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NORTHWESTERN UNIVERSITY MSHE 473 Summer Term, 2012 Location: Annenberg Hall 345 Time: Monday 6:00 to 9:00 Instructor: Dr

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NORTHWESTERN UNIVERSITY MSHE 473 Summer Term, 2012 Location: Annenberg Hall 345 Time: Monday 6:00 to 9:00 Instructor: Dr NORTHWESTERN UNIVERSITY MSHE 473 Summer Term, 2012 Location: Annenberg Hall 345 Time: Monday 6:00 to 9:00 Instructor: Dr. Elizabeth Hayford Home Phone: (847) 491-1997 Email: [email protected], [email protected] Office Hours: By appointment STRUCTURE AND GOVERNANCE IN COLLEGES AND UNIVERSITIES: AUTHORITY AND ACCOUNTABILITY Course Description. This course will provide students an opportunity to understand the structure and governance of colleges and universities and the characteristics of leadership in these institutions. Students will examine the internal organization and culture of institutions, and become familiar with external and related bodies that impact higher education, including state governments, Congress, accrediting agencies, associations and foundations. The course will analyze the roles of university presidents as well as other sources of leadership within institutions. Course Objectives. Course reading will present theoretical models of organization types and leadership issues within higher education. Students will combine an understanding of organizational frameworks, competing institutional interests and external factors that institutional leaders confront, and will be exposed to many specific illustrations of how institutions deal with problems. The course will encourage students to analyze and reflect on institutional needs and constraints to prepare them to function effectively and make decisions in their professional lives. Careful preparation and active class participation will be expected. Students will write several brief response papers and one 8 to 10 page paper on a college or university president. Formal class requirements are outlined below. In addition, students may be asked to lead in-class discussions, make short class presentations on readings, analyze cases handed out in class, or review and bring to class current course-related issues in the press. Students will be expected to keep current on course-related developments in higher education through regular review of the general and educational press, such as the New York Times, Chicago Tribune, Chronicle of Higher Education, or Inside Higher Ed (web). For all written work, the American Psychological Association (APA) style and publication manuals constitute the standard. For detailed information, check the APA web site on style: http://www.apastyle.org/ Learning Goals. As students participate in this course, they will be expected to acquire theoretical and practical understandings of contemporary higher education in the United States, including • Theoretical understanding of governance and structural models; • Leadership styles of college and university presidents and external and internal constraints on their leadership; • Concept of shared governance and its positive and negative impacts; • Key challenges and transformations influencing higher education in the U.S. Students will aim to acquire facility in analysis of current issues, in oral presentation of the material, and production of clear and succinct written work describing and addressing leadership and governance questions. Course Requirements. 1. Attend all classes, complete assigned readings, prepare for and participate actively in class discussions. (30%) 2. Complete brief 2-3 page responses to readings as assigned. One will be a brief essay for Session Two, and one will be a brief essay and class presentation in Session Five on the dilemma of major athletic programs and the costs, both financial and philosophical, to higher education. (30%) 3. Hand in final paper, 8-10 double spaced pages, analyzing the work of a current or recent college or university president, the president’s leadership style, preparation for the position, key challenges main accomplishments, and measures of effectiveness. The paper will integrate research on the individual president and relevant elements of the assigned reading. Students must work with a biography, autobiography or other educational writing of the president, as well as other material from the media or the university illuminating the work of the president, and illuminate the career with at least three articles or chapters assigned in the course. (40%) Some significant recent presidents who might be paper topics include: Henry Bienen, Clark Kerr, James Duderstadt, James Freeman, Jill Kerr Conway, Derek Bok, Bart Giamatti, Stephen J. Trachtenberg, Rita Bornstein, Ruth Simmons, William Bowen, Theodore Hesburgh, or any other president including the leader of a college where class participants have attended or worked. The paper will be due on July 23, 2012, at the last class session. Students will make a presentation of approximately ten minutes, with five minutes for questions and discussion. For class on July 9, students will prepare a one or two page double spaced summary naming the topic, key issues to be analyzed and materials to be used. All written assignments shall be handed in on hard copy at the designated class period. Grades for late work may be reduced one step. Grading. Grades for the course will use an A-F scale. Academic Integrity. Students in this course are expected to comply with the policies found in the booklet “Academic Integrity at Northwestern University: A Basic Guide.” Your written work may be scanned and tested for plagiarized content. For details regarding academic integrity at Northwestern, visit: http://www.northwestern.edu/uacc/. If you need a copy of the brochure, visit the SESP Student Affairs Office. Accommodation for Students with Disabilities. In compliance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act, Northwestern University is committed to providing equal access to all programming. Students with disabilities seeking accommodations are encouraged to contact the office of Services for Students with Disabilities (SSD) at (847) 467-5530, or [email protected]. SSD is located in the basement of Scott Hall. SSD also has an excellent web site viewable at http://www.staff.northwestern.edu/ssd/. Required Reading. Books available for purchase at the Norris Center Bookstore: Robert Birnbaum. How Academic Leadership Works. Understanding Success and Failure in the College Presidency. Jossey-Bass Publishers. 1992. ISBN: 1-55542-466- X. James J. Duderstadt. A University for the 21st Century. University of Michigan Press. 2000. ISBN: 978-0-472-11091-0. Coursepack available for purchase at Quartet Copies, 818 Clark Street, Evanston, IL (847) 328-0720. CLASS SCHEDULE. SESSION ONE. June 18, 2012. Introduction and Overview of Higher Education in the U. S. Mission, institutions and systems, students, current challenges. Discussion of materials to be distributed illustrating presidential implosions. Duderstadt, Chapters 1-3 SESSION TWO. June 25, 2012. Structure and Governance. Organizational theory. Continuity and change in institutional mission. Duderstadt, Chapters 4-7. Birnbaum, Chapters 1-2. Coursepack: N. Christopher Brown, ed., Organization and Governance in Higher Education: Chapters 1, 6, 7, 10; Altbach, Berdahl and Gumport, American Higher Education in the Twenty-First Century: Introduction, Chapter One; Martin Trow, “On the Accountability of Higher Education in the United States,” in Bowen and Shapiro, Universities and their Leadership. Written Assignment: You have become president of a major research university, liberal arts college or community college, and at your age (51) will be president for 10-15 years if all goes well. Write a 2-3 page double space summary of the two or three primary external issues that you expect will be challenges for your institution over this period and how and with what success you expect your institution to respond. (Be sure to identify your institutional type.) Note any differences in the way that Philip Altbach and James Duderstadt project these issues. SESSION THREE. July 2, 2012. Institutional Leadership and Accountability. Presidents and Boards; Presidents and Faculty. External forces: Boards, Alumni, Parents, Associations, Foundations. Duderstadt Chapters 10-11. Birnbaum, Chapters 4-7. Coursepack: Gabriel E. Kaplan, “How Academic Ships Actually Navigate,” in Ehrenberg, Governing Academia; Ingram and Associates, Governing Independent Colleges and Universities, Chapters 1, 6, 12, 13; Ingram and Associates, Governing Public Colleges and Universities, Chapters 1, 6, 11, 12 (Read Ingram selectively); Susan Resnick Pierce. On Being Presidential. A Guide for College and University Leaders. 2012. San Francisco. Jossey-Bass. Chapter 2 “The President and the Board;” James L. Shulman and William G. Bowen, The Game of Life. College Sports and Educational Values. 2001. Princeton, New Jersey. Princeton University Press. Prelude, Preface, Chapter 13, “Taking Stock.” Visitor. Philip L. Harris, Jenner & Block, Trustee, Northwestern University. Issue analysis. During part of this session, students will break into groups to analyze and present perspectives on the tension between high profile athletic programs and educational values as presented in The Game of Life. A written analysis and further discussion will be part of Session Five on July 16. SESSION FOUR. July 9, 2012. Finance and Mission. Costs and revenues. Leadership in Public Institutions. Demographics and diversity. Duderstadt Chapters 8-9. Coursepack: Michael Olivas, “The Rise of Non-legal Legal Influences on Higher Education,” in Ehrenberg, Governing Academia, Ronald G. Ehrenberg, Tuition Rising. Why College Costs so Much, Chapters 1-2; Robert B. Archibald and David H. Feldman, Why
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