I always appreciate reading pieces in The Chronicle of Higher Education and Inside Higher Ed about leadership and administration in higher education. However, one must always consider the institutional context of the author. Is the author writing from a large public research institution, a for-profit online university, a small private religious college, or an elite liberal arts institution? The institution can heavily influence the applicability and relevance of the points made in the article. However, these articles often reflect perspectives from institutions that differ significantly from those where I have worked. Kevin Dettmar’s recent Chronicle column, The Job Keeps Changing and I Can’t Keep Up, caught my attention because it addresses an issue that resonates with many department chairs: the increasing administrative burden of the role. While there are valuable insights in his piece, I found much of his experience did not align with my own or with what I have observed at my institutions. Some of his concerns about the growing administrative burden on chairs are well-founded, but the reality for smaller private institutions with modest budgets and endowments requires a more nuanced discussion. The challenges we face—limited staff support, resource constraints, and a need for chairs to take on multiple roles—differ significantly from those at wealthier institutions with greater financial flexibility.
To contextualize my perspective, I have served as a department chair for six years, a program director for two years (Honors Program), and an assistant/associate provost for eight years at two small private universities. Both institutions, with enrollments ranging from 1,700 to 3,200 students, are NCAA Division I schools with modest endowments. Unlike at Pomona College—where Dettmar works, and where the institution enjoys a $2.8 billion endowment—the financial and administrative structures of smaller private universities present different constraints and opportunities.
This article is not about institutional differences but rather about expanding the conversation on the role of department chairs and program directors in higher education. Specifically, I want to highlight the leadership strategies that can help chairs navigate their roles more effectively, drawing from my own experiences, existing literature, and new perspectives on leadership (Dettmar, 2025).
Department Chairs as Middle Managers and Leaders
Dettmar and others characterize the department chair as a middle management position, and I agree—but this is not a recent development. For at least the last two decades, chairs have operated as intermediaries between faculty and administration, tasked with leading their departments while also managing increasing administrative responsibilities (Dettmar, 2025). These responsibilities include:
- Faculty Supervision and Development – Chairs oversee faculty recruitment, hiring of full-time and adjunct faculty, mentorship, evaluations, and professional development. They ensure faculty receive the necessary support while also upholding institutional and accreditation expectations. Additionally, chairs help faculty navigate promotion and tenure processes, guide new faculty members, and facilitate professional growth opportunities through workshops and conferences.
- Assessment and Accreditation – One of the most time-consuming tasks, assessment requires chairs to ensure that faculty develop measurable learning outcomes, conduct assessments, and document results for accreditation bodies. This includes working with institutional research offices, maintaining updated documentation, and coordinating faculty to ensure compliance with regional accreditation standards.
- Retention and Student Success Efforts – Chairs play a significant role in student retention by fostering strong advising structures and ensuring curricular alignment with students’ academic and career goals. Chairs also often handle student complaints, mentor struggling students, and work with student affairs to ensure students receive the support they need.
- Curriculum Management and Innovation – Beyond maintaining course schedules, chairs must ensure that their department’s curriculum remains relevant, rigorous, and aligned with institutional priorities. This involves overseeing curriculum revisions, integrating new pedagogical methods, and working with industry experts to maintain up-to-date academic programs.
- Recruitment and Enrollment Management – Many chairs now engage in outreach efforts to prospective students, participating in open houses, responding to inquiries, and working with admissions offices to promote their programs. Enrollment declines have made this task even more critical, requiring chairs to develop strategic recruitment plans and build partnerships with high schools and community colleges.
- Budget Management – The extent of budget responsibilities varies widely by department. Some chairs oversee substantial budgets that require careful oversight of operational expenses, faculty salaries, lab materials, and department-specific initiatives. Others manage smaller budgets with limited discretionary funds, making financial planning even more critical. Regardless of the budget size, chairs must ensure that resources are allocated strategically to support student success and program sustainability. In today’s financial climate, where institutions are facing tightening budgets, every dollar must be used effectively. Chairs must make difficult decisions regarding which programs, events, and initiatives to fund—often prioritizing those that benefit the greatest number of students or have the highest impact on student learning outcomes. Additionally, chairs should engage in long-term financial planning, seeking alternative funding sources such as grants, external partnerships, or alumni contributions to supplement departmental needs. Effective budget management requires a combination of fiscal discipline, strategic investment, and advocacy for resources that align with both departmental and institutional priorities.
- Unique Departmental/Disciplinary Demands – Some departments have specialized needs beyond standard academic management. Chairs in nursing and health sciences may oversee clinical placements, while STEM chairs must manage lab safety and equipment. Fine arts chairs may coordinate galleries and studio spaces. Each discipline carries its own set of logistical challenges requiring dedicated leadership and administrative oversight. Some chairs manage significant budgets that require careful financial oversight, while others oversee smaller budgets with limited discretionary funds. Chairs must navigate fiscal constraints, prioritize spending, and ensure that departmental resources align with institutional goals. They must navigate funding limitations while ensuring that their departments have adequate faculty, technology, and materials.
These are not extraneous tasks; they are core functions of a department chair. While administrative support varies by institution, many of these responsibilities fall squarely on the chair, making time management and delegation essential.
The Importance of Delegation: Empowering Faculty and Building Capacity
One key issue that often goes unaddressed is the underutilization of delegation. Many department chairs believe that effective leadership means taking on every task themselves. However, research and leadership studies suggest that the opposite is true—effective leaders know how to delegate strategically, empowering others while maintaining oversight (Garcia & Fisher, 2023). Delegation is not simply about offloading work but about developing faculty leadership capacity, distributing responsibilities equitably, and ensuring the long-term stability of the department (Pillar, 2024a). While some chairs believe they must handle every responsibility themselves, many of these tasks can—and should—be distributed across the department. Faculty observations, assessment activities, recruitment initiatives, and mentoring should not rest solely on the chair’s shoulders (Pillar, 2024a).
At both institutions where I worked, I observed that chairs who effectively delegated responsibilities were not only less overwhelmed but also cultivated stronger, more engaged departments. Garcia and Fisher (2023) emphasize that leadership in modern organizations, including higher education, must be collaborative rather than hierarchical. Delegation fosters an environment where faculty members feel ownership over department initiatives, creating a culture of shared responsibility and innovation. By involving faculty in key departmental functions, chairs can create a leadership pipeline, preparing faculty members for future administrative roles while strengthening institutional governance (Garcia & Fisher, 2023). For instance, having senior faculty conduct peer observations fosters a culture of continuous improvement and collegiality. Assigning faculty members to lead assessment efforts allows for more meaningful engagement in curricular decisions. When departments share recruitment responsibilities, it fosters a collective investment in student success.
The key is to establish clear expectations within the department and work with the Dean or Provost’s office to formalize these roles where necessary, whether through load releases, service expectations, or structured faculty development plans (Pillar, 2024b). Moreover, effective delegation does not mean relinquishing responsibility; it means creating structured processes where accountability remains intact. Leaders must ensure that those taking on delegated responsibilities have the resources, training, and support to succeed (Chu, 2023).
Another critical factor in successful delegation is recognizing the strengths and expertise of faculty members. Chairs should be intentional about assigning roles that align with faculty members’ skills and professional development goals. For instance, faculty with experience in accreditation processes may be well-suited to lead assessment initiatives, while those with strong community ties could contribute significantly to recruitment and outreach efforts (Garcia & Fisher, 2023).
Finally, Garcia and Fisher (2023) argue that in today’s evolving leadership landscape, chairs must move beyond transactional delegation—simply assigning tasks—and embrace transformational delegation. This approach involves mentoring faculty, fostering leadership development, and creating an adaptable departmental culture where faculty feel valued and invested in the long-term success of the institution. By implementing strategic delegation, chairs not only reduce their workload but also build stronger, more resilient departments prepared for the challenges of the future.
The New Leadership Model: Moving Beyond Best Practices
Garcia and Fisher’s The End of Leadership as We Know It (2023) challenges traditional leadership models, arguing that best practices are often outdated, too rigid, or unsuitable for evolving organizational landscapes. Their key argument—that successful leadership today requires adaptability, collaboration, and purpose-driven vision—directly applies to the challenges faced by department chairs (Garcia & Fisher, 2023).
- Adapting to Change Rather Than Relying on “Best Practices”
Higher education is inherently complex, and what works for one institution may not work for another. Instead of following prescribed best practices, chairs should embrace a more agile leadership style that allows them to adjust strategies based on real-time feedback and shifting priorities (Garcia & Fisher, 2023).
Chairs must be able to navigate institutional changes, including fluctuating enrollment trends, shifting budgetary constraints, and evolving accreditation standards. Agility in leadership means anticipating challenges rather than reacting to them. Leaders in higher education must develop a mindset of continuous learning, seeking feedback from faculty, students, and stakeholders to refine departmental strategies. According to Garcia and Fisher (2023), leaders who embrace change effectively tend to foster stronger organizational resilience and improve team cohesion during times of uncertainty.
- Leading with Purpose and Vision
A strong sense of purpose helps leaders navigate uncertainty. Chairs must align their leadership with both institutional missions and departmental goals, fostering faculty buy-in and student success (Garcia & Fisher, 2023).
Purpose-driven leadership is particularly important in the academic environment, where faculty and staff are deeply invested in the success of students and the intellectual rigor of their disciplines. Department chairs must articulate a compelling vision for their programs that resonates with both faculty and students. According to Garcia and Fisher (2023), effective leaders understand how to connect day-to-day responsibilities to a broader institutional purpose, which in turn strengthens morale and commitment within a department. Chairs should emphasize the long-term impact of their department’s work, ensuring that faculty see themselves as part of a mission-driven academic community rather than just a collection of individual contributors.
- Collaborative Leadership and Shared Responsibility
Chairs should work to flatten traditional hierarchies by empowering faculty to take ownership of key departmental initiatives. Encouraging collaboration strengthens institutional buy-in and enhances overall effectiveness (Garcia & Fisher, 2023).
Shared governance is a hallmark of higher education, yet many department chairs still operate within outdated leadership models that centralize decision-making authority. The modern chair must facilitate an environment where faculty feel empowered to contribute to the strategic direction of the department. This requires creating opportunities for faculty to take on leadership roles within committees, research initiatives, and student mentorship programs. Garcia and Fisher (2023) argue that by distributing responsibility and fostering a collaborative culture, leaders create more innovative and adaptable organizations. Chairs who engage faculty in problem-solving and strategic planning cultivate stronger teams and ensure the long-term success of their departments.
- Leading in the Digital Age
Technology is playing an increasingly central role in higher education, requiring chairs to develop digital literacy and lead in a tech-enhanced academic landscape (Garcia & Fisher, 2023). From online course development to data-driven decision-making, department chairs must ensure that faculty are equipped with the necessary tools and training to excel in a digital learning environment.
According to Garcia and Fisher (2023), successful leaders in the digital era prioritize technological integration and ensure that their teams are comfortable navigating digital platforms for instruction, assessment, and student engagement. Chairs should foster a culture of technological adaptability, providing professional development opportunities and encouraging faculty to experiment with new digital teaching tools.
- Emotional Intelligence and Leadership in a Post-Pandemic Era
Garcia and Fisher (2023) emphasize that emotional intelligence is a critical skill for modern leaders, particularly in the wake of the COVID-19 pandemic. Higher education has undergone significant disruptions, and department chairs must navigate faculty burnout, student mental health concerns, and shifting work expectations.
Chairs must develop strong interpersonal skills to support faculty through these transitions. This includes active listening, demonstrating empathy, and fostering an inclusive departmental culture. Leaders who recognize the emotional and psychological needs of their teams are better equipped to maintain morale and engagement during challenging times.
Final Thoughts: Rethinking Leadership Without Resistance
I deeply respect the significant time and effort required to develop and deliver excellent teaching, as well as the time needed for scholarship and service activities—including administrative tasks that faculty members take on as part of their broader professional responsibilities. Faculty time is the most valuable resource, and I am acutely aware of the importance of ensuring that faculty have the space and support necessary to focus on their core academic pursuits. However, taking an adversarial approach to addressing administrative burdens is not the most effective way forward.
This is something I’ve seen reflected in how institutions have evolved in their expectations of scholarship. Many institutions now recognize and accept the Scholarship of Teaching and Learning (SoTL) alongside traditional disciplinary research when evaluating faculty for tenure and promotion. This shift illustrates that institutions are capable of integrating responsibilities in a way that does not require faculty to find the nonexistent 25th and 26th hour of the day. Similarly, we must approach administrative and leadership responsibilities with a mindset of collaboration and efficiency, rather than resistance, to maximize time and resources.
Dettmar (2025) concludes his piece with a call for the “Rise of the Resistance”, arguing that department chairs must push back against increasing administrative burdens to reclaim their time for teaching and research. While I understand the frustration that leads to this sentiment, I strongly disagree that resistance is the best—or only—solution. Instead of resorting to adversarial approaches, we should focus on strategic adaptation, collaboration, and problem-solving to drive meaningful change.
The reality is that higher education is not a static entity; it is a constantly evolving landscape where institutions must balance financial constraints, accreditation requirements, and shifting student expectations. The role of department chairs is undeniably demanding, but solutions exist that do not require an us-versus-them mentality.
- Exploring Untested and Underutilized Solutions Rather than engaging in resistance for resistance’s sake, department chairs can explore proactive strategies to alleviate administrative burdens. This might include:
- Advocating for better workflow management tools or more efficient administrative processes.
- Strengthening faculty governance structures to distribute responsibilities more equitably.
- Working with administration to develop clear expectations for chairs, ensuring they are not simply absorbing new responsibilities without appropriate compensation or support.
- Leadership Through Partnership, Not Opposition Instead of positioning administration as an adversary, chairs should seek to engage deans, provosts, and institutional leadership as partners in problem-solving. Change within academia rarely comes through outright resistance, but rather through incremental improvements and strategic negotiations (Garcia & Fisher, 2023). Chairs should approach leadership discussions with data-driven arguments that illustrate how their time is being consumed and offer collaborative solutions for improvement.
- The Power of a Forward-Thinking Leadership Mindset The perspectives shared in The End of Leadership as We Know It (Garcia & Fisher, 2023) emphasize the importance of agility, innovation, and emotional intelligence in leadership. If chairs embrace these qualities, they can push for institutional changes without resorting to combative measures. Instead of resisting, they can adapt, strategize, and lead from within—reshaping their roles and influencing institutional policies in a way that benefits faculty, students, and the institution alike.
Empowering Chairs for Institutional Change
Don Chu (2023) argues that department chairs hold the key to real institutional transformation but are often underprepared and under-empowered. He highlights that the traditional bureaucratic model in higher education often separates policy creation at the administrative level from the faculty who must implement it. As a result, chairs become messengers rather than leaders, lacking the training, resources, and authority needed to drive meaningful change (Chu, 2023).
To professionalize and empower department chairs, Chu suggests:
- Providing structured leadership training to ensure chairs are prepared for the multifaceted demands of their roles.
- Granting greater decision-making authority to chairs in budget allocation, hiring, and curriculum development.
- Offering longer-term leadership continuity so that chairs can lead sustained departmental progress.
By rethinking how institutions position their chairs, colleges can transform them from temporary placeholders to true academic leaders who bridge the gap between administration and faculty (Chu, 2023).
References
Chu, D. (2023). Chairs hold the key to higher ed’s success. Inside Higher Ed.
Dettmar, K. (2025). The job keeps changing and I can’t keep up. The Chronicle of Higher Education.
Garcia, S., & Fisher, D. (2023). The end of leadership as we know it: What it takes to lead in today’s volatile and complex world. Wiley.
OpenAI’s DALL-E. (2025). Conceptual illustration of The Unsung Leaders: Navigating Department Chair Responsibilities at Smaller Private Institutions [AI-generated image]. Retrieved from https://labs.openai.com
Pillar, G. (2024a). Leading from the heart of higher education: Empowering mid-level leaders to drive transformation and student success.
Pillar, G. (2024b).Breaking Through the Middle Manager Paradox: Practical Approaches to Middle Leadership in Higher Education.