Organization & Administration Of Higher Education

ORGANIZATION & ADMINISTRATION OF HIGHER EDUCATION Spring Semester 2008

EPE 676-401 Dr. Karen W. Carey Thursday, 4:00 – 6:30 143-D Taylor Ed 127 Dickey Hall. Lexington, KY 40506-0001 Office Hours: Thursday a.m.; and (859) 257-2330 by appointment cell: (859) 913-5263 home: (502) 535-0134 e-mail: [email protected]

COURSE DESCRIPTION AND GENERAL EXPECTATIONS:

During the semester, we will use a variety of different analytic and critical perspectives to inform an introductory exploration of the organization and administration of major American forms of higher education. The basic frame of reference for our study will be a perspective that views both public and private colleges and universities and multi-campus state systems as complex organizations.

The focus of course is two-fold: organization, including forms, structures, roles, and functions; and administration, including management processes, products, and "players." Woven throughout the readings, discussions, and assignments are several underlying themes that represent current critical issues facing post-secondary educational institutions, administrators, and decision makers. The scope of the course will include the exploration of organizational and administrative forms, structures, processes, and critical issues both horizontally across institutions and institutional types and vertically within the single institution.

Course readings and class discussions encourage a multifaceted perspective that is both analytic and critical. Readings early on in the semester should facilitate this by describing several different viewpoints, conceptual frames, and lenses with which to examine colleges and universities as complex organizations. Thus, the course perspective will be informed by both classical and current theories of organizations and organizational behavior, leadership, and administration.

This course provides the organizational framework for the content foci of the other graduate courses in the studies in higher education graduate program. As such, it includes concepts, perspectives, and vocabulary that should prove to be beneficial throughout your graduate study and hopefully well beyond completion of your degree program as well.

By the end of the semester, you will be expected to be conversant with:

1) the major forms of higher education in America; 2) the basic elements of college and university organizational structure and their essential roles and functions; and 3) the primary administrative processes, products, and “players.” 2 You will also be expected to demonstrate understanding of how form, organization, and administration are interwoven and of the implications of the resultant interactions and interdependencies for contemporary college and university students, faculty, and decision makers. In addition, you should be able to apply a variety of conceptual and theoretical frames of reference in a thoughtful and critical analysis of the organizational and administrative implications inherent in current issues facing American colleges and universities.

REQUIRED COURSE READING:

This is a readings-based, discussion course, and thus, the required readings are many and varied. They include the following:

1. The course text is available at both Kennedy’s and the U.K. Bookstore, and probably Amazon.

Bolman, Lee G. and Terrence E. Deal. REFRAMING ORGANIZATIONS: ARTISTRY, CHOICE AND LEADERSHIP, 3rd edition. San Francisco: Jossey-Bass Publishers, 2003.

2. A set of course-specific readings available through on line reserve through the education library.

3. Other individual readings that may be provided by the instructor or class participant(s).

The following are also recommended and are available in the general reference section of most good bookstores and on-line.

American Psychological Association. Publication Manual, 4th edition. Washington, D.C.: APA, 1994.

Strunk, William and E.B. White. The Elements of Style, 4th edition. New York: Allyn & Bacon, 1999. Other volumes on writing/grammar/style would work too.

The Chronicle of Higher Education, the weekly newspaper of American Higher Education: http:/chronicle.com

The detailed Course Outline below contains all required and recommended reading. I expect you to have read all the assigned material for each class session before the class meets, and the readings will provide the basis for class discussion and group work.

As the course progresses, you will be provided with various materials pertaining to the course. These include, but are not limited to, this course syllabus, course assignment guidelines, case studies, explanatory handouts, and the like. All such materials are considered required reading, and you are responsible for mastering the substantive course-related content in all of it.

In addition to the common readings required of all students, each student may be required to do other reading pertinent to the course assignments. It is the student's responsibility to locate and obtain this material, but I will attempt to assist you to the greatest extent possible. 3

TENTATIVE COURSE OUTLINE:

1. January 10 Course Introduction and Overview

2. January 17 Background and Important Frames of Reference

Bolman & Deal, Chapters 1 and 2 (pages1– 40).

Duryea, E. D. “Evolution of University Organization,” in THE UNIVERSITY AS AN ORGANIZATION, A REPORT FOR THE CARNEGIE COMMISSION ON HIGHER EDUCATION, edited by James A. Perkins. New York: McGraw Hill Book, pp. 15-37, 1973.

Geiger, Roger. “The Ten Generations of American Higher Education” in AMERICAN HIGHER EDUCATION IN THE TWENTY-FIRST CENTURY, edited by Philip G. Altbach, et. al., Baltimore, Johns Hopkins, 1999.

Baldridge, J. Victor, et. al. “Alternative Models of Governance in Higher Education,” in GOVERNING ACADEMIC ORGANIZATIONS, edited by Gary Riley, et al. Berkeley: McCutchan Publishing Corp. 1977.

American Council on Higher Education, (2001) A Brief Guide to U.S. Higher Education, Washington, DC: American Council on Higher Education

3. January 24: Organization: Forms and Structures

Bolman & Deal. Chapter 3 (pages 41 - 67).

Carnegie Classification of Institutions of Higher Education: Foreward, Definitions, Classification, Background, etc. from the Carnegie Foundation for the Advancement of Teaching web site.

Mintzberg, Henry. “The Professional Bureaucracy,” in THE STRUCTURING OF ORGANIZATIONS. Englewood Cliffs, NJ: Prentice-Hall, 1979, pp. 348-379.

American Council on Higher Education, (2001) A Brief Guide to U.S. Higher Education, Washington, DC: American Council on Higher Education

Krebs, Paula M. “The Faculty-Staff Divide,” The chronicle of Higher Education, Nov. 14, 2003

4. January 31: Organization: Internal Functions and Roles

Bolman & Deal, Chapters 4 and 5 (pages 68 - 110). 4 Bensimon, Estela M. “The Meaning of “Good Presidential Leadership: A Frame Analysis,” The Review of Higher Education 12:2 (winter, 1989), pp. 107-123.

Dill, David D. “The Nature of Administrative Behavior,” Educational Administration Quarterly, 20:3, (Summer, 1984), pp. 69-99.

Birnbaum, Robert. “Myths and Mysteries of Academic Leadership,” in HOW ACADEMIC LEADERSHIP WORKS. San Francisco: Jossey-Bass, 1992.

Krebs, Paula, “The Faculty-Staff Divide” in The Chronicle of Higher Education, November 14, 2003, p. B-5.

Mintzberg, Henry. “The Professional Bureaucracy,” in THE STRUCTURING OF ORGANIZATIONS. Englewood Cliffs, NJ: Prentice-Hall, 1979, pp. 348-379.

5. February 7: Organization: Forms and Structures; Functions and Roles

Bolman & Deal, Chapters 5 and 6 (pages 93 - 132).

Chan, Susy S. and John Burton. “Faculty Vitality in a Comprehensive University: Changing Context and Concerns,” Research in Higher Education 2 (April, 1995), pp. 219-234.

Etzioni, Amitai. “Administrative and Professional Authority,” in MODERN ORGANIZATIONS. ENGLEWOOD HILLS, NJ: Prentice-Hall, 1964, pp. 75-84.

Baldridge, J. Victor, et. al. “Bureaucracy and Autonomy in Academic Work,” in POLICY MAKING AND EFFECTIVE LEADERSHIP. San Francisco: Jossey-Bass, 1978.

Bowen, Harold and John Schuster. “Faculty Tasks and Talents,” in American Professors. New York: Oxford University Press, 1986.

6. February 14: Administrative Processes: Governance and Decision Making

Bolman & Deal, Chapters 7 and 8 (133-180)

Chamberlain, Miriam K. “Women as Trustees” in Women in Academe: progress and Prospects, edited by Miriam Chamberlin. New York: NY: Russell Sage Foundation, 1988.

AAUP. “Statement on Government of Colleges and Universities,” ACADEME, AAUP Bulletin 52:4 (1966) pp. 375-379.

Kezar, Adrianna “Governing in the public interest: A study of effective public governing boards,” The Navigator of the Center for Higher Education Policy Analysis, USC Rossier School of Education, Fall 2004.

Aisenberg, Nadya and Mona Harrington. “Rules of the Game,” in Women of Academe: Outsiders in the Sacred Grove. Amherst: University of Massachusetts Press, 1988. 5

7. February 21: Administrative Processes: Governance and Decision Making, (con’t)

*** Paper topic due

Bolman & Deal, Chapters 8 and 9 (p. 160-201)

Birnbaum, Robert. “The Latent Organizational Functions of the Academic Senate: Why Senates Do Not Work But Will Not Go Away,” Journal of Higher Education 60:4 (July/August 1989), pp. 423-443.

Helms, Robin Matross and Tanya Price. “Who Needs a Faculty Senate?” ACADEME, Nov-Dec 2005. 6:34-36. http://www.aaup.org/publications/Academe/2005/05nd/05ndhelm.htm

Hammond, Thomas A. “Herding Cats in University Hierarchies”, Chapter 5 in Ehrenberg, R.G. (ed.), Governing Academia. Ithaca: Cornell University Press, 2004.

Goonen, Norma M. and Rachel S. Blechman, “Academic Freedom,” chapter 6 in Higher Education Administration: a Guide to Legal, Ethical and Practical Issues. Westport; Greenwood Press, 1999.

8. February 28: Administrative Processes: Governance and Decision Making, con’t.

Bolman & Deal, Chapters 9 and 10, (pages 181 -220).

Aisenberg, Nadya and Mona Harrington. “Rules of the Game,” in Women of Academe: Outsiders in the Sacred Grove. Amherst: University of Massachusetts Press, 1988.

AAUP. “Statement on Government of Colleges and Universities,” ACADEME, AAUP Bulletin 52:4 (1966), pp. 375-379.

Kanter, Rosabeth Moss. “Numbers: Minorities and Majorities,” in MEN AND WOMEN OF THE CORPORATION. New York: Basic Books, 1977.

Walker, Donald E. “Mastering the Political Realities of the Campus,” in THE EFFECTIVE ADMINISTRATOR. San Francisco: Jossey-Bass, 1979.

9. March 6: Administrative Processes: Leadership, Politics, and Power

Bolman and Deal, Chapters 9 - 11

Bensimon, Estela, Anna Neumann, and Robert Birnbaum. “Higher Education and Leadership Theory,” in ORGANIZATION AND GOVERNANCE OF HIGHER EDUCATION, 4th edition, An ASHE Reader, edited by Marvin W. Peterson. Needham Heights, MA: Ginn Press, 1991. 6 Kanter, Rosabeth Moss. “Power,” in Men and Women of the Corporation, NY; Basic Books, 1977.

Masland, Andrew T. “Organizational Culture in the Study of Higher Education,” in Organization and Governance of Higher Education, 4th edition, An ASHE Reader, edited by Marvin W. Peterson, Needham Heights, MA: Ginn Press, 1991. Walker, Donald E. “Mastering the Political Realities of the Campus,” in THE EFFECTIVE ADMINISTRATOR. San Francisco: Jossey-Bass, 1979.

Williams, Brian W. and Sheneka M. Williams. “Perceptions of African American Male Junior Faculty on Promotion and Tenure…,” Teachers College Record, 108:4 (February 2006),

**** SPRING BREAK*****

10. March 20: Context and Character: Institutional Culture and Climate

Bolman & Deal, Chapter 12, 13, 14 (p. 239-300)

Peterson, Marvin W. and Melinda G. Spencer. “Understanding Academic Culture and Climate,” in ORGANIZATION AND GOVERNANCE OF HIGHER EDUCATION, 4th edition, An ASHE Reader, edited by Marvin W. Peterson. Needham Heights, MA: Ginn Press, 1991.

Aisenberg, Nadya and Mona Harrington. “Rules of the Game,” in Women of Academe: Outsiders in the Sacred Grove. Amherst: University of Massachusetts Press, 1988.

Masland, Andrew T. “Organizational Culture in the Study of Higher Education,” in Organization and Governance of Higher Education, 4th edition, An ASHE Reader, edited by Marvin W. Peterson, Needham Heights, MA: Ginn Press, 1991.

hooks, bell. “black and female: reflections on graduate school,” in Talking Back: Thinking Feminist, Thinking Black. Somerville, MA: South End Press, 1989.

Walker, Donald E. “Mastering the Political Realities of the Campus,” in THE EFFECTIVE ADMINISTRATOR. San Francisco: Jossey-Bass, 1979.

Johnsrud, Linda K. and Ronald Heck. “Administrative Promotion within a University: The cumulative Impact of Gender,” Journal of Higher Education, 65:1 (January/Febraury 1994), p 24-24.

11. March 27: Organizational Context and Character: Symbols and Sagas

Bolman & Deal, Chapter 12 and 13(239-269)

Schein, Edgar H. “Defining Organizational Culture,” Organizational Culture and Leadership, 2nd edition. San Francisco: Jossey-Bass, 1992 7 Tierney, William G. “Symbolism and Presidential Perceptions of Leadership,” The Review of Higher Education 12:2 (winter 1989), pp. 153-166.

Kanter, Rosabeth Moss. “Opportunity,” in Men and Women of the corporation. New York: Basic Books, 1977.

Kanter, Rosabeth Moss. “Numbers: Minorities and Majorities,” in Men and Women of the Corporation, New York: Basic Books, 1977.

Hooks, bell. “black and female: reflections on graduate school.” In Talking Back: Thinking Feminist, Thinking Black. Somerville, MA: South End Presss, 1989.

Masland, Andrew T. “Organizational Culture in the Study of Higher Education,” in Organization and Governance of Higher Education, 4th edition, An ASHE Reader, edited by Marvin W. Peterson, Needham Heights, MA: Ginn Press, 1991.

12. April 3: INDIVIDUALIZED STUDY AND CONFERENCES

Class will not meet, but I will be available to meet with you regarding your paper

13. April 10: REFRAMING ORGANIZATIONAL VALUES AND BEHAVIOR

Bolman & Deal, Chapters 15, 16, 17 & 18 (303-393)

Tierney, William G. “Symbolism and Presidential Perceptions of Leadership,” The Review of Higher Education 12:2 (winter 1989), pp. 153-166.

Christine Murphy, “The Rewards of Academic Leadership” in New Directions in Higher Education, Winter 2003, Wiley.

14. APRIL 17: IMPLICATIONS FOR PRACTICE

Bolman & Deal, Chapters 19 and 20 and 21.

Johnsrud, Linda K. and Ronald Heck. Administrative Promotion within a University: The Cumulative Impact of Gender, Journal of Higher Education, 65:1 (January/February 1994), pp. 23-44.

Nidiffer, J. “New Leadership for a New Century: Women’s Contribution to Leadership in Higher Education,” Chapter 5 in Women Administrators in Higher Education, Nidiffer and Bashaw, eds. Albany: SUNY, 2001.

Lindblom, J. “Perceived Organizational Fit: Nurturing the Mind, Hearts and Personal Ambitions of University Faculty,” Research in Higher Education, Fall 2003, p. 125-147.

13.APRIL 24: LOOKING BACKWARD/LOOKING FORWARD

Bolman and Deal, Chapters 19 and 21 8 Barnett, Ron. Realizing the University in an age of Supercomplexity. London: Society for Research into Higher Education, 2000. Chapters 6 and 10.

Class presentations

Wrap-up 9

BASIC COURSE POLICIES

University of Kentucky academic policies as articulated in the Student Rights and Responsibilities Booklet (Part II, effective November 1991) apply in this course. Of particular importance are the policies concerning attendance (see: pp. 58-60); cheating and plagiarism, (pp. 36-45); course withdrawal, (pp. 53-54); "Incomplete" grades, (pp. 50-51); and acceptable standards of English usage (p. 60). In addition, the following policies also apply:

Collaboration and Cooperative Learning: This is a graduate seminar, and as such I expect and encourage students to assist one another in various forms of collaboration and cooperative learning. Any in-class writing exercises represent the only exceptions to this policy. Each student will be graded upon her/his individual work, but that work can be substantively improved with review, critique, and other forms of assistance from other students. Being able to work together “in teams” is an incredibly important organizational and administrative skill, and I encourage you to use this course as one means of practicing that skill by developing good working relationships with one another.

Attendance: The content of class sessions is supplementary to that presented in the required readings and other course materials. Thus, regular attendance is assumed to be essential. The decision to not attend any regularly scheduled class session is that of the student. I would appreciate the professional courtesy of being notified before the session to be missed, if at all possible.

Tardiness: Each class session of this course will begin promptly at the regularly scheduled time assuming I am not late. Students are expected to be in attendance when each session begins.

Class Material and Related Information: Students are responsible for all material distributed and/or discussed during all regularly scheduled class sessions, and I advise you to obtain anything missed due to absence or tardiness.

Due Dates for Course Assignments: As a class, we will determine the submission deadline for the major out-of-class assignment, and all students will have some choice in when they do the major in-class assignment. Should you need to be absent from class when an assignment is due, you are responsible for getting the assignment to me.

Late Submission of Course Assignments: I retain absolute discretion concerning the acceptance of required assignments after their announced due dates. Letting me know of a problem before the due date if possible and having a reasonable explanation for the delayed submission will help.

Out-of-Class Communication and Class Cancellation: The front page of this syllabus provides my mail address, e-mail address, and telephone number, as well as times when I will be routinely available to students in this course. Please use this information! Do not hesitate to contact me if you have questions or problems or if you would just like to discuss this course. 10

COURSE GRADING CRITERIA AND PRACTICES

Student performance in this course will be evaluated according to the following criteria:

* Command of the concepts and information covered in class and assigned readings;

* Maturity, depth, and sophistication of thought, including the abilities to analyze, synthesize, apply, and extrapolate from, course content;

* Clarity and completeness of expression, including precision and accuracy of language usage and correctness of grammar, punctuation, and spelling in written work; and

* Willingness to participate in --as well as the quality and thoughtfulness of contributions to-- class discussions.

I will take progress in the development of student command of the material and improvement in student performance as evidenced by written work into consideration in the determination of the final course grade.

ASSIGNMENTS

OUT-OF-CLASS WRITTEN ASSIGNMENTS :

Analytic Reaction Papers are short, two-three page intellectual responses to the reading. They are assigned to stimulate thought about the required reading prior to the class discussion of it. The course includes 12 sessions with required reading, and 8 Analytic Reaction papers are required. You will probably find it helpful to do these earlier, rather than later, in the semester.

Critical Issue Analysis is a more formal, research--based paper in which a critical issue currently facing higher education is analyzed using a multi-frame/perspective approach and based upon that analysis, an approach to addressing it successfully is proposed. More detail about this assignment will be provided during the first few weeks of the semester, and the due date will be determined in consultation with course participants.

Unless otherwise indicated in class, all out-of-class assignments should be typed and include your name, assignment name, and work due date (and submission date, if different). Format, presentation, and citations of material should follow APA style.

Both of these assignments will be discussed in more detail during the first few class sessions, and a written description of each will be distributed as well.

IN-CLASS ASSIGNMENTS :

Leadership of Regular Class Sessions. Students are responsible for leading the class in discussing (analyzing/critiquing/synthesizing) the assigned reading. This responsibility will be rotated throughout the class and assignment of class sessions will be made during the second class meeting. 11 Participation in Regular Class Sessions: As noted above, students are expected to have read and thought about all assigned readings for each class session before the class meets. This assignment provides the basis for useful and meaningful class discussions. In addition, there may well be some small group work and written tasks (e.g., short quizzes) undertaken during regular class sessions, and students are required to participate in and contribute substantively to these.

GRADES:

Determination of final course grades will be based upon the following:

Class Participation = 20% Analytic Reaction Papers = 20% Discussion Leadership = 20% Critical Issue Analysis = 40% (Presentation 10% Paper, 30%) 12

Readings for EPE 676: Administration and Organizations of Higher Education Spring 2008 semester

Barnett, Ronald. “Supercomplexity, the new Universal,” in Realizing the University in an age of Supercomplexity. Society for Research into Higher Education and Open University Press. 2000.

Barnett, Ronald. “Constructing the University,” in Realizing the University in an age of Supercomplexity. Society for Research into Higher Education and Open University Press. 2000.

The American Association of University Professors, The American Council on Education, and The Association of Governing Boards of Universities and Colleges. “Statement on Government of Colleges and Universities.” Academe, 52:4, pp. 375-379. Copyright 1966 by the American Association of University Professors.

Dill, David D. "The Nature of Administrative Behavior in Higher Education," Educational Administration Quarterly, 20:3, (Summer), pp. 69-99. University Council of Educational Administration. Copyright 1984 by Sage Publications.

Duryea . E.D. “Evolution of University Organization” in The University as an Organization, edited by James A. Perkins, McGraw Hill Book Co. Copyright 1973, The Carnegie Foundation for the Advancement of Teaching, pp. 15-37.

Etzioni, Amitai. "Administrative and Professional Authority," in Modern Organizations by Amitai Etzioni, Prentice-Hall. Copyright 1964 by Prentice-Hall. pp. 75-84. hooks, bell. “Black and Female: Reflections on Graduate School.” Talking Back: Thinking Feminist, Thinking Black, by Bell Hooks, South End Press. Copyright 1989 by South End Press.

Johnsrud, Linda K., and Ronald H. Heck. “Administrative Promotion Within a University: The Cumulative Impact of Gender.” Journal of Higher Education, 65:1, pp. 23-44. Copyright 1994 by the Ohio State University Press. 13 Kanter, Rosabeth Moss. Men and Women of the Corporation. Basic Books, Inc., Publishers. Copyright 1977 by Basic Books, Inc. pp. 129-242.

Peterson, Marvin W. and Melinda G. Spencer. “Understanding Academic Culture and Climate,” in Peterson, Marvin W., ed., Organization and Governance of Higher Education, 4th edition, Ginn Press. Copyright 1991 by Ginn Press, pp. 140-153.

Tierney, William G. “Symbolism and Presidential Perceptions of Leadership," The Review of Higher Education, Vol 12:2 (winter 1989), pp. 153-166. Copyright 1989 by the Association for the Study of Higher Education,