Cover

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pp. 1-3

Title Page

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pp. 4-5

Contents

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pp. vi-7

Preface

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pp. vii-xxi

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Acknowledgments

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pp. xxii-xxiv

The acknowledgments section is one of the most gratifying sections of a book to write. There are so many people who have supported our work, and it’s a pleasure to be able to thank them publicly. We are grateful to many colleagues at UMass for their friendship, their leadership, and their insight. To Bill Hogan, former chancellor of UMass Lowell, we give wholehearted thanks for giving both...

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1. Divided Conversations and Pathways of Connection

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pp. 1-30

As any number of analysts of higher education have noted, American academic communities are notably fractured places with “tribes” and “territories” (Adams 1988; Becher 1989) and unruly forms of governance (Eckel and Kezar 2006). Some characterize academe as a culture of complaint, one in which we can’t “just get along” (Frazee 2008). The cultures on our campuses too often frustrate...

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2. Learning the Language: Faculty Beliefs, Values, and Identities

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pp. 31-68

For students, graduate school is all about competition: competing to get into the best program, competing to gain funding, competing for advisers, competing to be the best student in the class. Some programs are more or less structured to intensify competitive pressures on students. As Paul, a senior faculty member in the social sciences at Small Rural Flagship recalled, his master’s program...

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3. On Becoming an Administrator

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pp. 69-80

Universities must adapt to changing environments, but it is typically university administrators much more often than faculty who lead demands for change. Faculty, however, are often the innovators on a campus and look to administrators for support and to create the space for worthwhile innovations to grow. Working with and sometimes against faculty, many administrators seek to change...

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4. Disciplines, Departments, and Chairs

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pp. 81-104

If colleges and universities are like a conglomeration of tribal communities organized into villages and hamlets, then the disciplines serve as the tribes into which individual scholars are organized. It is the discipline in which faculty find others engaged with their specialized intellectual interests: the community of scholars. It is this tribe—the discipline— with which most faculty members are primarily identified, and for good reason. Faculty members...

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5. Cultivating the Communal and Administering the Campus

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pp. 105-134

Some cynical faculty might argue that administrators do not do much, that they are overpaid overlords who inundate faculty with endless memos and requests, strategic plans, half-thought-out ideas about “rationalizing” programs, and ridiculous new initiatives, often doing these things in dictatorial and secretive ways. Some faculty view administrators as a necessary evil: someone has to make...

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6. Purpose, Power, and Innovation: Some Pathways to Change

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pp. 135-164

We believe that the essence of public higher education lies in our ability to serve our students and our communities by providing education that develops thoughtful, tolerant, and creative young people and by engaging in scholarship, research, and creative activities that promote the public good. In light of that belief, our goal in writing this book was to use our experience as both faculty...

Notes

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pp. 163-164

References

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pp. 165-172

Index

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pp. 173-179