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Colleges and universities have administrative and governancearrangements that can come to terms with change. These can comeinto play to interpret and modulate change and to allow necessaryadjustments through participatory processes. But the capacity ofthese mechanisms to preserve and protect the institution is notordinarily all that visible. Gradual and decorous accommodationstend to make the working of these mechanisms largely or even whollyinvisible. It is a premise of this collection of essays that weneed to look at highly stressful change to understand, or at leastget a feel for, the capacity of governance, administration, andfaculty to deal with major issues. This is the 151st issue of the Jossey-Bass series; NewDirections for Higher Education, published quarterly.Addressed to presidents, vice presidents, deans, and otherhigher-education decision-makers on all kinds of campuses,New Directions for Higher Education provides timelyinformation and authoritative advice about major issues andadministrative problems confronting every institution.
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Martin Kramer
Judith Block McLaughlin
Number 151 • Fall 2010Jossey-BassSan Francisco
THE STRESS OF CHANGE: TESTING THE RESILIENCE OF INSTITUTIONS
Martin Kramer
New Directions for Higher Education, no. 151
Martin Kramer, Judith Block McLaughlin, Co-Editors-in-Chief
Copyright © 2010 Wiley Periodicals, Inc., A Wiley Company. All rights reserved. No part of this publication may be reproduced in any form or by any means, except as permitted under sections 107 and 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher or authorization through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; (978) 750-8400; fax (978) 646-8600. The copyright notice appearing at the bottom of the first page of a chapter in this journal indicates the copyright holder’s consent that copies may be made for personal or internal use, or for personal or internal use of specific clients, on the condition that the copier pay for copying beyond that permitted by law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating collective works, or for resale. Such permission requests and other permission inquiries should be addressed to the Permissions Department, c/o John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; (201) 748-6011, fax (201) 748-6008, www.wiley.com/go/permissions.
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NEW DIRECTIONS FOR HIGHER EDUCATION (ISSN 0271-0560, electronic ISSN 1536-0741) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Higher Education, Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741.
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EDITORIAL CORRESPONDENCE should be sent to the Co-Editors-in-Chief, Martin Kramer, 2807 Shasta Road, Berkeley, CA 94708-2011 and Judith Block McLaughlin, Harvard GSE, Gutman 435, Cambridge, MA 02138.
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Title
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Editor’s Notes
1: Mobilizing for an Outbreak and Its Aftermath
Background
The Outbreak: From Concern to Crisis
The Consolidation of Crisis Response Power to the Deans
Relationship with the Wellesley Board of Health
Relationship with Other Community Members
Reopening Campus
Long-term Changes
Lessons for Other Institutions
Conclusion
References
2: Conveying the Meaning of the Economic Crisis
Things Fall Apart
Setting the Tone and Assessing the Damage: October 2008–January 2009
Deteriorating Outlooks and Escalating Responses: February–April 2009
Concluding Observations
Notes
References
3: Loss of Accreditation at Historically Black Colleges and Universities
Morris Brown College
Barber-Scotia College
Paul Quinn College
Trouble at Other Historically Black Colleges and Universities
Historically Black Colleges and Universities—Relevant to Higher Education
Should Morris Brown College Close?
Should Barber-Scotia College and Paul Quinn College Close?
Possible Corrective Actions
Conclusion
References
4: Looking for a Way Out
Rhode Island
Massachusetts
Possible Solutions and Analysis
References
5: Tough Questions Facing Women’s Colleges
Women’s Colleges: A Long Tradition
The Push for Coeducation
Case Study: Lesley College
Lessons from Lesley
Looking to the Future
References
6: Stress in Senior Faculty Careers
Administration
Resources and Support
Culture and Collegiality
Salary and Benefits
Autonomy and the Pursuit of Knowledge
Workload
Conclusions and Recommendations
References
7: The Future of Shared Governance
Internal and External Stresses on Shared Governance
Changing Realities that Re-prioritize Governance
Criticisms to the Calls for Revision and Examining the Tenability of Shared Governance
Examples of Shared Governance in the Global Age: Online Learning at Southern New Hampshire University
Analysis of the Governance Structure in the College of Online and Continuing Education
The Culture, Symbolism, and Analysis of Shared Governance in Changing Times
Continued Analysis: Intergroup Relationship and Navigating Change
Re-endowing Shared Governance while Preserving Collegiality
References
8: The Rose Art Museum Crisis
Brandeis University: A Brief Organizational History
Setting the Stage for Crisis: A Lead Up to the Rose Closing Announcement
Outcomes
Organizational Tendencies: Sowing the Seeds for Crisis
Conclusion
References
9: A Contested Institutional Culture
National College Athletic Association Logo
Gateway William and Mary
The Wren Cross Controversy
The Sex Workers’ Art Show
Non-renewal and Resignation
Conclusion
References
10: Rapid Change and Legitimacy
Part I: Unraveling the Presidency
Part II: A New President at Nelson College
Conclusion
References
Index
End User License Agreement
2: Conveying the Meaning of the Economic Crisis
Figure 2.1 Endowment-Related Statistics, 2000–2009
Figure 2.2 Time Line of Public Messaging on the Economic Crisis, October 2008–April 2009
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Like other human institutions, colleges and universities can find change highly stressful. Of course, higher education is in some ways all about change. Colleges and universities aim to change students and to advance the frontiers of knowledge. Mission statements state such goals as:
to develop their students’ “creativity, independent thought, and intellectual depth, breadth, and curiosity”
to help them to “master significant areas of knowledge and skills while developing an appreciation for individual and cultural diversity, a sense of social responsibility and a system of personal and professional ethics”
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!