Provides an annotated list of articles on use of teams in higher education, including organizing concepts for effective team-building, administrative strategies and effectiveness, case studies of teams at work, and lessons learned from the business context. (MSE)

Describes an effort to institutionalize service learning within the academic departments of the University of Utah. A community service center at the university, through its faculty advisory committee, developed campus-wide support for incorporating service learning into the core offerings of 14 academic units. Models developed by the academic…

A framework is offered for college presidents to establish new leadership during the first two years of tenure, with time frames and tasks for engaging the community. Postinauguration strategies include addressing a long-standing need decisively, identifying/achieving one success within the new vision, developing a broadly participatory and…

Examined the dynamics of organizational change in higher education institutions and whether chartering a higher education organization would lead to increased faculty responsiveness and involvement in reform efforts. Data from interviews with school faculty, administrators, and other involved parties indicated that faculty work changed, work…

This paper presents a sensitizing conceptual scheme for examining interpersonal adaptation in urban classrooms. The construct "interpersonal adaptation" is conceptualized as the interaction of individual/personality factors, interpersonal factors, and social/cultural factors. The model is applied to the urban school. The conceptual…

The concepts of four poststructuralist/postmodern authors are examined in terms of their implications for higher education and the academy's values of merit, community, and autonomy. Twelve reactions to postmodern thought are then presented. A summary of postmodernism's legacy for higher education concludes the discussion. (Author/MSE)

Two professors in the University of Oregon's College of Education reflect upon their consultation and research experiences and share their insights about organization development in education. They discuss such areas in organization development as self-study, value systems, budget, peer cadres, teamwork, conflict management, and staff development.…

This study examined 10 institutions of higher education with widely different characteristics to determine whether, in the process of implementing quality improvements, they had become "learning organizations." Data were gathered through questionnaires and interviews with more than 20 individuals at nine of the campuses, and were then…

The Trouble-Shooting Checklist (TSC) is an empirically-developed, descriptive instrument which is based on the responses of six educational change agents. It enables an agent to predict a given institution's success in adopting innovations by ordering its levels of concerns and innovation usage. It focuses on two types of innovation:…

The first section of this manual contains a selective review of organizational change literature which focuses on predictive institutional variables as they affect the adoption-diffusion process. The second section describes the development of the Trouble Shooting Checklist (TSC). The third section presents two Trouble Shooting Checklists (TSC-A…

Site-based management (SBM) could change schools by altering the scope of authority, involvement, and influence to lessen dominance relationships in education and inequities regarding struggling students. These dominance relationships exist between administrators and staff and between staff and students. SBM seems to signal a paradigm shift from a…

For 2 decades, schools in the United Kingdom and in western economies in general have experienced rapid change. Many schools, however, look less like learning organizations today than they did before the introduction of the Education Reform Act in 1988. This paper reports on an ongoing series of case studies of school improvement that developed…

This book was written for teachers and principals who wish to exercise leadership in the ongoing work of school renewal. The book presents a new theory of educational leadership, examines the essential elements of leadership, and provides an indepth look at what "vision" means for educational leaders. Chapter 1 describes the roles of the principal…

This paper presents findings of a study that examined how six women headteachers in Great Britain worked as school leaders. Data were obtained through observation, joint inquiry, structured conversations, and life-history interviews. The study drew on Wallace and Hall's (1994) power-culture metaphor, which stated that individuals make different…

This report, part of a project called "Redesigning Higher Education", argues that a set of fundamental changes underlies the growing number of critical difficulties faced by higher education in the United States. It finds the governance structures of American higher education inadequate to deal with a changing and increasingly cost-conscious…