ORGANIZATION & ADMINISTRATION OF HIGHER EDUCATION

Spring Semester 2008

EPE 676-401
Thursday, 4:00 6:30
127 Dickey Hall.
Office Hours: Thursday a.m.; and
by appointment
e-mail:

Dr. Karen W. Carey

143-D Taylor Ed
Lexington, KY 40506-0001
(859) 257-2330
cell: (859) 913-5263
home: (502) 535-0134
Karen.Carey@uky.edu

COURSE DESCRIPTION AND GENERAL EXPECTATIONS:

During the semester, we will use a variety of different analytic and critical perspectives to inform an
introductory exploration of the organization and administration of major American forms of higher
education. The basic frame of reference for our study will be a perspective that views both public
and private colleges and universities and multi-campus state systems as complex organizations.
The focus of course is two-fold: organization, including forms, structures, roles, and functions; and
administration, including management processes, products, and "players." Woven throughout the
readings, discussions, and assignments are several underlying themes that represent current critical
issues facing post-secondary educational institutions, administrators, and decision makers. The
scope of the course will include the exploration of organizational and administrative forms,
structures, processes, and critical issues both horizontally across institutions and institutional types
and vertically within the single institution.
Course readings and class discussions encourage a multifaceted perspective that is both analytic and
critical. Readings early on in the semester should facilitate this by describing several different
viewpoints, conceptual frames, and lenses with which to examine colleges and universities as
complex organizations. Thus, the course perspective will be informed by both classical and current
theories of organizations and organizational behavior, leadership, and administration.
This course provides the organizational framework for the content foci of the other graduate courses
in the studies in higher education graduate program. As such, it includes concepts, perspectives,
and vocabulary that should prove to be beneficial throughout your graduate study and hopefully
well beyond completion of your degree program as well.
By the end of the semester, you will be expected to be conversant with:
1) the major forms of higher education in America;
2) the basic elements of college and university organizational structure and their essential
roles and functions; and
3) the primary administrative processes, products, and players.
You will also be expected to demonstrate understanding of how form, organization, and
administration are interwoven and of the implications of the resultant interactions and

interdependencies for contemporary college and university students, faculty, and decision makers.
In addition, you should be able to apply a variety of conceptual and theoretical frames of reference
in a thoughtful and critical analysis of the organizational and administrative implications inherent in
current issues facing American colleges and universities.
REQUIRED COURSE READING:
This is a readings-based, discussion course, and thus, the required readings are many and varied.
They include the following:
1. The course text is available at both Kennedys and the U.K. Bookstore, and probably Amazon.
Bolman, Lee G. and Terrence E. Deal. REFRAMING ORGANIZATIONS: ARTISTRY, CHOICE
AND LEADERSHIP, 3rd edition. San Francisco: Jossey-Bass Publishers, 2003.
2. A set of course-specific readings available through on line reserve through the education library.
3. Other individual readings that may be provided by the instructor or class participant(s).
The following are also recommended and are available in the general reference section of most
good bookstores and on-line.
American Psychological Association. Publication Manual, 4th edition. Washington,
D.C.: APA, 1994.
Strunk, William and E.B. White. The Elements of Style, 4th edition. New York: Allyn
& Bacon, 1999. Other volumes on writing/grammar/style would work too.
The Chronicle of Higher Education, the weekly newspaper of American Higher
Education: http:/chronicle.com
The detailed Course Outline below contains all required and recommended reading. I expect you to
have read all the assigned material for each class session before the class meets, and the readings
will provide the basis for class discussion and group work.
As the course progresses, you will be provided with various materials pertaining to the course.
These include, but are not limited to, this course syllabus, course assignment guidelines, case
studies, explanatory handouts, and the like. All such materials are considered required reading, and
you are responsible for mastering the substantive course-related content in all of it.
In addition to the common readings required of all students, each student may be required to do
other reading pertinent to the course assignments. It is the student's responsibility to locate and
obtain this material, but I will attempt to assist you to the greatest extent possible.

TENTATIVE COURSE OUTLINE:

1.

January 10 Course Introduction and Overview

2.

January 17 Background and Important Frames of Reference

Bolman & Deal, Chapters 1 and 2 (pages1 40).
Duryea, E. D. Evolution of University Organization, in THE UNIVERSITY AS AN
ORGANIZATION, A REPORT FOR THE CARNEGIE COMMISSION ON HIGHER EDUCATION , edited
by James A. Perkins. New York: McGraw Hill Book, pp. 15-37, 1973.
Geiger, Roger. The Ten Generations of American Higher Education in AMERICAN HIGHER
EDUCATION IN THE TWENTY-FIRST CENTURY, edited by
Philip G.
Altbach, et. al., Baltimore, Johns Hopkins, 1999.
Baldridge, J. Victor, et. al. Alternative Models of Governance in Higher Education, in
GOVERNING ACADEMIC ORGANIZATIONS, edited by Gary Riley, et al. Berkeley: McCutchan
Publishing Corp. 1977.
American Council on Higher Education, (2001) A Brief Guide to U.S. Higher Education,
Washington, DC: American Council on Higher Education

3. January 24: Organization: Forms and Structures

Bolman & Deal. Chapter 3 (pages 41 - 67).
Carnegie Classification of Institutions of Higher Education: Foreward, Definitions,
Classification, Background, etc. from the Carnegie Foundation for the Advancement of
Teaching web site.
Mintzberg, Henry. The Professional Bureaucracy, in THE STRUCTURING OF ORGANIZATIONS.
Englewood Cliffs, NJ: Prentice-Hall, 1979, pp. 348-379.
American Council on Higher Education, (2001) A Brief Guide to U.S. Higher Education,
Washington, DC: American Council on Higher Education
Krebs, Paula M. The Faculty-Staff Divide, The chronicle of Higher Education, Nov. 14, 2003
4. January 31: Organization: Internal Functions and Roles
Bolman & Deal, Chapters 4 and 5 (pages 68 - 110).

Bensimon, Estela M. The Meaning of Good Presidential Leadership: A Frame Analysis,

The Review of Higher Education 12:2 (winter, 1989), pp. 107-123.
Dill, David D. The Nature of Administrative Behavior, Educational Administration
Quarterly, 20:3, (Summer, 1984), pp. 69-99.
Birnbaum, Robert. Myths and Mysteries of Academic Leadership, in HOW ACADEMIC
LEADERSHIP WORKS. San Francisco: Jossey-Bass, 1992.
Krebs, Paula, The Faculty-Staff Divide in The Chronicle of Higher Education, November
14, 2003, p. B-5.
Mintzberg, Henry. The Professional Bureaucracy, in THE STRUCTURING OF
ORGANIZATIONS. Englewood Cliffs, NJ: Prentice-Hall, 1979, pp. 348-379.
5.

February 7: Organization: Forms and Structures; Functions and Roles

Bolman & Deal, Chapters 5 and 6 (pages 93 - 132).
Chan, Susy S. and John Burton. Faculty Vitality in a Comprehensive University: Changing
Context and Concerns, Research in Higher Education 2 (April, 1995), pp. 219-234.
Etzioni, Amitai. Administrative and Professional Authority, in MODERN ORGANIZATIONS.
ENGLEWOOD HILLS, NJ: Prentice-Hall, 1964, pp. 75-84.
Baldridge, J. Victor, et. al. Bureaucracy and Autonomy in Academic Work, in POLICY
MAKING AND EFFECTIVE LEADERSHIP . San Francisco: Jossey-Bass, 1978.
Bowen, Harold and John Schuster. Faculty Tasks and Talents, in American Professors. New
York: Oxford University Press, 1986.

6. February 14: Administrative Processes: Governance and Decision Making

Bolman & Deal, Chapters 7 and 8 (133-180)
Chamberlain, Miriam K. Women as Trustees in Women in Academe: progress and Prospects,
edited by Miriam Chamberlin. New York: NY: Russell Sage Foundation, 1988.
AAUP. Statement on Government of Colleges and Universities, ACADEME, AAUP Bulletin
52:4 (1966) pp. 375-379.
Kezar, Adrianna Governing in the public interest: A study of effective public governing boards,
The Navigator of the Center for Higher Education Policy Analysis, USC Rossier School of
Education, Fall 2004.
Aisenberg, Nadya and Mona Harrington. Rules of the Game, in Women of Academe:
Outsiders in the Sacred Grove. Amherst: University of Massachusetts Press, 1988.

7. February 21: Administrative Processes: Governance and Decision Making, (cont)

*** Paper topic due
Bolman & Deal, Chapters 8 and 9 (p. 160-201)
Birnbaum, Robert. The Latent Organizational Functions of the Academic Senate: Why
Senates Do Not Work But Will Not Go Away, Journal of Higher Education 60:4
(July/August 1989), pp. 423-443.
Helms, Robin Matross and Tanya Price. Who Needs a Faculty Senate? ACADEME, Nov-Dec
2005. 6:34-36. http://www.aaup.org/publications/Academe/2005/05nd/05ndhelm.htm
Hammond, Thomas A. Herding Cats in University Hierarchies, Chapter 5 in Ehrenberg, R.G.
(ed.), Governing Academia. Ithaca: Cornell University Press, 2004.
Goonen, Norma M. and Rachel S. Blechman, Academic Freedom, chapter 6 in Higher
Education Administration: a Guide to Legal, Ethical and Practical Issues. Westport;
Greenwood Press, 1999.
8. February 28: Administrative Processes: Governance and Decision Making, cont.
Bolman & Deal, Chapters 9 and 10, (pages 181 -220).
Aisenberg, Nadya and Mona Harrington. Rules of the Game, in Women of Academe:
Outsiders in the Sacred Grove. Amherst: University of Massachusetts Press, 1988.
AAUP. Statement on Government of Colleges and Universities, ACADEME, AAUP Bulletin
52:4 (1966), pp. 375-379.
Kanter, Rosabeth Moss. Numbers: Minorities and Majorities, in MEN AND WOMEN OF THE
CORPORATION. New York: Basic Books, 1977.
Walker, Donald E. Mastering the Political Realities of the Campus, in THE EFFECTIVE
ADMINISTRATOR. San Francisco: Jossey-Bass, 1979.
9. March 6: Administrative Processes: Leadership, Politics, and Power
Bolman and Deal, Chapters 9 - 11
Bensimon, Estela, Anna Neumann, and Robert Birnbaum. Higher Education and Leadership
Theory, in ORGANIZATION AND GOVERNANCE OF HIGHER EDUCATION , 4th edition, An
ASHE Reader, edited by Marvin W. Peterson. Needham Heights, MA: Ginn Press, 1991.

Kanter, Rosabeth Moss. Power, in Men and Women of the Corporation, NY; Basic Books,
1977.
Masland, Andrew T. Organizational Culture in the Study of Higher Education, in
Organization and Governance of Higher Education, 4th edition, An ASHE Reader, edited
by Marvin W. Peterson, Needham Heights, MA: Ginn Press, 1991. Walker, Donald E.
Mastering the Political Realities of the Campus, in THE EFFECTIVE ADMINISTRATOR .
San Francisco: Jossey-Bass, 1979.
Williams, Brian W. and Sheneka M. Williams. Perceptions of African American Male Junior
Faculty on Promotion and Tenure, Teachers College Record, 108:4 (February 2006),
**** SPRING BREAK*****
10. March 20: Context and Character: Institutional Culture and Climate
Bolman & Deal, Chapter 12, 13, 14 (p. 239-300)
Peterson, Marvin W. and Melinda G. Spencer. Understanding Academic Culture and Climate,
in ORGANIZATION AND GOVERNANCE OF HIGHER EDUCATION , 4th edition, An ASHE
Reader, edited by Marvin W. Peterson. Needham Heights, MA: Ginn Press, 1991.
Aisenberg, Nadya and Mona Harrington. Rules of the Game, in Women of Academe:
Outsiders in the Sacred Grove. Amherst: University of Massachusetts Press, 1988.
Masland, Andrew T. Organizational Culture in the Study of Higher Education, in
Organization and Governance of Higher Education, 4th edition, An ASHE Reader, edited
by Marvin W. Peterson, Needham Heights, MA: Ginn Press, 1991.
hooks, bell. black and female: reflections on graduate school, in Talking Back: Thinking
Feminist, Thinking Black. Somerville, MA: South End Press, 1989.
Walker, Donald E. Mastering the Political Realities of the Campus, in THE EFFECTIVE
ADMINISTRATOR. San Francisco: Jossey-Bass, 1979.
Johnsrud, Linda K. and Ronald Heck. Administrative Promotion within a University: The
cumulative Impact of Gender, Journal of Higher Education, 65:1 (January/Febraury
1994), p 24-24.

11. March 27: Organizational Context and Character: Symbols and Sagas
Bolman & Deal, Chapter 12 and 13(239-269)
Schein, Edgar H. Defining Organizational Culture, Organizational Culture and Leadership,
2nd edition. San Francisco: Jossey-Bass, 1992

Tierney, William G. Symbolism and Presidential Perceptions of Leadership, The Review of

Higher Education 12:2 (winter 1989), pp. 153-166.
Kanter, Rosabeth Moss. Opportunity, in Men and Women of the corporation. New York:
Basic Books, 1977.
Kanter, Rosabeth Moss. Numbers: Minorities and Majorities, in Men and Women of the
Corporation, New York: Basic Books, 1977.
Hooks, bell. black and female: reflections on graduate school. In Talking Back: Thinking
Feminist, Thinking Black. Somerville, MA: South End Presss, 1989.
Masland, Andrew T. Organizational Culture in the Study of Higher Education, in
Organization and Governance of Higher Education, 4th edition, An ASHE Reader, edited
by Marvin W. Peterson, Needham Heights, MA: Ginn Press, 1991.
12. April 3: INDIVIDUALIZED STUDY AND CONFERENCES
Class will not meet, but I will be available to meet with you regarding your paper
13. April 10: REFRAMING ORGANIZATIONAL VALUES AND BEHAVIOR
Bolman & Deal, Chapters 15, 16, 17 & 18 (303-393)
Tierney, William G. Symbolism and Presidential Perceptions of Leadership, The Review of
Higher Education 12:2 (winter 1989), pp. 153-166.
Christine Murphy, The Rewards of Academic Leadership in New Directions in Higher
Education, Winter 2003, Wiley.
14. APRIL 17: IMPLICATIONS FOR PRACTICE
Bolman & Deal, Chapters 19 and 20 and 21.
Johnsrud, Linda K. and Ronald Heck. Administrative Promotion within a University: The
Cumulative Impact of Gender, Journal of Higher Education, 65:1 (January/February 1994),
pp. 23-44.
Nidiffer, J. New Leadership for a New Century: Womens Contribution to Leadership in
Higher Education, Chapter 5 in Women Administrators in Higher Education, Nidiffer and
Bashaw, eds. Albany: SUNY, 2001.
Lindblom, J. Perceived Organizational Fit: Nurturing the Mind, Hearts and Personal
Ambitions of University Faculty, Research in Higher Education, Fall 2003, p. 125-147.
13.APRIL 24: LOOKING BACKWARD/LOOKING FORWARD
Bolman and Deal, Chapters 19 and 21

Barnett, Ron. Realizing the University in an age of Supercomplexity. London: Society for
Research into Higher Education, 2000. Chapters 6 and 10.
Class presentations
Wrap-up

BASIC COURSE POLICIES

University of Kentucky academic policies as articulated in the Student Rights and Responsibilities
Booklet (Part II, effective November 1991) apply in this course. Of particular importance are the
policies concerning attendance (see: pp. 58-60); cheating and plagiarism, (pp. 36-45); course
withdrawal, (pp. 53-54); "Incomplete" grades, (pp. 50-51); and acceptable standards of English
usage (p. 60). In addition, the following policies also apply:
Collaboration and Cooperative Learning: This is a graduate seminar, and as such I expect and
encourage students to assist one another in various forms of collaboration and cooperative learning.
Any in-class writing exercises represent the only exceptions to this policy. Each student will be
graded upon her/his individual work, but that work can be substantively improved with review,
critique, and other forms of assistance from other students. Being able to work together in teams
is an incredibly important organizational and administrative skill, and I encourage you to use this
course as one means of practicing that skill by developing good working relationships with one
another.
Attendance: The content of class sessions is supplementary to that presented in the required
readings and other course materials. Thus, regular attendance is assumed to be essential. The
decision to not attend any regularly scheduled class session is that of the student. I would
appreciate the professional courtesy of being notified before the session to be missed, if at all
possible.
Tardiness: Each class session of this course will begin promptly at the regularly scheduled time
assuming I am not late. Students are expected to be in attendance when each session begins.
Class Material and Related Information: Students are responsible for all material distributed
and/or discussed during all regularly scheduled class sessions, and I advise you to obtain anything
missed due to absence or tardiness.
Due Dates for Course Assignments: As a class, we will determine the submission deadline for
the major out-of-class assignment, and all students will have some choice in when they do the major
in-class assignment. Should you need to be absent from class when an assignment is due, you are
responsible for getting the assignment to me.
Late Submission of Course Assignments: I retain absolute discretion concerning the acceptance
of required assignments after their announced due dates. Letting me know of a problem before the
due date if possible and having a reasonable explanation for the delayed submission will help.
Out-of-Class Communication and Class Cancellation: The front page of this syllabus provides
my mail address, e-mail address, and telephone number, as well as times when I will be routinely
available to students in this course. Please use this information! Do not hesitate to contact me if
you have questions or problems or if you would just like to discuss this course.

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COURSE GRADING CRITERIA AND PRACTICES

Student performance in this course will be evaluated according to the following criteria:
* Command of the concepts and information covered in class and assigned readings;
* Maturity, depth, and sophistication of thought, including the abilities to analyze,
synthesize, apply, and extrapolate from, course content;
* Clarity and completeness of expression, including precision and accuracy of language
usage and correctness of grammar, punctuation, and spelling in written work; and
* Willingness to participate in --as well as the quality and thoughtfulness of
contributions to-- class discussions.
I will take progress in the development of student command of the material and improvement in
student performance as evidenced by written work into consideration in the determination of the
final course grade.
ASSIGNMENTS
OUT-OF-CLASS WRITTEN ASSIGNMENTS :
Analytic Reaction Papers are short, two-three page intellectual responses to the reading. They are
assigned to stimulate thought about the required reading prior to the class discussion of it. The
course includes 12 sessions with required reading, and 8 Analytic Reaction papers are required.
You will probably find it helpful to do these earlier, rather than later, in the semester.
Critical Issue Analysis is a more formal, research--based paper in which a critical issue currently
facing higher education is analyzed using a multi-frame/perspective approach and based upon that
analysis, an approach to addressing it successfully is proposed. More detail about this assignment
will be provided during the first few weeks of the semester, and the due date will be determined in
consultation with course participants.
Unless otherwise indicated in class, all out-of-class assignments should be typed and include your
name, assignment name, and work due date (and submission date, if different). Format,
presentation, and citations of material should follow APA style.
Both of these assignments will be discussed in more detail during the first few class sessions, and a
written description of each will be distributed as well.
IN-CLASS ASSIGNMENTS:
Leadership of Regular Class Sessions. Students are responsible for leading the class in discussing
(analyzing/critiquing/synthesizing) the assigned reading. This responsibility will be rotated
throughout the class and assignment of class sessions will be made during the second class meeting.

11

Participation in Regular Class Sessions: As noted above, students are expected to have read and
thought about all assigned readings for each class session before the class meets. This assignment
provides the basis for useful and meaningful class discussions. In addition, there may well be some
small group work and written tasks (e.g., short quizzes) undertaken during regular class sessions,
and students are required to participate in and contribute substantively to these.
GRADES:
Determination of final course grades will be based upon the following:
Class Participation
Analytic Reaction Papers
Discussion Leadership
Critical Issue Analysis
(Presentation 10%
Paper, 30%)

= 20%
= 20%
= 20%
= 40%

12

Readings for
EPE 676: Administration and Organizations of Higher Education
Spring 2008 semester
Aisenberg, N. and M. Harrington. Rules of the Game. Women of Academe: Outsiders in the
Sacred Grove. Copyright 1988 by the University of Massachusetts Press, pp. 41-63.
Barnett, Ronald. Supercomplexity, the new Universal, in Realizing the University in an age of
Supercomplexity. Society for Research into Higher Education and Open University Press. 2000.
Barnett, Ronald. Constructing the University, in Realizing the University in an age of
Supercomplexity. Society for Research into Higher Education and Open University Press. 2000.
The American Association of University Professors, The American Council on Education, and The
Association of Governing Boards of Universities and Colleges. Statement on Government of
Colleges and Universities. Academe, 52:4, pp. 375-379. Copyright 1966 by the American
Association of University Professors.
Chamberlin, Mariam K. Women as Trustees, by Women in Academe: Progress and Prospects,
edited by Mariam Chamberlin, Russell Sage Foundation. Copyright 1988 by Russell Sage
Foundation.
Chan, Susy S., and John Burton. Faculty Vitality in the Comprehensive University: Changing
Context and Concerns, Research in Higher Education, 36:2 (April), pp. 219-234. Copyright 1995.
Creswell, John W. , Ronald W. Roskens, and Thomas C. Henry. A Typology of Multicampus
Systems. Journal of Higher Education, 56:1, pp. 26-37. Copyright 1985 by the Ohio State
University Press.
Dill, David D. "The Nature of Administrative Behavior in Higher Education," Educational
Administration Quarterly, 20:3, (Summer), pp. 69-99. University Council of Educational
Administration. Copyright 1984 by Sage Publications.
Duryea . E.D. Evolution of University Organization in The University as an Organization, edited
by James A. Perkins, McGraw Hill Book Co. Copyright 1973, The Carnegie Foundation for the
Advancement of Teaching, pp. 15-37.
Etzioni, Amitai. "Administrative and Professional Authority," in Modern Organizations by Amitai
Etzioni, Prentice-Hall. Copyright 1964 by Prentice-Hall. pp. 75-84.
hooks, bell. Black and Female: Reflections on Graduate School. Talking Back: Thinking
Feminist, Thinking Black, by Bell Hooks, South End Press. Copyright 1989 by South End Press.
Johnsrud, Linda K., and Ronald H. Heck. Administrative Promotion Within a University: The
Cumulative Impact of Gender. Journal of Higher Education, 65:1, pp. 23-44. Copyright 1994
by the Ohio State University Press.

13

Kanter, Rosabeth Moss. Men and Women of the Corporation. Basic Books, Inc., Publishers.
Copyright 1977 by Basic Books, Inc. pp. 129-242.
Mintzberg, Henry. The Professional Bureaucracy. The Structuring of Organizations, PrenticeHall, Englewood Cliffs, NJ. Copyright 1979 by Prentice-Hall, pp. 348-379.
Peterson, Marvin W. and Melinda G. Spencer. Understanding Academic Culture and Climate, in
Peterson, Marvin W., ed., Organization and Governance of Higher Education, 4th edition, Ginn
Press. Copyright 1991 by Ginn Press, pp. 140-153.
Shein, E. Defining Organizational Culture. Organizational Culture and Leadership, 2nd edition,
Jossey-Bass Publishers, San Francisco. Copyright 1992 by Jossey-Bass Publishers, pp. 3-15.
Tierney, William G. Symbolism and Presidential Perceptions of Leadership," The Review of
Higher Education, Vol 12:2 (winter 1989), pp. 153-166. Copyright 1989 by the Association for
the Study of Higher Education,