Colyar M R
Valdosta State University, GA, USA.
J Prof Nurs. 1996 Jan-Feb;12(1):16-23. doi: 10.1016/s8755-7223(96)80070-6.
To determine the pace and magnitude of change with which a new dean must cope and the effect of change on faculty, leader behavior, timing, type, and faculty acceptance of change in schools of nursing were examined in research, doctorate-granting, comprehensive, and liberal arts universities and colleges. An exploratory descriptive design was used. Results indicated that deans in the four categories of universities initiated changes with different frequencies. Most changes studied were initiated with greater frequency in the first year of the new dean's position, two more frequently in the second year, and two with equal frequency in both years. Three changes were more favorably accepted in the second year. Sensitive interpersonal changes related directly to faculty were accepted less favorably than all other categories of change. No specific leader behavior was significantly associated with faculty acceptance of change.
为了确定新任院长必须应对的变革速度和幅度，以及变革对教师的影响，研究考察了研究型、授予博士学位型、综合性和文理学院中护理学院变革的领导者行为、时机、类型和教师对变革的接受情况。采用了探索性描述设计。结果表明，四类大学的院长发起变革的频率不同。大多数研究中的变革在新院长任职的第一年发起频率更高，有两项在第二年发起频率更高，还有两项在两年中的发起频率相同。有三项变革在第二年得到了更积极的接受。与教师直接相关的敏感人际变革比所有其他变革类型的接受度更低。没有特定的领导者行为与教师对变革的接受显著相关。
