ERIC Number: ED456691
Record Type: RIE
Publication Date: 2001
Chaos Theory & Higher Education: Leadership, Planning, & Policy. Higher Education: Questions about the Purpose(s) of Colleges & Universities. Volume 9.
Cutright, Marc, Ed.
This anthology considers some ways that chaos theory might be not only a descriptive metaphor for the conditions of leadership, planning, and policy in higher education, but also a prescriptive metaphor that might be used to improve these functions and others. The essays are: (1) "Introduction: Metaphor, Chaos Theory, and This Book" (Marc Cutright); (2) "Managing Universities in a Supercomplex Age" (Ronald Barnett); (3) "Strategic Planning and Chaos Theory: Are They Compatible?" (Jean (Prinvale) Swenk); (4) "A Chaos Theory Metaphor for Strategic Planning" (Marc Cutright); (5) "Chaos Theory Applied to College Planning: A Case Study in Defense of Ten Propositions" (James R. Perkins, Jeffrey B. Lanigan, John A. Downey, and Bernard H. Levin); (6) "Chaos Theory and the Evolution of a State System of Higher Education" (Jeffery P. Aper); (7) "Performance Indicators and Chaos Theory" (Bob Barnetson); (8) "The Impact of Technology and Student Choice on Postsecondary Education: 'Plus Ca Change?'" (Adrian Kershaw and Susan Safford); (9) "Reshaping Higher Education in a Post-Fordist World: Chaos and Collingwood" (Bryant Griffith and Lynn Speer Lemisko); (10) "Chaotic Systems: Confounding or Confirming the Leadership Role in Higher Education?" (John T. Dever); and (11) "Leadership's Natural Ally: Applying Chaos and Complexity Theories to Academe" (Barbara Mossberg). (Each chapter contains references.) (SLD)
Descriptors: Chaos Theory, Educational Administration, Educational Planning, Educational Policy, Higher Education, Leadership
Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th Floor, New York, NY 10001-6708 ($29.95). Tel: 800-770-5264 (Toll Free); Tel: 212-647-7706; Fax: 212-647-7707; Web site: http://www.peterlang.com.
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A