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Page history last edited by Starr Hoffman 11 years, 9 months ago

EDHE 6710



discussion of last week's presentation at NCTC

(Dr. Lee Ann Nutt, VP of Instruction)

  • "a great place to start, a great place to start over"
  • organizational structure (chart)
  • all upper admin reports directly to the president--unusual (for bureaucratic)--shows the colleagial model
  • posted organizational chart without lines!!  that's telling: it shows how informal, colleagial it is
  • she also mentioned how people don't have to report just to their direct superior
  • can't necessarily group community colleges into bureaucracy that easily


project outline

for the presentation and the paper


management principles

  • leadership as vision, management as people/action/coordination
  • leaders who manage are often seen as micro-managers
  • but they should be aware of management principles
  • why is management important?
  • trends: academic
    • market-based (strategic planning, marketing, control)
  • trends: business (moved more toward academic world)
    • soft techniques (socializing employees, culture and values)
  • contraditions: current academic management trends are based on things we would associate with business, and vice-versa
  • critical points:
    • question the longer-term effectiveness of strategic planning (does it just become an exercise)
    • increased attention to Japanese organizations
    • necessary to focus on human development and organizational culture
  • what are differences?
    • academia: complex cultural organization
    • common institutional tradition and shared symbols
    • collected academic profession
    • academic disciplines
  • academic culture is declining
    • eroded enterprise structure (rapid growth of systems, orientation toward discipline base)
    • academic profession in decline (finances--used to be more money around, isolation--we promote isolation in many ways, including isolating teaching from research)
    • rather than promote "renegade" or free academic thought, tenure can be seen as shaping faculty into a specific mold
  • recommendations:
    • renew symbolic life and skills of the social organization: what were the joys of academia 20 years ago?
    • think of the whole, not the parts (difficult in a "multiversity")
    • attempt to bring interdisciplinary projects and programs together
  • organizational adaptation
    • changes motivated by the external environment (finance is one of the biggest factors)
    • looks at conditions and sources of change
    • how often do we see revolution in education?
  • building learning organizations (help org. become learnig communities)
    • new tools...
    • systems archetypes (understand what happens in systems, so that we can know how to change them; these are assumptions of how things work, that we may not be very conscious of)
      • delay, limits to growth, shift burden, eroding goals, escalation, commons, growth and underinvestment
    • charting strategic dilemmas (can we determine what dilemmas we face, and how we face them?)
      • elicit potential dilemmas, map, process, frame, sequence, wave, synergize
    • "the Left-Hand Column" (handout)
      • brings hidden assumptions to the surface (or even hidden thoughts--what's going on inside the head of each party)
      • it takes a lot of time to help some individuals develop in their initiative and job skills
      • may be capable, but have been rejected from multiple areas on campus--you must work harder as a manager and evaluate your assumptions/thoughts closely in your interactions
      • if your goal is to build a learning community, you have to NOT function on assumptions
      • difficult part of management is realizing your assumptions



  • data from the American Council on Education
  • regarding the human element of the presidency

  • who are the presidents in colleges & universities in the US? (gender, race, ethnicity, etc.)
  • what does the pathway to the presidency look like?  who's being prepped to follow them?
  • leadership & presidency
  • traditionally, the senior leaders have been those directly in line for the presidency
  • particularly certain positions of senior leadership
  • aging of presidents: 1986 to 2006: much older presidents in 2006; about half are 61 or older
  • only 8% age 31 to 50!!! (was 42% in 1986--big shift)
  • there's an assumption that senior leaders are or want to become president at some point
  • women presidents: 10% in 1986, 23% in 2006 (of all presidents)
  • to what extent have current leaders benefitted from succession planning?
  • used a lot of HR information (surveys, databases)
  • new presidents' most recent prior position: provost (40%; 2006)
  • also: other senior positions (16%), non-academic executives (23%), non-academics (17%)
  • women are more likely to be senior administrators (in pipeline to become president)
  • percentages of women in senior administrator positions (esp. chief of staff, chief diversity officer)
  • percentages for people of color are much lower than women
  • minorities are most likely to hold positions of Diversity and Student Affairs (Diversity, 84%)
  • in four minority groups, Asians least equal in leadership positions according to population--very large representation in senior faculty, very small in leadership positions
  • more women presidents at community colleges
  • avg. tenure for presidents has increased to 8.5 years
  • half of senior administrators were promoted internally; only 28% of presidents were promoted internally


  • ACE Fellow
  • premiere professional development program for presidents
  • they select senior administrators or others who would like to presidents; for a year are fellows
  • and placed on campuses where they are mentored by presidents
  • rigorous selection process


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