It Takes Two to Tango: Phenomenologizing Collaborative Mindset of Filipino Academic Deans
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It Takes Two to Tango: Phenomenologizing Collaborative Mindset of Filipino Academic Deans Allan B. de Guzman • Ma. Frieda Z. Hapan
Published online: 31 January 2013 De La Salle University 2013
Abstract The academic deanship is a unique position within a university and is one of the most difficult and misunderstood positions in higher education (Mc Daniel, Peabody J Educ 55(4):358–363, 1978; Gmelch et al., Res High Educ 40(6):717–740, 1999; Bray, J High Educ, 81(3):284–316, 2010). Cognizant of the challenging and difficult position occupied by these academic leaders, this phenomenological study has eidetically captured the collective experiences of 12 Filipino medical technology deans as they manage relationships in their organization. Driven by the central question, ‘‘What typifies Filipino medical technology deans’ portrayal of their roles as relationship managers in their institution?, a series of in-depth, semi-structured interviews were conducted. Field texts were transcribed and subjected to phenomenological reduction via thematic analysis. Through constant comparison method, four relational roles portrayed by Filipino
medical technology deans were surfaced, namely: the persona of a truth-seeker, the persona of an opportunity provider, the persona of an authoritative leader, and the persona of a reflective practitioner. The emerged role typologies which are products of the individual and collective experiences of the respondent deans provide valuable lenses in understanding the decanal role as relationship managers. On the whole, an analysis and understanding of these relational roles offer a vibrant perspective through which deanship in terms of relationship management could be viewed, thus, transcending one’s experience to meaningmaking. Keywords Filipino medical technology deans Relational roles Collaborative mindset Phenomenology
Introduction A. B. de Guzman (&) College of Nursing, University of Santo Tomas, Manila, Philippines e-mail: [email protected] A. B. de Guzman College of Education, University of Santo Tomas, Manila, Philippines A. B. de Guzman Research Cluster on Culture, Education and Social Issues, University of Santo Tomas, Manila, Philippines A. B. de Guzman Ma. F. Z. Hapan The Graduate School, University of Santo Tomas, Manila, Philippines Ma. F. Z. Hapan Faculty of Pharmacy, Department of Medical Technology, University of Santo Tomas, Manila, Philippines
The academic dean is in a distinctive position at the forefront of institutional change due to the developing managerial culture in higher education (Sarros et al. 1998; Deem and Brehony 2005). Critical to successful institutional functioning (Del Favero 2006), the unique decanal role lies in routine contact with a broad and wide range of institutional constituents (Morris 1981). There is a long-term progression in the role of a dean, going from almost sole concern with students, through a phase when students and curriculum were the dean’s huge responsibilities, to a period when curriculum and faculty demanded the greate
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