DOCUMENT RESUME HE 000 499 ED 027 828 8y-Henderson, Algo D. The Administrator/Student Conflict. Pub Date Nov 68 Note-13p. Journal Cit- AdministrativeLaw Review; v21 n1 p65-77Nov 1968 EDRS Price MF-S0.25 HC-S0.75 Responsibility,*HigherEducation,*Student Descriptors-*AdministratorOualifications,Administrator Alienation, *Student Attitudes,Student School Relationship,*University Administration Colleges are undergoing a transitionfrom having responsibilityfor the protective students in loco parentis tothe position of treatingand counseling students care of not prepared as youngadults. Many administrators areacademic specialists, but are basic questions raisedby students aboutthe university's role as to respond to the permissiveness of an educationalinstitution and its role insociety. The growing to today's communicationsmedia have produced more parents and exposure administrators can no longer assume sophisticated college-agechildren over whom authority. Administrators areusually confronted withproblems arising an arbitrary from 1 of 2 sources:(1) militant studentand. faculty insistence that the social action, and (2)student pressures forchange in the should take leadership in be institution itself. The numerouscriticisms that evolvefrom these sources seem to ideas and maintained justified. Unfortunately, manyadministrators have resisted new administration,, actions thathave turned student agressions bureaucratic modes of It is from the solution ofeducational problems to theachievement of student power. be more qualified fortheir responsibilities.It is felt suggested that administrators scholar or a that they should havequalifications in addition to areputation as a scientist, in order tocommunicate effectivelywith modern students.(WM) U.S. DEPARTMENT Of HEALTH, EDUCATION& WELFARE

OFFICE OF EDUCATION

1...... 1.... THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED f ROM THE POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATING11.

STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

to preoccupy t informs them ity enhances the THE ADMINISTRATOR/STUDENTCONFLICT

d, must relate /two D. HENDERSON* fable is in order, conducted some Universities foster change, and they react toimpacts from change. The he experimenter president and other administrativeleaders are caught in the middle. As the organization on liaison between the folk andthe super culture, they become ents to contrast squeezed by the pressures towardconformity, on the one hand, and rcular, or very toward social evolution, on the other. The two groups The egalitarian movement in highereducation is another factor. The by exchanging are being pressured to respond tothe needs of students of lar pattern was varying ages, abilities, and interests, and forservices to the disadvantaged segments of the population. Thisintroduces problems relating to thecivil ial organization liberties of the students and to the designof the educational program. On uous with their these, there are profound differences ofopinion. iversities are to Too many of the administrators are notprepared for what is happening. members of any They are academic specialists, whereas theproblems with which they have 'dental to their to deal are general andpervasive in our . The administratorslose The academic sight of the university as a collegium.They use authoritarian methods; ose environment they become captives of the physical andfinancial aspects; they fail in s heavily upon intellectual leadership and become timid inasserting the functional role of s to educational the university in society. They havehad no training for administrative pm it, continued responsibility or for educational leadership. ling or unable to Students, in spite of instances of irritating anddisturbing actions, are he placation of raising basic questions about the university as aneducational institution not be made a and about its role in society. if colleges and The Transition from "In Loco Parentis" stead, the reform t be guided by the Colleges are undergoing a transition fromhaving responsibility for the cies ofour time. protective care of the students "in locoparentis" to the position of treating and counseling students as youngadults. Presidents and deans are

*Dr. Algo Donmeyer Henderson is a researcheducator and professor at the Centerfor Research and Development in HigherEducation at the University of California.Berkeley. Dr. Henderson graduated from GeorgetownUniversity in 1918. received his L.L.B. from the University of Kansas in 1921, his M.B.A. atHarvard in 1928, and L.L.D. fromAntioch College. He is the author of a book titled Policiesand Practices of Higher Education published in 1960 and a frequent contributor toeducational journals. f

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66 SECTION OF ADMINISTRATIVE LAW caught between opposing forces that represent strong views on the respective sides of the subject. To appreciate the chanee that is taking place. it is necessary to consider dbit of history about colleges and universities. In the earlier periods of our history before the public secondary school became universal, the ages of the students were much youneercommonly fifteen to eighteen. Also, most colleees had preparatory departments and thus large numbersof students who were adolescents. Until comparatively recently, colleges were predominantly private and often church-related. Theidea of having a lay person rather than a cleric as president is recent. In the past, therefore, colleges had been strongly oriented toward the inclusion of religious and moral teaching as a part of the curriculum and as influencing the moral behavior of the students. Students were disciplined, fined, or expelled for violations of rules and regulations. On the ground that they should not learn to be playful, Cokesbury Colleee fined students who remained in their bath for more than one minute! Today the typical entrance age of college students is eighteen and the average age much older. Indeed, among urban universitiesthe mode is well above twenty-one. Prep schools have been eliminated from the college campuses, but at the other end of the aee continuum therehave been large additions of students in the professional schools and in graduate education. Proerams in adult education have grown by leaps and bounds and especially in urban situations where the commuting is easy. This means an infusion of part-time students of older age, mostof whom are married, have families, and live at home. Since World War II, the percentage of students attending public institutions of higher education has been rapidly enlareing and they now considerably exceed those going to private colleees. The public universities do not view the teachingof religion and morals in the same light as do the church-related institutions and indeed are prohibited from indoctrinating in particular religions. With automobilesand parents provide themit is impossible to "keep diligent watch" over the co-eds, as Horace Mann once advised The

University of Michigan to do. . Two other trends have been affectine the college situation. One has been the growing permissiveness of parents and the parental discarding of older disciplinary forms. The other is that the children have become more sophisticated. This is in part the result of today's methods of communication and transportation, plus such exposures to knowledge and ideas as.come through the radio and television. But parents typically treat their own children of college age as adults in that they serve them with THE ADMINISTRATOR/STUDENT CONFLICT 67 intoxicating liquor, discuss sex somewhat freely, and admitchildren to the discussion circle when ideas are being weighed. When fathersattend fraternity parties, they become just as drunk as do their sons, sometimes more so. Some mothers are nowgiving to their daughters in college the "pill." It should be remembered, too, that young men and women are eligible for, or, indeed, being drafted into the armed services at age eighteen. Currently there is a growing belief that the voting age should be lowered to eighteen. It seems clear from this brief recital that the practice in loco parentis is no longer tenable. On the otherhand, parents continue to expect the college to maintain this relationship. As one parent said: "If my son dates a Negro girl, I want the university totell the." They permit their eighteen- year-olds to accept a job in a distant city without fatherly supervision; but when the youth goes to college, the older imaee of the institution prevails. The general public, at least those who become agitated about student behavior, also think that the college should "crack down" on the students. Unfortunately for them, itis the role of the president and his administrative associates to protect and extend the image of the university. The image needs to be good. not necessarily in the academic sense, but good in whatever sense the public expectsof it. This is necessary because of the dependence of the institution upon the public or public bodies for funds and the need to have environmental conditions that attract students and permit good operation. The president and deans find themselves confused because they have not sufficiently analyzed the changes that have been taking place. In their zeal to defend the institution against hostile attacks from the parentsand the public, they paint an image of the campus and hence arouse an expectation that is inaccurate and rnisrepresentative. In the days when smoking by women was highly controversial, I recall one president who told me that his university had strong rules against smoking by women; then with a wink, he said: "But we know that they do." The administrators do not work sufficiently with faculty and students to develop a positive policy and a rationale for it. The concept of in loco parentis must be laid to rest, because it is dead. The substituteshould be a program of counseling, staffed byprofessionally trained personnel. The effort should be directed to educating the student and also developing group concern for an environment conducive togood education. Tensions in the area of student behavior are inevitable but do not need to assume a large order of magnitude. 68 SECTION OF ADMINISTRATIVELAW

Civil Liberties forStudents authority over students College administrators assumean arbitrary trend in court that they no longer possess.This is because there is a students' withcivil liberties andhence to decisions to identify rights. The require that thecolleges use proceduresthat protect these colleges have not hadsuch procedures forstudents. assumed that the collegehad the Heretofore presidentsand deans have and who niight remainin right to determine whomight enter as a student fully obeyed. Many instances where the rulesand regulations were not administrators continue to actupon theseassumptions, but the enacted fair education assumptions are no longervalid. Some states have opportunity in admissions on practice laws whichrequire equality of of creed, grounds of race, color,and national originand also in the cases the control of areligious excepting where theinstitution is clearly under significance, the courtshave become increasingly body. But of greater institution of willing to hear thecomplaints of studentswho accuse the arbitrary actioni. universities have generallyaccepted the principlethat The colleges and office is faculty members areentitled to hearingswhen their tenure of universities questioned. Most of thenational organizationsof colleges and policies concerningacademic freedom and tenure. have adopted uniform the Consistent with this,the individualinstitutions have codified procedures, sometimeswith minor variations. being made to definesimilar agreement onthe rights An effort is now been the and freedoms ofstudents. Leaders inthe movement have Professors, the Associationof American Associationof University Association, the National American Colleges, theU.S. National Student and the National As- Association of StudentPersonnel Administrators, Speaking of the procedural sociation of Women Deansand Counselors. Statement says: standards in disciplinaryproceedings, the Preliminary that the student be In all situationspmcedural fair play requires that he be given a infoimed of the nature of thecharges against him, fair opportunity to refutethem, that the institutionnot be arbitrary appeal of a decision. in its actions and thatthere be provision for those laid down bythe ; These requirements areessentially the same as i of law to courts in recent yearswhen applying theprinciple of due process student cases. administrator may nolonger It may be said, therefore,that the college might have done. Inparticular, he act in a disciplinary caseas he formerly , 69 THEADMINISTRATOR/STUDENT CONFLICT the institution mustprovide may notmake arbitrarydecisions. Instead, 1 due process. partly Administrators tend tobe impatient withthis new development, partly because it preventsthe president because it istime-consuming and "proper"discipline has beenadministered. from showing thepublic that action instead of fairplay and due Thus the institutionsupports arbitrary give lip service to conceptsof civil process.Although administrators In both applied them whendealing with students. liberties, they have not administrators do not the retention ofstudents, many the admission and in higher education accept theimplications of theegalitarian movement that has takenplace since WorldWar II. Change in the University The Impacts ofStudents' Ideas for university has beendisplacing the In social thoughtand action, the wisdom. This isbecause the church as the best sourceof insights and for truth about man,society, university ideally isdedicated to the search increasingly leans uponthe university for and the universe.Society thus influences socialchange ethical and ideologicalguidance. The university and in instancesinitiates change. their criticisms of theuniversity. It is The students areright in some of fragmented; it isbecoming enslaved tothe research overspecialized and with of government andindustry; its indoctrination and service demands leads .to some Western valuesrather thanworld-oriented values losing sight of itslarger role in unfortunate consequences;it has been society. issues of our Students of today are deeplyconcerned about the great timethe morality of war,the disparities betweenaffluence and poverty, social ills. They are racism, materialism asincentive, and the neglected interested in the college anduniversity, its purposes, programs,and achievements. The studentsfeel that they have somethingimportant to say to theadministrators and the facultyand, indeed, to the governing board on all of these matters. arise from one of The problems that confrontthe administrator usually student two sources. Thefirst of these is the insistenceof the more militant and faculty groups thatthe college should takeleadership in social action. This view is strongly opposedby faculty who areresearch rather than action oriented and whobelieve that the main purposeof the university would be adulterated if theenergies were not given fully tothe exploration trustees and of knowledge. Theview is also opposed by most administrators on the groundthat off-campus actioninvolves

[ 70 SECTION OF ADMINISTRATIVE LAW

unwarranted interference in the affairs of others. Thus an issue is joined between two factions, each of which feels deeply. In these circumstances it is important that the president or dean shall have enough historical perspective concerning the role of colleges and universities to enable him to pursue a wise course of action. By its nature a college or university is an agent of social change. This can clearly be seen iri non-controversial 'areas. The land-grant universityprogram was launched for the very purpose of reforming the practices in agriculture and of giving further impetus to the industrial revolution. Medical schools have become the fountainhead of knowledge relating to illnesses and public health. It was professors of Harvard joining with research staff from IBM that produced the first computer, which has been havinga revolutionary effect in business, engineering, education, and research. Universities have also been responsibile for profound changes in controversial areas. Advocating the theory of evolution is an example. Persuading the government to use macroeconomic theory in its financial and budgetary policies, displacing the Adam Smith doctrine, is amore recent example. The value of these influences can now bc appreciated because of the perspective of time. What is intensely controversial atone moment of history, as was the theory of evolution, becomes widely accepted in another decade. It may be argued that these theories are the fruits of individual scholars; but it is also true that the institutionas a whole has swung its support behind the ideas. The immediate problem stcms from the fact that although the'. university arises from the folk culture, it become a super culture. The folk culture is stable and the tendency is to preserve the status quo. On the other hand, it is the business of the university to examine hypotheses and data with the view of discovering more accurately what truth is. Suppose, for example, that scientists had accepted the prevailing notion just a few years ago that the atom was the smallest element in nature. We would not have discovered atomic power. Since people of conservative tendencies do not like to be disturbed in their thinking,, they resent the college or university if it questions their beliefs and modes of behavior. Social action in controversial areas has this result. The advocacy of social charm based upon the findings of research, however, is a different matter from committing the institution toa I particular ideology. An ideology can prove to be litniting intellectually. For example, the Russians discovered that their indoctrination in one theory of genetics had been leading them up a blind alley. The too close to the prevailing political and social institutions is a form of indoctrination. So also is Mao's little red book. An educational

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71 THEADMIN1STRATOR/STUDENT CONFLICT inquiry. It should not put institution has as itscentral mission free blinders on its eyes. the process of Another borderlineof action isencountered through action. The objectivesof a universityrequire free arriving at concerted views and action. Hence it is nottenable for a minorityto impose its sometimes want todo. The vatues.upon the majority asmilitant groups below provides a means groupparticipative plan oforganization described through which to arriveat sufficient consensusfor instutitonal action. important in a college oruniversity As a corollary,however, it is most individuals and for groupswho, acting to maintainfreedom of action for it clear that they arenot speakingfor the institution. for themselves, make the frustrations, which encourageconfrontations within To avoid political and university, it is essentialto avoidrestraints on off-campus L autocratically-minded presidents social activities.Governing boards and in error when theyendeavor to limitthese freedoms. are seriously right to do Furthermore, from thecivil liberties'viewpoint, they have no and students arealso citizens. so. Faculty timid. social action, presidentstypically are much too In the area of by siding with They are so afraidof injuring theimage of the institution that they have anopposite faculty and studentsin unpopular causes president of a universityis influence. The long-runeffect is mediocrity. A and people; he is, orshould be, an not merely a managerof budgets, plant, be limited to theconfines of educational leader. Thisleadership should not inevitably also a civicleader. Looking the campus. Indeed,the president is backward in time, it canbe seen that thereally great presidents were men positions on public issues. who took vigorous respectability around the Presidents also drawthe cloak of academic the research role butdenying responsibilityfor the university, emphasizing because in non- knowledge. In doing so,they are inconsistent uses of working controversial areas theinstitution jumps intoaction. Faculty, university, are spending aninordinate under contractsmade by the amount of time asconsultants. Adniinistrators should not meetall suggestions fromstudents with proposals for socialaction. negative answers or takehostile positions on provide leadership indistinguishing betweentheories Instead, they should in supported by knowledgeand, on the otherhand, "isms" and determining appropriatespheres of action. arises because of studentpressures forchange in The second problem ferment itself.It seems apparentfrom the nationwide the institution dissatisfied and dis- among thestudent bodies thatthey are greatly principal- turbed. They see themultiversity as a hugemachine, interested

1 72 SECTION OF ADMINISTRATIVE LAW ly in research rather than teaching and reducing the student to a computer number, and as a factory that processes students for preordained roles in a technological society. They charge that the substantial funds being received from industry and from government for research have distorted the energies of the professors. Not only are the professors neglecting the students, but the ideals of scholarship are being adulterated by materialism. They cause the university to support unhealthy trends in America such as greater influence of militarism over our national government. The university is so much a part of "theestablishment" that it has lost its influence as a leavening factor in society. They say that the university faculty have lost their ability to deal intelligently with comprehensive problems because the university has become so fragment- ed and specialized. One result is that the students no longer get a genuine liberal education. The required courses are merely an assortment of elementary introductions to specializations and the majors are oriented to graduate study. The students feel that they are being victimized by the professional guilds. it is time, they say, to examine all for their and wisdom, because the too exclusive studyof indoctrinates in such things as white supremacy, the glorification of war, and the infallibility of Judeo-Christian theology. Man, society, and the universe are studied piecemeal without an integration of the pieces. They criticize the quality of the teaching because professors are chosen on the basis of their publications rather than their teaching competence, and the professors give wholly insufficient attention to the design of the courses of instruction. Innovations arevirtually impossible. These and other criticisms of the college and university have validity. Some presidents and deans will agree with them. On the other hand, these officers surrender to the faculty the role of planning and implementing the academic program without providing them with leadership. They feel they have the duty to defend the institution for whatever it is. They point with pride to the renown of the institution in scholarship. They busy themselves with the problems of finance and of plant. So, while the president is collecting funds and erecting monuments, and the departmental faculties are logrolling over specialized curricula and research, the studentssupposedly the focus of the universitygo unheard. An overall problem on most campuses about discussing issues, whether social or relating to the university itself, is the lack of good intellectual communication. Administrators talk with adminstrators, lunch together, play golf together. Faculty develop departmental cliques, and these groups lunch together and play bridge together. Faculty meetings are dull and 73 THEADMINISTRATOR/STUDENT CONFUCT administrators and minutiae. The intellectualgulf between swamped with administrators andstudents. faculty is wide. Itis even wider between downward and not up.The administratordoes not information flows flow to him. through which ideasand complaints can establish avenues peripheral to his buries himself in papersthat are routine or The president barrier to students orfaculty who main role and this,too, constitutes a the presidentmixes want to feedhim with ideas. Inthe large university, resemble madhousesand with with faculty only atcocktail parties that is by weary pressof the students at receptionswhere the communication hand. best intellectual Interestingly enough, itis the students,and those of the sensitivity to the consequencesof the quality, who todayhave the greatest they aiso have thebest ideas for social and educationaltrends. Sometimes of national andlocal groups, institutional reform.The needling activities make constructivecontributions. along with theirritations they produce, resisted ideas to thepoint where Unfortunately theadministrators have of student powerrather student aggressions turntoward the achievement solution of theeducational problems.I am not being than toward the The administrative naive about themotivations of someof the "new left." debates over the issuesinto the rational finesse that is neededis to steer the of a university. Late asit is in this ground that shouldbe the characteristic institution to give respect, it isstill essential toreorganize the interest groups,including representation in decisionmaking to the major the vital problems. students, and to set upprocedures for an attack on Government? ShouldStudents Play a Rolein C'ollege modes of administrationthat The authoritarianand bureaucratic appropriate for anacademic setting. prevail amonguniversities are not of group participationshould be adopted. The nzodern concept and take Administrators generally areignorant oforganizational theory fol granted the existingstructures andpractices. College students areengaging in awidespread movementindeed the studentparticipation. Theagitations on worldwideto enlarge degree directed by particular campuses arecoordinated and to some the U.S. NationalStudent national organizationsof students including larger student powerand Association whose mainobjective now is to seek Democratic Societywho advocate asubstantial the Students for a resisting this measure ofcontrol by students.Administrators are student participationin movement. Facultiesgenerally are opposed to Yet, Iinsist, students have asignificant academic governance. avoid contribution to make.They intend to beheard and hence, to 74 SECTION OF ADMINISTRATIVE LAW

recurring crises, orderly involvement in decision making shouldbe provided for. Student governments exist on nearlyevery campus. but the students are ridt in sayirm that they are Mickey Mousegovernments. Their sphere of responsibility is non-academic and lareely peripheralto the ongoine work of the campus. Ordinarily the studentgovernments are responsible to a dean of students who exercises the real authority. Studentgovernments are not without some good points including the help that the studentscan give on matters that are close to them and the advantageto them of gaining experience in organizing and leading activities. Butthe students are no lonRer content with the structure. Most of the dynamic actionon campus is bypassing the established student government The students areue that it is they who change andgrow in the academic prom-am. They are firsthand observers of the educationalprocess and have judments about such thinesas Rood and bad teachine and whether examinations are consistent with thepurposes and content of a course. As the student proceeds beyond his freshmanyear, he may have a broader view of the curriculum than domany highly specialized instructors. In any event, most students know why they are in colleee and have ideasto contribute about what the overall character andprogram of the institution should be. Present-day studentsare mature and are being challenged by the problems of society. They would like theprogram of the college to be preparing them for civic, occupational, and cultural activities relevantto these problems. They would like to help determine whatthe main thrust of the university should be. The model of organization fora colleRe or university is the bureaucratic one, a concept well described by the German sociologist, Weber. It assumes an administrative structure resembling a vertical pyramid with the decision-makin authority at thetop and the communication in the form of orders and directives flowing downward.This model is authoritarian. It exists, in part, because the Americanuniversity is a corporation with a board of governors, the membershipof which is largely chosen from industry or professions serving business.Neither the faculty nor students are represented at this hid policy-forming level, although in business it would be the businessmen that also form thegoverning board. Fortunately by tradition the faculty havea large degree of responsibility relating to the academicprogram. this is right because they are professionally qualified for determining these policiesand programs. It is a!so bad, however, in that the faculty become splinteredinto departments that build walls around themselves. The student bodyis the lowest among all of the parties of interest. Furthermore, it is saidthey are the subjects of ,

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75 THEADMIN1STRATOR/STUDENT CONFLICT at that. Itis easy to thinienr sts.dents in the programand transitory ones thinks of his products.But people do the same way that afactory manager and grow unlessthey are personallyinvolved. not change exercise a degreeof power Students are learningthat it is possible to engaging indisruptions. The through stagingconfrontations or where communication,though confrontations usuallyresult in a meeting place. Many suchconfrontations have often highlyemotional, does take concessions. It seemsprobable that inthe been successfulin securing will be engagedin more and future this techniqueof using group pressures hence administratorsneed to more bothby students andby faculties; for negotiation andmediation. In become moreskilled in the procedures faculties are nowauthorized by law to a few states,for example, the engage incollective bargaining. the chaoticconfrontations and Neither thebureaucratic model nor collegiate type ofinstitution. The main disruptions seemappropriate to a (7.- faculty member andthe student business of a collegetakes place between a and his colleaguesin a researchlaboratory. or between afaculty member for the best of intellectualcollaboration is essential The highest degree , not abattleground for results. A collegeshould be a spirit and effortshould prevail. belligerentforces.. The collegial of theory concerningorganization conceives Furthermore, modern people in being a process. Itinvolves the affected decision making as best made where relation to the degreeof their interest;and decisions are whatever scrutinyneeds to be made the best informationlies, subject to from a higher levelof authority. an alternativemodel to thebureaucratic one, Modern theory presents Policy and program namely the groupparticipative model. levels can be madethrough therepresentative determinations at all student participation of allaffected groupsand this includes faculty and students,chosen by their representation.It means that would sit with thepresident and otheracademic respective constituencies, displacing the oligarchyof leaders in determiningpolicies and programs, i policy and program canthen administrators. Theimplementation of the administrative officersunder the be made throughthe appropriate direction of thepresident. need to adjust theirthinking Both administratorsand faculty members and structure of theuniversity. More thanthat, the about the organization in a need to be reorganized sothat they will represent governing boards society, and includingthe more balancedway thediverse elements in our organization of the typeI have describedwill not solve academic one. An confrontations and all of the problems,indeed, will noteliminate all

i i 76 SECTION OF ADMINISTRATIVELAW that they have If, however,studentsand facultyfeel violence. and representation in thecouncils that makedecisions about policy to resort to program, itshould reduce theimpact of the groups that want methods to control it violence. Also, if a riot occursand police or other administrator will have after consensus aboutthe actions, the are used less substantial support forthe decisions. thisshould make the hot seat institution hot. The main point isthat the decision makingin an education shoal() be a sharedenterprise. distinguish between the For the purposes ofclarity, I should like to democracy." The groupparticipative model andthat of "participatory It is essentially latter model is beingadvocated by certain pressure groups. making group an oldidea, that of sovietswith congenial interests but one trouble withthe decisions for themselves.This sounds attractive, faculties do precisely modern university is thatthe discrete departmental itis impossible tofunction if everybodydecides this. Furthermore, There needs to be a everything or if small groupshold a veto power. needs to be both mechanism for welding the groupsinto a whole. There making at a level wherethe flexibility and unity. Theremust be decision model has these institution as a whole can act.The group participative Do students have theright to establish astudent several characteristics. being government separatefrom the university?This is a new demand needs to be clarified; but pressed by militant groups.The legal situation be there are some courtdecisions that suggestthat this would not legalfor example, a NewYork case that held that auniversity has the this power to regulatenational fraternities.Irrespective of the legal aspect, if successful, it would kind of separation is notgood in principle since, that is antithetical to lead to the negotiating,mediating type of operation the nature of theuniversity as an institution. I believe that collegeand It should be apparentfrom this discussion that should have qualificationsfor their university administrators scientist. I do responsibilities in addition to areputation as a scholar or a These not underestimatethe importance of highintellectual achievement. officers certainly should possessthis qualification. Theinstitutions, however, deserve to have atthe helm individualswho have attained a matured ofeducation related to broadintellectual interests, education, who have an who have historicalperspective about higher understanding of socialdynamics and socialchange, who have a substantial knowledgeof organizationaltheory and administrative processes, and whoknow the characteristicsof students and can these kinds of needs, a communicate effectivelywith them. Sensing for the study of higher number of universitieshave established centers THE ADMINISTRATOR/STUDENT CONFLICT 77 education which examine the kinds of issues I have raised and involve prospective administrators at the doctoral and postdoctoral levels. The aim is to provide fresh knowledge about higher education and to prepare a new type of educational leader.