DEPLOYING PERSONNEL IN THE DEAN’S OFFICE 43 two forms described in Chapter 2: Portfolio Division A/ADs and Line Division A/ADs. For those Arts & Sciences colleges utilizing division A/ADs, gen- erally two to five division deans cover the sciences, social and be- havioral sciences, humanities, or arts; sometimes another is added for some version of interdisciplinary studies. The assigned divisions can be broader or more defined, with some assigned to represent two to three of these divisions (e.g., associate dean of the arts and humanities). Division assignments also occasionally appear in non- Arts and Sciences colleges, such as colleges of business (e.g., associ- ate dean of accounting, finance and economics). Division A/ADs are not found in isolation; in every instance, at least one functional associate dean reports to the dean as well. For example, at the University of Alaska Anchorage there are four di- vision associate deans and a senior associate dean for academics. At the University of South Carolina, there are two division senior associate deans (one for the arts, humanities, and social sciences, the other for the sciences) along with five functional A/ADs. Using a divisional assignment structure still requires support by function- ally assigned personnel. Table 3.2 shows assignments for portfolio division associate deans (organizational Model IVA) at University of Colorado Boul- der. There is one associate dean for the arts and humanities, another for the social sciences, and a third for the natural sciences. Each associate dean has 11-18 departments and academic programs re- porting to them and has an additional 6-10 academic or research centers. Possessing strong liaison and management responsibili- ties, these associate deans manage finances, ensure all courses are covered, and provide recommendation on tenure and promotion of faculty, yet many decisions remain with the dean. There is a func- tional associate dean for faculty and administrative affairs. Note the associate dean for social sciences is also the dean for buildings and space, which is an example of a blended assignment model ad- dressed later in this chapter. In colleges where the division A/ADs make most of the decisions for the college independently of the dean, including autonomy for actions like the creation of division policies and their own hiring decisions, they would be considered line division A/ADs, as found in organizational Model IVB (and as used at The Ohio State Univer- sity). No line separates portfolio from line division A/ADs; they sit at the ends of a spectrum of more dependent to less dependent upon I have served in two different functional associate dean roles that were student focused, and in both of those roles, I worked as much or more with faculty than with students. My outlook was still broadly college focused; I did not focus on the student perspective to the extent where I no longer saw the larger strategic goals for the college. —BSD