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Divided conversations : = identities...

Esterberg, Kristin G.

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Divided conversations : = identities, leadership, and change in public higher education /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Divided conversations :/ Kristin G. Esterberg and John Wooding.
Reminder of title:	identities, leadership, and change in public higher education /
Author:	Esterberg, Kristin G.
other author:	Wooding, John.
Published:	Nashville, Tenn. :Vanderbilt University Press, : c2012.,
Description:	xxiv, 179 p. :ill ;23 cm.
Subject:	Public universities and colleges - Case studies. - Administration - United States -
ISBN:	9780826518989 (hbk.) :

Divided conversations : = identities, leadership, and change in public higher education /
Esterberg, Kristin G.

Divided conversations :identities, leadership, and change in public higher education /Kristin G. Esterberg and John Wooding. - Nashville, Tenn. :Vanderbilt University Press,c2012. - xxiv, 179 p. :ill ;23 cm.

Includes bibliographical references and index.

Divided conversations and pathways of connection --

"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 described in the book make clear the challenges that universities face in terms of budgets, legislative politics, collective bargaining, rankings, and control of academic programs. If public institutions are truly to serve a public purpose, faculty and administrators must find ways to engage each other in shared conversation and management and find ways of engaging the university with the community"--

ISBN: 9780826518989 (hbk.) :US59.95

LCCN: 2012018050Subjects--Topical Terms:

2009465
Public universities and colleges
--Administration--United States--Case studies.

LC Class. No.: LB2341 / .E76 2012

Dewey Class. No.: 378.1/11

Divided conversations : = identities, leadership, and change in public higher education /
LDR:03451cam a22002654a 4500 001 1879017
003 OCoLC
005 20131213024726.0
008 130919s2012 tnu b 001 0 eng
010 $a 2012018050
020 $a 9780826518989 (hbk.) : $c US59.95
020 $a 0826518982 (hbk.)
020 $a 9780826518996 (pbk.)
020 $a 0826518990 (pbk.)
020 $a 9780826519009 (ebk.)
020 $a 0826519008 (ebk.)
035 $a 7E-BW-102-N-04
040 $a DLC $b eng
050 0 0 $a LB2341 $b .E76 2012
082 0 0 $a 378.1/11 $2 23
100 1 $a Esterberg, Kristin G. $3 553511
245 1 0 $a Divided conversations : $b identities, leadership, and change in public higher education / $c Kristin G. Esterberg and John Wooding.
260 # $a Nashville, Tenn. : $b Vanderbilt University Press, $c c2012.
300 $a xxiv, 179 p. : $b ill ; $c 23 cm.
504 $a Includes bibliographical references and index.
505 0 # $t Divided conversations and pathways of connection -- $t Learning the language : faculty beliefs, values, and identities -- $t On becoming an administrator -- $t Disciplines, departments, and chairs -- $t Cultivating the communal and administering the campus -- $t Purpose, power, and innovation: some pathways to change.
520 # $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 described in the book make clear the challenges that universities face in terms of budgets, legislative politics, collective bargaining, rankings, and control of academic programs. If public institutions are truly to serve a public purpose, faculty and administrators must find ways to engage each other in shared conversation and management and find ways of engaging the university with the community"-- $c Provided by publisher.
650 # 0 $a Public universities and colleges $z United States $x Administration $v Case studies. $3 2009465
650 # 0 $a College administrators $z United States $v Case studies. $3 2009466
650 # 0 $a Educational change. $3 524379
700 1 # $a Wooding, John. $3 2009464