Research on the organizational culture in higher education affirms that congruent cultures are better than fragmented ones, and that managing culture is an oxymoron. Such analyses often lead to the assumptions that unity of purpose is essential and leadership is impossible. This book reframes rather than suppresses these notions, and by respecting the differences, builds a commonality between them. Using data on faculty socialization in academe, the authors consider how the work of cultural leadership becomes interpretation and facilitation rather than management. Through a series of...
Research on the organizational culture in higher education affirms that congruent cultures are better than fragmented ones, and that managing culture ...
Most organizational theorists use the athletic team as a metaphor for the effective work group - specific players motivated to give their best performance in pursuit of a common goal. This book offers a different model, focusing instead on the complex ways that members of a leadership team interact, wield power, use language and create meaning. The authors describe the team as a culture and argue that effective team leadership depends on expecting, understanding and appreciating the differences among individuals.
Most organizational theorists use the athletic team as a metaphor for the effective work group - specific players motivated to give their best perform...
Evaluation in departments is widespread but often fails to spark positive change. Based on his extensive work with academic departments across the country, Wergin explains that successful department evaluation exists only when faculty and departments have a strong influence on the purposes, processes, and methods of evaluation. The central purpose of Departments That Work is how academic programs can make evaluation more useful and critical reflection more likely.
Topics include: * How quality has become confused with such concepts as effectiveness, productivity, and...
Evaluation in departments is widespread but often fails to spark positive change. Based on his extensive work with academic departments across the cou...
How can it be that 50 years after the passage of the Civil Rights Act, our institutions of higher education have still not found ways of reducing the higher education gaps for racial and ethnic groups?
That is the question that informs and animates the Equity Scorecard model of organizational change. It shifts institutions' focus from what students do (or fail to do) to what institutions can do--through their practices and structures, as well as the actions of their leaders and faculty--to produce equity in outcomes for racially marginalized populations. Drawing on the theory of...
How can it be that 50 years after the passage of the Civil Rights Act, our institutions of higher education have still not found ways of reducing the ...
How can it be that 50 years after the passage of the Civil Rights Act, our institutions of higher education have still not found ways of reducing the higher education gaps for racial and ethnic groups?
That is the question that informs and animates the Equity Scorecard model of organizational change. It shifts institutions' focus from what students do (or fail to do) to what institutions can do--through their practices and structures, as well as the actions of their leaders and faculty--to produce equity in outcomes for racially marginalized populations. Drawing on the theory of...
How can it be that 50 years after the passage of the Civil Rights Act, our institutions of higher education have still not found ways of reducing the ...
Critical theory has much to teach us about higher education. By linking critical models, methods, and research tools with an advocacy-driven vision of the central challenges facing postsecondary researchers and staff, Critical Approaches to the Study of Higher Education makes a significant--and long overdue--contribution to the development of the field.
The contributors argue that, far from being overly abstract, critical tools and methods are central to contemporary scholarship and can have practical policy implications when brought to the study of higher education. They...
Critical theory has much to teach us about higher education. By linking critical models, methods, and research tools with an advocacy-driven vision...
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As co-directors of the Center for Urban Education (CUE) at the University of Southern California, co-authors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE's Equity Scorecard, a comprehensive action research process which has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in...
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racia...
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As co-directors of the Center for Urban Education (CUE) at the University of Southern California, co-authors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE's Equity Scorecard, a comprehensive action research process which has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in...
This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racia...
