ED 761 Higher and Postsecondary Education Institutions as Complex Organizations

ED 761 Higher and Postsecondary Education Institutions as Complex Organizations -- Dr. Marvin W. Peterson Fall - 2001

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This course focused on colleges, universities and other formally organized postsecondary educational institutions as complex organizations. As a core course in the doctoral sequence, it emphasizes the relationships of conceptual models of organizations and their dynamics to real institutional contexts and problems.

PURPOSES AND RATIONALE

This course has three primary purposes or objectives. They are:

1. To provide an overview of organizational structures, functions and dynamics of higher and postsecondary institutions.

2. To develop a knowledge of organizational models and concepts that are useful in understanding higher and postsecondary institutions.

3. To develop skill in applying those models and concepts to the analysis of the problems and dynamics of postsecondary institutions.

Higher and postsecondary organizations are the primary focus of most formal education, scholarship, and service beyond high school. Two and four year colleges, universities, and other degree or credit granting postsecondary institutions serve a variety of purposes. They receive and manage resources; serve as the primary source of employment for faculty, researchers, administrators and staff; and design and deliver educational, research and service activities to a diverse clientele of students, organizations, government agencies, and to society as a whole. Most students interested in a career in higher and continuing education will be employed by one. More particularly, there is an extensive conceptual, research and descriptive literature on the characteristics and dynamics of these organizations. Much of it emphasizes their somewhat unique nature, purpose and/or dynamics.

Examining higher and postsecondary institutions as complex organizations recognizes their ubiquitous existence, is a useful perspective for individuals planning either academic or administrative careers in the area, and offers a rich conceptual base for practical understanding or further scholarly examination.

FOR WHOM INTENDED

EDUC 761 is particularly recommended for Higher Education doctoral and masters students planning academic, administrative or policy careers in higher and postsecondary education. The course is also useful for graduate students from other fields who are preparing for administrative positions in postsecondary education or who are interested in college or university teaching. Administrative experience, prior graduate course work in organizational behavior, and/or completion of EDUC 561, Introduction to Higher Education, is usually required for students who are not Higher Education doctoral students.

Students who are interested in teaching or research in higher education with an emphasis in organizational and administrative behavior are encouraged to pursue advanced cognate sequences related to this area in political science, sociology, social or organizational psychology, or business administration. Related sequences should be discussed with the instructor early in the student's graduate program.

RELATIONSHIP TO OTHER CONCENTRATIONS AND COURSES

This course serves as a core course in the Higher Education doctoral sequence and as the primary course for students planning to concentrate in the Organizational Behavior and Management sequence. It is also important for students concentrating in the Academic Affairs; Public Policy in Postsecondary Education; or Research, Evaluation and Assessment. It is also a recommended course for all of the masters concentrations. It should be taken prior to or concurrent with advanced courses in these various areas of concentration.

The course focuses on group, organizational and interorganizational patterns of behavior in higher and postsecondary educational institutions. EDUC 662, Psychological Bases of Postsecondary Education; EDUC 861, Human Resource Development in Postsecondary Education; EDUC 864 The American College Student; and EDUC 866, The College and University Professor all focus on the individual levels of behavior of students, administrators, and faculty in this complex organizational setting. EDUC 762, Curriculum in Postsecondary Education; EDUC 763, Financial Management and Strategy in Postsecondary Education and EDUC 863, Planning, Analysis and Institutional Research address key institutional functions. EDUC 875, Managing Change and Quality in Higher Educational Institutions and EDUC 880, Case Studies in Higher Education Management build on and are an extension of this course.

PROCEDURES IN THE COURSE

The focus on developing conceptual and analytic skills requires a heavy reliance on readings done prior to class. Recommended readings for each class should be reviewed prior to class in order to follow the lecture and to participate in the discussion. Occasionally, outside speakers with varied theoretical orientations or practical experience will be invited to discuss topics of interest to the class.

Each student should establish a reading program that enhances his/her own interest in organizational issues. This should include:

1. Recent books or articles on the type of higher or postsecondary institution, function, or problem in which the student is most interested.

2. Two-three general higher education publications or journals for regular review (e.g., The Chronicle of Higher Education or Journal of Higher Education, etc.).

3. Two-three professional journals reflecting your cognate area or career-related professional interests (e.g. Administrative Science Quarterly, Journal of Personnel Administration. etc.).

REQUIRED WRITTEN WORK

In addition to readings and class participation, three written assignments are required.

1. Organizational Problem Analysis - brief mid-term paper (8-10 pages) which uses organization concepts to analyze a case problem in a specific setting with which the student is already familiar.

2. A Major Organizational Paper - One of the following types.

A. A Literature Based Analysis of a Current practical or Conceptual Issue. An in-depth analysis of a particular problem or conceptual issue and an assessment of its role in and implications for higher and postsecondary organizations. This should be based on a review of related research.

B. A Case Study and Problem Solving Strategy: A description and case analysis of a real problem in a college, university, or other postsecondary setting; identification and development of alternatives; and the design of a strategy for implementing a recommended change.

C. Critique of a Change Strategy: A case study, analysis and critique of a real institutional change effort which attempted to deal with a major problem in a higher or postsecondary setting.

Group Projects, which are more extensive but often more fruitful, are encouraged. They may be done either with students in this course or from related courses. Group projects should be identified early and discussed with the faculty member to insure its feasibility and the means for final individual evaluation.

3. A Higher Education Literature Critique

A brief (2-3 pp.), comparative critique of four or more books or monographs read during the term (at least three on higher education). They should focus on a student interest in one of the following areas:

A. Particular type of higher or postsecondary institution or agency.

B. Organizational function or process.

C. Current organizational problem or issue.

CLASS PARTICIPATION

Students are expected to prepare special class presentations and to be prepared to participate regularly in discussions.

GRADING

Final grades will be based on the major paper (70%); literature critique (10%) and class participation (20%).

RECOMMENDED TEXTS

1. Suggested for Purchase

Birnbaum, R. How Colleges Work: The Cybernetics of Academic Organization and Leadership. Jossey-Bass, 1988.

Bolman, L. and Deal, T. Reframing Organizations. Jossey-Bass, 1997 (paperback).

Brown, M.C. II ASHE Reader on Organization and Governance in Higher Education. Fifth Edition, Ginn, 2000.

*Peterson, M., Dill, D. and Mets, L. (eds). Planning and Management for a Changing Environment: A Handbook for Redesigning Postsecondary Institutions. Jossey-Bass, 1997.

2. Related Reference Texts**

Katz, D. and Kahn, R. The Social Psychology of Organizations. (Second Edition). John Wiley & Sons, 1978.

Peterson, M. (ed.). ASHE Reader in Organization and Governance in Higher Education. Fourth Edition, Ginn, 1991.

Peterson, M. and Mets, L. (eds), Key Resources on Higher Education Governance, Management and Leadership. Jossey-Bass, 1987.

Scott, W.R. Organizations: Rationale, Natural, and Open Systems. Englewood Cliffs, N.J. Prentice-Hall, 1998.

*Peterson, Dill and Mets is required for EDUC 863, if you plan to take that course.

**These are used only for occasional reference chapters and are available in IRIS.

COURSE TOPICS

A. Organizational History and Role of Higher Education:

Thurs. Sept. 6* Course Expectations; Organizational and Administrative
9:00 am - noon. History of Higher and Postsecondary Education.

Fri. Sept. 14 Higher and Postsecondary Education as a System or an Industry: Structure, Purposes and Role in Social Order.

(Paper #1: Organizational Problem Topic Identified)

B. Organizational Models:

Fri. Sept. 21 Analyzing Higher Educational Organizations as Open Systems: Overview of Organization and Governance Models.

Fri. Sept. 27* Formal Rational Models: Legal and Corporate Structure
9:00 am - noon Bureaucracy, Goals and Formal Organization.

Fri. Oct. 5 Human Resource Model: Individuals and Groups in Organizations.

Fri. Oct. 12 Social Organization Models: Collegial, Political, Anarchy and Loosely Coupled.

Fri. Oct. 19 Symbolic or Cultural Model: Task/Technology Model.

Fri. Oct. 26 Organization-Environment Models: Contingency, Resource Dependence, Matrix, and Strategic.

(Paper #1: Organizational Problem Analysis Due)

Fri. Nov. 2 Inter-institutional and Governmental Models: Networks, Systems, Agencies, Associations, Alliances, Consortia, etc.

(Major Paper: Proposal Due)

C. Organizational Issues:

Fri. Nov. 9 Governance and Resource Allocation Strategies.

Mon. Nov. 19* Leadership and Administration: Roles and Style.
9:00 am - noon

Fri. Nov. 23 No class - Thanksgiving

Fri. Nov. 30 Communication, Information and Decision Support

Fri. Dec.7 Effectiveness, Quality Improvement and Performance Assessment.

Fri. Dec. 14 Adaptation and Change.

Wed. Dec. 19 Major Paper and Reading Critique Due.

*Note: Change of day and time.