Teaching in the Field of Higher Education: Management Courses

39 REFERENCES Bailey, J. P., Jr. National Longitudinal Study of the High School Class of 1972, Second Follow-up Survey: Final Methodological Report. Re­ search Triangle Park, N.C.: Center for Educational Research and Evaluation, Research Triangle Institute, 1976. Peng, S. S., C. E. Stafford, and R. J. Talbert. National Longitudinal Study of the High School Class of 1972: Review and Annotation of Study Reports. Research Triangle Park, N.C,: Center for Educational Re­ search and Evaluation, Research Triangle Institute, 1977. TEACHING IN THE FIELD OF HIGHER EDUCATION: MANAGEMENT COURSES by David D. Dill Assistant Professor of Education University of North Carolina— Chapel Hill This represents the first in a series of essays on teaching in the field of higher education. A major purpose of the Higher Education Review is to provide a two-way organ of communication on topics of importance to ASHE mem­ bers. The survey of members published in the Fall, 1977 issue revealed that a substantial percentage of the respondents were engaged in teaching for at least part of their time. Thus a feature reviewing the state of the art in course areas common to ASHE members appeared to be of potential interest. These essays will be based primarily on the syllabi and teaching materials of individuals teaching in each sub-field. Emphasis will be placed on the sub­ stance or content characteristic of each area, the organization of material, and the resources used by teachers of the different courses. Since courses represent the lengthened shadow of those who teach them, some individual ap­ proaches will be described in detail, but attempts will be made tc interre­ late materials as much as possible. The first essay will discuss management in higher education, since cour­ ses broadly labeled as administration appear to be among those most frequent­ ly taught by our membership. The October, 1978 issue of the Higher Education Review will examine the area of "Curriculum and/or Instruction in Higher Edu­ cation." Of particular interest will be courses addressing the structure and content of curriculum, college teaching, or learning strategies in higher ed­ ucation. You are urged to send materials for this column by September 1, 1978. The Winter issue of the HER will feature courses on "politics of Higher Education." Course materials should be sent by December 1, 1978. ASHE members who wish to submit materials, or suggestions for future columns should send them to David D. Dill, School of Education, University of North Carolina— Chapel Hill, Peabody 037A, Chapel Hill, North Carolina, 27514. Management Teaching in the area of administration in higher education has gone through several stages. During the first stage courses were taught by former or practicing administrators who studied representative problems in admini­ stration as defined by the literature or by their personal experience. Courses on administration are still taught this way, but now also reflect the 40 specialization of function that has come to higher education: administration of student aid programs, administration of development programs, etc. The massive handbook by Knowles (1970) in which each section is written by a well-known practitioner in the field is the textual equivalent of this ap­ proach . A second approach is based on an analysis of higher education from the perspective or organizational theory. These courses assume that future admi­ nistrators should have the capacity to describe and analyze the properties of higher education institutions which influence organizational (and administra­ tive) effectiveness. Courses adopting this approach are most often taught by individuals with training in organizational theory, from a sociological, so­ cial-psychological, or political science perspective. Peterson (1974) sur­ veys much of the literature in this area. A third perspective is that which deals with the administration of higher education as management, and which focuses on the generic processes of management theoretically relevant to any administrative role. These proces­ ses include the classical functions of planning, decision making and control­ ling, as well as the behavioral implications of these processes: leadership, the management of change, the management of conflict. Courses adopting this perspective are heavily influenced by the materials developed in business and management schools, and particularly by the recent literature on the manage­ ment of non-profit organizations. Faculty members...