How Universities Work
Publication Year: 2013
Published by: The Johns Hopkins University Press
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Title Page, Copyright Page
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...ties successful. Trustees, faculty, students, legislators, alumni, stitutions that participate signifi cantly in the intensely com-institutions and enroll a modest fraction of the total U.S. stu-gious universities. Their faculty and staff help defi ne the nation?s research agenda, and their approach to undergraduate, graduate, ...
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...people of widely varying skills, abilities, and interests. Over the Hopkins University, the University of Florida, the University of trustees, and especially the students, faculty, and staff of these institutions shared insight and perspective. Like life itself, uni-addressed a wide range of signifi cant issues related to university ...
CHAPTER 1 Quality Engines
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Even though research universities demonstrate a bewildering variety in the details of their or ga ni za tion, all of them ex-els the behavior of research universities as organizations, even if, like all synthetic constructs, it does not represent the opera-tions of any par tic u lar institution in detail. The research uni-versity, like most higher education institutions, pursues multi-...
CHAPTER 2 Management
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This book is about managing universities with a special em-phasis on research universities. Management is a technique, not an end in itself. Academics use a collection of tools and pro-without system or or ga ni za tion, and like all organizations, they through rigid infl exible hierarchies. They can respond to exter-everyone wants the right classes off ered at the right time and in ...
CHAPTER 3 Critics
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While Americans love their universities, they also love to criticize them. Parents and citizens see the university or college as a provider of culture and values, and they worry that these institutions may not provide the right values and culture to their students. The public worries that universities cost too much, operate ineffi ciently, or fail to provide adequate intellec-...
CHAPTER 4 Characteristics
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Higher education in America is an endlessly complex indus-try. It has providers of all sizes and qualities operating within many diff erent or gan i za tion al structures with distinct diff erence between a trade school, a community college, a reli-gious sectarian institution, a private elite undergraduate college, or a major public or private research university, when Americans ...
CHAPTER 5 Teaching
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Almost all American universities begin with teaching. Re-search universities have a major commitment to the explo-dents, to the student population of a large public research uni-and sciences versus applied disciplines and the professions also diff er signifi cantly from campus to campus and from private to public institution. These characteristics of the teaching environ-...
CHAPTER 6 Research
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Research defi nes the character and the quality of research universities. Even when research institutions teach thou-research activities, only that the quality of university research lated but diff erent talents, address diff erent audiences, and focus state of current knowledge. Research, by virtue of the expertise teach. We teachers want to believe that what we do requires the ...
CHAPTER 7 Faculty
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Faculty represent a capital asset of the university. Following a business model, we might imagine that the buildings, equip-ment, books, and other tangible goods represent the university?s capital assets, and they do, of course. However, the university understands these traditional capital assets better if it sees them because of the faculty, and without the faculty, no university ...
CHAPTER 8 Finance
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While most university conversations focus on issues of academic substance? program content, research results, Part of this reluctance to talk directly and clearly about money manities, social sciences, and sciences. Their majors diff er from physics to fi ne arts, from American literature to po liti cal sci-ence. The college usually charges all students the same tuition ...
CHAPTER 9 Budgets
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Money matters, as we have seen. Universities implement their values by how they spend their money. While many academics do not like to talk about money, preferring instead to talk about values, the basic structure of university life requires colleagues as well as critics write persuasively about the values commissions that meet and talk about what the faculty, students, ...
CHAPTER 10 Measurement
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Universities collect data on a wide range of activities and functions. They count students, credit hours, faculty, and and the number of applications. Universities can tell you gradu-ation rates, per sis tence rates, part- time versus full- time students, win- loss rec ords, number of students employed after fi ve years, starting salaries of graduates from the business school, and the ...
CHAPTER 11 Quality
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Quality is among the most elusive of academic mea sure ments.Everyone speaks about it, everyone is in favor of it, and when we ask for specifi c mea sures of quality for departments, search universities into clusters defi ned by nine indicators of quality. For the purposes of identifying clusters of high- quality sure ment of quality within the university at high enough levels ...
CHAPTER 12 Managing Improvement
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Once built, a per for mance model focused on improvement requires an implementation plan. Often, models of eff ec-fail to engage the diffi cult task of implementation. University administrative and bud get decision systems, built up over years sity guilds often resist most forms of productivity and quality External constraints also inhibit change. In most public univer-...
CHAPTER 13 Support Services and Special Units
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Large universities do many things in addition to teaching and research. Support ser vices have greatly expanded as institu-tions of all sizes fi nd it essential to serve the special needs of their students, faculty, and staff . Institutions have specialized offi ces to support international students and faculty, special- problems, and other groups needing par tic u lar expertise. Some ...
CHAPTER 14 Regulation and Governance
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Competition and choices continue to defi ne the American university in the twenty- fi rst century. Universities com-pete for every resource of signifi cance from quality students to pete more eff ectively. Productivity and quality provide the twin create a wide range of regulatory agencies. Public universities originally invented to identify fraudulent institutions and pro-...
CHAPTER 15 Disruptive Change
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Universities and their many constituencies have a tradition and commitment to worry. In cycles of fi ve to ten years, education traditions, seeks better predictions of future market base of their institutions. To some extent, these concerns are a fl ect real changes in the environment within which universities everyday operations of our society and its workplace, including ...
CHAPTER 16 People
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Universities, like most of postsecondary education, are peo-ple enterprises. The strong structures of the American re-istrative shell, the critical requirements for money, the essential libraries, complex scientifi c facilities, great sports stadiums, and elegant student recreation centers impress all who visit these tant, university assets are its people. Universities employ a large ...
ADDITIONAL READING: A SAMPLER
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An indication of the signifi cance of colleges and universities in American life appears in the endless stream of publications analyzing, criticizing, describing, and engaging every imaginable aspect of higher education. This fl ood of writing appears in the pop u lar press, in scholarly journals, and in books published for experts and the gen-...
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Page Count: 160
Publication Year: 2013