Managing colleges and universities issues for leadership edited by allan m hoffman and randal w summers

MANAGING COLLEGES AND UNIVERSITIES Issues for Leadership Edited by Allan M Hoffman Randal W Summers Foreword by Dean L Hubbard BERGIN & GARVEY Westport, Connecticut • London Library of Congress Cataloging-in-Publication Data Managing colleges and universities : issues for leadership / edited by Allan M Hoffman, Randal W Summers ; foreword by Dean L Hubbard p cm Includes bibliographical references and index ISBN 0–89789–645–9 (alk paper) Universities and colleges—United States—Administration Educational leadership—United States I Hoffman, Allan M (Allan Michael) II Summers, Randal W., 1946– LB2341.M2779 2000 378.73—dc21 99–37688 British Library Cataloguing in Publication Data is available Copyright ᭧ 2000 by Alan M Hoffman & Randal W Summers All rights reserved No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher Library of Congress Catalog Card Number: 99–37688 ISBN: 0–89789–645–9 First published in 2000 Bergin & Garvey, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc www.greenwood.com Printed in the United States of America TM The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984) 10 Contents Foreword Dean L Hubbard vii Introduction Allan M Hoffman and Randal W Summers ix Organizational Structure, Management, and Leadership for the Future Richard Alfred and Scott Rosevear The Practitioner’s Dilemma: Understanding and Managing Change in the Academic Institution John S Levin 29 A Memorandum from Machiavelli on the Principled Use of Power in the Academy Daniel J Julius, J Victor Baldridge, and Jeffrey Pfeffer 43 Higher Education Management in Theory and Practice Jana Nidiffer Successfully Managing Higher Education Consortia/ Partnerships Albert B Smith, Ronald D Opp, Randy L Armstrong, Gloria A Stewart, and Randall J Isaacson 63 75 vi Contents The Financing of Higher Education David S Honeyman The Process of Setting Tuition in Public University Systems: A Case Study of Interaction Between Governing Board and Campus Management Robert H Fenske, Frank H Besnette, and Stephen M Jordan 89 103 Collective Bargaining Allan M Hoffman, Randal W Summers, and Yvonne Thayer 125 Student Development: Its Place in the Academy Denise C Ottinger 139 10 Managing with Diversity in Colleges and Universities Amer El-Ahraf and David Gray 161 11 Managing Evaluations in Higher Education John C Ory 187 12 Evaluating Collegiate Administrators Richard Miller and Peggy Miller 199 Index 211 About the Editors and Contributors 219 Foreword Few will challenge the underlying thesis of Managing Colleges and Universities: Issues for Leadership: The world is changing rapidly and these changes will have an inevitable and profound impact on higher education Even those who disagree with Allan Hoffman and Randal Summers’ prognostications regarding the exact direction this change will take, must agree that institutions that fail to respond to the trends taking place around them will not likely survive with significance very far into the new millennium Regardless of one’s position in the academy, the experienced practitioners who have contributed to this book provide a wealth of hands-on knowledge of the inner workings of the traditional academic institution Their insights and suggestions have been honed in the trenches and, therefore, merit careful consideration Another strength of the book is that it not only outlines some of the forces impacting the academy, but also delineates successful change management strategies While not every reader will find every chapter equally enlightening, all will come away with a greater appreciation for the challenges facing higher education and with a renewed sense of urgency to get on with figuring out how to ensure the continued relevance and vitality of American higher education Dean L Hubbard Introduction We are probably all familiar with the old cliche´ “the only constant is change.” Fortunately or unfortunately, in reality, it is more than a cliche´ We are reminded in our daily work and our social lives that the demands of change are not only continuous but also becoming increasingly complex The hallowed halls of academe are no stranger to this “complex change” phenomenon Let’s review the challenges facing higher education: • There is new competition in higher education—the rise of “for profit education.” • Traditional institutions are facing shrinking budgets and enrollment challenges • There are major technological advances in education methodology—the information age is here • There are shifting demographics in the higher education workforce—graying of the instructor/tenured professor; the new breed of college professor with different values, attitudes, and work ethic • There are shifting demographics in the higher education student body—increasing adult and minority and off-campus enrollment (via distance learning) • There is a greater demand by organizations for skill-based education to prepare graduates for the challenge of the workplace in the global marketplace in the new millennium In essence, the cultural context of higher education has changed but our management paradigm has not As a parallel, American industry in the 1980s found itself faced with new formidable competition, a changing x Introduction workforce, and a world characterized by rapid change In order to succeed, management had to change the way it conducted its business Similarly, with sweeping changes in the healthcare system, administrators found themselves floundering in a new world—they had to change or become anachronisms Unfortunately, what we, as managers/administrators in higher education, have been doing for many years is no longer working In fact, the high turnover in higher education administration is but a symptom of the importance of our addressing the future now In this book, we will provide both a conceptual framework and practical approaches relevant to leadership issues in higher education It is our intent to help in the transition from: • traditional manager/administrator to a valued leader in higher education; • being accountable for delivering cost/effective education to a responsibility that focuses on changing student behavior in order to impact the organizations where they will work; • being viewed as a higher education institution to being valued as a partner to industry and government in achieving a competitive advantage in the global marketplace The chapters in this book cover a wide range of topics that relate to leadership issues in higher education The contributing authors are from many walks of life—professors, administrators, and consultants They were selected for their expertise in a particular topic and they were given latitude in respect to their approaches and writing style What follows is a brief summary of each of the chapters This book contains 12 chapters Chapter 1, “Organizational Structure, Management, and Leadership for the Future,” explores academic organizations with hierarchical structures The authors indicate that these organizations once thrived but now face serious setbacks in market share and operating resources They challenge the status quo of leadership in colleges, asserting that they are slow moving, change resistant, with static organizational structures and systems-driven management The chapter describes new competitors and the organizational strategies they use to enter the higher education marketplace The authors point out common principles for restructuring higher education organizations and the impact this would have on management and leadership in the future Chapter 2, “The Practitioner’s Dilemma: Understanding and Managing Change in the Academic Institution,” focuses on the imperative of managing change for the future survival of academic organizations The forces of change that affect academic institutions are identified along with outdated conceptions and responses to change The author contends that by Introduction xi understanding the academic institution as a dynamic human environment, practitioners will be ready to manage change Have you heard from Prince Machiavelli lately? Well, chapter 3, “A Memorandum from Machiavelli on the Principled Use of Power in the Academy,” is a memo to you from him The memorandum captures the view that the ability to make changes begins with an assessment of the type of organization and then an understanding of the decision makers, the decision-making process, and the implementers of change This is a “must read” chapter Chapter 4, “Higher Education Management in Theory and Practice,” explores what we teach students about management in higher education The authors suggest there is no agreement about the implications of what we choose to teach An assertion is made that all theories regarding organizations can be categorized into structural, human resource, political, and symbolic groups The author takes the position that simply learning an espoused theory will not guarantee that it will become someone’s “theoryin-use” or actualize in management practices/behavior Chapter 5, “Successfully Managing Higher Education Consortia/ Partnerships,” looks at the historical development of consortia, the nature of consortia in higher education, and how to be successful in creating them Chapter 6, “The Financing of Higher Education,” reviews the trends in higher education that have had major impact on the economics of higher education The authors indicate there has been continual growth in enrollment, which will continue to the year 2005 They point out that the demographics of the student body have changed, there is now less federal government support resulting in diminished revenue, and there is an increasing demand on colleges and universities for greater accountability The authors suggest a number of approaches to determine the monetary value of higher education to individuals and society as a whole Chapter is a case study of the actual process of tuition setting at Arizona and Kansas public university systems The authors present an overview of the issues and forces affecting tuition levels They highlight the relationship between the board and campus management in the tuitionsetting process Chapter 8, “Collective Bargaining,” explores the context in which collective bargaining functions in higher education It examines the issues around organizing for education management and leadership during the process Third-party intervention and the impact of collective negotiations upon higher education are reviewed Chapter 9, “Student Development: Its Place in the Academy,” points out the emergence of student affairs as a prominent player in academia The author presents an interesting historical overview of the student personnel movement and the role of student development in the college environment xii Introduction The chapter explores organization development and planning issues in the context of continuous improvement leadership for student practitioners Chapter 10, “Managing with Diversity in Colleges and Universities,” emphasizes the creation of an environment where people of varying age, gender, ethnic origins, life experience, worldview, and education can build a community together and enjoy success The chapter explores diversity in the workplace in the context of four megatrends that influence higher education organizations: adjustment to a global economy, adoption of sophisticated technology, abandonment of the traditional organization, and development of a multicultural/multiethnic workforce The chapter concentrates on the fourth trend Chapter 11, “Managing Evaluations in Higher Education,” looks at the evaluation system at the University of Illinois at Urbana-Champagne The chapter highlights the evaluation programs /activities of the Office of Institutional Research, which is responsible for the design and management of evaluation programs to help campus decision-making Chapter 12, “Evaluating Collegiate Administrators,” begins with the premise that the main reason for evaluating administrators, as is the case for faculty, is to improve administrative performance The authors describe the characteristics of effective administrator evaluation systems, outline the operational guidelines for administrator evaluation, and provide a six-step process for employee-employer assessment They also discuss a step-by-step process in handling a termination This book was developed by experienced academic leaders/managers and is intended to help academic administrators develop strategies to effectively deal with the issues and challenges of leadership in higher education Allan M Hoffman Randal W Summers Evaluating Collegiate Administrators 207 c Completely confidential meetings and correspondence are usually better If secretarial leaks are a distinct possibility, use long-hand notes d Give general reasons, but if requested, specific reasons i Incompetence, such as: • • • • • lack of preparation immaturity technical deficiencies indifference untrustworthy ii Incompatibility of administrative styles and/or personalities iii Poor human relations iv Irregular behavior v Failure to keep confidence e Some ways to accomplish the termination i Sabbatical/research leave before returning to faculty ii For an agreed upon time, move into a position more compatible with interests and talents iii Reorganize, but this approach may create other problems that may not have been planned iv Provide continuing employment for a period of time v Give the individual a special project, with full pay and credible surroundings, with an agreed-upon finish time vi Give the individual an opportunity to resign DEVELOPING AN ADMINISTRATOR EVALUATION SYSTEM The following outline sets forth a usable structure for developing and evaluating an administrator evaluation system A Purposes of the evaluation system B Structure Who should evaluate whom? Selection of evaluation techniques a b c d e Survey instrument Interviews Review of literature Benchmarking (check with other similar institutions) Other C Operationalizing the process Time schedule Gathering data Analyzing and evaluating data a Use of normative references 208 Managing Colleges and Universities Feedback Follow-up D Uses of results Conference with immediate supervisor a Format for conference b Follow-up after conference c Rebuttal grievance procedures d Uses of conference results Conferences with others ASSESSING AN ONGOING ADMINISTRATION EVALUATION SYSTEM Rarely we evaluate our evaluation systems Somehow we assume that because it is an evaluation system it must be good by virtue of just being in existence, but evaluation systems, as systems of any sort, are good, average, or poor It is just that they are rarely evaluated A Charge for the evaluation given by CEO B Ad hoc committee is established Balance among administrators, faculty, students, and/or external participants No factional domination or majority Committee members appointed by the president, based upon recommendations from appropriate groups C The new committee should begin with a detailed review of the current system An appropriate literature review is desirable Successful models should be solicited from a few other colleges/ universities D Time allocated for study Time-action-plan (TAP) is developed a Time frame for the study b What actions will be needed? i Deadlines established for each phase of the study c Checkpoints set up for determining progress toward deadlines Developmental schedule for the system should include at least one open hearing A SIX-STEP PROCESS FOR EMPLOYEE-EMPLOYER ASSESSMENT A systematic, step-by-step process can help diminish the normal anxieties that are almost always associated with personnel evaluation-both for the evaluated and the evaluator Evaluating Collegiate Administrators 209 Step 1: At the designated time, both the evaluator and evaluated fill out the appropriate rating scales and/or other forms Step 2: The evaluatee submits a self-rating scale along with another form that includes narrative descriptions that includes these categories: A Position description B Unusual aspects of work-related activities since the previous evaluation Unexpected developments/happenings Most positive work-related happenings Most negative work-related happenings Problems to be solved, with possible solutions/ameloriations Possible changes in position description C Professional development needs/aspirations for the future This report is submitted to the evaluator one week in advance Step 3: A one-hour conference is scheduled between the employee and the employer No particular structure for the conference is recommended The conference discusses employee and employer responses on the rating scales in addition to the employee’s narrative responses, as well as any narrative reports by the supervisor The conference should conclude with some developmental, next steps, even for the superior-rated employee, under the assumption that when “you’re through learning, you’re through!” Step 4: The evaluator submits to the employee, within one week, a summary statement of the conference, concluding with a developmental section Step 5: The employee signs the employer’s report to the effect that he or she has read the report The employee can attach a rebuttal and/or comments on an addendum to the report if the employee so wishes Step 6: If differences about aspects of the report exist, a follow-up conference may be desirable, or a prior meeting between the academic dean and the supervisor may be desirable before a follow-up employer-employee meeting An administrative evaluation system should be simple in form and structure, consistent in use, open in intent and operation, and both formative and summative in function REFERENCE Salamone, Ronald E and Vorhies, Arthur 1985 Just rewards: Ensuring equitable salary reviews Education Record 66(3), 44–47 Index Academic community, 31 See also Community of scholars Academic institutions: assumptions about, 31–32; decision-making, 45; diversity, 166–68; external constituencies, 47; financial information in, 14–15, 26, 52; history, 139–43; as instruments of political forces, 32; leadership in, 37; management, 32– 33; people-processing, 44–45; policies and procedures, 52; postmodern, 38–39; pressures on, 35– 36; private, 97, 131–32; resistance to change, 51; shared power within, 129; strategic planning, 52–54, 67; uniqueness of, 31–32 See also Community colleges; Education consortia/ partnerships Academic ratchet, 99 Accountability, 96 Accreditation, 16 Adhocracy, 25 Administrator Evaluation System (AES), 189–90 Administrators: collective bargaining, 129–31; defining, 203; evaluations, 189–90, 199–209; increase in, 98–99; student affairs, 148–56; terminations, 206–7 See also Presidents of universities Admissions, 109, 116, 181–82 Affirmative action programs, 170, 176 Age of students, 35, 91 Americans with Disabilities Act (ADA), 33–34 Argyris, Chris, 64–65, 68 Arizona Board of Regents (ABOR), 110–11, 118, 120 Arizona public universities, 110–13, 118, 120 Arizona Students Association (ASA), 111–12 Asynchronous learning (ALN), 190–91 Basic Educational Opportunity Grants, 105 Begin, J P., 126, 129–31 Bell Atlantic, 23 Bergquist, William, 38–39 Birnbaum, R., 63, 70 Bolman, Lee, 69–72 Boorstin, Daniel J., 162 212 Budgeting, 68, 151 Bunzel, John, 166–67 Caffrey, J., 95 California, diversity in, 167–68 California Academy of Mathematics and Science (CAMS), 170–71 California State University, Dominguez Hills, 168–73 Campus Honors Program, 191–92 Canon, Carnegie Commission on Higher Education, 106–7 Case, John, 14 Chait, Richard P., 71–72 Chancellors See Presidents of universities Chandler, M K., 130–32 Change: in the academic institution, 35– 36, 38–39; competition advantage in, 4; control and, 34–35; definitions, 38; diversity and, 183; leadership for, 46–58; learning required to make, 4; organizational will for, 26; research for, 52; resistance to, 29– 30, 46; timing, 50, 57 Chief academic officer (CAO), 204–5 Chief executive officers (CEOs) See Presidents of universities Chief student affairs officers (CSAOs), 148–52 Circular organization, 12 Collective bargaining: context of, 126– 27; contracts, 128–29, 132; lessons learned, 131–34; management and leadership, 129–31; mediation, 130– 32, 134; mutual gains bargaining, 130–31; neutrality, 128; organizing for negotiations, 127–29; unionization, 126–28, 131–32; voluntary, 133–34 Colleges See Academic institutions Colleges in Consort (Patterson), 77 College Student Experiences Survey (CSES), 192 Committees, 45, 55–56 Community, development of, 177–80 Community colleges: collective bar- Index gaining, 126–27; consortia with fouryear colleges, 79–86; cost advantage of, 3; economic impact assessments, 96; expenditure and revenue patterns, 97; presidents, 81–82, 84; ϩ programs, 84, 86 Community of scholars, 31–33, 38 Competition, 2–7, 16, 35–36, 181 Computer networks, 84 Conflict, tactics of, 50–51 Consortium, definition, 76–77 See also Education consortia/partnerships Control, change and, 34–35 Core competencies, 11, 21 Core values, 25 Corporations, 3, 16 Costs: competitors, 3; consortia/partnerships, 85; containment of, 108; cost disease, 97–98; to society, 94; tuition setting and, 107–9, 119 See also Financing issues Crafting a Managed Plan for Setting Tuition and Fees (Arizona Students Association), 113 Customer-focused delivery, 4–5, 10, 22– 23 Customer intimacy, Cyrix, 11 Deadlines, 57 Deal, Terry, 69–72 Deans, evaluation of, 205 Decentralization, 4, 6, 16–17, 25 Decision-making: academic institutions, 44–45; committees, 45, 55–56; community of scholars, 31; decentralization, 6; decision flowing, 45; fairness, 175–76, 180; followthrough, 57; process characteristics, 45; strategic planning and, 67–68; theories and models, 67–68 See also Management theory Dell Computer, 11 Deming, W Edwards, 127 Demographic projections, 90–91, 181, 183 Department chairpersons, 205–6 Differential tuition, 119 Index Discovery Program, 192–93, 196 Distance education, 2–4, 84 Diversity: academic institutions, 166– 68; benefits of, 179; California State University, Dominguez Hills, 168–73; campus climate and, 172–73; community and, 177–80; definition, 178– 79; fairness, 175–76, 180; learning to work together, 182–84; managing with, 161–62, 173–75; outlook for, 176–77; potential problems, 180–81; recruitment, 181–82; sensitivity, 174– 75, 183–84; in the workplace, 162– 66, 176, 178, 181 Dominguez Hills, 168–73 Drew, Ernest, 165–66 Earnings differential, 92–93 Economic impact assessment, 95–96 Education: asynchronous learning, 190– 91; diversity and, 165–68; monetary value to society, 94–96; monetary value to the individual, 92–94; secondary, 170–71; student affairs, 154– 55; tuition and access, 105–7, 116 Educational Opportunities Rhetoric courses, 194 Education and General expenditures, 94 Education consortia/partnerships: categories and features, 76–79; costs, 79– 80, 85; growth of, 75–76; management research, 81–83; recommendations, 86; successful elements, 83–85; two-year/four-year, 79–86 The Effective Board of Trustees (Chait et al.), 71–72 Employment, 6, 19, 80, 162–64 Emporia State University, 113 Empowerment, 11, 18 Enacted norms, 99 Errors, sharing knowledge of, 20 Espoused theory, 64–65, 68–69 Ethnic minorities See Minorities Evaluations: administrators, 189–90, 199–209; confidentiality, 201–2; cooperation and, 193–95; effectiveness, 200; expectations, 195–96; flexibil- 213 ity, 196–97; guidelines, 201; insider information, 194–95; instructors and courses, 188; Office of Instructional Resources, 187–90; problems, 203; programs, 190–93; purposes, 197, 199–200; self-ratings, 209; six-step process, 208–9; student affairs professionals, 150; student placement, 188–89; teaching assistants, 190, 195; top-down, 202 Faculty: authority of, 131; evaluations, 188, 194, 196; job satisfaction, 132; longitudinal profiles, 195; minorities, 169–70; new role of, 6, 18; property rights, 99; salaries, 97–99, 111, 118, 127; strikes, 127; terminations, 206– 7; unionization, 126–28, 131–32; vision of future by, 26–27 Fairness, 175–76, 180 Federal funding, 89, 92, 106, 116–17 Financial aid: access and, 105–7, 116; federal, 105, 107; high tuition/high aid strategy, 97, 107–8, 117–18; loans, 91, 107, 118; private institutions, 97; tuition setting and, 112, 117–18, 120; tuition waivers, 120 Financing issues: budgeting, 68, 151; consortia and, 79–80, 85; current revenue and expenditure patterns, 96– 100; demographic projections, 90– 91; federal and state funding, 89–90, 92, 106, 116–17; financial aid, 91– 92; fiscal crises in 1980s, 105; fiscal prudence, 52; individual vs society funding, 106, 108; monetary value of education, 92–96; open-book organizations, 14–15, 26; student affairs, 151–52 See also Costs Finley, C., 132 Fiscal prudence, 52 See also Financing issues Fort Hope State University, 113 Galbraith, John, 7–8 Garbage can theory, 67 General Electric, 19–20 GI Bill, 104, 141–42 214 Gier, N., 126 Global economy, 163 Goals, performance, 26, 52–54 Gold, Steven D., 105 Governors, tuition setting and, 111, 114–15 Graduate students, 33, 69, 190, 195 See also Students Growth accounting studies, 94–95 Grupe, Fritz H., 77–79 Hawking, Stephen, 68 Hierarchical structures, 1–2, 5–6, 17– 18 Higher education See Academic institutions; Education; Management Higher Education: Who Pays? Who Benefits? Who Should Pay? (Carnegie Commission), 106 Higher Education Act (HEA) of 1965, 105 Higher Education Employer-Employee Relations Act (HEERA), 132 Honda Motor Company, 9, 22–23 How Colleges Work (Birnbaum), 63, 70 Howe, R A., 128–29 Huddle system, 15 Human resources, 150–51 Human resource theory, 70 Hurd, R.W., 128 Information systems, 6, 14, 18–21 In loco parentis, 140, 143 Input-output analysis, 96 Institute for the Study of Cultural Diversity and Internationalization, 171 Instructor and Course Evaluation System (ICES), 188, 194, 196 Intellectual capital, 179 Interinstitutional cooperation, 77 See also Education consortia/partnerships Internal rate of return, 93–94 International Teaching Assistant (ITA) Assessment and Training Program, 190 Index Isaacs, H H., 95 Issues carousel, 45, 50–51 Julius, D.J., 131–32 Kansas, 109, 113–18 Kansas Board of Regents (KBOR), 113– 14 Kansas State University, 113 Keller, George, 35 Key quality indicators, 147 Knowledge: benefits of, 92–94; as critical resource, 6; explicit and tacit, 10; role in organization, 9–10; speed of sharing, 20 See also Education Kochan, T.A., 131 Leadership: authority, 46; collective bargaining, 129–31; committees and, 55–56; concentration of effort, 49– 50; conflict strategies, 50–51; follow through, 57; formal system and, 56– 57; importance of history, 51–52; integrity, 46–47; managerial identity, 66–67; personal relationships, 47; political bases, 48–49; rewards, 57; role of, 36–38; skepticism, 57–58; strategic planning, 52–54, 67; student affairs, 148–49; teams, 37; visionary, 23 Learning, 5, 19–20 See also Education; Knowledge Learning resource centers (LRCs), 80 Legislators, tuition setting and, 111, 114–15 Lehnert v Ferris Faculty Association, 133 Loans, student, 91, 107, 118 Logical obscurantism, 203 Low-income students, 107, 118, 119 See also Financial aid Machiavelli, Niccolo, 43–44 Malcolm Baldrige National Quality Award, 145 Management: academic institutions, 32– 33, 39–40; changing designs, 24–27; collective bargaining, 129–31; con- Index trol, 34–35, 39–40; diversity and, 173–75; duality, 35; middle, 8, 10; problematic condition of, 30–34; recognition of need for change, 39– 40; social construction of reality, 33– 34; student affairs, 148–52; teaching of, 63, 68–73; two-year/four-year consortia, 80–81 See also Management theory Management theory: budgeting, 68; managerial metamorphosis, 66–67; Reframing Organizations (Bolman and Deal), 69–72; teaching of, 63, 68–73; theories and models, 67–68; theory of action, 64–66 Manco, 14–15 Marable, Manning, 162 Market foresight, 23–24 Massy, W., 97–99 Maverick ideas, Mediation, 130–32, 134 Middle management, 8, 10 Minorities: access, 170, 172; recruitment, 181–82; students, 33, 90–91, 172, 183–84; teachers, 80; in the workplace, 164–66, 176, 178, 181 Moses, 58 Motorola, 4, 16, 19, 23 Mutual gains bargaining, 130–31 National Association of Manufacturers, 166 Neal, Donn C., 79 Net present value (NPV), 93 Nike, 11 Nissan, Northern Arizona University, 110 Northern Arizona University-Yuma, 112 Oberlin College, 140 Occupational preparation, 19, 80 Odden, A., 97–99 Office of Instructional Resources (OIR), 187–97 Ohio admissions policy, 109 Open-book organizations, 14–15, 26 Open enrollment, 109, 116 215 Orange Coast College, 167 Organizational structures: boundaryless, 14, 21–22, 26; community of scholars, 31–33, 38; competition in, 16–17; core competencies, 11, 21; current changes in, 164; customer service, 22–23; decentralization, 17– 18, 25; distributed, 7–8; future, 24– 27; hierarchical, 1–2, 5–6, 17–18; learning, 9–10, 19–20; machine metaphor, 35; maverick (circular), 12–14; modular, 11–12; molecular, 8–9; mosaic, 10–11; open-book, 14–15, 26; postmodern, 38–39; speed/flexibility, 19; teamwork in, 18–19 Output creep, 99 Paradigm creation, 37 Partnership, definition, 81 See also Education consortia/partnerships Patterson, Franklin, 77–78 Patterson, Lewis D., 77–78 Pell Grants, 105 Performance goals, 26, 52–54 Pittsburg State University, 113 Placement and Proficiency System (P&P), 188–89, 195 Political theorists, 70 Positivism, 68 Postmodernism, 38–39 Poverty, 90–91 Presidents of universities: collective bargaining, 128; evaluations, 202–4; student affairs, 153; tuition setting and, 112, 115–17, 121 See also Administrators Private institutions, 97, 131–32 Profit-sharing, 15 Public institutions: Arizona, 110–13; collective bargaining, 133; faculty unionization, 131; Kansas, 113–17; tuition-setting, 104 Published Image, 15 Pyramid structures, 1–2, 5–6, 17–18 Quality efforts: diversity, 168; expenditures, 98; improvements and, 14; key quality indicators, 147; student 216 development, 145; tuition setting, 109, 118–19 Race Relations on Campus (Bunzel), 166–67 Rates of return, 94–95 Recruitment, 181–82 Redundancy, 10 Reframing Organizations (Bolman and Deal), 69–72 Relationships, personal, 47 Research, 52, 81–85, 96 Resource allocation system, 5, 96 Rewards, use of, 57 Richardson, R.C., Jr., 168 Satellite companies, 13–14 Schn, Donald, 64–65, 68 Self-efficacy, 34 Semco, 12–14 Semler, Ricardo, 12 Senior Surveys, 192–93 Sloan Center for Asynchronous Learning Environments (SCALE), 190–91, 196 Social rates of return, 94–95 SPEAK, 190 SPECTRUM, 192 Speed of responses, 19, 25 Sprint, 14 Staff: empowerment, 11, 18; information sharing, 20–21; minorities, 169– 70, 180; revenue per employee, 14; satellite program, 13; as stakeholders, 14; unionization, 128 Strategic planning, 52–54, 67–68 Student Advisory Committee (SAC), 115–17 Student development: chief student affairs officers, 148–53; decisionmaking, 152–53; evaluations of personnel, 192; financial resources, 151– 52; history of, 139–43; human resources, 150–51; key quality indicators, 147–48; mission statement, 146; organizational development and planning, 144–47; overview, 143– 44, 155–56 Index The Student Learning Imperative (American College Personnel Association Student Learning Project), 144 The Student Personnel Point of View (American Council on Education), 142 Students: decreasing enrollments, 99– 100; graduate, 33, 69, 190, 195; incomes after graduation, 93; minorities, 33, 90–91, 166–69, 172– 73, 183–84; placement evaluations, 188–89; profiles, 35, 90–91; tuition setting and, 103, 109, 111–13, 115– 17, 120 See also Student development Symbolic theorists, 70 Teaching assistants, 190, 195 Teamwork: distributed model, 8; importance of, 48–49; leadership, 37; molecular model, 8–9; organizational principles, 18–19; personal relationships, 47 Technology adoption, 163, 169, 191 Telecommunications companies, Terminations, 206–7 Test of Spoken English (TSE), 190 Theory in Practice (Argyris and Schn), 64–65, 68 Theory-in-use, 65, 68–70 Theory of action, 64–66 Total Quality Management, 127, 180 The Transformation of American Industrial Relations (Kochan et al.), 131 Tuition setting, 103–21; access and, 105–7, 116; in Arizona public universities, 110–13; costs and, 107–9, 119; differential tuition, 119; high tuition/high aid strategy, 97, 107–8, 117–18; increases in 1980s, 105; in Kansas public universities, 113–17; overview, 104–6; populist, no tuition philosophy, 108; student lobbying and, 103, 109, 111–13, 115–17, 120; timing of, 112, 116; tuition indexing, 118; tuition waivers, 120 Index Turbulence, 34–35 ϩ programs, 84, 86 Unionization, 126–28, 131–32 See also Collective bargaining Universities See Academic institutions University of Arizona, 110 University of Arizona-Sierra Vista, 112 University of California, 132, 176 University of California, Los Angeles (UCLA), 33, 66 University of Illinois at UrbanaChampaign (UIUC), 187–98 University of Kansas, 113 University of North Carolina-Chapel Hill, 96 User fees, 119 217 Value, creation of, 2–4, 21 Values: of education to society, 94–96; of education to the individual, 92– 94; institutional, 31–32 Vermont tuition policy, 107 Veteran’s Readjustment Act of 1944, 104, 141–42 Virtual integration, 21 Vorhies, Arthur, 201 Wichita State University, 113 Work Force 2000, 164 Yale University, 33 Yeshiva decision, 131 Young, Charles, 66 About the Editors and Contributors ALLAN M HOFFMAN is dean and professor of the College of Health Sciences at Des Moines University—Osteopathic Medical Center and director of the Center for Prevention of Community Violence He has provided consulting services on violence prevention to schools, colleges, and business organizations worldwide; has served in teaching and administrative capacities for many universities; and is a member of the North Central Association’s Academic Quality Improvement Project Among his numerous awards and honors he received a Certificate of Special Congressional Recognition from the U.S Congress His most recent books are Schools, Violence and Society (Praeger, 1996) and Violence on Campus: Defining the Problems, Strategies for Action (1988) RANDAL W SUMMERS is an adjunct professor in the Business Administration Program at the University of Phoenix, Southern California campus; director of Learning and Development at Informix in Menlo Park, CA; and a general partner in the consulting firm of Summers and Associates Affiliated with Fortune 100 companies, he has specialized in human resource, organizational, and curriculum development He has contributed most recently to TQM: Implications for Higher Education (1995), Schools, Violence and Society (Praeger, 1996), and Violence on Campus: Defining the Problems, Strategies for Action (1998) RICHARD ALFRED is an associate professor in the School of Education, University of Michigan RANDY L ARMSTRONG is associate professor of communications and director of student publications at Hardin Simmons University, Abilene, Texas J VICTOR BALDRIDGE is president of Pacific Management Company and program director of the Center for Strategic Leadership at the Univeristy of San Francisco 220 About the Editors and Contributors FRANK H BESNETTE is executive director, Arizona Board of Regents, Arizona State University, Tempe AMER EL-AHRAF is head of the degree-granting division of the International Education Corporation, which is entrusted with realizing the vision of establishing the multicampus Southern California International University ROBERT H FENSKE is professor of higher education in the division of Educational Leadership and Policy Studies at Arizona State University DAVID GRAY is the past vice president of Administration at California State University, Long Beach DAVID S HONEYMAN is a professor in the Department of Education Leadership, College of Education, University of Florida, Gainesville DEAN L HUBBARD is president of Northwest Missouri State University RANDALL J ISAACSON is a graduate of the higher education master’s degree program student affairs at Texas Tech University STEPHEN M JORDAN is president of the Graduate Program in Public Administration at Eastern Washington University DANIEL J JULIUS is associate vice president for academic affairs at the University of San Francisco, a senior fellow at the Stanford Institute for Higher Education Research, and past president of the College and University Personnel Association and the Academy of Academic Personnel Administrators JOHN S LEVIN is associate professor of higher education and director of the Community College Institute, the Center for the Study of Higher Education at the University of Arizona PEGGY MILLER is a lecturer in the Management Systems Department at Ohio University RICHARD MILLER is professor of higher education at Ohio University JANA NIDIFFER is an assistant professor in the School of Education at the University of Michigan About the Editors and Contributors 221 RONALD D OPP is associate professor of higher education at the University of Toledo, Ohio JOHN C ORY is director of the Office of International Resources and associate professor of educational psychology at the University of Illinois at Urbana-Champaign DENISE C OTTINGER is dean of student services at West Shore Community College in Scottville, Michigan JEFFREY PFEFFER is the Thomas D Dee II Professor of organizational behavior at the Stanford University Graduate School of Business SCOTT ROSEVEAR is an associate in the Information Technology Division at the University of Michigan ALBERT B SMITH is professor and coordinator of the Higher Education Program at Texas Tech University GLORIA A STEWART is director of Institutional Research at the University of Houston-Downtown Campus and a doctoral student in the Higher Education Program at Texas Tech University YVONNE THAYER is a policy analyst for the Virgina Department of Education in Richmond ... Cataloging-in-Publication Data Managing colleges and universities : issues for leadership / edited by Allan M Hoffman, Randal W Summers ; foreword by Dean L Hubbard p cm Includes bibliographical references and index... Introduction Allan M Hoffman and Randal W Summers ix Organizational Structure, Management, and Leadership for the Future Richard Alfred and Scott Rosevear The Practitioner’s Dilemma: Understanding and Managing. .. Bargaining Allan M Hoffman, Randal W Summers, and Yvonne Thayer 125 Student Development: Its Place in the Academy Denise C Ottinger 139 10 Managing with Diversity in Colleges and Universities Amer El-Ahraf