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Iowa State University HG ED 664 College Organization and Administration

Tentative Syllabus Fall 2014

Instructor: Dr. Janice Nahra Friedel, Associate Professor Office Hours: By appointment Office: 2680 Lagomarcino Email: jfriedel@iastate.edu or jan.friedel@gmail.com Phone: 515-294-4143 (office) or 515-343-9474 (cell) Scheduled class sessions: Wed. evenings, 5:30-8:30pm beginning 8/27- 12/10/2014 Location: 2622 Lagomarcino Teacher Assistant: Cristobal Salinas Jr., Doctoral Candidate Office: 306C Parks Library Email: csalinas@iastate.edu I. COURSE DESCRIPTION: Catalog course description for Hg Ed 664. College Organization and Administration (3 credits). Administrative organization and behavior: communications, leadership, finance, strategic planning, and institutional governance. II. COURSE OVERVIEW: General Objectives and Learning Outcomes General Objectives: The purpose of this course is to provide an overview of the organization and basic information about major administrative units in institutions of higher education, philosophical and theoretical foundations of administration, and current issues faced by administrators. Cross cutting themes of this course include issues of leadership and accountability in post-secondary education. This course intends to provide you with insights into the functioning of educational organizations by exposing you to a wide range of viewpoints in the literature and portrays colleges and universities as complex organizations. This is NOT a class on how to do your administrative or faculty job; this is a class on HOW to understand the context in which you work in higher education. Learning Outcomes. Upon completing this course, students will be able to:

1. Understand the administrative organization of institutions of higher education.

2. Explain the purposes and functions of specific administrative units of institutions of higher education.

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3. Articulate basic organizational theories that apply to institutions of higher education.

4. Identify leadership skills necessary for those who contemplate a career as a leader

in colleges or universities, and examine and develop their own leadership skills.

5. Discuss contemporary issues faced by college and university administrators.

6. Explain the purposes and functions of an administrative unit of their choice in detail.

7. Evaluate and measure the effectiveness of selected administrative units of higher

education.

III. ISU Educator Preparation Program Conceptual Framework

The ISU educator preparation program is founded on the land grant commitment of access and opportunity when serving the people of Iowa, the nation, and the world. Like the University, the ISU educator preparation program is fundamentally grounded in the science and technology of living and learning. The themes of leadership, equity, critical thinking, and innovation are intentionally woven throughout the fabric of this program in order to help today’s learners achieve to their full potential. Additional information about the framework can be found at: http://www.education.iastate.edu/accreditation/iowa-state-university-educator-preparation-program-conceptual-framework/

IV. COURSE FORMAT AND CONTENT

This course is designed to be delivered in a predominantly seminar format. Effective participation and learning requires that students read class materials, reflect on the readings, and come to the class sessions prepared to share their ideas and insights. There will be guest lecturers (practitioners in higher education) student presentations, and in-class exercises. Students will engage in collaborative learning and team projects. This course emphasizes the comparative missions, governance, organizational structures, funding and accountability of the higher education sectors, and the evolving mission and structure of community colleges. The role of external scanning and strategic planning in shaping the mission, goals and structure of community colleges is emphasized. Students will engage in external scanning and will bring their weekly scans to class for discussion. Discussions will include the role of the federal and state governments in higher education, as well as the role of boards and trustees. Special emphasis will be placed on the Iowa context. V. REQUIRED READINGS

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Required readings will consist of the following texts, and readings assigned from Internet resources or sent electronically from the instructor to the students. Students must have access to the World Wide Web to be successful in this course. As the course progresses, the instructor will be posting the electronic readings to Blackboard for ease of student access. Required Textbooks: Ackerman, R. & Maslin-Ostrowski, P. (2002). The Wounded Leader: How Real Leadership Emerges in Times of Crisis. San Francisco, CA: Jossey Bass. ISBN. 0-7879-6110-8 American Association of Community Colleges. (2006). Competencies for Community College Leaders. Washington D.C.: American Association of Community Colleges. (Attached to the syllabus). Bolman, L. G., & Deal, T.E. (2013). Reframing organizations: Artistry, choice and leadership (5th Ed.). San Francisco: Jossey-Bass. Publication manual of the American Psychological Association (6th Ed.). (2010). Washington, DC: American Psychological Association). Supplemental Texts from which selected required readings are assigned include Alfred, R., Shults, C. & Seybert, J. (2007). Core indicators of effectiveness for community colleges. Community College Press, AACC: Washington.D.C. Cloud, R.C. & Kater, S.T. (2008). Governance in the community college, San Francisco: Jossey-Bass. (Available electronically thru the university library). Friedel,, J. N., Katsinas, S., Miller, E. & Killacky , J. (2014). Fifty State Systems of Community Colleges, 4th edition: Mission, Governance, Funding and Accountability. Johnson City; The Overmountain Press. Higgerson, M.L. & Rehwaldt (1993). Complexities of higher education administration: Case studies & issues. Anker Publishing Co.: Bolton, MA. O’Banion, T (2009). The Rogue Trustee: The elephant in the room. Phoenix, AZ: League for Innovation. Available from http://www.league.org Myran, G., Baker, G., Simone, B. & Zeiss, T. (2003). Leadership strategies for community college executives, Washington, DC: American Association of Community Colleges, The Community College Press. Available from www.aacc.nche.edu ISBN 0-87117-347-6. Selected Recommended Texts

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Altbach, P., Birdhal, R., & Gumport, P. J. (Eds). (2005). American higher education in the twenty-first century: Social, political and economic challenges (2nd Ed.). Baltimore, MD: The John Hopkins University. Birnbaum, R. (1991). How colleges work: The cybernetics of academic organization and leadership. San Francisco: Jossey-Bass. Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco: Jossey-Bass. ISBN 978-0-7879-8882-1. Townsend, B.K. & Dougherty, K.J. (2000). Community college missions in the 21st century. San Francisco: Jossey-Bass. ISBN: 978-0-7879-9575-1 Other readings as assigned. Selected readings will be distributed electronically or hard copy provided by the instructor. VI. Summary of course requirements and assignments Students are responsible for: • Regular, punctual attendance • Active participation in class discussions and activities, including online • Timely completion of readings and assignments • Doctoral-level collegial conduct and doctoral-level work Doctoral-Level Work: Doctoral-level work is original work that shows a broad understanding of the field, an advanced level of analysis of the issues, and a strong grounding in the literature or other evidence to support one’s thesis and claims. Doctoral-level work is clearly and compellingly presented, with a well-organized, logical flow of ideas and information, and proper attribution of sources. Doctoral-level work should meet or exceed assignment guidelines and show critical engagement with course concepts, readings, activities, and practical applications. Doctoral-level writing follows conventions for correct spelling, grammar, punctuation, usage, and sentence and paragraph structure without excessive use of jargon. Writing must follow APA style for citations, references, quotations, tables, figures, headings, numbers, and any other APA elements required by the professor. Writing Issues: Problems with writing can affect your course grade if ideas are not conveyed clearly with correct writing mechanics. Students who have difficulty with written academic English should consult with the professor and their advisor. In addition, they should spell-check and grammar-check their work, read it aloud to catch errors, and get feedback from a colleague or friend familiar with doctoral-level work before turning it in. Readings: Each student is required to do extensive reading for this class. Readings include assigned readings from the textbooks, supplemental and recommended texts, as

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well as others available via the internet, posted on Blackboard, or hard copy provided by the instructor. Readings are listed on the course schedule. Other readings may be assigned by the instructor. Attendance and Participation Students are expected to attend every class meeting. The extent to which the student will benefit from this class is dependent on the quality and intensity of effort the student devotes to readings, assignments, and class discussions. Absences and tardiness without prior notification of the instructor will be detrimental to the class participation of the final grade. This course is delivered in a seminar format. A considerable amount of time is devoted to discussion and oral presentations. Each student is expected to contribute to the overall discussion by providing thoughtful and reflective comments. Effective class participation is based primarily on readings, research, and relevant experiences. Students will make positive contributions to small group discussions and analysis of higher education case studies. Participation performance is based on the instructor’s assessment of the student’s informed contribution to the class discussions. Attendance and Participation 15 points Assignments: All written work is to be submitted in final form, and in compliance with APA guidelines. 1. College administrator interview: Select an administrative or organizational unit of the college that is of particular interest to you in light of your academic, research and/or career interests. Conduct an interview with the college administrator with responsibility of this area to ascertain the scope of his/her job responsibilities and the most challenging aspects of his/her job. Why did he/she become an administrator? What does he/she feel are the five most important emerging issues for their institution or unit? Determine what steps the administrator is using to address these issues. Try to collect the source of data the institution is using that supports their concerns. This may require follow-up telephone calls if necessary.

! Generate questions (10-15) for your interview,

! Write a summary of your interview

! Attach a copy of your questions.

Some questions to consider are: - What are the primary issues/challenges facing them as they strive to meet their

unit’s goals and objectives? - What are their goals and objectives? How do they encourage others to advance

these goals? - What are the principal trends impacting their ability to enhance student success?

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- Seek their input and advice to future college administrators regarding the management of this issue.

Prior to the interview, prepare a list of 10-15 questions that you will ask this administrator. Write a summary of your interview, not to exceed 10 pages, (excluding the interview questions). Be sure to state in your first paragraph the name, title and college affiliation of your interviewee, date, place and time of the interview. Establish the context for your interview by describing the institution or unit. Attach your questions to your summary. The purpose of this assignment is for you to examine how college administrators conduct their work and what are the major issues impacting them and their institutions on an operational level. Conclude your written summary with a one-paragraph personal reflection on the interview. Written Interview report due: Oct. 15 10 points

2. College Board Meeting Observation and Report: Each student will select and attend a college board of trustees meeting, and observe and write a 3-5 page report of the college board meeting, with the printed agenda attached. The report should include the student’s observations of the management role of the college administration and the policy role of the board, and a discussion of one or two of the major issues discussed by the board. Describe your perceptions of the relationship between the board and the college’s administration. Board Meeting report due: Nov. 12 10 points 3. Team Project: Student-led briefings Students will be assigned to a “project team” and will be responsible to develop a lesson from the Bolman and Deal (2008) book entitled Reframing organizations: Artistry, choice, and leadership (5th Ed.). PPT Presentations will be made to the class beginning on Sept. 4th. Dates for delivery of specific chapters are listed on the Topical Outline and Tentative Schedule of Classes. PPT presentations will be posted on BB prior to the class session. The expectations of this assignment are as follows:

• Conduct a 30-40 minute lesson on your assigned chapters and present to the class • Provide clear learning goals/objectives of your lesson • Prepare a PowerPoint presentation, handouts, etc, for your lesson • Incorporate active learning strategies to engage students and employ innovative

teaching strategies • Include a Q & A session

Due: See Tentative Course Schedule Team project points: 20

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4. Issues Scans: Students will engage in external environmental scanning; students are expected to read the publications of at least one higher education professional organization on a weekly basis ( these may include the Chronicle of Higher Education, Inside Higher Education, and/or the Community College Times ) . The purpose of these readings is for the identification of emerging issues and trends which are or will impact higher education institutions especially community colleges, their mission, programs and services, students, employees and administration. Students will identify one article each week, and will complete the Scanning Abstract Form for each article. Students will bring hard copies of their articles and scans to class; the student will be prepared to discuss his/her articles during the class session. Students will develop and maintain a bibliography of their scanned articles. Due: First set of 5 scans due Oct. 1 Total scans points: 15 Second set of 5 scans due: Nov. 5 Third set of 4 scans due Dec. 3 5. Unit Analysis Complete a 10-15 page paper on an administrative unit of your choice. This should be an administrative unit not covered in class. Among the areas you may wish to consider are the following: physical plant, institutional research, student activities center, student recruitment, student life and residence, student financial aid, office of the comptroller, enrollment management, admissions, community outreach, alumni, community relations, marketing, security services and so on. Include such information as a brief history and evolution of the office, its mission, and goals, its organization, and staffing, budgetary matters, evaluation strategies and current issues. You will be evaluated on the quality of your writing, your integration of reference material, and the quality of the content of the paper. You may wish to write the unit analysis on the unit of your administrator interview.

Due: PPT and Oral presentation due 12/3 & 12/10; 10 points Written report due at time of oral presentation; 20 points

Total points: 30 VII. Grading: Class attendance and participation 15 Weekly Issues Scans 15 College Board Meeting Observation and Report 10 College Administrator Interview 10 Unit Analysis 30 Team Project PPT Presentation 20 Total Points 100 100-94 A 93- 90 A-

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89- 87 B+ 86- 84 B 83- 80 B- Below 80: See Instructor 79- 77 C+ 76- 74 C 73- 70 C- 69 –67 D+ 66- 64 D 63- 60 D- Below 60 F The evaluation/grading policy for this course is consistent with ISU policy. The final grade will be determined by each student’s performance on all assignments, attendance and participation. All assignments must be a student’s own original research and writing for this course. The due dates for each assignment are listed on the syllabus and the attached tentative schedule. It is essential that students notify the instructor as soon as any special circumstances arise that could interfere with the timely completion of assignments. Even with prior approval, the instructor reserves the right to lower grades in accordance with the tardiness of the late assignments. VIII. CLASSROOM ETIQUETTE AND BEHAVIOR Students are expected to be attentive, participatory, and respectful of peers and the instructor. Cell phones are to be turned off or on “silent” and no calls are to be taken or made during class. Use of a laptop computer during class time is limited to class purposes. Reading and responding to email, texting and engaging in on-line chats are not allowed. IX. IOWA STATE UNIVERSITY ACADEMIC DISHONESTY POLICY Understanding Academic Integrity Source: www.dso.iastate.edu/ja/academic/students.html The value of an education at Iowa State University depends greatly upon the quality of academic work and research completed by you and other students. As students, your role in promoting and preserving integrity on campus is essential. Academic integrity might best be defined, quite simply, as doing one’s own academic work without unauthorized assistance from other persons or resources. More specifically, academic integrity means that students take their coursework seriously and place significant value on learning and engagement in the classroom and while completing assignments and projects. Engaging in dishonest work may result in consequences from Iowa State such as a reduced or failing grade on the particular assignment or test, a reduced or failing grade in the course, and a range of sanctions from the Office of Judicial Affairs. Current and former students applying for graduate school or government jobs may be requested by

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that college, university, or government agency to disclose any instances of dishonest academic work for which they were found responsible for violating university policy. Iowa State University depends upon every member of the community, including students, to preserve and promote integrity in the classroom. ISU web site: www.dso.iastate.edu/ja/academic/misconducdt.html X. Higher Education Ph.D. RUBRICS In order to promote student learning, this course utilizes the department’s rubrics. It is important that students become familiar with the specific rubrics and the criteria used to measure students’ learning. The matrix for each rubric should be used to assess students’ level of achievement. The rubrics can be found at the department’s web site at: http://www.education.iastate.edu/graduate/higher-education/higher-education-administration/ph-d-learning-portfolio/ XI. CONFIDENTIALITY One of the best ways to learn is through practical application of theoretical concepts and you are encouraged to share your personal and professional experiences as a means to integrate the knowledge through reflecting on its application. However, it is important to note that we all are bound by the confidentiality in this class. We want to have a free and open discussion in which you may elect to discuss your college and its policies and procedures as they apply to the course material. We expect each person to respect the confidentiality of what your classmates are willing to share, while at the same time we ask that each of you exercise good judgment in what you choose to share, avoiding non-public or competitively sensitive information. XII. BIBLIOGRAPHY OF SUPPLEMENTAL READINGS RELATED TO COURSE CONTENT

All of these readings resources are available electronically from the ISU library or from on-line sources. They are designed to be supplemental to the assigned readings for class; many reflect empirical studies on some aspect of the topic covered in the class session. Mission Morphew, C. C., & Hartley, M. (2006). Mission statements: A thematic analysis of rhetoric across institutional type. The Journal of Higher Education, 77, 456-471. Atkinson, R. C., & Blanpied, W. A. (2007, May). Research Universities: Core of the U.S. Science and Technology System. Berkeley, CA: University of California, Center for Studies in Higher Education. Retrieved July 16, 2007 from http://cshe.berkeley.edu/publications/publications.php?id=256 Brint, S. (2006, November). Can Public Research Universities Compete? Berkeley, CA: University of California, Center for Studies in Higher Education. Retrieved July 16, 2007 from http://cshe.berkeley.edu/publications/publications.php?id=236

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HBCU’s (Historically Black Colleges and Universities). Perna, L. W. (2001). The contribution of historically black colleges and universities to the preparation of African Americans for faculty careers. Research in Higher Education, 42, 267-293. Allen, W. R., & Jewell, J. O. (2002). A backward glance forward: Past, present, and future perspectives on historically black colleges and universities. The Review of Higher Education, 25, 241-261. Perna, L. Lundy-Wagner, V., Drezner, N. D. Gasman, M., Yoon, S, Bose, E., Gary, S. (2009). The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: A Case Study. Research in Higher Education, 50, 1–23 Asian Pacific Islanders-Serving Institutions Laanan, F. S., & Starobin, S. S. (2004). Defining Asian American and Pacific Islander-Serving institutions. In B. V. Laden (Ed.), Serving minority populations (pp. 49-59). New Directions for Community Colleges no. 127. San Francisco: Jossey-Bass. Hispanic-Serving Institutions Benitez, M., & DeAro, J. (2004). Realizing student success at Hispanic-serving institutions. In B. V. Laden (Ed.), Serving minority populations (pp. 35-46). New Directions for Community Colleges no. 127. San Francisco: Jossey-Bass. Tribal Colleges Ortiz, A. M., & Boyer, P. (2003). Student assessment in tribal colleges. In M. C. Brown II, & J. E. Lane (Eds.) Studying Diverse Institutions: Contexts, Challenges, and Considerations (pp. 41-49). New Directions for Institutional Research no. 118. San Francisco: Jossey-Bass. DeVoe, J.F., and Darling-Churchill, K.E. (2008). Status and Trends in the Education of American Indians and Alaska Natives: 2008 (NCES 2008-084). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Proprietary/For-Profit Institutions Zamani-Gallaher, E. M. (2004). Proprietary schools: Beyond the issue of profit. In J. E. Lane &M. C. Brown II. (Eds.), Unique campus contexts: Insights for research and assessment (pp. 63-79). San Francisco: Jossey-Bass. Professional Schools

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Sun, J. C. (2004). Professional schools: Research and assessment involving multiple constituencies. In J. E. Lane & M. C. Brown II. (Eds.), Unique campus contexts: Insights for research and assessment (pp. 5-29). San Francisco: Jossey-Bass. Strategic Planning Morphew, C. C. (2000). The realities of strategic planning: Program termination at East Central University. The Review of Higher Education, 23, 257-280. Briggs, C. L., Stark, J. S., & Rowland-Poplawski, J. (2003). How do we know a “continuous planning” academic program when we see one? The Journal of Higher Education, 74, 361-385. Dooris, M.J., Kelley, J. M., & Trainer, J. F. (2004). Strategic planning in higher education. In Authors (Eds.), Successful Strategic Planning (pp. 5-11). New Directions for Institutional research no. 123. San Francisco: Jossey-Bass. Lapin J. (2004). Using External Environmental Scanning and Forecasting to Improve Strategic Planning. Journal of Applied Research in the Community College, 11(2) 105-112. Paris, K. A. (2004). Moving the strategic plan off the shelf and into action at the University of Wisconsin-Madison. In M. J. Dooris, J. M. Kelley, J. F. Trainer (Eds.), Successful Strategic Planning (pp. 121-127). New Directions for Institutional research no. 123. San Francisco: Jossey-Bass. Turner, J. F. (2004). Models and tools for strategic planning. In M. J. Dooris, J. M. Kelley, J. F. Trainer (Eds.), Successful Strategic Planning (pp. 129-138). New Directions for Institutional research no. 123. San Francisco: Jossey-Bass. Hearn, J. C., Lewis, D. R., Kallsen, L, Holdsworth, J. M., & Lisa M. Jones, L. M. (2006). “Incentives for managed growth”: A case study of incentives-based planning and budgeting in a large public research university. The Journal of Higher Education, 77, 286-316. Governance Eckel, P. D. (2000). The role of shared governance in institutional hard decisions: Enabler or antagonist? The Review of Higher Education, 24, 15-39. Ehrenberg, R. G., Cheslock, J. J., & Epifantseva, J. (2001). Paying our presidents: What do trustees value? The Review of Higher Education, 25, 15-37. Kempner, K. (2003). The search for cultural leaders. The Review of Higher Education, 26, 363-385.

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Lingenfelter, P. E. (2004). The state and higher education: An essential partnership. In W. G. Tierney, & V. M. Lechuga (Eds.), Restructuring Shared Governance in Higher Education (pp. 47-59). New Directions for Higher Education no. 127. San Francisco: Jossey-Bass. Birnbaum, R. (2004). The end of shared governance: Looking ahead of looking back. In W. G. Tierney & V. M. Lechuga (Eds.), Restructuring Shared Governance in Higher Education (pp. 5-22). New Directions for Higher Education no. 127. San Francisco: Jossey-Bass. Bastedo, M. N. (2005). The making of an activist governing board. The Review of Higher Education, 28, 551-570. Couturier, L. K. (2005). The unspoken is being undone: The market’s impact on higher education’s public purposes. In B. Pusser (Ed.), Arenas of Entrepreneurship: Where Nonprofit and For-Profit Institutions Compete (pp. 85-100). New Directions for Higher Education, no. 129. San Francisco: Jossey-Bass. Pusser, B., Slaughter, S., & Thomas, S. L. (2006). Playing the board game: An empirical analysis of university trustee and corporate board interlocks. The Journal of Higher Education, 77, 747-775. The Presidency Bartlett, R. L., & Sorokina, O. (2005). Determinants of presidential pay at national liberal arts colleges. The Review of Higher Education, 29, 53-68. Academic Leadership Del Favero, M. (2005). The social dimension of academic discipline as a discriminator of academic deans’ administrative behaviors. The Review of Higher Education, 29, 69-96. The Faculty Gates, G. S. (2000). Teaching-related stress: The emotional management of faculty. The Review of Higher Education, 23, 469-490. Tien, F. F. (2000). To what degree does the desire for promotion motivate faculty to perform research? Research in Higher Education, 41, 723-752. Hearn, J. C., & Anderson, M. S. (2002). Conflict in academic departments: An analysis of disputes over faculty promotion and tenure. Research in Higher Education, 32, 503-529. Fairweather, J. S. (2002). the myths of faculty productivity. The Journal of Higher Education, 73, 26-48.

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Johnsrud, L. K. (2002). Measuring the quality of faculty and administrative worklife: Implications for college and university campuses. Research in Higher Education, 43, 379-395. Perna, L. W. (2003). The status of women and minorities among community college faculty. Research in Higher Education, 44, 205-240. Toutkoushian, R. K., & Bellas, M. L. (2003). The effects of part-time employment and gender on faculty earnings and satisfaction. The Journal of Higher Education, 74, 172-195. Hollingshead, C. S., Sullivan, B., Smith, G. C., August, L., & Hamilton, S. (2005). Work/family policies in higher education: Survey data and case studies of policy implementation. In J. W. Curtis (Ed.), The challenge of balancing faculty careers and family work (pp. 25-39). New Directions for Higher Education no. 130. San Francisco: Jossey-Bass. Baldwin, R. G., Lunceford, C. J., & Vanderlinden, K. E. (2005). Faculty in the middle years: Illuminating an overlooked phase of academic life. The Review of Higher Education, 29, 97–118. Ward. K., & Wolf-Wendel, L. E. (2005). Work and family perspectives from research university faculty. In J. W. Curtis (Ed.), The challenge of balancing faculty careers and family work (pp. 67-80). New Directions for Higher Education no. 130. San Francisco: Jossey-Bass. Baldwin, R. G., Lunceford, C. J., & Vanderlinden, K. E. (2005). Faculty in the middle years: Illuminating an overlooked phase of academic life. The Review of Higher Education, 29, 97-118. Burgan, M. (2005, August) Superstars and Rookies of the Year: Faculty Hiring Practices in the Postmodern Age. Berkeley, CA: University of California, Center for Studies in Higher Education. Retrieved July 16, 2007 from http://cshe.berkeley.edu/publications/publications.php?id=52 Conley, V. M. (2005). Career paths for women faculty: Evidence from NSOPF: 99. In J. W. Curtis (Ed.), The challenge of balancing faculty careers and family work (pp. 25-39). New Directions for Higher Education no. 130. San Francisco: Jossey-Bass. Daly, C. J., & Dee, J. R. (2006). Greener Pastures: Faculty Turnover Intent in Urban Public Universities. The Journal of Higher Education, 77, 776-803. Hanley, P. F., & Forkenbrock, D. J. (2006). Making fair and predictable salary adjustments for faculty of public research universities. Research in Higher Education, 47, 111-127.

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Levin, J. S. (2006). Faculty work: Tensions between educational and economic values. The Journal of Higher Education, 77, 63-88. Musselin. C. (2007, February). The Transformation of Academic Work: Facts and Analysis. Berkeley, CA: University of California, Center for Studies in Higher Education. http://cshe.berkeley.edu/publications/publications.php?id=251 Perna, L. (2005). The relationship between family and employment outcomes. In J. W. Curtis (Ed.), The challenge of balancing faculty careers and family work (pp. 5-23). New Directions for Higher Education no. 130. San Francisco: Jossey-Bass. Schuster, J. H., & and Martin J. Finkelstein, M. J. (February 2007, February). On the Brink: Assessing the Status of the American Faculty. Berkeley, CA: University of California, Center for Studies in Higher Education. Retrieve from http://cshe.berkeley.edu/publications/publications.php?id=248 Student Affairs Stassen, M. L. A. (2003). Student outcomes: The impact of varying living-learning models. Research in Higher Education, 44, 581-613. Finance Alexander, F. K., & Ronald G. Ehrenberg, R. G. (Eds.), (2003). Maximizing Revenue in Higher Education. New Direction for Institutional Research no. 119. San Francisco: Jossey-Bass. Burke, J. C., Modarresi, S. (2001). Performance funding programs: Assessing their stability. Research in Higher Education, 42, 51-70. Casper, C. A., & Henry, M. S. (2001). Developing performance-oriented models for university resource allocation. Research in Higher Education, 42, 353-376. Archibald, R. B., & Feldman, D. H. (2006). State higher education spending and the tax revolt. The Journal of Higher Education, 77, 618-644. Measuring Quality Friedlander, J. & Serban A. (2004). Meeting the Challenges of Assessing Student Learning Outcomes in Developing and Implementing Assessment of Student Learning Outcomes. San Francisco, CA: Jossey-Bass.101-109. 8 pgs. Heck, R. H., Johnsrud, L. K., & Rosser, V. J. (2000). Administrative effectiveness in higher education: Improving assessment procedures. Research in Higher Education, 41, 663-684.

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Rosser, V. J., Johnsrud, L. K., & Heck, R. H. (2003). Academic deans and directors: Assessing their effectiveness from individual and institutional perspectives. The Journal of Higher Education, 74, 1-25. Welsh, J. F., & Metcalf, J. (2003). Faculty and administrative support for institutional effectiveness activities. The Journal of Higher Education, 74, 446-468. Brooks, R. L (2005). Measuring university quality. The Review of Higher Education, 29, 1-21. Zhang, L. (2005). Do measures of college quality matter? The effect of college quality on graduates’ earnings. The Review of Higher Education, 28, 571-596. Brooks, R. L. (2005). Measuring University Quality. The Review of Higher Education, 29, 1-21. Campus Safety and Security/Campus Civility Davies, G. (2008).Connecting the Dots: Lessons from the Virginia Tech Shootings. Change, Jan. - Feb., 2008. 7 pgs http://www.changemag.org/Archives/Back%20Issues/January-Febru. Accessed January 24, 2011 Dodson, A. P. (2010, November 23). In wake of tragedy, new emphasis on civility. Diverse Issues in Higher Education, Retrieved from http://diverseeducation.com/article/14420/ (2007). The Presidential Role in Disaster Planning and Response: Lessons from the Front. Society for College and University Planning: Ann Arbor, MI, 12pgs (To be sent via email). (2008). Overview of the VA Tech Tragedy and Implications for Campus Security: The IACLEA Special Review Task Force, April 2008, International Association of Campus Law Enforcement Administrators (IACLEA): West Hartford, CT, 14 pgs. The Community College Baccalaureate Floyd, D., Falconetti, A. & Hrabak, M. (2009). Baccalaureate Community Colleges the New Florida System. Community College Journal of Research and Practice, 33:195-202. 7 pgs. Floyd D. & Walker K. (2009). The Community College Baccalaureate: Putting the Pieces Together, Community College Journal of Research and Practice 29(8): 90-124. 34 pgs.

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NOTE: THE SCHEDULE AND READINGS ARE SUBJECT TO CHANGE. READINGS . MAY BE SENT TO THE STUDENTS ELECTRONICALLY, AND POSTED ON BLACKBOARD. A HARD COPY MAY BE PROVIDED IF THE DOCUMENT IS NOT AVAILABLE ELECTRONICALLY.

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American Association of Community Colleges Statement on Competencies for Community College Leaders

In order to appreciate and utilize these competencies, the following must be understood:

• Leadership can be learned. While it can be enhanced immeasurably by natural aptitude and experience, supporting leaders with exposure to theory, concepts, cases, guided experiences, and other practical information and learning methodologies is essential.

• Many members of the community college community can lead. The competencies will shift in importance depending upon the level of the leader. For example, it is more critical that a president be able to communicate effectively with the board than for a staff assistant to do so. Both, however, can benefit from mastery of the communication competency.

• Effective leadership is a combination of effective management and vision. Ideally, acquisition of management skills would precede vision. In reality the two skill sets often develop in tandem and are presented together in this competency framework.

• Learning leadership is a life-long process, the movement of which is influenced by personal and career maturity as well as other developmental processes.

• The leadership gap can be addressed through a variety of strategies such as college grow-your-own programs, AACC council and university programs, state system programs, residential institutes, coaching, mentoring, on-line and blended approaches. Important considerations that apply to all forms of delivery include sustaining current leaders and developing new ones.

Collaboration - An effective community college leader develops and maintains responsive, cooperative, mutually beneficial, and ethical internal and external relationships that nurture diversity, promote the success of all students, and sustain the community college mission. Illustrations: ! Embrace and employ the diversity of individuals, cultures, values, ideas and

communication styles. ! Demonstrate cultural competence relative to a global society. ! Catalyze involvement and commitment of students, faculty, staff and community

members to work for the common good. ! Build and leverage networks and partnerships to advance the mission, vision and

goals of the community college. ! Work effectively and diplomatically with unique constituent groups such as

legislators, board members, business leaders, accreditation organizations, and others. ! Manage conflict and change by building and maintaining productive relationships. ! Develop, enhance and sustain teamwork and cooperation. ! Facilitate shared problem-solving and decision-making.

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Resource Management - An effective community college leader equitably and ethically sustains people, processes and information as well as physical and financial assets to fulfill the mission, vision and goals of the community college. Illustrations: ! Ensure accountability in reporting. ! Support operational decisions by managing information resources and ensuring the

integrity and integration of reporting systems and databases. ! Develop and manage resource assessment, planning, budgeting, acquisition, and

allocation processes consistent with the college master plan and local, state and national policies.

! Take an entrepreneurial stance in seeking ethical alternative funding sources. ! Implement financial strategies to support programs, services, staff and facilities. ! Implement a human resources system that includes recruitment, hiring, reward, and

performance management systems and that fosters the professional development and advancement of all staff.

! Employ organizational, time management, planning and delegation skills. ! Manage conflict and change in ways that contribute to the long-term viability of the

organization.

Communication - An effective community college leader uses clear listening, speaking, and writing skills to engage in honest, open dialogue at all levels of the college and its surrounding community, to promote the success of all students, and to sustain the community college mission. Illustrations: ! Articulate and champion shared mission, vision and values to internal and external

audiences, appropriately matching message to audience. ! Disseminate and support policies and strategies. ! Create and maintain open communications regarding resources, priorities and

expectations. ! Convey ideas and information succinctly, frequently, and inclusively through media

and verbal and nonverbal means to the board and other constituencies and stakeholders.

! Listen actively to understand, comprehend, analyze, engage and act. ! Project confidence and respond responsibly and tactfully. Professionalism - An effective community college leader works ethically to set high standards for self and others, continuously improve self and surroundings, demonstrate accountability to and for the institution, and ensure the long-term viability of the college and community. Illustrations: ! Demonstrate transformational leadership through authenticity, creativity and vision.

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! Understand and endorse the history, philosophy and culture of the community college.

! Self-assess performance regularly using feedback, reflection, goal-setting, and evaluation.

! Support lifelong learning for self and others. ! Manage stress through self-care, balance, adaptability, flexibility and humor. ! Demonstrate the courage to take risks, make difficult decisions and accept

responsibility. ! Understand the impact of perceptions, world views and emotions on self and others. ! Promote and maintain high standards for personal and organizational integrity,

honesty and respect for people. ! Use influence and power wisely in facilitating the teaching- learning process and the

exchange of knowledge. ! Weigh short-term and long-term goals in decision-making. ! Contribute to the profession through professional development programs,

professional organizational leadership and research/publication. ! Organizational Strategy - An effective community college leader strategically improves the quality of the institution, protects the long-term health of the organization, promotes the success of all students and sustains the community college mission, based on knowledge of the organization, its environment and future trends. Illustrations: ! Assess, develop, implement and evaluate strategies regularly to monitor and improve

the quality of education and the long-term health of the organization. ! Use data-driven evidence and proven practices from internal and external

stakeholders to solve problems, make decisions and plan strategically. ! Use a systems perspective to assess and respond to the culture of the organization; to

changing demographics; and to the economic, political, and public health needs of students and the community.

! Develop a positive environment that supports innovation, teamwork and successful outcomes.

! Maintain and grow college personnel and fiscal resources and assets. Align organizational mission, structures and resources with the college master plan.

Community College Advocacy - An effective community college leader understands, commits to and advocates for the mission, vision and goals of the community college. Illustrations: ! Value and promote diversity, inclusion, equity and academic excellence. ! Demonstrate a passion for and commitment to the mission of community colleges and

student success through the scholarship of teaching and learning. ! Promote equity, open access, teaching, learning and innovation as primary goals for

the college, seeking to understand how these change over time and facilitating discussion with all stakeholders.

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! Advocate the community college mission to all constituents and empower them to do the same.

! Advance life-long learning and support a learner-centered and learning-centered environment.

! Represent the community college in the local community, in the broader educational community, at various levels of government, and as a model of higher education that can be replicated in international settings.

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Bolman & Deal Student-led Briefings Sign-up Sheet

Date Section Student Names 09/10 Part I: Making Sense of Organizations 09/17 Part II: The Structural Frame

10/01 Part III: Chapters 6 – 8 The Human Resource Frame

10/01 Part III: Chapters 9 – 11 The Human Resource Frame

10/08 Part IV: The Political Frame 10/22 Part V: The Symbolic Frame 11/05 Part VI: Chapters 15 -18 Improving Leadership Practice 11/12 Part VI: Chapters 19 -21 Improving Leadership Practice

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Scanning Abstract Form

Author and Title

Source

Taxonomy or Change area

Identify the change or the most important idea that indicates change:

Probability of occurring in the next 1 – 2 years: ____low ____ moderate ___high

Probability of occurring in the next 3 – 5 years: ____low ____ moderate ___high

Implications for communities served: How might the change affect people and groups in communities the college serves?

Potential consequences/impact on the community:

___ Minor ___ moderate ___major ___ unknown at this time

Implications for college: How might the change affect the college’s programs, student services, faculty and staff, funding, etc.?

Potential consequences/impact on the college:

___ Minor ___ moderate ___major ___ unknown at this time

What might the change mean for future learning – skills, knowledge, behaviors?

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Comparative Higher Education Sector Chart

Please select a college from within one of these sectors. You will be working in pairs completing ONLY one column. Please do not restrict yourself to the space provided.

! Proprietary ! Community Colleges ! Independent 4 Year Colleges & Universities ! State Universities ! Tier One Research Universities

Characteristics

Write the name of your selected college and team members here.

History & Context

Governance

Mission

Values

Market Niches

Student Clientele (including admission criteria & characteristics)

Programs (Curriculum)

Co-curricular & Extracurricular Programs & Activities

Student Outcomes

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Hg Ed 664 Organization and Administration of Higher Education Fall, 2014

Week

Date Topics for weekly class sessions

01 08/27 Introductions, syllabus and course expectations and requirements AACC Competencies for Community College Leadership Readings: None

02 09/03 Types of higher education institutions; the Carnegie Classification System Guest: Dr. Steve Katsinas, University of Alabama Readings: Electronic

03 09/10 In-Class laptop computer exercise: The Higher Education Spectrum; institutional mission differentiation, historical context and governance, institutional values, student clientele; student outcomes Readings: Electronic; Bolman & Deal Part I

04 09/17 Environmental scanning, strategic planning and forecasting. State Master Planning for Higher Education; governance and structures for Higher Education. Readings: Electronic; Bolman & Deal Part II

05 09/24 No Class - Readings about Higher Education and community college role in workforce and economic development - impact on governance, mission and strategic initiatives

06 10/01 The community College Baccalaureate and evolving Mission of Community Colleges Guest Speaker: Dr. Deborah L. Floyd, Florida Atlantic University Readings: Bolman & Deal, Part III Due: Scans #1

07 10/08 Measuring quality, Community college institutional and state data systems, data warehousing; increasing accountability. Guest speaker: Vladimir Bassis, Iowa Department of Education Readings: Bolman & Deal, Part IV

08 10/15 Higher Education structures in Iowa, formal and informal Guest lecture: Jeremy Varner, Administrator, Division of Community Colleges, Iowa Department of Education Readings: Electronic Due: Administrator Interview

09 10/22 Faculty affairs, shared governance, and unions The rise of the for-profit sector of post-secondary education Guest lecture: Dr. Yoruba Muttakibur, Southern Texas University: Historically Black Colleges and Universities Readings: Bolman & Deal, Part V

10 10/29 Bring your organizational charts The intra-organizational structures of Higher Education institutions; the complexities of Higher Education class activity. The Presidency, academic and student affairs Readings: The Wounded Leader, Part 1

11 11/05 Governance and Board relations; Rogue boards of trustees Guest lecture: MiriamTyson, former member Hawkeye Community College Board of

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Trustees Readings: Bolman & Deal, Part VI, Chapters 15-18; The Wounded Leader, Part 2 Due: Scans #2

12 11/12 College Finance, funding, and access. Guest Speaker, Dr. Tom Mortenson, Senior Fellow, National Pell Research Institute, and the Postsecondary Opportunity Readings: Bolman & Deal, Part VI, chapters 19-21; The Wounded Leader Due: Board Meeting Report

11/13 STRONGLY RECOMMENDED: 1:00-3:30pm Tour and Guest lectures at Kaplan University: Mission, Governance, Structure and Organization, Funding and Accountability

13 11/19 The Wounded Leader. Campus security and safety: Lessons learned from Virginia Tech

14 11/26 No Class: Thanksgiving Holiday Break 15 12/03 Diversity and Equity; technology and college administration

Student Unit Analysis PPT Presentations Due: Scans #3

16 12/10 Student Unit Analysis PPT Presentations