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Master's Course Notes:
Course Notes
Topic: What is
the study of Higher Education?
Presenters: Sues
Noble, Donna Smith
Notes:
Why Study Higher Education?
· 1893 First course offered in college and university problems
taught by G. Stanley Hall
· Based on German philosophy
· Three main areas
· First paid researchers
· Seminars went from 7:00 to midnight
· 1891 Hall wrote regarding the need for change
· Hall wanted all professionals to know about all levels of
education
· Guardianship of education
· 1900-1920 the field continued to mature and take on more
contemporary issues
· First faculty rights
· Hall called for universities to adopt research oriented
mission & academic study (went from vocation to occupation)
· His diversity
· Hall wanted to advance knowledge through research – advance
knowledge through teaching
Posted by Greg Anger on Wednesday, April 22, 2015
Why Study Higher Education?
· 1893 First course offered in college
and university problems taught by G. Stanley Hall
o Obviously there was a problem and a
need for this course
o Led to first graduate program
· Based on German philosophy
o US was based mainly religious and social
o He eventually showed us that Latin and
Greek were not important
· Three main areas
o Ask students what they were (higher ed.
admin., curriculum/teaching, public policy and research)
o Policy & research evolving,
changing,
o Teach teachers how to teach
o Administration is not teaching
· 1891 Hall wrote regarding the need for
change
o Even from when he started there were
changes needed
o Today his words still ring true because
we still need change
· Hall wanted all professionals to know
about all levels of education
o As courses and offerings are honed and
changed, the professor’s bag of tools must be filled and continue to be filled.
· Guardianship of education
o As educators we need to show the need
for funding for H.E., can’t let legislator tell us what is important.
o As guardians we are leaders, you lead
people you drive sheep
· 1900-1920 the field continued to mature
and take more contemporary issues
o The world from agricultural to
industrial to technology.
o It was changing then, it is changing
now
· First faculty rights
· Hall called for universities to adopt
research oriented mission & academic study (went from vocation to
occupation)
· His diversity
o Japanese and African-America
· Hall wanted to advance knowledge
through research – advance knowledge through teaching
o Keep the education plan flowing/ball
rolling
Why Study Higher Education?
· 1893 First course offered in college
and university problems taught by G. Stanley Hall
o Obviously there was a problem and a
need for this course
o Led to first graduate program
· Based on German philosophy
o US was based mainly religious and social
o He eventually showed us that Latin and
Greek were not important
· Three main areas
o Ask students what they were (higher ed
admin., curriculum/teaching, public policy and research)
o Policy & research evolving,
changing,
o Teach teachers how to teach
o Administration is not teaching
· First paid researchers
· Seminars went from 7:00 to midnight
· 1891 Hall wrote regarding the need for
change
o Even from when he started there were changes
needed
o Today his words still ring true because
we still need change
· Hall wanted all professionals to know
about all levels of education
o As courses and offerings are honed and
changed, the professor’s bag of tools must be filled and continue to be filled.
· Guardanship fo education
o As educators we need to show the need
for funding for H.E., can’t let legislator tell us what is important.
o As guardians we are leaders, you lead
people you drive sheep
· 1900-1920 the field continued to mature
and take more contemporary issues
o The world from agricultural to
industrial to technolgicy.
o It was changing then, it is changing
now
· First faculty rights
· Hall called for universities to adopt
resrach oriented mission & acadmic study (went from vocation to occupation)
· His diversity
o Japanese and African-America
· Hall wanted to advance knowledge
through research – advance knowledge through teaching
o Keep the education plan flowing/ball
rolling
· S offered first course on college and
university problems.atanley Hall-President Clark University offered first course on college and
university problems. Hall created
the study of “higher pedagogy” . Followed the ideas and patterns German and
French universities.
·
Topic: History
and Philosophy
Presenters: Elizabeth
McDonald and Kelsey Taylor
Notes:
Colonial
times
·
Newly
founded United States sought to adopt the European model of the university with
some modifications
o “Elaborate organizational culture and
pedagogy designed to build character” in their students
o Residential living as an aspect of
institutional infrastructure
o Create “experience[s] that ensured a
progression of responsible leaders for both church and state”
19th
century
·
Fraught
with issues of student population retention and lack of college preparation,
and did not guarantee the promise of social mobility.
·
It
was not until the late 19th century that campuses grew and became
more diverse.
o The Morril Land Grant Act of 1890
provided funding for black colleges in the southern United States; brought more
offerings of agricultural and mechanical courses, broadening the curriculum
from just the liberal arts.
“The
Golden Age” & The GI Bill
·
The
largest growing period of higher education occurred after the Second World War,
with the introduction of the GI Bill.
·
This
bill was granted to returning war veterans to return to college, but had much
larger implications;
o Sparked a national trend of more middle
class individuals attending college; first act of federally funded financial
aid.
·
This
bill allowed more students into the realm of higher education, it led to even
more student diversity.
o With this growing diversity, student
activism and campus involvement increased, as seen in the student protests of
the Civil Rights Movement.
o Issues of diversity (e.g. “adult
learners”) and accountability (such as accreditation and maintaining federal
guidelines) continue unto this day
Topic: Faculty,
teaching, and learning in higher Education
Presenters: Christina
Wichlin and Butch Halmark
Notes:
(PDF Files Not
included here)
Topic: Students,
teaching, and learning in higher Education
Presenters: Brandon
Chalmers and Greg Anger
Notes:
From Teaching to
Learning: A New Paradigm for Undergraduate Education
·
Barr and Tagg (1995) believe that there is a
change occurring in the purpose of college- From providing instruction to
producing learning.
·
“We call the traditional, dominant paradigm the
‘Instruction Paradigm.’ Under it, colleges have created complex structures to
provide for the activity of teaching conceived primarily as delivering 50-minute
lectures--the mission of a college is to deliver instruction.
·
In the instruction Paradigm the “method and
product are one and the same.”
·
The authors believe that the Instruction
Paradigm mistakes a means for an
end
·
“In the Learning Paradigm, the mission of the
college is to produce learning. The method and the product are separate. The
end governs the means.”
·
The Learning paradigm shifts away from
instruction being the primary aim of the college, and producing learning
through various methods and pedagogical techniques then becomes the goal. Under
the Learning paradigm the college takes responsibility for learning on both an
organizational and individual level.
·
Cannot increase outputs without increasing
costs. Any attempt to do so is a threat to quality. Faculty then faces the
brunt of consequences for lack of quality.
·
The learning paradigm is where each consecutive
class learns more than the other, and over time the institution as a whole
benefits.
·
Under the old school of thought what the
students are learning in the classroom does not meet their needs or the needs
of the professorate. “Excess of lecture and insufficient time for practice”.
·
A gap exists between what we say we should
achieve with higher education and what the reality is of the systems we have in
place.
Video, Paradigm
Shift: Instruction Paradigm vs. Learning Paradigm: https://youtu.be/IDpyeQ0yU8M
Chart 1
Chart 2
Topic: Governance
Presenters: Gabrielle
Hucal and Christina Kogat
Notes:
Org
and Governance Summary
Loose
coupling
Karl
Weik (1976)
Coupled events are responsive, but each event preserves its
own identity and evidence of “separateness”
1.
Loosely
coupled systems are often defined by:
a.
Situations
where several means produce the same result
b.
Lack
of coordination
c.
Absence
of regulations
2.
These
characteristics can be helpful by:
a.
Acting
as a sensitizing device
b.
Allowing
the organization to temporarily endure through rapid environmental fluctuation
c.
Allowing
creative solutions to develop
d.
Allowing
more self-determination by actors
e.
Allowing
sub-systems to break down without hurting the greater organization
Garbage
Can Theory
Michael
Cohen, James March & Johan Olsen (1972)
This model of decision making does not enable problems to be
solved well, but enables choices to be made and problems resolved despite goal
ambiguity.
1.
Garbage
can decision making is often present in organized anarchies, which are
characterized by:
a.
Problematic
goals- the organization operates on inconsistent standards
b.
Unclear
technologies- the organizations processes are not understood by its own members
c.
Fluid
participation- involvement of members varies
The
Structuring of Organizations
Henry
Mintzberg (1979)
The key parts of organizations play a major role in
determining success.
Structural Configuration
|
Prime Coordinating Mechanism
|
Key Part
|
Decentralization
|
Simple
|
Direct
Supervision
|
Strategic
Apex
|
Vertical
and horizontal
|
Machine
Bureaucracy
|
Standard
work processes
|
Technostructure
|
Limited
horizontal
|
Professional
Bureaucracy
|
Standard
of skills
|
Operating
Core
|
Vertical
and horizontal
|
Divisionalized
Form
|
Standard
of output
|
Middle
Line
|
Limited
vertical
|
Adhocracy
|
Mutual
adjustment
|
Support
Staff
|
Selective
|
Simple:
Smaller, workers’ tasks overlap, small support staff, no technostructure
Machine
Bureaucracy: technostructure is key, high formulization and
specialization, decisions are centralized, tall organization/narrow management,
large support staff, and goal is efficiency
Professional
Bureaucracy: professionals have autonomy and high training, provides
non-routine services, small top management/big support staff, few middle
managers, innovative and high quality service
Divisionalized
Form: decision-making is decentralized, little coordination
between divisions, support staff within each division, technostructure is at
top
Adhocracy:
low in formalization, technostructure small due to high number of technical
specialists, non-routine/sophisticated/innovative services offered
Decentralization:
Vertical (power goes down the chain
of command), horizontal (the extent
to which non-administrators make decisions), selective (decision-making is delegated)
Topic: Administration
Presenters: Andrew
Richardson and Christina Mullis
Notes:
1.
Interpersonal skills that are applied when a manager relates to
superiors, peers, and subordinates.
Relevant to every managerial level.
a.
Developing contacts in the organization, maintaining information
networks, and negotiating and communicating with peers. Horizontal relationships.
b.
Relates to dealing effectively with subordinates. The vertical relationship between
managers and subordinates.
c.
Attempting to mediate between conflicting individuals and decisions or
handling disturbances.
2.
Manager’s ability to think through the coordination and integration of
the organization’s diverse activities.
a.
Monitoring of one’s networks for obtaining information, extracting and
assimilating information, and communicating the “pictures” the manager
develops.
b.
Using different types of information for assessing choices in
unstructured and ambiguous situations.
c.
The allocation of the organization’s critical assets (ie. time, money,
and skill) among competing demands.
d.
Relates to discovering problems and opportunities and then initiating
improvement projects to address them.
e.
Relates to the manager’s understanding of the job, sensitivity to his or
her personal impact, and learning from these insights.
3.
Technique or expertise of “management”(e.g. knowledge of budgeting and
accounting)
a.
Expertise that the individual practiced prior to becoming a manager.
Topic: Future of
higher education
Presenters: Matt
Chenault and Amber Norstum
Notes:
(Not Included here)
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