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Journal of Higher Education Management Volume 33, Number 2 (2018)

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Journal of Higher Education Management Volume 33, Number 2 (2018) PUBLISHED BY AMERICAN ASSOCIATION OF UNIVERSITY ADMINISTRATORS 1 JOURNAL OF HIGHER EDUCATION MANAGEMENT Online: ISSN 2640-7515 │ Print: ISSN 1077-3398 Volume 33, Number 2 (2018) Opinions expressed in articles published in the Journal of Higher Education Management are those of the individual authors, and should not be taken as being representative of the opinions or positions of either the Journal or its sponsoring organization, AAUA—American Association of University Administrators. © Copyright 2018 by AAUA—American Association of University Administrators. Permission to reprint for academic/scholarly purposes is unrestricted provided this statement appears on all duplicated copies. All other rights reserved. INSTITUTIONAL SPONSOR FOR THIS ISSUE OF THE JOURNAL OF HIGHER EDUCATION MANAGEMENT Florida State University One of the nation's elite research universities, Florida State University preserves, expands, and disseminates knowledge in the sciences, technology, arts, humanities, and professions, while embracing a philosophy of learning strongly rooted in the traditions of the liberal arts and critical thinking. FSU's welcoming campus is located on the oldest continuous site of higher education in Florida, in a community that fosters free inquiry and embraces diversity, along with championship athletics, and a prime location in the heart of the state capital. Classified by the Carnegie Commission as “Doctoral Universities: Highest Research Activity,” Florida State offers over 300 degree programs at the undergraduate and graduate levels that prepare students to make an impact wherever they go. Cover Photo: Westcott Building at Florida State University; Constructed in 1910 as the Administration Building for the Florida State College of Women, and renamed in 1936 as the James D. Westcott Memorial Building in honor of the Florida jurist who bequeathed his entire estate to the Florida State College in 1887, the Westcott Building serves as the architectural centerpiece of the Florida State University campus and houses the university’s central administrative offices, including the Offices of the President and Provost. 2 Journal of Higher Education Management Volume 33, Number 2 (2018) EDITOR-IN-CHIEF Dan L. King, American Association of University Administrators SENIOR EDITORS Damon P. S. Andrew, Florida State University Rachael Murphey-Brown, Duke University ASSOCIATE EDITORS Raymond J. Bandlow, Gwynedd Mercy University Abour H. Cherif, American Association of University Administrators 3 CONTENTS 1 Rethinking Higher Education: Leading Through Integration (Donald L. Birx, Mark J. Fischler, Annette M. Holba, Patricia T. Bahr) 12 Lessons Not Yet Learned: Culture, Governance, and the Jerry Sandusky Case (William G. Tierney, Raquel M. Rall) 28 The Doctoral Quest: Managing Variables that Impact Degree Completion (Glenn Gittings, Matt Bergman, Kobena Osam) 38 A Higher Education Response to Rampage Violence (Sara M. Fawcett née Flowers) 47 The Administrative Home for University Sport and Active Recreation: One Approach Doesn’t Fit All (Julie A. Brunton) 62 The Goldilocks Phenomenon: Are We Helping Doctoral Students Too Much, Too Little, or Just Right? (Laura A. Roberts, Raymond Bandlow) 81 Differences Between Fairness and Likelihood of Use of Distinctive Justice Principles and the Relationship with Organizational Commitment, Job Satisfaction, and Turnover Intentions (Shawn M. Fitzgerald, Daniel F. Mahony, Fashaad L. Crawford, Josiah Zachary Nyangau) 97 Faculty Psychological Contracts in a Precarious Time: The Need for Strategic Human Resources Management in Higher Education (Karen Kapusta-Pofahl) 104 Perspectives on Improving Higher Education: Faculty and Administrative Priorities (Abour H. Cherif, Maris Roze, Clara Wajngurt, David Overbye, Farah Movahedzadeh) 127 A Model for Enhancing Student Engagement Within the Context of Higher Education Quality Assurance (Raphael M. Jingura, RecksonKamusoko, Andrew Muzinda, Simbarashe Munikwa, HatinaNdoorwi, Julius Tapera) 136 A Profile of and Generational Change in the Leadership of American Research- Intensive Universities (Richard A. Skinner) 145 Freedom of the Quad: Academic Integrity, Free Speech, and the Goldwater Institute’s Model Legislation (Richard Sonnenmoser) 162 The Role of Ethics in 21st Century Organizations: A Call for Administrators to Understand the Implications of Students’ Moral Development During the Collegiate Experience (Amanda Eakins) 167 Guns on Campus: Implementing Campus Carry (Cynthia Opheim, Vicki Brittain) 180 Incivility in the Workplace: The Experiences of Female Sport Management Faculty in Higher Education (Elizabeth A. Taylor, Robin Hardin, Natalie Welch, Allison B. Smith) 1 Rethinking Higher Education: Leading Through Integration Donald L. Birx Mark J. Fischler Annette M. Holba Patricia T. Bahr Plymouth State University Journal of Higher Education Management, 32(2), 1-11. © Copyright 2018 by AAUA—American Association of University Administrators. Permission to reprint for academic/scholarly purposes is unrestricted provided this statement appears on all duplicated copies. All other rights reserved. (Online ISSN 2640-7515; Print ISSN 1077-3398.) Introduction Public higher education in the twenty-first century is at an impasse, entrenched within a tradition that has come under fire as irrelevant and costly (Crow and Dabars, 2015; Ferrall, 2011; Watson and Watson, 2014). This impasse reflects a decline in institutional sustainability (National Academies, 2007). According to the New England Association of Schools and Colleges (NEASC), since the Great Recession in 2008 ten previously accredited institutions in New England have either closed or merged with another institution and at the national level, Peter Jacobs (2015) reports that between 2008 and 2014 thirty-four institutions of higher education have closed. Governments no longer offer substantial funding without accountability (Thorp and Goldstein, 2010), and there is a disconnect between what and how students learn in college and their employment in the workforce/marketplace (Crow and Dabars, 2015; Autor, 2010). The consequences of this disconnection between the marketplace and what/how students learn manifests with incremental/evolutionary discoveries and advancements and weak economic growth compared to earlier in the twentieth century when discoveries were made in leaps and bounds. Discoveries arise from disciplines that come together to solve complex challenges, so the connection between disciplines is more important than ever if we are to produce students who can work with others to solve the challenges of the 21st century (Birx, et al., 2013). To be a sustainable institution within these challenges, making a strong connection between higher education and the marketplace is paramount and so, we are in the process of responding to these challenges by focusing on integration. There should be a strong connection between higher education and the marketplace; at the same time, colleges and universities should stay true to the principles embodied in a liberal arts education, particularly through an integrated perspective. Providing students with ample opportunities to explore ideas with depth and breadth is critically important. Without the ability to make connections between ideas and disciplines, our students will not be able to create a world that offers the kind of economic growth we have come to expect. We believe integration and collaboration in all facets of our work is the best response to these challenges for our own institution, and for higher education in general. We also acknowledge that fully adopting a learner-centric philosophy should be at the center of both academic and organizational structures, processes, and decision-making. We have come to this perspective because our institution, Plymouth State University (PSU), found itself no longer 1 sustainable as an organization; the ultimatum was clear, without having a sustainable future, we had to change. This essay is our story. We are three years into changing our thinking, our practices, and our culture. Much like redesigning and rebuilding a plane as it is flying, we are sharing our story as we are living it, though we do have some evidence that our changes are making a difference that will have a positive effect toward sustainability. First, this essay discusses the reason for identifying the philosophy and practice of integration as our answer to our challenges and as the cornerstone of re-making higher education. Second, we describe our experiences through a timeline as we implement steps to integrate the academic and administrative parts of our institution. Lastly, we provide outcomes and evidences that indicate we are contributing favorably toward our sustainability. We begin with identifying why integration is necessary for making our institution, and higher education, sustainable in the 21st century. Integration Integration in higher education has advantages that provide a natural connection to the world outside of the academy. An integrated education involves experience that educates the whole student, in mind, body, emotion, and spirit (Fan, 2004). Additionally, the focus is not so much on making a student smart as much as it is about making a student well. This means it is about helping students to translate knowledge into wisdom in all facets of their lives; “there is no division between school and society, study and human life, knowledge and goodness” (Fan, 2004,
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