Although scholars have scrutinized many aspects of academic life in psychology, the topic of leadership for psychology programs has remained elusive. This article describes the importance of high-quality leadership in the development of thriving psychology programs. The author offers a strategy for evaluating leaders to help provide developmental feedback and to promote effective professional development in the administration of psychology programs.
American Psychological Association. (2008). Upfront: Psychology is the fourth most popular undergraduate major. Monitor on Psychology, 39, 11.
3.
BoxwellR. J.Jr (1994). Benchmarking for competitive advantage. New York, NY: McGraw-Hill.
4.
CarrollJ. B.WolvertonM. (2004). Who becomes a chair?New Directions in Higher Education, 126, 3–10.
5.
DunnD. S.MehrotraC. M.HalonenJ. S. (Eds). (2004). Measuring up: Educational assessment challenges and practices for psychology, Washington, DC: American Psychological Association.
6.
DunnD. S.McCarthyM. A.BakerS. C.HalonenJ. S.HillG. W. (2007). Quality benchmarks in undergraduate psychology programs. American Psychologist, 62, 650–670.
7.
GmelchW. H.BurnsJ. S. (1993). The cost of academic leadership: Department chair stress. Innovative Higher Education, 4, 259–270.
8.
GmelchW. H.MiskinV. D. (1993). Leadership skills for department chairs. Bolton, MA: Anker Pub. Co.
9.
GmelchW. H.MiskinV. D. (2011). Department chair leadership skills. Madison, WI: Atwood.
10.
HechtI. W. D. (2004). The professional development of department chairs. New Directions for Higher Education, 126, 27–44.
ThomasJ. R.SchuhJ. H. (2004). Socializing new chairs. In GmelchW. H.SchuhJ. H. (Eds.), The life cycle of a department chair (pp. 11–25) . San Francisco, CA: Jossey Bass.
