Divided conversations: identities, leadership, and change in public higher education
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Nashville, Tenn.
Vanderbilt Univ. Press
2012
|
| Ausgabe: | 1. print. |
| Schlagworte: | |
| Online-Zugang: | Cover image |
| Beschreibung: | "Through their interviews with faculty and administrators (from department chairs and deans to provosts and presidents) from a sample of eight public universities in the Northeast and their own experiences in both worlds, the authors provide a unique window into the life experiences and identities of those who struggle to make universities work. The book examines the culture of academic institutions and attempts to understand why change in public higher education is so difficult to accomplish. Many faculty believe that one of their own who becomes an administrator has gone over to "the dark side." One provost recalled going for a beer with a faculty colleague and hearing the colleague complain about the latest memo "from the administration." He had to remind his friend of many years that he was the author of the offending document. Now he was "the administration." He realized that former colleagues now appeared in his office wearing suits and ties and referring to him by his title rather than his first name. The disciplines serve as the tribes into which individual scholars are organized; the discipline is where a faculty member finds his community and identity. Administrators, on the other hand, identify with each other in trying to get the tribes to work together. Though most administrators came from the faculty ranks, their career paths take a different shape, especially in terms of mobility to another institution. It's not surprising that the two groups talk past each other. A chapter is devoted to chairs of departments, who occupy an interesting middle ground. To their faculty, they can come across as a nurturing parent or a petty bureaucrat. The authors recommend training for chairs and administrative internships offered by the American Council on Education and other organizations. The men and women on the campuses of the public universities describ Includes bibliographical references and index |
| Beschreibung: | xxiv, 179 S. 23 cm |
| ISBN: | 9780826518989 9780826518996 |
Internformat
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| 100 | 1 | |a Esterberg, Kristin G. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Divided conversations |b identities, leadership, and change in public higher education |c Kristin G. Esterberg and John Wooding |
| 250 | |a 1. print. | ||
| 264 | 1 | |a Nashville, Tenn. |b Vanderbilt Univ. Press |c 2012 | |
| 300 | |a xxiv, 179 S. |c 23 cm | ||
| 336 | |b txt |2 rdacontent | ||
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| 500 | |a "Through their interviews with faculty and administrators (from department chairs and deans to provosts and presidents) from a sample of eight public universities in the Northeast and their own experiences in both worlds, the authors provide a unique window into the life experiences and identities of those who struggle to make universities work. The book examines the culture of academic institutions and attempts to understand why change in public higher education is so difficult to accomplish. Many faculty believe that one of their own who becomes an administrator has gone over to "the dark side." One provost recalled going for a beer with a faculty colleague and hearing the colleague complain about the latest memo "from the administration." He had to remind his friend of many years that he was the author of the offending document. Now he was "the administration." He realized that former colleagues now appeared in his office wearing suits and ties and referring to him by his title rather than his first name. The disciplines serve as the tribes into which individual scholars are organized; the discipline is where a faculty member finds his community and identity. Administrators, on the other hand, identify with each other in trying to get the tribes to work together. Though most administrators came from the faculty ranks, their career paths take a different shape, especially in terms of mobility to another institution. It's not surprising that the two groups talk past each other. A chapter is devoted to chairs of departments, who occupy an interesting middle ground. To their faculty, they can come across as a nurturing parent or a petty bureaucrat. The authors recommend training for chairs and administrative internships offered by the American Council on Education and other organizations. The men and women on the campuses of the public universities describ | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Public universities and colleges |z United States |x Administration |v Case studies | |
| 650 | 4 | |a College administrators |z United States |v Case studies | |
| 650 | 4 | |a Educational change | |
| 650 | 7 | |a EDUCATION / Higher |2 bisacsh | |
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| 655 | 7 | |0 (DE-588)4522595-3 |a Fallstudiensammlung |2 gnd-content | |
| 700 | 1 | |a Wooding, John |e Verfasser |4 aut | |
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| 856 | 4 | |u http://www.netread.com/jcusers/1304/2558714/image/lgcover.3644432.jpg |3 Cover image | |
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-026207705 | |
Datensatz im Suchindex
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| author | Esterberg, Kristin G. Wooding, John |
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| building | Verbundindex |
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| callnumber-search | LB2341 |
| callnumber-sort | LB 42341 |
| callnumber-subject | LB - Theory and Practice of Education |
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| dewey-full | 378.1/11 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 378 - Higher education (Tertiary education) |
| dewey-raw | 378.1/11 |
| dewey-search | 378.1/11 |
| dewey-sort | 3378.1 211 |
| dewey-tens | 370 - Education |
| discipline | Allgemeines Pädagogik |
| edition | 1. print. |
| format | Book |
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| language | English |
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| spelling | Esterberg, Kristin G. Verfasser aut Divided conversations identities, leadership, and change in public higher education Kristin G. Esterberg and John Wooding 1. print. Nashville, Tenn. Vanderbilt Univ. Press 2012 xxiv, 179 S. 23 cm txt rdacontent n rdamedia nc rdacarrier "Through their interviews with faculty and administrators (from department chairs and deans to provosts and presidents) from a sample of eight public universities in the Northeast and their own experiences in both worlds, the authors provide a unique window into the life experiences and identities of those who struggle to make universities work. The book examines the culture of academic institutions and attempts to understand why change in public higher education is so difficult to accomplish. Many faculty believe that one of their own who becomes an administrator has gone over to "the dark side." One provost recalled going for a beer with a faculty colleague and hearing the colleague complain about the latest memo "from the administration." He had to remind his friend of many years that he was the author of the offending document. Now he was "the administration." He realized that former colleagues now appeared in his office wearing suits and ties and referring to him by his title rather than his first name. The disciplines serve as the tribes into which individual scholars are organized; the discipline is where a faculty member finds his community and identity. Administrators, on the other hand, identify with each other in trying to get the tribes to work together. Though most administrators came from the faculty ranks, their career paths take a different shape, especially in terms of mobility to another institution. It's not surprising that the two groups talk past each other. A chapter is devoted to chairs of departments, who occupy an interesting middle ground. To their faculty, they can come across as a nurturing parent or a petty bureaucrat. The authors recommend training for chairs and administrative internships offered by the American Council on Education and other organizations. The men and women on the campuses of the public universities describ Includes bibliographical references and index Public universities and colleges United States Administration Case studies College administrators United States Case studies Educational change EDUCATION / Higher bisacsh USA (DE-588)4522595-3 Fallstudiensammlung gnd-content Wooding, John Verfasser aut Erscheint auch als Online-Ausgabe 978-0-8265-1900-9 http://www.netread.com/jcusers/1304/2558714/image/lgcover.3644432.jpg Cover image |
| spellingShingle | Esterberg, Kristin G. Wooding, John Divided conversations identities, leadership, and change in public higher education Public universities and colleges United States Administration Case studies College administrators United States Case studies Educational change EDUCATION / Higher bisacsh |
| subject_GND | (DE-588)4522595-3 |
| title | Divided conversations identities, leadership, and change in public higher education |
| title_auth | Divided conversations identities, leadership, and change in public higher education |
| title_exact_search | Divided conversations identities, leadership, and change in public higher education |
| title_full | Divided conversations identities, leadership, and change in public higher education Kristin G. Esterberg and John Wooding |
| title_fullStr | Divided conversations identities, leadership, and change in public higher education Kristin G. Esterberg and John Wooding |
| title_full_unstemmed | Divided conversations identities, leadership, and change in public higher education Kristin G. Esterberg and John Wooding |
| title_short | Divided conversations |
| title_sort | divided conversations identities leadership and change in public higher education |
| title_sub | identities, leadership, and change in public higher education |
| topic | Public universities and colleges United States Administration Case studies College administrators United States Case studies Educational change EDUCATION / Higher bisacsh |
| topic_facet | Public universities and colleges United States Administration Case studies College administrators United States Case studies Educational change EDUCATION / Higher USA Fallstudiensammlung |
| url | http://www.netread.com/jcusers/1304/2558714/image/lgcover.3644432.jpg |
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