in regard to their interest in becoming deans at their institutions. From the factor analysis, results showed no significant differences in Composite #1, Curriculum, for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For Composite #2, results showed no significant differences for the independent variables: gender, college, gender by dean, gender by college, dean by college, and gender by dean by college. For Composite #3, Budget, results showed no significant differences for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For the second statistical analysis for Composite #2, Administrative Leadership and Relationships, results showed no significant differences between colleges/schools and leadership, and the level of dean and leadership. The results of this study showed that (1) associate deans perceived their positions as line versus staff; (2) associate and assistant deans did not perceive their positions as stepping stones to deanships at their present institutions; (3) associate deans believed their positions were stepping stones to deanships at other institutions; and (4) assistant deans did not perceive their experience at their present institution as a stepping stone to deanships at their present or other institutions. Female associate deans had the most responsibility for Composite #1. Male associate and male assistant deans had approximately the same responsibilities for Composite #1, Curriculum. More associate deans than assistant deans had responsibilities for Composite #2, Administrative Leadership and Relationships and Composite #3, Budget.

Made available in DSpace on 2016-03-15T19:25:53Z (GMT). No. of bitstreams: 1 Cristiane Gomes de Carvalho Fontana.pdf: 1000696 bytes, checksum: 8345609c2a95280c9ebf3af8b3187574 (MD5) Previous issue date: 2012-03-01 / Fundo Mackenzie de Pesquisa / This research had as an objective to understand the learning process of associate deans in private institutions of tertiary education. It has attempted to identify and interpret the main dimensions of the action of this professional and compare his learning process in different environment universities and colleges. The study leaned on, above all, discussions about formal and informal learning and the learning that happens at work. In the study of the literature, the scenario of institutions of tertiary education in Brazil was presented to contextualize them. The discussions about the dimensions of the action of the associate deans were also presented. It has been conducted a basic qualitative interpretative study with eight associate deans in Administration. The main strategy used for the collection of data was the semi-structured interview, however, the informal observation on the workplace and the consultation to the sites of the institutions involved also complemented the analysis. The results show that the deans learn the dimension of the team work, political dimension,technical dimension and critical-reflexive dimension, mainly, through informal practices, standing out the interactions that happen in the institutions, the experiences obtained throughout the professional career and in the practice of his work. It has found out that the different environment influence what (content) and how (process) they learn. The lack of sponsorship to programs designed to build up capacity and the excess load of work were some of the factors identified and considered obstacles in the learning process of these deans. / Esta pesquisa teve como objetivo compreender o processo de aprendizagem de coordenadores de cursos de graduação em Administração inseridos em Instituições de Ensino Superior Privadas. Procurou-se identificar e interpretar as principais dimensões da ação desse profissional e comparar seu processo de aprendizagem em diferentes ambientes universidades e faculdades. O estudo apoiou-se, sobretudo, nas discussões sobre a aprendizagem formal e informal e a aprendizagem que ocorre no trabalho. Na revisão da literatura foram apresentados o cenário das instituições de ensino superior no Brasil procurando contextualizá-las e as discussões sobre as dimensões da ação do coordenador de curso. Foi conduzido um estudo qualitativo interpretativo básico com oito coordenadores de cursos de graduação em Administração. A estratégia fundamental utilizada para a coleta de dados foi a entrevista semiestruturada, no entanto, a observação informal dos locais de trabalho e a consulta aos sites das instituições envolvidas também complementaram as análises. Os resultados mostram que os coordenadores aprendem a dimensão do trabalho coletivo, dimensão política, dimensão técnica e dimensão crítico-reflexiva, principalmente, por meio de práticas informais, destacando-se as interações que ocorrem nas instituições, as experiências obtidas no decorrer da carreira profissional e no exercício de seu trabalho. Constatou-se ainda que os diferentes ambientes (Universidade x Faculdade) influenciam o que (conteúdo) e como (processo) aprendem. O pouco patrocínio a programas de capacitação e a sobrecarga de trabalho foram alguns dos fatores identificados e considerados obstáculos no processo de aprendizagem desses coordenadores.