The academic department and its chair are essential to successful operation of college or university. Scholars and educators alike agree that department is at core of academic enterprise (Brann and Emmet 1972; McHenry et al. 1977; Fisher 1978; Tucker 1981). As Waltzer put it, department is the place where most teaching, service and research activities go on, where faculty members pursue profes sional and disciplinary interests . . and where students pursue their education ... The University's success depends on success of its academic departments (1975, Pp. 4-5). like Waltzer, Saunders (1980), Scott (1981) and Storer (1980) argue that chairpersonship of a department is a key position, and indeed that people who occupy those positions are crucial leaders in their institutions. However, relatively little is known about characteristics of people who occupy these key positions, where they come from, how long they stay in them and what happens to them when they leave. Given importance of chair, it is no surprise that roles of chair have been well documented. Some have focused on inherent conflicts that exist in a position which is distinctly marginal ? one that is simultaneously first among equals and lowest level of university administration (Ahmann 1972; Carrol 1974; Roach 1976; Tucker 1981; Bennett 1982). Still others have tried to characterize assorted duties and tasks of chairperson (Ravetch 1972; Smith 1972; Stull 1974; Tucker 1981). The selection and evaluation of departmental chairs has also been examined. Doyle (1953) produced a ranking of nine qualifications for chair. Mobley (1971), Ehrle (1975) and Saunders (1980) focused on selection process, identifying a num ber of different methods that have been used in various institutions. Others have con centrated their attention on variation in length of chair's term in office (Eisenberg 1969; Freligh 1973; Storer 1980), or on whether periodic performance reviews are advisable or necessary (Patterson 1966; Dressel, Johnson and Marcus 1970).