Postindustrial Environments and Organizational Effectiveness in Colleges and Universities

Cameron, Kim S.; Tschirhart, Mary

doi:10.2307/1982222

Cited by 50 publications

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“…Observers from different vantage points concur on a profound shift: environmental forces have become so dynamic as to lead to a basic shift in the structure of higher education as an industry (Cameron and Tschirhart, 1992); the present era may be characterized as a point of revolutionary, rather than evolutionary, change (Kerr, 1987); and the demands of global capitalism hinder the university's ability to fulfill its cultural mission (Readings, 1996). The cumulative pressure amounts to a new environment for universities.…”

Section: The Environmental Changes For Universitiesmentioning

confidence: 99%

“…Across national systems, the principal features of the societal environments impacting higher education are the economy, politics, and technology (Cameron and Tschirhart, 1992;Dill and Sporn, 1995a;Gumport and Pusser, 1995;Gumport and Pusser, 1997;Massy, 1996;Peterson and Dill, 1997). Economic issues include shortfalls in projected state appropriations alongside increased expectations for productivity and global competitiveness.…”

Section: The Societal Environmentmentioning

confidence: 99%

“…(Drucker, 1997) These pressures on universities along with attendant opportunities are prominent features of the contemporary wave of accountability. Higher education organizations are being asked to solve problems of costs, quality, effectiveness, and access (Barrow, 1993;Cameron and Tschirhart, 1992;Kerr, 1994). The accumulation of pressures and opportunities prompts a reconsideration of the relationship between society at large and academic institutions, specifically determining the appropriate balance between independence and control, incentives and constraints, as well as costs and benefits (Berdahl and McConnell, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…In this chapter, we characterize the cumulative challenge for universities as one of institutional adaptation to changing environments, a multifaceted phenomenon that is worthy of conceptual and empirical attention (Cameron and Tschirhart, 1992;Gumport and Pusser, 1997). We examine the prescriptions in this contemporary wave of accountability, specifically the demands on universities for management reform.…”

Section: Introductionmentioning

confidence: 99%

“…Within the higher education literature, researchers have examined several dimensions of institutional adaptation, including retrenchment (Cameron and Tschirhart, 1992;Hearn, 1996;Zusman, 1994), restructuring (Gumport, 1993;Rhoades, 1995;Slaughter, 1995), improved performance, redefined missions, reorganization (Cameron, 1984;Dill and Sporn, 1995a;Gumport and Pusser, 1997;Peterson, 1995), mandated change, governmental reforms, institutional autonomy and accountability (Berdahl and Millett;Van Vught, 1989), diversification of funds, strengthened administrative core, entrepreneurial periphery (Clark, 1996a;Clark, 1996c;Clark, forthcoming;Slaughter and Leslie, 1997), transformational leadership, and quality management (Cameron and Tschirhart, 1992;Dill, 1993b;Van Vught, 1995).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Institutional Adaptation: Demands for Management Reform and University Administration

Gumport

Sporn

1999

Higher Education: Handbook of Theory and Research

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Section: The Environmental Changes For Universitiesmentioning

confidence: 99%

Section: The Societal Environmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Institutional Adaptation: Demands for Management Reform and University Administration

Gumport

Sporn

1999

Higher Education: Handbook of Theory and Research

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2001

ASHE‐ERIC High. Edu. Rept.

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Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and ConceptualizationsDistinctive ContributionFocus of the MonographAudienceTo Change or Not to Change?Providing a Common Language for Understanding Organizational ChangeWhat Is Organizational Change?Diffusion, Institutionalization, Adaptation, Innovation, and ReformForces and SourcesDegree of ChangeTiming of ChangeScale of ChangeFocus of ChangeAdaptive/GenerativeIntentionality: Planned Versus Unplanned ChangeResponse Time: Proactive and ReactiveActive and StaticTarget of Change: Change Process and OutcomesSummaryTheories and Models of Organizational ChangeTypology of Organizational Change ModelsEvolutionaryTeleologicalLife CycleDialecticalSocial CognitionCulturalMultiple ModelsSummaryAppendixUnderstanding the Nature of Higher Education Organizations: Key to Successful Organizational ChangeInterdependent OrganizationsRelatively Independent of EnvironmentUnique Organizational Cultures of the AcademyInstitutional StatusValues‐Driven: Complex and ContrastingMultiple Power and Authority StructuresLoosely Coupled StructureOrganized Anarchical Decision MakingProfessional and Administrative ValuesShared Governance SystemEmployee Commitment and TenureGoal AmbiguityImage and SuccessSummaryHigher Education Models of Change: Examination Through the Typology of Six ModelsEvolutionaryTeleologicalLife CycleDialecticalSocial CognitionCulturalMultiple ModelsSummaryResearch‐Based Principles of ChangePromote Organizational Self‐DiscoveryRealize That the Culture of the Institution (and Institutional Type) Affects ChangeBe Aware of PoliticsLay GroundworkFocus on AdaptabilityFacilitate Interaction to Develop New Mental Models and SensemakingStrive to Create Homeostasis and Balance External Forces with the Internal EnvironmentCombine Traditional Teleological Tools, Such As Establishing a Vision, Planning, or Strategy, With Social‐Cognition, Symbolic, and Political StrategiesRealize That Change Is a Disorderly ProcessPromote Shared Governance or Collective Decision MakingArticulate and Maintain Core Characteristics 120Be Aware of ImageConnect the Change Process to Individual and Institutional IdentityCreate a Culture of Risk and Help People to Change Belief SystemsRealize That Various Levels or Aspects of the Organization Will Need Different Change ModelsKnow That Strategies for Change Vary by Change InitiativeConsider Combining Models or Approaches, As Is Demonstrated Within the Multiple ModelsSummaryFuture Research on Organizational ChangeReferences

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1993

ASHE‐ERIC High. Edu. Rept.

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Postindustrial Environments and Organizational Effectiveness in Colleges and Universities

Cited by 50 publications

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Institutional Adaptation: Demands for Management Reform and University Administration

Institutional Adaptation: Demands for Management Reform and University Administration

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