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"First edition published by Routledge 2013"--T.p. verso.
List of contents
Contents
List of Tables
List of Figures
Series Editor’s Introduction
Preface
Chapter 1 The Current State of U.S. Higher Education
Chapter 2 Bureaucracy
CASE: Executive Leadership and the Corporatization of Higher Education
Chapter 3 Collegium
CASE: Collegiality and Disciplinary Loyalty in Reappointment, Promotion, and Tenure
Chapter 4 Cultural
CASE: What’s In a Name? The Controversy Over Renaming a Building
Chapter 5 Feminist and Gendered
CASE: The Preferred Name and Pronoun Project
Chapter 6 Institutional Theory
CASE: The State Versus Grand Lakes University
Chapter 7 Organized Anarchy
CASE: A Change in Mission Generates Disruption
Chapter 8 Political
CASE: The Merger of a Hispanic-Serving and Predominantly White Institutions
Chapter 9 Spiritual
CASE: The Integrative Pedagogy Initiative
Chapter 10 Conclusions
References
Index
About the author
Kathleen Manning is Professor Emerita of Higher Education and Student Affairs at the University of Vermont, USA.
Summary
The second edition of Organizational Theory in Higher Education is a comprehensive and accessible treatment of organizational theory and higher education administration. Noted scholar Kathleen Manning offers a fresh take on the models and lenses through which higher education can be viewed by presenting a full range of organizational theories, from traditional to current. Chapters discuss the disciplinary foundation, structure, metaphor, assumptions, characteristics, and other elements of each organizational theory and conclude with cases highlighting practical applications. Questions for discussion are provided at the end of each chapter and embedded in the cases to assist the reader in making connections to their practice. Manning’s rich, interdisciplinary treatment enables readers to gain a full understanding of the perspectives that operate on a college campus and ways to adopt effective practice in the context of new and continuing tensions, contexts, and challenges.
New to this Edition:
- revised chapters with updated material and new references that reflect current higher education issues including climate change;
- a new chapter on Institutional Theory, an expanded Feminist and Gendered chapter, and an enhanced Spirituality chapter;
- new cases throughout to address contemporary issues, and a broader range of institutional types including Historically Black and Hispanic-Serving institutions and 2-year institutions;
- additional theoretical topics including critical race theory, queer theory, and contemplative practices;
- updated and enhanced questions for discussion and recommended readings.
Additional text
Praise for the 1st Edition"This theory-rich volume is peppered with practical applications throughout, making it the tutorial that this generation of academic leaders, faculty, and graduate students need to understand and respond to routine and non-routine actions and events, on and off the campus."—George D. Kuh, Chancellor’s Professor Emeritus of Higher Education, Indiana University
"Manning has precisely condensed, updated, and translated the germinal organizational theoretical texts and meticulously interpreted the material with an intuitively global lens. The cases in Organizational Theory in Higher Education provide a refreshing perspective on the current trends and issues impacting higher education. Readers see and hear the voices of view of minoritized people and women throughout the text, which is a testament to Manning's understanding of the shifting organizational landscape of this ‘mature industry’."—Mary Howard-Hamilton, Distinguished Research Professor of Educational Leadership, Indiana State University
"Manning illuminates multiple theoretical frameworks that contribute to understanding the organization and administration of higher education. This edition is a ‘must read’ for graduate students who desire to understand both ‘traditional’ and contemporary theories that explain, in part, how higher education functions. Although the text is written primarily for doctoral and master's students, it is a worthy read for administrators, faculty, and staff seeking to enhance their understanding of the complex structure that is U.S. higher education." —Dorian L. McCoy, Associate Professor of Educational Leadership & Policy Studies and Coordinator, College Student Personnel (CSP) Program, University of Tennessee, Knoxville
