Student-centeredness and the academic department chair: an interpretive phenomenological analysis.

• Online Access: http://hdl.handle.net/2047/D20398298

Academic department chairs are positioned to have significant impact on the success of students and are faced with a heavy and nuanced workload which brings both challenges and rewards. Through the lens of Batson's (2011) empathy-altruism hypothesis which is rooted in the larger concept of prosocial behavior, this interpretive phenomenological analysis investigated the perspectives of six current or former department chairs at a large, regional public university on what it means to be student centered in their work. Findings of the study concluded that the study participants themselves were student centered and even predisposed to behave for the benefit of others. Data also revealed that through their individual attitudes and priorities department chairs can have considerable influence on the student centeredness of their entire departments. Finally, the elected and interim nature of the department chair position at the study site impacts how a chair may approach their role due to concerns about potential retaliation by the next chair for any unpopular decisions previously made. These findings suggest a need for increased preparation and training opportunities for chairs along with comprehensive documentation and support resources. Keywords: department chair, student centered, student success, prosocial behavior, empathy-altruism hypothesis,