The Social and Moral Accountability of Education Deans

Abstract

This study is a continuation of research of to identify characteristics of deans of education who have survived in their role. Previously, 16 education deans were interviewed. In this study, three education deans responded to three vignettes by thinking aloud about ways to resolve problems with moral and social implications. Theoretical coding and axial coding supported the conceptual framework's moral and social dimensions. With the moral dimension, the deans either leaned toward arguments based on principles (deontological arguments) or arguments based on results (consequentialist arguments). With the social dimension, the deans responded more similarly with frequent reference to coping with conflict and working with existing social relationships. The results suggest ideas for identifying effective education deans such as an administrative colloquium on the order of the pedagogical colloquium suggested by Shulman (1993) as part of the interview process.