Public Administration in British Universities and Colleges
In: Public administration: an international journal, Band 50, Heft 1, S. 96-96
ISSN: 1467-9299
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In: Public administration: an international journal, Band 50, Heft 1, S. 96-96
ISSN: 1467-9299
The goal of this research was to determine whether governance varied among institutions of higher education in the U.S. and how this Variation was related to the size of the institution, the nature of its charter, and a measure of its quality. The proposed model identified four governance types based on the dichotomization of faculty and administrative power. Relationships were hypothesized between governance type and three predictors: size, charter, and institutional quality. Data were gathered by telephone interviews, inquiries to organizations, and document analyses for 40 comprehensive colleges and universities. A three-way (2x2x2) ANOVA revealed no significant (alpha = .05) differences in relative faculty-administrative power when the institutions were categorized by size, charter, and quality, nor were any of the interactions among size, charter, and quality significant (alpha = .05). The chi-square statistic was used to compare the number of correct predictions to the number expected by chance. The chi-square was not significant at alpha = .05. The model was revised using the difference between faculty and administrative power to redefine governance type. The number of correct predictions increased, but the chi-square was still not significant at an alpha of .05. ; Ed. D.
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In: Public administration review: PAR, Band 42, Heft 1, S. 55
ISSN: 1540-6210
In: International Studies Quarterly, Band 11, Heft 2, S. 126
In: American behavioral scientist: ABS, Band 66, Heft 11, S. 1490-1504
ISSN: 1552-3381
In this paper, we examine the academy as a specific case of the racialization of space, arguing that most colleges and universities in the United States are in fact historically white colleges and universities (HWCUs). To uncover this reality, we first describe the dual relationship between space and race and racism. Using this theoretical framing, we demonstrate how seemingly "race neutral" components of most American universities (i.e., the history, demography, curriculum, climate, and sets of symbols and traditions) embody, signify, and reproduce whiteness and white supremacy. After examining the racial reality of HWCUs, we offer several suggestions for making HWCUs into truly universalistic, multicultural spaces.
Governance in Canadian universities is a topic that has not been widely studied to date. In Canada, the most common form of university governance is the bicameral system, which is co-ordinated governance between a Board of Governors and a university Senate. As the structure and needs of universities change, it will be important to consider that a change may also need to occur in the structure and relationship between the Board and the Senate. This project will review the existing literature on Canadian university governance, compile information on governance structure from various Canadian universities, and provide a discussion on some of the challenges that are being faced by the governing bodies of Canadian universities. Finally, some suggestions on possible improvements to the governance system will be provided, as well as a brief discussion of a few of the challenges that may be emerging for universities in the near future. --P. ii. ; The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b1805627
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In: Administrative science quarterly: ASQ ; dedicated to advancing the understanding of administration through empirical investigation and theoretical analysis, Band 16, Heft 4, S. 407-412
ISSN: 0001-8392
In: Administrative Science Quarterly, Band 16, Heft 4, S. 407
In: The Carnegie series in American education
In: International journal of the sociology of leisure: the official journal of RC13 (sociology of leisure) in the ISA, Band 6, Heft 1, S. 15-26
ISSN: 2520-8691
The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance. In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors. Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today's higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and "share" authority and responsibilities for a university's administrative, management, and decision-making functions, i.e., "on-campus governance." In this respect, shared governance "borrows" many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.
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The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance. In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors. Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today's higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and "share" authority and responsibilities for a university's administrative, management, and decision-making functions, i.e., "on-campus governance." In this respect, shared governance "borrows" many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.
BASE
The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance. In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors. Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today's higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and "share" authority and responsibilities for a university's administrative, management, and decision-making functions, i.e., "on-campus governance." In this respect, shared governance "borrows" many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.
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