T HE A DMINISTRATION OF H IGH E DUCATION
ELPA 7820 | S U M M E R 2013
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I N S T R U C TO R :
Jasmine Renner
501-A Warf Pickel
423-439-7629
rennerj@etsu.edu
CO U R S E DE S C R I P TI O N :
Catalog Description: This course provides an overview of the administration, financial support,
staffing, community relations, and program development in higher education. It emphasizes
trends that focus on the governance, student affairs, management models, organizational
patterns and leadership in the administration of higher education. Trends in American higher
education including assessment, governance, coordination patterns, financing, curriculum and
other policies, practices and issues are discussed.
CO U R S E OB J E C TI V E S :
Students will:
1. Develop a strong appreciation of the highly complex and multi-faceted landscape of
American higher education.
2. Explore the diverse state governance structures and trends for higher education.
3. Understand how external forces and politics impacts governance in higher education.
4. Develop an appreciation for the various management approaches (and fads) in terms of their
“life cycle” and their effectiveness to various sectors of American higher education.
5. Develop a broad knowledge base about higher education in the United States, including
historical origin and development, student affairs, governance and coordination patterns,
financing, curriculum and other policies, practices and issues
6. Study classic organizational theories in the context of higher education leadership
7. Describe the basic political, social, and economic concepts that guide and support higher
education systems in the United States;
8. Learn about the rich diversity of types of institutions in American higher education, especially
the classification system of the Carnegie Foundation and develop an appreciation for how
institutional type and mission affect organizational issues of management
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CO U R S E RE S O U R CE S :
Software: Desire2Learn is a complete web-based suite of teaching and learning tools that provide course
development, delivery and management of online courses. Desire2Learn has been selected by ETSU as the
approved and recommended Instructional Management System (IMS).
Students must be willing to become familiar with D2L and Adobe Connect(Additional resources on Adobe
connect can be found in your (Additional and Supplemental Course Module). For compatibility purposes,
students are encouraged to use Word 2010 for proposals and PowerPoint 2010 for presentations.
The “ Getting Started” section of the Desire2Learn site is provided to give you information on how you can
get started with this class. You are required to read the information provided in both the “Getting Started
Module ” and the “Additional and Supplementary Module”.
The “Computer Setup” page provides information on the software you need for Blackboard.
Documents in this course will be presented in .pdf format where possible, as links to topic websites and the
use of video clips. You will need Adobe Reader to view these files, which you can obtain for free at
http://get.adobe.com/reader/.
Written assignments may be presented as a Microsoft Word document (.doc) or pdf format.
Technology Requirement:
Hardware: Students must have high-speed Internet access and use a headset with microphone and a
WebCam for Adobe Connect meetings. These can be purchased at Wal-Mart, OfficeMax, Staples, Best Buy,
RadioShack or any computer supply store.
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C O U RS E R E S O U R CE S :
Software: Desire2Learn is a complete web-based suite of teaching and learning tools that provide course
development, delivery and management of online courses. Desire2Learn has been selected by ETSU as the
approved and recommended Instructional Management System (IMS).
Students must be willing to become familiar with D2L and Adobe Connect(Additional resources on Adobe
connect can be found in your (Additional and Supplemental Course Module). For compatibility purposes,
students are encouraged to use Word 2010 for proposals and PowerPoint 2010 for presentations.
The “ Getting Started” section of the Desire2Learn site is provided to give you information on how you can
get started with this class. You are required to read the information provided in both the “Getting Started
Module ” and the “Additional and Supplementary Module”.
The “Computer Setup” page provides information on the software you need for Blackboard.
Documents in this course will be presented in .pdf format where possible, as links to topic websites and the
use of video clips. You will need Adobe Reader to view these files, which you can obtain for free at
http://get.adobe.com/reader/.
Written assignments may be presented as a Microsoft Word document (.doc) or pdf format.
Technology Requirement:
Hardware: Students must have high-speed Internet access and use a headset with microphone and a
WebCam for Adobe Connect meetings. These can be purchased at Wal-Mart, OfficeMax, Staples, Best Buy,
RadioShack or any computer supply store.
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Textbook(s)
1. Birnbaum, R. (1999). How Colleges Works: The Cybernetics of Academic Organization and
Leadership. San Francisco: Jossey- Bass. ISBN # 1-55542-354-X. Required. Please Purchase.
2 . Weingartner, R. H.,(2011). Fitting Form to Function: A Primer on the Organization of Academic
Institutions, 2nd Edition. Rowman & Littlefield Publishers. ISBN-10: 1442211997
Do not Purchase. The instructor will be providing electronic copies of selected chapters and post on
the D2L site.
Supplementary Readings and materials: The instructor will provide additional resources and
materials (video clips, articles, useful web links etc) and post in the supplementary resources module and
each weekly module. Students will have full access to these materials E L PA 78 20 SU M M E R 201 2
Additional Readings
Readings will be taken from peer-reviewed journals and education magazines. Most readings will be
available in D2L in .pdf format. Other readings and video clips will be available online, with a hyperlink
provided in Desire2Learn.
Relationship of Course to College and Program Philosophy and Goals: The Administration of Higher
Education is essential for an understanding of the major functioning of units within higher education.
Students will gain an understanding of the historical, economic and demographic perspective of planning
issues that are likely to influence the future of higher education. Such knowledge acquisition is congruent
with our college vision of preparing effective leaders for the 21st century.
Course Topics:
1. Organizational Governance and Management in Higher Education
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2. Making Decisions and Making Sense in Higher Education. (Strategic Planning)
3. Examining Institutional Missions
4. The President and the President’s Office
5. The Office of the Provost - The Chief Academic Officer
6. Primary Academic Administration
7. Models of Organizational Function – Part A
8. Models of Organizational Function – Part B
9. Various Emerging Topics in the Administration of Higher Education
Intellectual Property in an Online Environment
Online educational environments, like all learning environments, should provide opportunities for students
to reflect, explore new ideas, post opinions openly, and have the freedom to change those opinions over me.
Students enrolled in online courses are the sole proprietors of their work, opinions, and ideas. It is
expected that other students will not copy, reproduce or post to any other outlet (e.g., YouTube, Facebook,
or other open media sources) any work in which they are not the sole author or have not obtained the
permission of the author(s). Based on the success of ELPA graduates, students in this course will likely be
or become college presidents or vice presidents,PK12 superintendents or principals. The open, public
nature of these careers is certainly unavoidable; however, our online classroom is not an open “public
forum”. Therefore, all opinions, ideas, and work conducted in a password-protected online educational
environment like D2L are owned by the author, intended for educational purposes, and are not intended
for public dissemination on or consumption without the permission of the author. This includes all areas of
the online academic environment, including but not limited to email, papers, reports, presentations, videos,
chats, blogs and discussion board post.
Academic Accommodations for Students with Disabilities: It is the policy of ETSU to accommodate
students with disabilities, pursuant to federal law, state law, and the University’s commitment to equal
educational opportunities. Any student with a disability who needs accommodations, for example,
arrangement for examinations or seating placement, should inform the instructor at the beginning of the
course. Faculty accommodation forms are provided to eligible students through Disability Services, (423)
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439-8346 or http://www.etsu.edu/students/disable/
ETSU Honor Code: East Tennessee State University is committed to developing the intellect and moral
character of its students. To that end, all instances of plagiarism, cheating, and other forms of academic
misconduct shall be punished in accord with Tennessee Board of Regents Policy. Any knowledge of conduct
of this nature should be reported to the proper authorities. Not reporting instances of academic misconduct
represents a fundamental break with honor code policy, and although this offense is not punishable,
reflects a callous disregard for yourself, your classmates, and your professors. Penalties for academic
misconduct will vary with the seriousness of the offense and may include, but are not limited to: a grade of
F on the work in question, a grade of F for the course, reprimand, probation, suspension, and expulsion. For
a second academic misconduct offense, the penalty is permanent expulsion.
Diversity : In concert with the mission statement and conceptual framework for the College of Education,
faculty, academic activities and learning environments will be sensitive to and driven by awareness of and
respect for individual, cultural, social, and economic diversity. In this course, this is exemplified through
analysis of a higher education institution’s characteristics and environment, the community in which it
functions and the governmental entities which impact it. Students will further learn their constituencies
through research on issues involved in the administration of higher education, interviews and gathering of
data. This in turn will enable students to develop sensitivity for, respectfulness of, and strategies to
address diversity issues they will encounter as future faculty or and university administrators.
Technology: This course acknowledges and addresses the belief that the concept of technology for future
faculty or university administrator of the twenty-first century is multi-dimensional. Thus, in addition
to demonstrating personal competencies in technology and telecommunication, professional
leaders of education must have functional skills in use of current technologies in higher education
administration. Students in this course are asked to carry out research both online and through
other sources and incorporate this research in their final paper. Some websites are proffered to
students for initial inquiry.
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CO U R S E AC TI V I TI E S :
Class Activities (including instructional strategies) and Requirements (Projects, Papers, Tests, etc.):
(1) Online Class attendance, preparation and participation
Online class participation is an important part of any course. This is an accelerated seven (7) weeks
summer intensive course and you required to be mindful of the pace of this class. It is expected that each
student will be present, on time and prepared to participate during each online class session. In this course,
the emphasis is on self-directed and group participation. The readings for each class session will be
provided to the student in advance and posted in the module for the week. Each student is required to read
ALL of the materials provided. This preparation is a pre-condition to the class because the online group
participation assumes that the student has read the material and thus, takes the students not only through
the material but beyond its content to application in the school/ workplace or university setting.
Submitting your assignment on or before the due date specified will count towards the points earned in
this category. Please note evaluation is based not just on the number of times you post an assignment, but
also the reflective nature and depth of your response and interactivity with your classmates. We will
facilitate collaborative discussions together by using our discussion board and adobe connect.
(2) Participation in Discussion Board ( 150 points)
Students’ are required to participate in a total of three D2L online discussion thread forums. The assigned
readings for the class will form the basis of the online discussion thread. Additionally, the instructor will
provide the online discussion question(s) in advance for students to respond to. Please note that this is a
MANDATORY graded activity and each student is required to participate. Students are also encouraged to
react and provide additional comment to each other‘s posting. Each student must ensure that they have
access to the D2L course management site by being appropriately registered for classes at ETSU. You may
access the Desire 2Learn course management site by going to: https://elearn.etsu.edu
POINTS: Maximum 150 points (50 points each)
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(3) Leadership Interviews (50 points)
Students’ are required to conduct an interview of a higher educationleader and or administrator and
present a written summary report of your interview. Students may want to select leaders in sectors that
are unfamiliar to the student (i.e. students employed in a community college may select a private research
university, students from a four year public institution may select a community college administrator or
leader etc.) or they may select leaders in their institutions that function in a different unit other than their
current unit (for example a faculty senate leader and chief academic affairs administrator, etc.). In
scheduling your interviews please take note of the accelerated pace of this course and cross check on the
availability of your interviewee to meet the deadline required to submit this project.
Students are encouraged to read the Birnbaum’s book How Colleges Work and to engage in
active discussions with interviewee’s about the appropriateness and effectiveness of approaches
in their institution. In addition to inquiring about leadership, management and organizational
issues each student will want to ask basic questions about the roles, responsibilities, and
organizational reporting of each leader interviewed. If external forces (legislative, board, etc.) are
impacting the leader, this area should be explored. Students will want to review documents such
as the catalog, annual reports and web sites in preparation for the interviews. Written reports
should include a report on the interviews (not to exceed 5-7 pages) and supportive materials such
as organizational charts and other appropriate aids. A general interview guide which may be
adapted, revised, added to, or simply disregarded can be found in your Additional Resources
folder/module. Use at your discretion.
POINTS: Maximum 50 points
(4) Final Project – Higher Education Designated Expert Consultant Project (100 points)
Designated Expert – At the end of this course it is expected that each student would have some
knowledge about organizational, management, leadership and financial issues that impact higher
education. Each student will work as a “consultant” to conduct an organizational and
management audit of a particular institution and write up a final report. The final paper will include
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a report of your findings to the questions presented above. The institution-type selected must
represent most higher education institutional types, i.e. liberal arts colleges, research universities,
private colleges/universities, or community colleges or any classification by the Carnegie
classification system. As a consultant the student will be expected to conduct a study of the
organizational and management system of the institution by exploring the institution’s website,
conducting a document review of relevant institutional documents, (such as policy hand book,
etc) and (where possible) interview leaders. Please note: Because this is a summer intensive
course student should strive to limit the scope of this project. Additional material on the types of
questions that may form your inquiry for your final write-up can be found in your Additional
Resources folder/module. You may add to this as is necessary
POINTS: Maximum 100 points
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G R AD I N G :
Your grade will be based on the following:
Component
Points
Discussion Thread Participation
Leadership Interview
Field Experience- Final Paper
150
50
100
Total Points
300
Your grade will be calculated using the following scale:
Grade
Percentange Range
Points
A
100 – 90%
255 -300
A-
89 – 80%
240- 252
B
79 – 70%
225– 237
B-
69 – 50%
210- 222
C
49 – 30%
195 - 207
F
Below 30%
180-192
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COURSE SECTION INFORMATION
Course Number: ELPA 7820
Course Title: Administration of Higher Education
Credit Hours: Three (3)
Semester: Summer 2013
Instructor: Dr. Jasmine R. Renner
Office Location : 501 Warf Pickel Hall
Telephone: (Office) (423) 439- 7629
E-Mail: rennerj@etsu.edu(Work Office)
Office Hours: By Appointment
Course Management and Evaluation Policies: As presented in course syllabus.
Class Meeting Dates: Online
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