Reframing the Perceived Changing Academic Roles of Deans: A Case of Makerere University

Abstract

Existing literature shows that deans in higher education institutions are key in nurturing, facilitating growth and setting high standards for faculty, staff, and students among other stakeholders. They are also expected to create a positive work environment within schools, colleges, or departments. However, less literature has concentrated on how these deans reframe their perceived changing academic roles at Makerere University. This study therefore set out to explore the reframing strategies of deans as regards their perceived changing academic roles in the context of Makerere University. Findings indicate that deans reframe their perceived changing academic roles at Makerere University using multi-frame. That is using all four or three of the frames to view a particular decision through four different lenses before selecting the best option. These four lenses are majorly the human resource, followed by structural and political. The symbolic frame was the least exploited among the frames, yet science-based disciplines were seen to be using the political frame majorly. The study concludes that multi-framing as recommended by Bolman and Deal was adhered to by all deans meaning that despite the complex environment in which they work, they have remained relevant due to the use of three or four frames. It was noted that the political frame was highly used in the science-based disciplines, especially the hard applied fields. The study recommends that the symbolic frame be exploited by the deans due to its benefits including deans being role models and using ceremonies where faculty meet, share, and relax to break the routine of academic work for this is energizing. Further still, the study recommends that deans embrace the political frame to boost their schools financially