Learning Resources

Abstract: This article compares postsecondary education organizations by examining dimensions of educational delivery and organizational structure along with current institutional examples. The first section attempts to clarify key environmental changes occurring in postsecondary education delivery and organization. The next section provides an approach to thinking about the archetypes of postsecondary educational organization within that environment based on the variety of institutional forms that are emerging. In the final section, the article considers implications for institutional planners who are trying to manage the complexities resulting from the organizational arrangements discussed in this article.

Abstract: This paper discussed some of the key aspects of higher education and the notion of community. It reviews the notion of community, discussing issues of shared values, rights and responsibilities, protection, restraint and discipline, and protection against power. It reviews the six characteristics of higher education communities as articulated by Ernest Boyer in his report to the Carnegie Foundation "Higher Education In Search of Community." The paper, reviewing those behaviors, discusses specific stages of emotional development, impulse management, social thinking, and moral development and contrasts mature from immature behavioral patterns in each of the areas. The behaviors that would be required for mature and successful functioning within a community and the valued characteristics of higher education communities are then brought together.
Seeming to change directions completely, but with the promise of bringing the issues into synthesis, the paper next discusses some of the promised characteristics and achievements of the information technology revolution. Issues that are receiving less attention, such as impact of technology on individuals, on quality of academic life, on quality of relationships, and on community are also identified. The author reviews some of the realities that are being seen on college and university campuses. The paper suggests that some of the identified reactions to technology such as reduced tolerance for delay of gratification, increased frustration and stress, feelings of intrusion and disempowerment, misuses of personal information and violations of personal boundaries are important to examine. The relationship between these trends and behavioral patterns seen in lower stages of human development are noted. The author asks the reader to consider whether these are the behavior trends and patterns associated with successfully functioning communities and higher education environments to which we are striving or to more dysfunctional environments against which we should defend.
The paper concludes by charging the reader with developing a new model for the millennium, one that uses technology to build community, to counter the abuses and misuses of technology that can lead to dysfunction, and that focuses on the higher education values and characterisitics articulated by Boyer and others. The charge includes refocusing on our mission in higher education, refusing to embrace new technology on its promise only and insisting that it perform functions required by our mission, resisting change for its own sake but accepting change if it enhances the development of humanity, insisting on safety and protection for all ideas honestly expressed, encouraging accountability of one person to another, focusing on empowerment of all individuals, and maximizing interpersonal time and exchanges. The conclusion is that only with this kind of new model for the millennium, one that focuses on community and on humanity and harnessess technology in the service of these goals can we preserve the open, just, disciplined, and caring communities that we seek for higher education.

Abstract: Examines changes in the demographics and needs of today’s college and university students, and the implications for campus planning at all levels: academic, financial, and facilities. Because the pool of students has increasingly diversified, so there is a need for a greater range of types of institutions. Suggests that the institutions that are most aware of their core values, strengths, and limitations will be the ones most successful in addressing the needs of a today’s student population.

Abstract: Considers the nature of change in higher education institutions, and offers an explanation for why change occurs as it does in colleges and universities. The author cites multiple goals and measures of success, coupled with an anti-authoritarian institutional culture in the business of providing services rather than products, as reasons why change often occurs slowly and circuitously. In addition, five change-inhibitors peculiar to the public sector are examined, and suggestions for implementing change in public higher education are provided.

Abstract: Contends that profound societal changes and sharper delineation among higher education institutions suggests a need for new planning procedures and practices. Asserts that planning must now focus on structural changes appropriate to a particular type of institution. Advocates studying innovations occurring outside traditional institutions and promoting substantive structural changes rather than incremental strategic ones. Reexamining the reform efforts of successful leaders in higher education history might yield some clues as to how to proceed in this new stage of higher education planning.