Deans of men in American colleges and universities were created in the late nineteenth and early twentieth centuries to help manage a growing student population. The early deans often had a personality that allowed them to engage easily with students. Over time, many deans saw their offices increase in size and responsibility. The profession grew slowly but by the 1940's drew several hundred men to annual conferences and many more were members. Deans of men and women were significant figures for college students; many students saw them as the "face" of the college or university. Schwartz traces the role and work of the deans and how they managed the rapidly growing culture of the American college campus in the twentieth century.

Deans of men in American colleges and universities were created in the late nineteenth and early twentieth centuries to help manage a growing student population. The early deans often had a personality that allowed them to engage easily with students. Over time, many deans saw their offices increase in size and responsibility. The profession grew slowly but by the 1940's drew several hundred men to annual conferences and many more were members. Deans of men and women were significant figures for college students; many students saw them as the "face" of the college or university. Schwartz traces the role and work of the deans and how they managed the rapidly growing culture of the American college campus in the twentieth century.

College Deans is based on the National Deans Survey, which was sponsored by the Center for the Study of Academic Leadership and included 800 deans from all U.S. 4-year academic institutions. The book consists of two main sections: 'Deans: Their Campuses and Colleges' and 'Dimensions: Duties and Challenges.' The first section describes the deanship in general, the national study in particular, and the background of current academic deans. It then gives a profile of deans: who they are and where they work. The second section of the book discusses the position of dean itself. This section looks at academic leadership in general and, more specifically, at what deans in this study believe were their primary roles and responsibilities, where role ambiguity and conflict came into play, and how they characterized stress and its relationship to job satisfaction. In addition, this section has a separate segment devoted to gender-related issues and a final chapter that highlights the most pressing challenges deans see in the near future.

Deans of men in American colleges and universities were created in the late nineteenth and early twentieth centuries to help manage a growing student population. The early deans often had a personality that allowed them to engage easily with students. Over time, many deans saw their offices increase in size and responsibility. The profession grew slowly but by the 1940's drew several hundred men to annual conferences and many more were members. Deans of men and women were significant figures for college students; many students saw them as the "face" of the college or university. Schwartz traces the role and work of the deans and how they managed the rapidly growing culture of the American college campus in the twentieth century.

The latest book in the Core Concepts in Higher Education series brings to life issues of governance, organization, teaching and learning, student life, faculty, finances, college sports, public policy, fundraising and innovations in higher education today. Written by renowned author John R. Thelin, each chapter bridges research, theory and practice and discusses a range of institutions – including the often overlooked for-profits, community colleges and minority serving institutions. In the book’s second edition, Thelin analyzes growing trends in American higher education over the last five years, shedding light on the effects of the COVID-19 pandemic. He covers reconsideration of the rights of student-athletes, provides fresh analysis of the brick-and-mortar campus, and includes a new chapter exploring school admissions, recruitment and retention. Rich end-of-chapter "Additional Readings" and "Questions for Discussion" help engage students in critical thinking. A blend of stories and analysis, this book challenges present and future higher education practitioners to be informed and active participants, capable of improving their institutions.