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
administrative
affairs officers (SAOs) surveyed and those who exp'd this dual reporting - they
oversight of Student
were generally dissatisfied w/ this type of arrangemt
Affairs
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
communication
 • 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
Internal
their own revenue streams or fee-generated income include housing, student
Management
unions, health svcs, food svcs, and bookstores)
models
• “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