Leading schools of education in the context of academic capitalism: Deans’ responses to state policy changes

Abstract

State education policy changes have contributed to a reduced interest in teaching and a decreased enrollment in education degree programs in North Carolina, USA. Pressure to cut budgets and generate revenue has added to a climate of academic capitalism influencing the ways in which deans lead schools of education. The purpose of this mixed-methods study was to understand school of education deans’ perceptions of and strategic responses to political and economic challenges. Findings demonstrate that the burdens of being a school of education dean in North Carolina are substantial and require a specific skill set to manage external pressures. Deans reported devoting more time and energy to recruitment, fundraising, program creation, and active participation in policy discussions as strategic responses to these pressures. Findings throw into stark relief the need for professional development and the importance of supportive relationships across campus to help deans hone skills and manage new pressures.