Universities are what academics make of them: a case study of individual actors shaping their institution. This study seeks to deepen understanding of how individual actors within an organisation can contribute to shaping the organisation. Focusing on the micro-organisational level, it examines how … Expand.
The proof of the pudding: University responses to the European Research Council. Universities are structured and behave as organizations. View 2 excerpts, cites background. German Universities as multiple hybrid organizations. Strategizing Identity in Higher Education. There is a growing body of literature shedding light on processes of strategy making within public universities. Yet, to date, only a handful of studies have analysed the role that organizational … Expand.
View 3 excerpts, cites background. European Universities as Complete Organizations? Abstract This article investigates the form of European universities to determine the extent to which they resemble the characteristics of complete organizations and whether the forms are associated … Expand. Highly Influenced. View 6 excerpts, cites background. Different factors push for the inscription of the sociology of academic work on the research agenda.
A first one stems from the fact it is still a relatively under-covered perspective in the study of … Expand.
Universities as specific and incomplete organisations? Governance, frequently combined with instruments of New Public Management NPM , has become a frequently used concept meant to characterise recent reforms of steering higher education systems and … Expand. Does It Really Matter? Universities are public organisations, which operate in a highly institutionalised environment.
They are heavily dependent on public resources. As such, universities are susceptible to shifts in … Expand. In their multidisciplinary manner and in adherence to their mission statements, universities make it possible for people to be open to change with regard to their initial cultural orientation and be … Expand. View 1 excerpt, cites background. Discourse-based evaluation and quality management in higher education institutions: a German-Vietnamese case study of the collegial audit.
ABSTRACT This article presents experiences and conclusions of an audit approach that focuses on the thesis that universities can gain most from external impulses when actively acquired and adapted by … Expand. View 4 excerpts, cites background and results. View 1 excerpt, references background. Four faces of educational organizations. This article attempts to explore the presumed distinctive character of educational organizations.
This is done by explicating and proposing an integration of four organizational models. The models … Expand. The Organizational Saga in Higher Education. Faculty members can be dismissed from their posts unless and until they have been granted tenure, a term denoting a measure of academic job security that is earned through a combination of demonstrated teaching, research, and service contributions.
The faculty generally has significant influence over the hiring of new faculty members, tenure and promotion procedures, the university curriculum and graduation requirements, and admissions criteria. While the role of the faculty in governance was at one time largely advisory, over time the faculty has become increasingly engaged in policy formation. In many cases the faculty possesses significant authority over academic affairs.
Faculty representatives are often found on governing boards, in formal or informal non-voting positions. The formal authority of the faculty may be codified in institutional charters or in the standing rules of institutional governing boards. A number of other factors and informal agreements shape the degree to which faculty are involved in institutional affairs.
Many colleges and universities ties have a commitment to a process of shared governance that incorporates the faculty in various aspects of institutional decision-making. A collegial relationship between the faculty senate and the college or university president is a key component of shared governance, as is the relationship between the faculty senate and the institutional governing board.
Faculty authority is also shaped by the strength and reputation of the institution's academic departments and departmental leadership, as well as the faculty's symbolic importance as teachers and producers of knowledge, and the legitimacy provided by individual faculty member's professional expertise.
National organizations also contribute to the legitimacy and organizational standing of the American professorate. Established in to advance the collective interests, ideals, and standards of the fledgling university professorate, the AAUP has since that time become best known for its role in the defense of academic freedom and tenure. Over time the AAUP has developed initiatives on other aspects of faculty life, including shared university governance.
In the last two decades of the twentieth century research on faculty turned attention to the rapid growth in the percentage of non-tenured and non-tenure track faculty in colleges and universities, a shift with significant implications for the organizational structure and governance of those institutions.
Internal university administration is composed of two interrelated administrative cohorts: one is responsible for the oversight and administration of academic affairs; the other is charged with institutional administration. The academic and institutional administrations are often in conflict with one another.
The growth of the institutional administrative cohort after World War II has led to what some researchers perceive as disproportionate influence on the part of the institutional administration. The increasing growth and autonomy of the institutional administrative cohort also challenges the traditional perception of the overall mission of the university's administration as one of academic support and facilitation.
As Amitai Etzioni has noted, there is an essential tension in organizations such as colleges and universities that are driven by professional expertise but led by administrators. This has produced demands for a cohort of administrative leaders who can bring professional education and credentials to institutional managerial practice. Within the academic administration, the president presides over a hierarchy that generally consists of a number of senior officers, including a university provost, and the deans of individual colleges and professional programs.
Academic administrators are traditionally drawn from the faculty ranks, where departmental leadership positions serve as preparation for university-wide academic leadership roles. The managerial cohort of the institutional administration is led by a chief financial officer and various senior executives.
The chief financial officer provides leadership and direction to a host of administrative functions that generally includes student services, institutional support, maintenance and operation of the physical plant, and auxiliary enterprises. These individual units in turn encompass smaller departments responsible for more specialized services. The latter part of the twentieth century witnessed increased demands for greater efficiency, productivity, and entrepreneurial management at colleges and universities.
Efficiency initiatives in particular, including outsourcing of institutional functions and the hiring of adjunct faculty, engendered significant internal conflict between the managerial and academic administrations. Historically students have not had a significant role in the organizational structure or governance of colleges and universities. During most of the nineteenth century, college administrations followed a practice of in loco parentis, an educational philosophy that led university administrators and faculty members to oversee the academic advancement and personal conduct of their students very closely.
Over time a gradual loosening of the institutional academic and social oversight occurred, a result of the university's incorporation of the German university model that emphasized greater student and faculty freedom. The heightened social and intellectual autonomy available to undergraduates encouraged students to seek greater involvement in university governance and administrative affairs. Student interest in university organization and governance increased significantly in the s.
In the aftermath of student unrest and demands for increased student involvement in campus affairs, a degree of student participation on university boards, search committees, and faculty senates has become commonplace. Many colleges and universities include a student representative in either an advisory or voting position on the board of trustees.
In addition, students often have their own network of parallel undergraduate and graduate governance organizations headed by a student body president and elected representatives that have contact with university officials, such as the president and the board.
As the American university moves into the twenty-first century, a number of factors, including the increased complexity of institutional functions, changing student demographics, demands for entrepreneurial behavior, technological innovations, and increases in external interest group interventions will significantly challenge existing organizational structures and processes.
The rapid growth in demand for continuing education and the provision of distance programs by colleges and universities in particular has challenged traditional notions of the content and delivery of postsecondary education. A number of key political shifts, including a growing retreat from public funding of colleges and universities, demands for privatization of college and university services, and the use of the university as an instrument in broader national political struggles, will further complicate organizational arrangements.
These political shifts entail considerably more institutional outreach to legislatures, governors, and key interest groups at the state and national levels, as well as additional staff in governmental and public relations.
Finally, the rise of what Richard T. Ingram terms "activist trusteeship" and increasingly interventionist stances taken by public and private institutional governing boards may require increased collective action by internal cohorts. In order to preserve institutional autonomy and shared governance in a time of increasing political conflict, effort will also need to be directed to creating more effective organizational bridges between colleges and university leaders and institutional governing boards.
New York: J. Baltimore: Johns Hopkins University Press. XV, ed. John C. New York: Agathon. San Francisco: Jossey-Bass. Reframing Organizations: Artistry, Choice, and Leadership, 2nd edition. Modern Organizations. Presidential Leadership. The Growth of American Research Universities, — New York: Oxford University Press. Athens: University of Georgia Press.
The Uses of the University. Donald E. Academic Capitalism. The Emergence of the American University. Chicago: University of Chicago Press. Education Encyclopedia - StateUniversity. Governing Boards A university's governing board, also known as the trustees, regents, or board of visitors, possesses fundamental legal authority over the university.
The President The liaison between a postsecondary institution and its governing board is the highest ranking executive officer, a president or chancellor. Faculty The formal governing body of the faculty at the institutional level is the academic senate, a body generally comprised of tenured and tenure-track faculty from the various disciplines and professional schools.
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