Organizational Theory in Higher Education

Kathleen Manning is Professor Emerita of Higher Education and Student Affairs at the University of Vermont, USA.

• 1. Introduction 2. Bureaucracy Case: Executive Leadership and the Corporatization of Higher Education 3. Collegium Case: Collegiality and Disciplinary Loyalty in Reappointment, Promotion, and Tenure 4. Cultural Case: What’s in a Name? The Controversy over Renaming a Building 5. Feminist Case: A Clash of Collaborative and Competitive Leadership Styles 6. Loosely Coupled Systems Case: Disaster Capitalism 7. Organized Anarchy Case: A Change in Mission Generates Disruption 8. Political Case: The Merger of Hispanic-Serving and Predominantly White Institutions 9. Queer Theory Case: Chosen Name and Gender Project 10. Spiritual Case: The Integrative Pedagogy Initiative 11. Conclusions

“This updated, theory-rich volume is peppered with practical applications throughout, making it the tutorial that this generation of academic leaders, faculty, and graduate students need to understand and respond to routine and non-routine actions and events, on and off the campus."George D. Kuh, Chancellor’s Professor Emeritus of Higher Education, Indiana University, USA"Manning has precisely condensed, updated, and translated the germinal organizational theoretical texts and meticulously interpreted the material with an intuitively global lens. The cases in Organizational Theory in Higher Education provide a refreshing perspective on the current trends and issues impacting higher education. Readers see and hear the voices of view of minoritized people and women throughout the text, which is a testament to Manning's understanding of the shifting organizational landscape of this ‘mature industry’."Mary Howard-Hamilton, Distinguished Research Professor of Educational Leadership, Indiana State University, USA"Manning highlights multiple theoretical frameworks that contribute to understanding the organization and administration of higher education. This edition is required reading for graduate students acquiring an understanding of ‘traditional’ and contemporary theories that explain, in part, how higher education functions. Although the text is written primarily for doctoral and master's students, it is a worthy read for administrators, faculty, and staff seeking to enhance their understanding of the complex structure that is U.S. higher education, particularly given the current socio-political climate and the Covid-19 pandemic."Dorian L. McCoy, Associate Professor of Educational Leadership & Policy Studies, and Director of Diversity, Equity, and Inclusion, College of Education, Health, and Human Sciences, University of Tennessee, Knoxville, USA