ED 880: Case Studies in Higher Education Management -- Dr. Marvin W. Peterson
Fall - 2000

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Purpose of the Course:


This course is intended for students who have taken a substantial amount of course work in higher education or have had substantial experience in higher education and who are interested in a synthesis of that material. The objectives as stated have little to do with the transmission of knowledge or concepts. Rather they focus on the application of the information and the examination of desired behavioral outcomes for the individual student. Those objectives are:

1. To gain increased facility in rationale analysis of the complex, rational and irrational problems and issues which higher education administrators often face and in developing an action strategy.

2. To examine how the conceptual literature on "leadership, management or administrative behavior" relate to its application in the real world of higher education.

3. To develop a personal awareness and concept of administrative or management style which is congruent with one's personal knowledge and skills, the social context, ant the organizational setting in which administration is to be studied and/or practiced.

Rationale for the Course:

The rationale for a course with broad personal and applied objectives is a simple one. First,
Advanced graduate students of "administration", "leadership", and "management" recognize that there are no simple guidelines or principles which define an effective leadership, management, or administrative style. Rather, it is a complex process which is sensitive to numerous factors in the individual, the situation being addressed, the organization and its members, and the society. While training and education for leadership and administration in various fields reflects a variety of approaches, one common element is a recognition that the experience of integrating varied educational and practical experiences and attempting to internalize a patterns of behavior which is self-critically examined and yet comfortable for the individual is extremely useful.

Second, the use of case materials and participant-dominated discussion sessions in this course attempts to replicate the complex reality which an administrator faces, presents an opportunity to develop analytical skills, and provides an opportunity to critique and develop a personal administrative style.

Third, there is substantial literature on leadership, management and administrative style and behavior which can be examined conceptually and applied. The case studies provide an opportunity to do so.

Fourth, many of the higher education courses offer only limited opportunity for grappling with institutional problems that cut across course areas. The cases in this class have been selected to be representative of problems from different functional areas, at all levels of the institution and that have far-reaching impact on students, faculty, and administrators. Thus you will be encouraged to use techniques, analytical schemes, and information from varied higher education courses as well as your cognate courses.

The basic assumption of this course is that one of the crucial problems in colleges and universities today revolves around the questions of how individuals develop and effectuate their own administrative or management style. While no conceptual or practical answer is offered, the operational questions of how to lead effectively (or whether to lead), how to rationally understand practical and often irrational problems, and how to make and implement decisions are too important not to receive some attention in open classroom discussion and argument. The case materials provide a vehicle for that process to occur.

Process of the Course:

The first two meetings of the class will be used to review a limited amount of material on administrative behavior and decision-making in higher education and to discuss how one might approach case problems. This is not an attempt to conceptualize a distinctive pattern of administrative behavior for higher education or of case analysis behavior but is an attempt to provide some background in this area and to suggest relevant areas of literature and research.

A remainder of the course will involve sessions which focus on the analysis and discussion of approximately 20 cases involving problems and issues in higher educational institutions. Outside visitors and students will also be invited to present some complex current case situations. Students will develop a written case study for pedagogical purposes.

A list of readings relevant to the course will be developed by students in the course. Each student should plan a reading program focused on leadership, management or administrative behavior that is appropriate for their personal interests.

Requirements of the Course:

o Class Preparation: The case method depends on regular attendance and on thorough preparation for each class. This probably will require 3-5 hours per class meeting.

o Class Participation: Since many of the objectives of the course focus on the development of each individual's capacity to deal with complex administrative problems and to develop his or her own administrative problems and to develop his or her own administrative style, each person is expected to participate regularly and actively in the case discussion. This participation includes involvement wit other students in class presentations and in preparing written cases.

o Written Material: Each student should plan to complete the following four written projects to be shared with the rest of the class.

1, A Written Case Analysis:

A written analysis of and class presentation of one of the cases discussed early in the term.

2. Critical Annotated Reading:

You will be asked to identify, summarize and critique four books on administrative, leadership or managerial behavior for class discussion. These may focus on a particular function or role in higher education and or may reflect a more general or conceptual approach (either higher education or non-higher education related). The books should be published after 1995. The written summaries will be shared as an annotated list of readings for the entire class.

3. Teaching Case Study:

A case study which could be used for pedagogical purposes is to be written. This may be done individually or in a group. This is a descriptive case study for pedagogical use and involves the collection synthesis, and presentation of data and information on a current decision-making issue faced by a higher educational administrator for analysis by other students.

4. A Brief Personal Assessment:

A description and rationale for your own administrative style in relation to a position and type of setting in which you would like to work. This will be done at the end of the term and will be a focus for discussion of one of the final classes.

Evaluation:

Consists of three elements:

Student Participation in Class 60%
Annotated Readings 10%
Teaching Case Study 30%
100%

Personal Assessment Required and critiqued but not graded

Specific criteria for participation and case analysis will be discussed in class.

Materials to be Purchased:

Case Materials will be ordered at the end of the first class and will probably cost about $60.00 per person. No texts need to be purchased.


EDUC. 880: REFERENCES


Using Case Studies for Teaching:

Barnes, L.B. et al. Teaching and the Case Method. Harvard Business School Press,
Boston, Mass. 02163. Revised 1994.

Bonomo, T.V. "Learning With Cases." Publishing Division. Harvard Business School,
Boston, Mass. 02163. 1984 (9-589-080).

Christensen, C.R. et al. Education for Judgment. Harvard Business School Press,
Boston, Mass. 02163. 1984. (9-584-097).

Shapiro, B.P. "An Introduction to Cases." Publishing Division. Harvard Business School,
Boston Mass. 021631984, (9-584-097).

Field Research and Case Writing:

Bennett, J. B. "Writing a Case and Its Teaching Note." HBS Case Services. Harvard Business
School, Boston, Mass. 02163. 1976 (9-367-243.

Corey, E. R. (Ed.) MBA Field Studies. Publishing Division. Harvard Business School.
Boston, Mass. 02163. 1990.

Gentile, M.C. "Field Interviewing Tips for the Case Researcher." Publishing Division,
Harvard Business School, Boston, Mass. 02163. 1990. (9-391-041).

Linder, J. "Writing Cases: Tips and Pointers." Publishing Division. Harvard Business School, Boston, Mass. 02163. 1990. (9-391-026).

Books will be available on reserve at IRIS. The technical notes (" ") will be included with the students case materials.