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Barr Ch.

7: Organizational and Administrative Models

(p. 122) Rational - values rules of logic, order, purposeful direction, and rational
and predictable behavior.
- requires minimal structure and demonstrates less reliance on formalized
regulations and presonnel supervision
-assumes consensus and common mission for all members and units of the instn
-this model is more evident in small, private, or religious oriented schools; it fails
to explain large multiversities
Bureaucratic: Max Weber (1947) developed this model which gives priority to
Organizational heirarchical power, limits on authority,
Models division of labor, specialization, technical competence, SOPs, rules of work and
differential rewards
Collegial: requires committment to scholarly life; and participation of all members

Political: places emphasis on the importance of power, influence, and conflict

resolution; involves disparate groups in decision making
and gives priority to policy development as the means of resolving complex
problems and issues
To the CEO: By early 1990s, the Chief student affairs officer was elevated to the
executive mgmt level of the instn across
most universities; reported to univ president. The 1960s and 1970s student protests
mvmt, Vietnam forced changes in the educational
rel. of the students w/ their universities.
- risks/liabilities: w/ increased responsibilities come more risks
Through another administrative officer: provost model
Dual responsibility: "serving 2 masters" - ex. reporting to CEO and CFO-style
Models for
roles (president and chief financial officer); of the student
affairs officers (SAOs) surveyed and those who exp'd this dual reporting - they
oversight of Student
were generally dissatisfied w/ this type of arrangemt
Decentralized Structure: Under this model, many student svcs that might be
otherwise be part of a central division of student affairs
are distributed to academic units or are selectively related to certain academic or
non-student affairs admin units
- ex.: some acad schools or colleges might be responsible for a variety of svcs such
as orientation, advising and counseling, fin aid,
etc. --> less efficient services, inconsistency of policy, and the treatment of
students and finally higher costs
Guiding principles
for SAO and M • Origins of organizational structure: need to pay attn to the mission, history,
(SAO = Student structure of the organization (Sandeen)
Affairs • Role of CSAO (Chief Student Affairs Officer): how impt is the CSAO?
Org./Officer; how much value does the univ place on these ppl?
M= Mgmt) • Organizational symmetry: vertical vs. horizontal symmetry and
• Stability:
• Autonomy
• Staff Involvement: in designing the programs
• Titles: are impt to both indiv and instns
• Organizational Communications:

• Revenue source model: relatively new model in student affairs, CSAOs

have been given responsibility for the fin mgmt of auxiliary svcs (funded by
their own revenue streams or fee-generated income include housing, student
unions, health svcs, food svcs, and bookstores)
• “Affinity of services” model: widely used, most favored of all the plands
• “Staff Associates” model:
• Direct supervision model: usu found in small colleges or student affairs
units w/ small svcs or limited programs

Chapter 8: Role of the Middle Manager (Directors, Associate directors, Asst Directors)
• Defining middle mgmt. In student affairs: provide supervision of programs; may
supervise staff (depending on the size of the instn); supervise projects
 Manage and interpret policy but do not create policy (which are left up to
executive level managers)
o Managing Information: receive and interpret appropriate information
o Managing funds: manage budget; have contingency plans; focus on annual
budget, financial trends
o Influencing the culture:
o Managing a career
• Role issues for middle management
o Authority
o Supervision of staff: must be a leader (motivate, hiring, delegate); rewards
(praise, financial)
o Planning
o Staff Development: should work to dev. their skills (professional development)
o Ethics & credibility:
• Relationships with the supervisor
o Responsibility
o Communication
o Accountability
o Reengineering
• Middle Manager as politician
o Decision-making
o Competition
• Mobility
o Professional Development
o Career Issues
Chapter 9: Selecting, Training, Supervising, & Evaluating Staff
• Organization Climate & Culture
o “You’ve got eyes to see and wisdom not to see”
• Human Behavior within Organizations
o “The old sheep wonders where the yarn socks come from”
• Organizational Culture & Leadership
o ”Tomorrow might be the carriage driver’s day for plowing”
o Rituals
o Language
o Stories
o Values
o Beliefs
• Multicultural Awareness
• Employee Selection
• Human Relation & Technology
• Staff Hierarchy
• Employee Turnover
• Career Advancement
• Performance Appraisal
• Behavioral Evaluation
• Legal Issues
• Guidelines

Chapter 10: Political Dimension of Decision Making

• Basic Concepts
• Political Model
• Types of Power
• Important Elements of Higher Education Institutions
• Perspectives and strategies
o President and senior colleagues
o Roles, issues and the institution
o Importance of competence
o Proper positioning
o Relationships
o Time requirements
o Accepting conflict
o Fighting or the rules of battle
o Integrity
o Staff education
o Clear purpose and values
o Performance
• Faculty
• Communication
• Ethical Considerations
• Special Considerations
o Gender & ethnicity
o Institutional size
o Mission