By Rudolph H. Weingartner
Institutions of upper schooling are usually not like organizations: they've got a number of pursuits, no longer even restricted to the valuable ones of educating and study, nor are they geared up hierarchically. One category of best population, college participants, are a move among self sufficient contractors and staff; one other type, directors, are a pass among bosses and associates. Fitting shape to Function discusses how such associations are top prepared; how judgements are top made at a number of degrees; how directors and school can successfully collaborate in giving form to a college or university. The booklet takes up such themes because the place of work of the president, of the provost, the dean and the chairperson of a division. It considers how committees are shaped to operate effectively-from a college senate to finances and making plans committees to people who suggest on promotions and others that adjudicate while there are grievances. Fitting shape to Function is written in an off-the-cuff variety. No jargon, no footnotes, yet wearing 27 routine maxims, reminiscent of Maxim 1, In educational associations, the forces of nature are centrifugal; organizational paintings has to be used to create propensities towards coherence; Maxim 17, obstacles are much less more likely to create team spirit between those that stay inside them than they represent boundaries for these dwelling open air them; and Maxim 23, 'A' humans rent (or maintain) 'A' humans, whereas 'B' humans rent 'C' people.
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Extra info for Fitting Form to Function: A Primer on the Organization of Academic Institutions
Example text
When things come out the way we want them to, we are unlikely to pay much attention to all the elements that led to that happy result. But when things go wrong, we become sharply aware of details: for want of a nail . . the kingdom 14 Chapter Two was lost. It is a lesson to the effect that we must attempt to become aware of all of the processes leading to the achievement of institutional goals. Again, the way a goal is brought about affects the nature of the goal itself. These broad considerations show that even when we acknowledge that the central role of a president is to provide leadership to the institution over which he or she presides, the demands of management cannot be avoided and become a part of the presidential burden.
Given such responsibilities, this officer will look to the 6. Maxim 4 Supervising is work, calling for the dedication of time, energy, and know-how. 7. Maxim 5 To what position a given officer reports significantly affects the way in which his or her responsibilities are discharged. The President and the President’s Office 21 director of athletics as a collaborator, as someone who will help to carry out this mission. Thus the head of student affairs will engage a person who is likely to make athletics contribute to student life; will, in guiding the work of the director of athletics, encourage and support the incumbent to engage in activities aimed at that goal and discourage those that undermine it; and, finally, will base the evaluation and rewarding of that administrator at least in part on the effectiveness of the contribution to the desired goal.
Why should the athletic director report to the president, since this is surely not warranted either by that administrator’s contributions to student life or to balancing the budget? Instead, such an organizational scheme casts the director of athletics in the role of special assistant to the president-as-minister-for-external-affairs. It is thus no surprise that athletics often reports to the president in cases where the institution is engaged in Division I competition or where there is strong alumni or community demand for the visibility of some of its competitive sports.
