Florida Atlantic University

Higher Education Leadership Program

Department of Educational Leadership

 

 

Organization and Administration of Higher Education

EDA 6540

(Syllabus/Study Guide)

 

Times, Days, Location

Spring 2005, First Fast Track Saturdays, Boca Raton, 8:30 AM until 4:30 PM

 

Professor Reach Information

Dr. Deborah L. Floyd

DFloyd@Fau.Edu, Educational Leadership Offices, Boca Raton Campus.  Phone 561-297-2671.  Email for an appointment or for home number, if needed.

 

Professor Office Hours

Tuesday afternoons; before and after class on Saturdays; daily by email and Blackboard. 

Professor accesses email daily, so please contact her via email if you need access beyond posted office hours.

 

Course Description (FAU Catalog)

 

Purposes, organization and administration of two-year and four-year institutions of higher education in the United States are studied. 3 Semester Hours Credit.

 

Course Description (Expanded)

 

This course will be an intense overview of the areas of leading, managing and governing all sectors of American higher education.  The diverse types of institutions (as categorized by the Carnegie Classification System) will be studied in the context of different missions and purposes of universities, community colleges, state colleges, private liberal arts colleges, proprietary colleges, technical colleges, and private universities.   Various internal and external organizational structures will be discussed in the content of institutional type.   Speakers and case studies from diverse sectors of higher education will be incorporated into the classroom learning activities.

 

Students will develop a deeper appreciation of highly complex, multi-faceted, and ever-changing state and local governance systems and their effects on local institutional organization and administration.   Students will develop an understanding of various external forces that influence higher education.

 

Various management and leadership approaches to higher education will be studied and challenged in terms of their effectiveness and appropriateness to various higher education sectors. 

 

Management and organizational issues will be studied and discussed in areas such as roles of specific leaders in colleges and universities, challenges leaders face in various roles, and realistic challenges of leading in a rapidly changing arena of American higher education.   Leadership and management issues (such as leading through change and leading as a wounded leader) will be discussed as deemed appropriate.

 

Required Texts and Readings

 

Birnbaum, R. (2000).  Management fads in higher education:  Where they come from,what they do, why they fail.  San Francisco: Jossey- Bass.

 

Brown, C. B, Ed. (2000).  Organization and governance in higher education, 5th ed.ASHE reader series.  Boston:  Pearson Publishing Company.

 

The Chronicle of Higher Education.  http://chronicle.com

It is expected that all students either subscribe to The Chronicle or have daily on-line access through their employment.

 

Publication Manual of the American Psychological Association (5th ed.). (2001).Washington, D.C.:  American Psychological Association. 

All papers must be in APA format. The Blackboard site for this class includes links to APA, resources for tutorials in APA, and a link to a company that sells an APA template software. It is expected that all students have access to resources to ensure that their papers are in the appropriate APA format.

 

Carnegie Foundation (2000).  The Carnegie classification of institutions of higher education, 2000 ed.  Available from the Carnegie Foundation’s web site at http:www.Carnegiefoundation.org/classification.

Excerpts are posted to the class Blackboard site.

 

 

Recommended and Supplemental Readings

 

The course is web assisted.  The Blackboard site will include additional readings (papers, links to associations, etc.). The following are also recommended/supplemental readings that should be added to the Blackboard listings.  Each of these readings is appropriate for a proactive reading report (see assignments).  Students are not expected to read all the recommended/supplemental readings, but they are expected to become familiar with the depth of the literature.

 

Ackerman, R.H. and Maslin-Ostrowski, P. (2002).  The wounded leader: How real leadership emerges in times of crisis.  San Francisco: Jossey- Bass.

 

Balderston, F.E. (1995).  Managing today’s university.  San Francisco:  Jossey-Bass.

 

Birnbaum, R. (1988).  How colleges work: The Cybernetics of academic organization  and leadership.  San Francisco:  Jossey-Bass.

 

Cohen, A.M and Brawer, F.B. (1996). Governance and administration:  Managing the contemporary college.  In Cohen, A.M. and Brawer, F.B. The American  community college, 3rd ed.  San Francisco: Jossey-Bass.

 

Hirsch, W.Z. and Weber, L.E. (2001).  Governance in higher education: The university in   a state of flux.  London:  Economica Ltd.  (Also available from The Brookings     Institute – see Blackboard for link.)

 

Massy, W. (2002).  Virtual U:  A stimulation of university management. 

Available through www.virtual-u-org. 

The professor will provide a disk to each student for discussions in class.

 

Vaughan, G.B. (2000).  Balancing the presidential seesaw:  Case studies in community college leadership.   Washington, D.C.:  Community College Press of the American Association of Community Colleges.

 

Weingartner, R.H. (1996). Fitting form to function:  A primer on the organization of  academic institutions.  Phoenix, AX:  American Council on Education and The Onyx Press.

 

Attendance and Participation

 

Participation includes class attendance, participating in discussions (Blackboard and classroom), and participation with group learning activities. If a student must miss a class, due to extenuating circumstances, please contact the professor in advance so that efforts can be made to assign make-up learning.  

 

 

Course Objectives

Web Assisted Description and Learning Objectives

 

Web Assisted – Blackboard platform.  This class will be web assisted (Blackboard).  Students will receive instructional assistance during the first class meeting about how to utilize the Blackboard platform for learning.  Class time has been scheduled for some Saturdays for in-class exploration of the Blackboard site, thus students will have ample time and resources to learn Blackboard.  Only enrolled students will have full access to the course content and tools, including discussions boards.

 

The Blackboard site for this course includes numerous links to relevant web sites, bibliographic entries and relevant papers on various topics of higher education organization, administration, governance (internal and external) and leadership.  The site is a work “in progress” and will be enhanced and updated throughout the six-week course.  Students will be afforded opportunities to communicate between class sessions through the discussion board section of Blackboard and they will have access to a list-serve of all enrollees.  The Professor will post announcements and specific assignments (such as cases to read, papers to focus on for a meeting, updates to the list of speakers, etc.) weekly.  Students will develop their personal homepage on Blackboard, as networking among students is strongly encouraged.

 

Speakers, case studies, class discussions, leadership interviews, study of the readings and Blackboard exploration will be the primary modes of instructional delivery.  Students will have opportunities to further develop their speaking, writing and other communications skills through class discussions, group activities, leadership interviews, preparation of papers and Blackboard communications.

 

Learning Objectives.  Each student will articulate his/her own learning objectives after the first class session and share those objectives with the professor.  When possible, efforts will be made to adjust the course so that individual learning objectives may be enhanced.   As a minimum, all students will:

  • Develop a strong appreciation of the highly complex and multi-faceted landscape of American higher education.
  • Learn about the rich diversity of types of institutions in American higher education, especially the classification system of The Carnegie Foundation, and develop an appreciation for how institutional type and mission affect organizational issues of management and leadership.
  • Study the diverse state governance structures and trends for higher education and develop an understanding of how external forces and politics impacts external governance. 
  • Study diverse internal organizational and governance structures/systems and develop an understanding of the relationship of institutional culture and governance, models for organizing internal units and departments, the roles of various leaders such as board and presidents, roles and models for academic leadership, the codependency of functional areas, and relationships between organizational structures and institutional goals.
  • Develop an appreciation for the knowledge, skills and attitudes required to manage and lead various types of higher education institutions.
  • Become cognizant of major issues and trends in the organization, administration and governance of American higher education today and explore how and why these trends and issues have emerged with importance.
  • Acquire an enhanced knowledge of the professional literature in this area, including books, papers, and web based resources.
  • Study various management approaches (and fads) in terms of their “life cycle” and their effectiveness to various sectors of American higher education and also study classic organizational theories in the context of higher education leadership. 
  • Develop an in-depth understanding of assessing organization and management practices by working as a member of a “consulting team” and conducting an institutional organization, management and leadership audit of a college or university (representing one sector as defined by the Carnegie classification).   Not only will the teams research and explore existing organizational and management structures of one institution, but they will offer their advice and counsel through a presentation at a mock board of trustees meeting (other students will serve as the board).   
  • Develop an increased appreciation for the complexity of higher education leadership by exploring case studies in class, participating in discussions with higher education leaders, participating in stimulations, and researching one institution as a member of a consulting team.
  • Enhance writing, presentation, group, research, interview and consultation skills.

 

 

Assignments and Course Requirements

 

1)      Participation - Since participation is a major portion of the course grade and learning process, each student should make every effort to attend all class sessions, stay for the full duration of class, come prepared by reading each assignment and participate fully in class and Blackboard discussions.  If an emergency arises, please contact the professor.  (See attendance section of this course syllabus).  (on-going expectation)

 

2)      Student Goals and Profile - Complete the Student Information Profile and Learning Objectives Form (Distributed the first day of class).  In addition to providing the professor basic reach information, each student should carefully study the course outline and develop specific goals he/she has for this course.  The form will be posted on Blackboard and distributed during the first class. 

 

3)      Textbook Readings – Read the two textbooks (ASHE organization and governance reader and Birnbaum’s management fads book).  While time will not permit a discussion of each chapter in these books, students should use these books as foundations and references for discussions, interviews, and writings/presentations.  Some of the readings will be a part of the “designated experts” group project (see # 6 in assignments section). 

 

4)      Leadership Interviews - Interview a minimum of two higher education leaders and present an oral and written summary report.  Students may want to select leaders in sectors that are unfamiliar to the student (i.e. students employed in a community college may select a private research university, etc.)  or they may select pairs of leaders from one institutions (i.e., faculty senate leader and chief academic affairs administrator, etc.).  This assignment will be discussed in class, including sample questions, but each student is encouraged to read Birnbaum’s (2000) Management Fads in Higher Education and to query these leaders about the appropriateness and effectiveness of approaches in their institution.  In addition to inquiring about leadership, management and organizational issues each student will want to ask basic questions about the roles, responsibilities, and organizational reporting of each leader interviewed.  If external forces (legislative, board, etc.) are impacting the leader, this area should be explored. 

 

Students will want to review documents such as the catalog, annual reports and web sites in preparation for the interviews.  Please confirm interviewees with the professor.  Written reports should include a report on the interviews (not to exceed 10 pages for both) and supportive materials such as organizational charts and other appropriate aids.  Oral reports will be given and appropriate visual aids/handouts should be prepared. The 10 page written report will not be distributed and is privileged between the student and professor, unless the interviewee and student agree to disclose the information. 

 

5)      Proactive Reading Reports – The process for proactively reading will be posted on Blackboard.   Students will complete two (2) proactive reading reports – one from a recent relevant book and one from a relevant chapter or article.   The book may come from the suggested reading list or may be a book the student selects, but it must be approved by the professor prior to submission of the report.  The article or chapter may come from a web source (see Blackboard for postings) or it may be one of the chapters in the ASHE reader assigned as a text.

 

Note:   If attendance can be arranged, students are encouraged to attend a Board of Trustees meeting at a local college or university.  Students may elect to substitute a report on a board meeting for the article/chapter proactive reading report. A written and oral report of the meeting will be required.

 

 

6)      Study Groups and Consultant Teams (Designated Expert Projects) –

 

Part I Study Groups – Designated Expert – Students will work in a small group to study a specific area of the readings and to lead a class discussion.  Readings from the texts will be assigned for focused discussions/presentations each week.  By the end of the first class, students will be assigned/organized into four groups to correspond with a specific week’s discussion.  Students will be given approximately one hour to lead a discussion of the assigned literature.

 

  • Part II Consulting Teams –Designated Expert – Students will work in a small group as a “consulting team” to conduct an organizational and management audit of a particular institution.  The institution selected will be discussed in the first class and groups will formed that represent most higher education institutional types, i.e. liberal arts colleges, research universities, private colleges/universities, community colleges.   As a team, the group will conduct a study of the organizational and management system of the institution by exploring the web site, researching institutional documents, and (where possible) interviewing leaders.

 

Teams will likely want to ask questions and discuss the scope of the project in class.  Consultants rarely have a clear understanding of the scope of a project and often must discuss the project scope, time allowed for the project, and other expectations.  This process of clarification will occur in class, beginning with the first session.

 

As a minimum, consulting teams will want to explore the following:

 

1.      What is the institutional “type” of this college/university as classified by the Carnegie Classification system?   What is the mission, vision, plan, values of the college/university and are they congruent with the Carnegie description?

 

2.      How is the college/university governed externally?  A governing board, advisory board, or no board?  What is the composition of the board(s)?  What is the relationship between he president and the board(s)?  How often does the board meet and who sets the agenda?  Are the meetings open to the public and why or why not?  What accrediting agency or oversight group charters, monitors, or funds the institution?

 

3.      How is the college/university organized internally?  What is the organizational chart and it is openly available on the web or it is a “challenge” to obtain?

 

4.      Does the college/university follow a specific type of management, leadership or planning approach?  In reading the literature and reports, as well as talking with leaders, are some of Birnbaum’s “fad” approaches currently a part of the process of leadership? Have they been in the past?   Does the college/university leadership follow a specific process or system of leadership and if so, what?

 

5.      Identify any formal or standing committees, task forces, groups, councils or teams that seem to impact the organization and management of the college/university.  Is collective bargaining a part of the management process?  If so, how does that work?  What relationship/impact, if any, do these committees and groups have to the strategic plan, management processes, goals and/or mission of the college/university? 

 

6.      Are the college/university mission, vision, values and goals statements clear?  Is there evidence that the administrative practices are congruent with the mission, vision, values, and goals? 

 

7.      What are the biggest challenges facing the institution?  What are the challenges from the perspective of various stakeholders such as the administration and faculty?  What do you believe are the biggest challenges and why? What evidence do you have to support your beliefs?

 

8.      What stakeholders impact the organizational leadership of the college/university? How to they impact the organization?

 

As a consulting team, what is your assessment of the organizational health of this institution? What advice and counsel, areas of future study, and/or suggestions and recommendations do you have for the board and institutional leadership?

 

 Not only will the teams research and explore existing organizational and management structures, but they will offer their advice and counsel through a presentation at a mock board of trustees meeting (other students will serve as the board).   

 

Consulting teams will have no more than 30 minutes to present their consulting reports and another 10 minutes for audience feedback.  Keep in mind that most boards of trustees appreciate short reports that are well organized, include visuals and reading materials and that allow them opportunities to question the consultants.   Consulting teams are encouraged to reference the course readings and literature where appropriate. 

 

Areas of evaluation of these “designated expert” group assignments will include the organization of the presentation, clarity of the expression, use of resources and materials, engagement of audience in dialogue and the quality of the material presented. 

 

Note:  As a higher education leader, you will often be required to lead discussions, conduct departmental meetings, make presentations at conferences and seminars and explain concepts and approaches to followers.  You may also be asked to present or speak to a board of trustees or board of directors.  In those instances, you will be considered the “designated expert”.   Staff, peers, colleagues and others will rely on your expertise and knowledge to help them make informed decisions, to understand expectations of leadership and to follow your leadership.  Some believe that the ability to lead with an audience is an innate ability and others believe this is a learned skill that can be developed.  Leaders often do their work through committees, teams and groups.  This assignment will afford students opportunities to practice, and improve upon, their team and group skills, as well as communications and leadership skills. 

 

7).       Final scholarly paper – higher education issue, research topic, etc.

 

The final for this course is a scholarly issues paper.  The paper will be discussed in class and the professor will be available to discuss specific topics with students. 

 

Topics for the paper may include one of the following:

 

1.      Review another state system (other than Florida). Write a thoughtful paper describing this system and offering your informed views, documenting your views in the literature. OR

 

2.      Study a “hot” issue in organization and administration of higher education and

write a thoughtful, documented  piece appropriate for submission to a journal.  OR

 

3.      Assume that you have been invited to submit a paper for consideration for the

next ASHE reader on higher education.  Write the article/chapter, including appropriate references.

 

            Note:  Students are strongly encouraged to discuss the topic and approach for this paper with the professor. Where appropriate, students are encouraged to reference the readings in this class (textbook and other readings).  Papers must be in APA format. The length of the paper will be determined by the author, but generally manuscripts of this type are between 12 and 20 pages – double spaced. 

 

8).        Self Assessment – Due the last class meeting

 

Students will reflect on their goals and complete brief self-assessment. This assignment can be completed the last class session and it will be discussed further in class.

 

Grading

 

Grades will be assigned in compliance with Florida Atlantic University policy as stated in the current FAU  Graduate Catalog.  The class grading system and points will be posted on Blackboard and enrolled students will be able to monitor their progress as their project grades are assigned.   The points grading scale is as follows:

 

A         93-100

A-                90-92

B+       88-89

B          83-87

B-        80-82

C+       78-79

C         73-77

C-        70-72

 

 

 

 

 

 

 

Grades and Assignments

 

Participation and Group Projects                                       45%

(Includes attendance, Blackboard,

“designated expert” group project presentations)               

Study group-designated expert project – 15%

Consulting team – designated expert project– 15%

 Individual participation/attendance 15%

 

Student Profile and Goals (first class) non graded, but required

 

Student Self Assessment (last class) non graded, but required

 

Leadership Interviews (2)                                                     15%

 

Proactive Reading Reports (2)                                             15%

            (and/or board report)

 

Final Scholarly Issues Paper                                                 25%

 

                                                                                    ___________

                                                                                                100%

 

 

 

For additional information:

 

Deborah L. Floyd

Professor, Higher Education Leadership (and program leader)

Department of Educational Leadership

DFloyd@Fau.Edu