Imperfect Progress: The Chair's Role in Navigating Conflicts

Authors:
Leda Stawnychko & Ean Tsou

Conflict of Interest Statement
The authors declare that there is no conflict of interest regarding the publication of this paper.
This research was conducted independently and has not been influenced by any external
organization. There were no financial or personal relationships with other people or
organizations that could inappropriately bias this work. The authors alone are responsible for the
content and writing of this article.

Imperfect Progress: The Department Chair's Role in Navigating Conflicts
Department chairs often step into their roles without a roadmap for one of its most
daunting challenges: conflict management. With little to no formal training, many chairs find
themselves facing situations that carry heavy implications for faculty careers and student futures
alike. Whether its supporting faculty who are concerned about career-defining issues or students
anxious about completing their degrees, the stakes are invariably high. Additionally, dissent
between faculty members or conflicts involving the chair's own agenda often present dilemmas
with no clear-cut resolutions. What can be done when the rulebook falls short?
Embrace sub-optimal solutions
In cases where values do not cleanly align, the complex dynamics at play can cause the
traditional avenues of communication and negotiation to fail. When the conflict has ground to an
immovable halt, department chairs may need to look beyond conventional wisdom and seek suboptimal solutions. While this term may sound defeatist at first, sub-optimal solutions are in fact a
pragmatic approach to conflict resolution, offering a viable path forward when a perfect outcome
is out of reach.
Consider, for example, the delicate balance when addressing student-supervisor conflicts.
By the time such disagreements escalate to the department chair, faculty may feel their trust has
been breached, and students may feel cornered and without support. A chair described this
particular conundrum: ‘If the relationship ends, they [the students] may not be able to finish their
degree…You have to find the best of the sub-optimal situations…and hope for the best.' In such
cases, finding a compromise that allows a workable relationship between student and faculty
member, even if it's not ideal, becomes essential for progress.

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Long-standing faculty disputes, perhaps simmering for years before reaching the chair’s
desk, present a similar quandary. Faced with uncertain histories and limited fresh options
available for the future, the chair’s role shifts from finding optimal solutions to making the best
of what’s possible. In these intractable scenarios, the wisdom lies in embracing sub-optimal
resolutions without delay or remorse. This approach isn't about conceding defeat but about
navigating the complexities of human relationships within what is possible. It's about finding a
middle ground where progress, however imperfect, can be made.
Encourage Reflective Practices
Reflective practice continues to be a beacon in the murky waters of conflict management.
Being reflective is not just about looking inward; it's a strategic tool that enables department
chairs to navigate the personal and interpersonal complexities of their roles. Engaging in
reflective practices enables chairs to dissect conflicts, understand the motivations of all parties
involved, and identify underlying issues that may not be immediately apparent. This
introspection is a step towards cultivating empathy and patience, qualities that are indispensable
for anyone faced with managing long-term, intricate disputes.
Creating a space for reflection means allowing chairs to step back and view the conflict
from a broader perspective. It's about asking probing questions: How did we get here? What
dynamics are at play? What are the possible unintended consequences of my actions? This level
of inquiry encourages chairs to think beyond the immediacy of the conflict and consider the
long-term health of the department. It is through this lens that chairs can begin to see the value in
compromises that may initially seem unsatisfactory but serve the greater good over time.

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Ultimately, encouraging reflective practices is about fostering a culture of thoughtful
leadership within the department. It is a call to shift from a reactive stance to one that proactively
facilitates discussion and cooperation. When chairs embody this reflective approach, they model
for their faculty and students a way of engaging with challenges that is constructive and forwardthinking. Through reflective practices, chairs can transform the very nature of conflict in
academia, treating it not as an obstacle but as an opportunity for growth and learning.
Prioritize Emotional Intelligence
Departmental leadership calls for more than day-to-day decision-making; it requires
leaders to be keenly aware of emotions—both their own and those of others. Prioritizing
emotional intelligence is key to navigating the turbulent waters of academic conflicts. A
department chair with high emotional intelligence can recognize the emotional states of faculty
and students, interpret these emotions, and adjust their approach accordingly. This awareness can
defuse tensions and foster a more collaborative environment before they escalate.
Emotional intelligence also equips chairs with the tools to manage their own responses in
challenging situations. Some of the most important skills in their toolbox include remaining calm
under pressure, providing support without enabling dependency, and delivering feedback in
productive ways. This balance is critical when looking to resolve conflicts that may not have a
clear resolution, such as navigating departmental politics or addressing personal grievances. By
being emotionally attuned, chairs can lead with compassion and empathy, making difficult
conversations more productive and less contentious.
Moreover, emotional intelligence is not a static trait. It is a skill that can be developed
and honed over time. Department chairs can improve their emotional intelligence in several

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ways. They can seek honest feedback and engage in conversations with a focused goal of
understanding rather than responding. Chairs can also exercise mindfulness, paying attention to
thoughts, feelings, and sensations for reflection later on. These practices can not only enhance
the chair's ability to manage conflicts but also contribute to building a positive culture in their
department. When chairs demonstrate emotional intelligence, they set a standard for others to
follow, creating a transformative ripple effect.
The department chair's journey is one marked by continuous learning and adaptation. The
insights discussed here—embracing sub-optimal solutions, encouraging reflective practices, and
prioritizing emotional intelligence—constitute a triad of strategies that can guide chairs through
their practice. While there may not be a one-size-fits-all solution to the conflicts and
complexities inherent in the academic environment, these approaches offer a starting point. By
accepting the imperfections of the process and outcomes, department chairs can lead with
realism and optimism. Such leadership not only supports navigating conflict with grace but also
inspires a culture of collegiality and resilience in the academic community. As we forge ahead,
let us remember that the measure of our success is not found in the absence of conflict but in our
ability to grow, adapt, and emerge stronger through our efforts to navigate through it.

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This article was published as Stawnychko, L., & Tsou, E. (2024, June 22). Imperfect progress: The
Chair's role in navigating conflicts. The Department Chair, 35(1), 1-3.
https://doi.org/10.1002/dch.30585. Readers with access can view the final published version via
the publisher.

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