Higher Education Books and Monographs on
Organizational Change and Transformation
(1990 - 2000)
Alfred, R. L. & Carter, P. (Eds.) (1993). Changing
managerial imperatives. New Directions for Community Colleges. San
Francisco: Jossey-Bass.
This monograph focuses on the imperative for change among community
colleges advocating a move away from an incremental management
strategy. The authors suggest that the central role of management
within such organizations is to encouraging staff actions that
create value rather than resist or succumb to the natural cultural
aversion to change. With a focus on top-level college leadership,
this work centers on topics such as rethinking the business of
management, adapting institutional structure and culture, remaking
community colleges, quality centered management, leadership for
learning organizations, and the dynamics of change.
Keywords: I. B; II. P; III. NE; IV. change, strategy; V. leadership,
management systems; VI. S; VII. CC.
Armstrong, S., Thompson, G. & Brown, S. (Eds.) (1997).
Facing up to radical changes in universities and colleges. London:
Kogan Press.
Substantial improvements in technology, an increasingly diverse
student body, and a myriad of other rapidly encroaching forces
such as international competitiveness, require academics to face
radical and revolutionary change. This edited volume centers on
the nature of these forces and suggests that managers themselves
must change to become academic centered leaders. They must also
support the urgent demand for staff development to help both teachers
and learners cope with the increasingly turbulent environment.
Keywords: I. B; II. P; III. NE; IV. environmental change; V.
leadership, management systems; VI. S; VII.M.
Astin, A. W., Astin, H.S. et al. (2000). Leadership reconsidered:
Engaging higher education social change. Battle Creek: W.K. Kellogg
Foundation.
The central belief posed in this handbook is that leadership
must ultimately be a process concerned with fostering change,which
is inherently values-based (implicitly or explicitly). All people
thereby have the potential to lead, but leadership must be a group
process. The question then becomes, what and whose values should
guide this process. Once those decisions have been made, leaders
must be concerned with the end results, who must be involved in
the process, how leadership groups will be formed, and how leadership
groups will function. Those engaged in the business of higher
education must consider what may be the most effective means for
preparing students for such values-centered leadership. The bulk
of this text revolves around clarifying these basic principles,
identifying values worth pursuing, and discussing how campus communities
may engage in the process for social change.
Keywords: I.B; II. C/P; III. NE; IV. Reform; V. Leadership; VI.
S; VII. M.
Astin, H. S. and Leland, C. (1991). Women of Influence,
Women of Vision. San Francisco, CA: Jossey-Bass.
Seventy-seven women responsible for historical changes in education
and social justice are examined to provide examples of leadership
and social change. Astin and Leland consider these women's influences,
passion for social change, outcomes, strategies and skills, the
personal and professional costs of leadership, and their reflections
on past events to provide insight into their achievements. Their
stories provide practical strategies for leadership and new ways
of thinking in organizations.
Keywords: I B; II. D; III. NE; IV. change, transformation; V.
leadership; VI. S; VII. M
Balderston, F.E. (1995). Managing today's university: Strategies
for viability, change and excellence. San Francisco, CA: Jossey-Bass.
The second edition of Managing Today's University is a revised
version of its 1974 antecedent supplemented with new chapters
on managing change in higher education. Defining universities
as "information and learning organizations," Frederick
Balderston covers a broad variety of policy making and management
topics ranging from the analysis of organizational structure and
principles to resource development to quality assessment of American
higher education. With the theory of "bounded rationality"
as his major analytical framework, Balderston examines the tasks
and challenges of management in the academic setting where informal
structures are as influential and important as the formal ones.
The concluding chapters of the book contain a series of recommendations
for improving efficiency and ensuring viability of the universities
at the turn of the twenty first century. Along with some insights
on overcoming financial and institutional crises, Balderston offers
a map of value dimensions and university types that can serve
as a tool for institutional comparison and analysis. Although
the book draws chiefly on the results of the study of Research
I universities, Balderston extends his conclusions onto all American
universities. Intended for executive decision makers, the book
will be of interest to college and university administrators,
faculty leaders, and policy analysts.
Keywords: I B; II. D, C; III. NE; IV. change, strategy; V. management
systems; VI. S; VII. NA
Bates, A. W. (2000). Managing technological change: Strategies
for college and university leaders. San Francisco: Jossey-Bass.
Based on close to thirty years of experience in the field, Bates
offers a guide for campus leaders seeking to incorporate new strategies
for integrating new technologies on campus. Insights on a new
visioning process should help administrators define goals, design
effective strategies and engage in positive approach to changing
campus culture. At the close of each chapter, reality based cases
are offered to provide insight into the various tools suggested
revolving around topics such as the challenge of introducing and
integrating new technologies, leadership, vision, and planning,
student access, and supporting faculty through the change. Also,
included was a discussion of the budgetary realties of calculating
costs, funding strategies, and avoiding what Bates calls a "Faustian
contract" within your institution.
Keywords: I.B; II. P; III. NE; IV. technology, strategy; V. information
technology, administration; VI. S/C; VII. M.
Bergquist, W. (1992). The four cultures of the academy:
Insights and strategies for improving leadeship in collegiate organizations.
San Francisco, CA: Jossey-Bass.
The complexities of institutions of higher education often preempt
the ability to understand how to create change, much less to actually
accomplish change. Bergquist describes and analyzes four collegiate
cultures which provide a framework for understanding and working
within these complicated organizations. Emerging from his organizational-development
experiences, Bergquist suggests that understanding the nature
of and differences between organizational cultures is critical
for managing change. This book aims to assist leaders and members
of the collegiate community to maximize the strengths and resources
within an existing culture to accomplish goals. These concepts
of culture can influence the ways in which faculty, administrators,
and students perceive the potential for personal career advancement
and institutional change.
Keywords: I. B; II. D, P; III. NE; IV. change; V. administration,
climate/culture; VI. S; VII. NA.
Birnbaum, R. (1992). How academic leadership works: Understanding
success and failure in the college presidency. San Francisco, CA:
Jossey-Bass.
Birnbaum reveals complex factors that influence the real and
perceived effectiveness of
academic leaders. The data were pulled from the Institutional
Leadership Project; the report uses descriptive statistics taken
from surveys. He found that good presidents have impressive and
respected first decisions, are perceived as having been legitimately
appointed, are good listeners, are not excessively bureaucratic,
encourage the leadership of others, critique their own performance,
and know when the appropriate time arrives to "exit".
Keywords: I. B; II. D; III. QN; IV.strategy; V. administration,
leadership; VI. SA; VII. NA
Clark, B.R. (1998). Creating entrepreneurial universities:
Organizational pathways of transformation. New York: Pergamon Press.
Burton Clark's Creating Entrepreneurial Universities represents
the result of a three year study of five Western European universities
that underwent dramatic transformation in the last ten to fifteen
years. Borrowing the concept of "entrepreneurial" from
the studies of social systems, he uses it synonymous to "innovative."
Clark argues that the contemporary universities are in relation
of asymmetry with their environments and that their inability
to adapt to the rapidly changing demands of the environment causes
institutional insufficiency. Since Clark's major objective is
to identify common pathways of change along with accounting for
diversity in approaches, he examines the five schools for the
presence of five elements of successful transformation: a strong
steering core, extensive developmental periphery, a diverse funding
base, academic heartland, and entrepreneurial culture. His case
studies are written in an accessible style of academic prose and
are supplemented with two chapters relating to the analysis of
higher education as a whole. The insightfulness of Clark's analysis
and his grasp of the complexity of contemporary institutional
environments make the book an excellent text on organizational
adaptation and change.
Keywords: I B; II. D; III QL; IV change, environmental change,
transformation; V. academic workplace; VI. MC; VII. C
Curry, B.K. (1992). Instituting enduring innovations: Achieving
continuity of change in higher education. ASHE-ERIC Higher Education
Report No. 7. Washington, DC: The George Washington University,
School of Education and Human Development.
Following up on an earlier work outlining the three stages of
institutional change (mobilization, implementation and institutionalization),
Dr. Curry focuses on the third stage. If innovation is not institutionalized,
it is likely to be terminated. Institutionalization of change
is important if the change is intended to become a permanent part
of the organization. This book focuses on understanding what contributes
to making change integral and lasting. An organization's social
nature and beliefs, and leadership's influence on those beliefs,
is important in understanding the influence of organizational
culture on change. The four sections of the book include 1) the
theories of innovation and change and how change takes place in
an organization, 2) change as the "social nature" of
an enterprise including interpersonal and group dynamics, 3) factors
that facilitate or hinder the institutionalization of change and
4) synthesizing theory and practice.
Keywords: I. B; II D, P. III. NE; IV. change, planning; V. academic
workplace, culture or climate, leadership; VI. S; VII. NA
Dill, D. & Sporn, B. (Eds). (1995). Emerging patterns
of social demand and university
reform: through a glass darkly. Trowbridge, Great Britain: Redwood
Books.
With a rapidly changing environment due to economic and political
pressures, universities find themselves held accountable by politicians
and constituents regarding their role in economic development. A
collection of eleven essays, the book opens with articles on the
implications of the environment on the university, and an historical
perspective regarding the role a university plays in economic development.
The following articles are organized into two parts, the first "The
New Social Demands and Underlying Assumptions," explores public
and political assumptions regarding the university's responsibility
towards business, economic, and industrial development. The second
part, "Implications for University Organization," discusses
the changes and transformation universities face due to these political
and social pressures. The editors conclude the book with their perception
of what the university will look like due these external forces
in the new millenium.
Keywords: I. B; II. D. P; III. NE; IV. change, environmental change,
transformation; V. alliance or partnership, governance; VI. S; NA
Green, M. F. (Ed.) (1997). Transforming higher education:
Views from leaders around the world. Phoenix: Oryx Press.
Offering a global perspective, this volume examines some of
the social and political forces driving transformative efforts
at institutions around the world. Individual authors focus on
the contexts of critical problems facing their institutions and
suggest ramifications for campus leadership across boundaries.
The expansion of competition to the global scale, increased diversity
of students who are gaining influence as consumers of education
regardless of physical location, and the varying degree of governmental
control are among issues discussed. The nature of transformation
receives a broad brushstroke amid discussion of "a universal
academic culture," and a heavy emphasis on critical issues
for leadership into the new millennium.
Keywords: I. B; II. D/P; III. NE; IV. transformation, environmental
change; V. leadership, governance; VI. S/SC; VII. M.
Hoffman, N.E. and Reed, M.R., et al., Eds. (1997). Lessons
from restructuring experiences: Stories of change in professional
development schools. New York: State University ofNew York.
This books presents studies and essays that consider the subject
of organizational change and transformation in education. Relationships
between K-12 and higher education are addressed. The book is in
three main units; (1) constructing an understanding of the concepts
involved with restructuring, (2) ramifications of transformation
with the Benedum Collaborative, and (3) the difficulties in assessing
outcomes from transformations.
Keywords: I B, II. D; III. NE; IV. change, restructuring, transformation;
V. academic workplace; VI. S; VII. NA
Inayathullah, S. & Gidley, J. (2000) (Eds.). The university
in transformation. Westport, CT: Bergin & Garvey.
Amid a broader discussion of the forces driving change at institutions
around the globe, this collection of essays by practitioners in
the field and from a variety of disciplines and nations centers
on describing salient topics and views on the future of the university.
A critical view is presented as the various authors discuss the
commodification of the industry, globalization, the shrinking
market, the Internet and new technologies, and intense political
interest by national governments.
Keywords: I.B; II. D/E; III. NE; IV. reform, environmental change;
V.leadership, governance; VI. S/SC; VII. M.
Johnson, S. L. & Rush, S. C. (Eds.) (1995). Reinventing
the university: Managing and financing institutions of higher education.
Toronto: John Wiley & Sons.
Because these editors are consultants with Coopers and Lybrand,
LLC, they present a different, more business-related focus to
the issues of organizational reform within the higher education
industry. The bulk of the work is based on their numerous years
of working with colleges and universities around the United States.
Using the traditional business case model for supporting their
points, they discuss efforts at nine client institutions to "reinvent"
themselves around critical issues such as accountability, access,
affordability, efficiency, outcomes, and quality. They suggest
that, although they require enormous acts of potentially career
limiting leadership, the industry is at a crossroads and must
transform in accordance with their change model (not presented
in complete form within the text).
Keywords: I. B; II. D/P; III. NE; IV. reform, reorganization,
restructuring; V.systems, structure; VI. MC; VII. M.
Kliewer, J. R. (1999). The innovative campus: Nurturing
the distinctive learning environment. Phoenix: The Oryx Press.
This book provides six case examples of colleges and universities
that have managed to pioneer new or transform old institutional
missions toward what the author classifies as innovative and distinctive
learning environments. Case studies include Pitzer and Hampshire
Colleges (small-private-liberal-arts), The Evergreen State and
New Colleges (small-publics), and The University of California,
Santa Cruz, and the University of Wisconsin Green Bay (large-public).
The goal of the study was to understand how these institutions
managed to shape and maintain such a unique focus over time. Five
dimensions are discussed and may be transferable to other institutions:
1) interdisciplinary teaching and learning, 2) student-centered
education, 3) egalitarianism: participatory governance structures,
4) experiential learning, and 5) focus on teaching rather than
research and/or publication. A lengthy list of lessons from each
institution is offered as a summary to each case.
Keywords: I. B; II. D/P; III. QL; IV. transformation; V. mission,
academic workplace;VI. MC; VII. M.
Leslie, D. W. and Fretwell, E. K. Jr. (1996). Wise moves
in hard times: Creating and managing resilient colleges and universities.
San Francisco, CA: Jossey-Bass Publishers, Inc.
This book focuses on the pressures ("hard times") on
postsecondary institutions, how they have responded, and what
this all means for the public's support for higher education.
Their investigation consisted of case studies of thirteen institutions,
and organizes the findings into three parts. The first part offers
a description of the study's methodology and reports on the principle
findings. It also reports on typical sources of financial stress
and the found phenomenon of problems that develop simultaneously.
In "Searching for Solutions" (part 2), the authors report
on institutional adaptations to stress by changing mission and
formal organization, and how this process screens out some options
for the future. Some institutions found success with different
units working on several fronts, but all coordinated through an
overarching general strategy for response. "Wise moves"
(part 3) details the practices that helped the case study institutions
overcome their financial crises, and become more resilient in
the face of future threats. An "array of signposts"
is suggested that can help change agents identify trends and areas
of concern. The factors that they claim predict resilient institutions
are: (a) a clear sense of mission held by those in the college
community, (b) a clear idea of the educational philosophy, and
(c) a commitment to add value to its students and to society.
Resilient institutions succeed because their members and clientele
are committed to them, and wealth is not necessarily a major factor.
Keywords: I. B; II D; III NE; IV change, environmental change,
strategy; V. climate or culture, mission, resource allocation;
VI. MC; VII. M
Levin, J.S. (1998). (Ed.). Organizational change in the
community college: A ripple or a sea change? New Directions for
Community Colleges, No. 102. San Francisco, CA: Jossey-
Bass.
This collection offers a broad examination of transformation
within the context of the community college, which may also hold
meaning for other types of institutions. Topics explored include
the forces and issues surrounding organizational change, vision
and values as they relate to the Minnesota merger (MnSCU), shared
governance, students of color, sensemaking in the change process,
strategic management, concerns for the urban institution, postmodern
and feminist perspectives on change, and a comprehensive list
of resources on the topics. The work centers on the idea that
the very nature of the community college is to be particularly
receptive to a variety of environmental forces and malleability
is integral to remain competitive. The ability of a college to
react and change helps define and determine its identity and goals.
Real-life examples are used to amplify the various conceptualizations
and theoretical arguments.
Keywords: I. B; II. C/P; III. NE; IV. transformation, change;
V. mission, academic workplace; VI. MC; VII. M.
London, M. (1995). Achieving performance excellence in university
administration: A team approach to organizational change and employee
development. Westport, CN: Praeger.
Based on the author's experience at a large state research university,
this book is designed to help university administrators think
about ways to improve performance in their institutions, and focuses
on change management. Methods used to maintain and enhance organizational
vitality are shared, as well as ways to create a "continuous
learning organization." Human resource management and organizational
development are seen as key to administrative effectiveness. The
author suggests important leverage points for change - work processes,
interpersonal dynamics, and programmatic interventions -and how
to implement change through its employees. Part I focuses on directions
for change, the importance of leadership, and the role of the
human resource department as a vehicle for change. Part II looks
at setting the course for change, methods for university wide
planning and goal setting, and specifically at mechanisms for
financial, enrollment and facilities planning. Part III moves
from planning to operations, evaluating and enhancing the quality
and cost effectiveness of operations. Part IV provides human resource
strategies for organizational development including team building,
support for employee training (including evaluation and feedback)
and strategies for dealing with problem performance. The author
finds that organizations do not change naturally. A certain amount
of inertia is experienced that provides stability in times of
relative calm. However in times of threat, inertia impedes effective
change. Leaning organizations promote generative/experimental
learning (learning how to learn) by employees, which can facilitate
transformational change.
Keywords: I. B; II D, P; III. QL; IV.change, quality improvement,
planning, strategy; V. administration, leadership, management
systems, resource allocation, VI. SC; R.
Lucas, A. F. (Ed.) (2000). Leading academic change: Essential
roles for department chairs. San Francisco: Jossey-Bass.
Today, as the college is shifting away from being a transient
place for the Nation's teenagers and more a provider of lifelong
education, student learning is becoming a more central focus for
campuses across the country. The works in this volume address
the premise that a corresponding shift in the organization of
the academy must take place. The authors herein provide advice
to academic deans and department chairs as they strive to become
advocates for change toward a more student focused curriculum.
Concerns discussed include working with and leading faculty members,
the role of technology, effective learning techniques, feedback
and reward systems, keeping good faculty, service learning, and
creating learning organizations, to name a few. Insights on teamwork,
collaboration, handling resistance, building effective learning
communities, successful leadership, improving educational quality,
and leading curriculum renewal are offered. Perhaps the most interesting
piece in this collection is Senge's last chapter about the difficulty
in building learning organizations within academy.
Keywords: I. B; II. P/C; III. NE; IV. transformation, change;
V. academic workplace, leadership, faculty; VI. S; VII. M.
Norris, D.M., & Morrison, J.L. (Eds.). (1997). Mobilizing
for transformation: How campuses are preparing for the knowledge
age. New Directions for Institutional Research, No. 94. San Francisco:
Jossey-Bass.
Norris, a management consultant, and Morrison, a professor of
educational leadership, offer a guidebook of principles and practices
designed for institutional managers coping with campus transformation.
Through seventeen brief case studies of a wide range of colleges
and universities in various stages of the transformative process,
they distill the components of a successful transformation initiative
in preparing for Knowledge Age learners. Efforts examined include
strategic planning, development of new information technology
infrastructures, initiation of continuous quality improvement
programs, changing institutional cultures, and the creation of
virtual campuses. The concluding chapter summarizes insights on
effectively using leverage points to accelerate transformative
forces on campus and lists basic competencies essential for survival
in the Knowledge Age. These encompass: Knowledge Age planning
and change processes; information technology infrastructure and
skill; new learning, interactivity, mastery, and productivity
tools; new financial paradigms; and supercharged strategic alliances.
To enable the reader to keep abreast of the latest developments
at the institutions studied, significant Web sites are indicated
at the conclusion of each chapter.
Keywords: I. B; II. D/P; III. NE; IV. planning, transformation;
V. administration; VII. MC; VII. M.
Peterson, M. W. and Dill, D.D., and Mets, L.A. (Eds.). (1997).
Planning and management for a changing environment: A handbook on
redesigning postsecondary institutions. San Francisco: Jossey-Bass.
This edited book offers a thorough review of planning and management
issues facing higher education, especially those surrounding change.
Organized around the themes of redefining the "postsecondary
knowledge industry," redirecting institutional missions and
external relationships, reorganizing educational programs and
delivery systems, and renewing higher education and the academic
workplace, the need for this book is clearly stated in its foreword.
Forces are noted that have accelerated the need for change including
the internationalization of higher education, the proliferation
of change initiatives in institutions since the mid-1980s, the
explosion of knowledge, tensions as old academic cultures clash
with new management techniques, the explosive growth of new technology,
and the increasingly complex world that higher education inhabits.
Intended as "an authoritative handbook," contributed
chapters are written for the nonspecialist by experts based on
their extensive inquiries; a particularly useful approach for
the intended audience. Part one focuses on redefining the external
environment in which postsecondary institutions operate, recognizing
the forces of competition, new societal challenges, and the changing
role of government. Part two builds the case for the use of contextual
planning, an emerging approach to planning, to redirect institutions.
Part three focuses on reorganizing management and educational
processes that are needed to support the redefinition and redirecting
efforts. The chapters in part four each address three specific
questions: (a) the nature of a particular challenge (e.g., multiculturalism)
and its institutional impact, (b) planning and implementation
strategies for addressing the challenge, and (c) likely future
trends in the area that planners should consider.
Keywords: I. B; II. D, C; III. NE; IV. change, environmental
change, planning, restructuring, transformation; V. academic workplace,
climate or culture, leadership, management systems, structure;
VI S; VII. NA
Pitkin, G.M. (Ed.). (1992). Information management and organizational
change in higher education: The impact on academic libraries. Westport,
CT: Meckler.
The six essays that comprise this monograph are expanded versions
of papers presented at the Computers in Libraries Annual Conference
held in Washington, D.C. on March 6, 1992. They discuss ways in
which the academic library can be a proactive participant in the
organizational change process instead of a reactive victim. Initial
chapters present historical perspectives on computing and information
management, consider the information revolution and the process
of transformation, and define the chief information officer concept.
Subsequent chapters focus on organizational change initiatives
in higher education and the role of information management in
these transformative efforts. The role of the chief information
officer is then examined. Concluding essays address the political,
managerial, service, and technological impacts of the previously
discussed concepts on the academic library. Contributors are academic
library administrators. Though somewhat dated, this is an authoritative
primer on technological innovation and its impact on organizational
change in the academic library setting.
Keywords: I. B; II. D; III. NE; IV. change, quality improvement,
transformation, technology; V academic workplace; VI. S, VII.
NA.
Reinventing undergraduate education: A blueprint for America's
research universities. (1998). The Boyer Commission on Educating
Undergraduates in the Research University.
The Boyer Commission convened in 1995 to review undergraduate
education at research universities in the United States. The Commission,
composed of individuals working in academic, government and corporate
spheres, compiled a report on its findings. The Commission asserts
that research universities are inadequately serving (and may be
ignoring) the needs of the undergraduate population, while placing
exaggerated emphasis on faculty, graduate student and research
activities. The report implies that undergraduate education is
in a state of crisis, and presents several recommendations for
transformation. The recommendations include: making research-based
learning the standard, remove barriers to interdisciplinary education,
link communication skills and coursework, use information technology
creatively, culminate with a capstone experience (e.g., senior
honors thesis), educate graduate students as apprentice teachers
and change faculty reward systems (e.g., equate teaching and research).
These recommendations are useful for higher education administrators
and faculty members responsible for acting as change agents. The
extensive nature of the recommendations requires change agents
to be in leadership positions. The Boyer Commission, although
contradictory in several of its criticisms (e.g., denouncing the
use of foreign graduate students as teaching assistants because
of assumed language barriers, yet emphasizing the importance of
creating a diverse and global university population), provides
a unique discussion of undergraduate education at research universities.
Additionally, while the implementation of these recommendations
may only be feasible by individuals in leadership positions, any
member of the university community benefits from examining this
report and gaining a better understanding of the undergraduate
world at research universities.
Keywords: I. B; II. D, P; III.NE; IV. change, planning, transformation;
V. academic workplace, administration, systems; VI. S; VII. R
Rosenzweig, R.M. (1998). The political university: Policy,
politics, and presidential leadership In the American research university.
Maryland: Johns Hopkins University Press.
The author states that a true understanding the dynamic nature
of the research university only comes from understanding the political
processes that help to shape the university's policies. Issues
such as shifting federal policies, resource constraints, increased
partnerships with businesses, and the changing needs of society
all play a role in the policy process of a university. The book
brings together a variety of perspectives from twelve former university
presidents, who served in the 1980s to examine the political processes
of the research university.
Keywords: I. B; II. D; III. NE; IV. change, environmental change;
V. alliance or partnership, leadership, resource allocation; VI.
S; VII. NA
Rowley, D.J. , Lujan, H.D. and Dolence, M.G. (1997). Strategic
change in colleges and universities: Planning to survive and prosper.
San Francisco, CA: Jossey-Bass.
The authors, Daniel Rowley a professor of management at the University
of Northern Colorado, Herman Lujan, president of the University
of Northern Colorado, and Michael Dolence, president of Michael
G. Dolence and Associates, a consulting firm, look at how colleges
and universities need to engage in strategic planning. The business
sector has used strategic management and met with success. They
believe that if colleges and universities engage in strategic
planning, it will lead to strategic management and become more
proactive about their futures. They argue that strategic is a
continuous learning process that must be continuously reevaluated
due to environmental pressures, and that each campus must develop
its own method of planning to meet its own needs. The book is
organized into three parts. The first part presents the theoretical
base the authors used to develop their approach to strategic planning.
The second part develops the several components of the strategic
planning process for higher educational organizations. The final
part looks at how college and university strategic planners should
implement their plans along with presenting the major institutional
differences that should be considered in how to approach strategic
planning. The authors conclude with thoughts on future trends
and thinking that will shape higher education in this millennium.
Keywords: I. B; II. C/P; III. NE; IV. strategy, planning; V.
leadership, management systems; VI. S; VII. M.
Slowey, M. (1995). Implementing change from within universities
and colleges: Ten personal accounts. London: Kogan Page.
Contributing authors are practitioners in the field who have
made the transition from an exclusively academic to a leadership
role within their institutions. As such, they have become advocates
for change placing their academic role on the backburner to lead
various efforts and bring their colleagues with them. Topics addressed
include reflections on academics in leadership roles, the management
learning curve, the nature of change and transformation, accessibility,
TQM, support services, management, intervention in the curriculum,
student support services, student unions, and growth and diversity.
Keywords: I. B; II. D/P; III. NE; IV. change; V. leadership,
management systems, VI. S; VII. M.
Sporn, B. (1999). Adaptive university structures: An analysis
of adaptation to socioeconomic Environments of U.S. and European
universities. London: Jessica Kingsley Publishers.
Through case study and grounded theory research, Sporn pursues
cross-national organizational issues of adaptation at academic
institutions. She begins with four key variables (environment,
governance, management, and leadership) and corresponding assumptions,
asserting the value of crisis-based change, collegial decision-making,
professional management, and leadership cognizant of disparate
interest group needs. The subsequent six cases (three U.S., three
European) present distinctive impetuses for and processes of adaptation.
New York University deals with financial crunch by raising external
funds. The University of Michigan at Ann Arbor manages ethnic
and racial tensions by enhancing diversity. The University of
California at Berkeley deals with major state-induced funding
declines. Università Bocconi (Italy) is prompted to engage
in strategic planning. Universität St. Gallen (Switzerland)
faces diversification efforts. Wirtschaftsuniversität Wien
(Austria) undergoes government-mandated organizational reform.
Sporn's analysis reveals the commonalities and differences among
the institutions. Her seven concluding propositions extend her
four initial assumptions about university adaptation and generate
three anew from the case study analysis: 1.) University adaptation
is triggered by environmental demands, defined as either crisis
or opportunity by the institution. 2.) In order to adapt, universities
need clear mission statements and goals. 3.) An entrepreneurial
culture enhances the adaptive capacity of universities. 4.) Differentiated
structures enhance adaptation at universities. 5.) Professionalized
university management assists adaptation. 6.) Shared governance
is necessary to implement adaptation strategies. 7.) Committed
leadership is essential to adaptation efforts. She recognizes
likenesses in her conclusions to the theories of management reform
and resiliency in organizations and calls for further research.
Keywords: I. B, II. C; III QL; V. change, environmental change,
planning, restructuring; VI. climate or culture, leadership, management,
mission; VII. MC; VII. R.
Steeples, D.W. (1990). Managing change in higher education.
San Francisco: Jossey-Bass.
Managing Change in Higher Education is one book in a series,
New Directions for Higher Education, issued by Jossey-Bass. This
book includes ten essays focused on the ways in which higher education
institutions respond to internal and external changes. The first
chapter provides a brief introduction to this topic, as well as
discussing various strategies for implementing and sustaining
change. The following chapters present examples of institutional
change, including revising an institution's mission, reallocating
resources to promote change, revising faculty personnel policies
to encourage change by staff and faculty members, developing new
methods of fundraising, and recruiting a diverse population of
students and staff members. The final chapter emphasizes the importance
of undertaking planned change to adequately address the evolving
nature of higher education services. A futuristic perspective
is evident throughout the entire work, edited by Steeples. Several
of the authors within this edited work also stress the importance
of undertaking change in order to remain competitive with other
postsecondary institutions, as well as with potential competitors
in the corporate and private spheres. This book is primarily written
for higher education administrators in varying capacities, such
as admissions and recruitment, development and corporate relations,
budget and resource allocation, faculty and professional development,
and curriculum and program revision. Additional individuals may
also gain an understanding of the change methods utilized by higher
education administrators, due to the significant number of specific
examples of institutional change provided by the contributing
authors.
Keywords: I. B, II. D/P; III. NE; IV. change; V. leadership,
management systems; VI. S; VII. M.
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