Organizing Higher Education for Collaboration: A Guide for Campus Leaders
Organizing Higher Education for Collaboration: A Guide for Campus Leaders
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组织高等教育进行合作：校园领导者指南
DOI：
10.1353/rhe.2002.0005
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
C. Foster
中科院分区：
文献类型：
--
作者：
C. Foster
《组织高等教育促进合作：校园领导者指南》作者：Adrianna J. Kezarand Jaime Lester Jossey-Bass 2009 年 290 页 ISBN 978-0-470-17936-9 审稿人：Connie D. Foster Adrianna Kezar 和 Jaime Lester 的《组织高等教育促进合作》通过关注高等教育中的合作、制度变迁和教育之间的联系，为文献做出了独特的贡献。校园文化。创建协作校园是一个有意而深思熟虑的过程。科扎尔和莱斯特认为，这种情况的发生并非偶然，除非有意识地重新设计主要组织系统，否则这种情况不会发生。这本书提供了一个框架，有可能使协作或任何变革举措在校园中成为现实。作者为该主题带来了丰富的专业知识。阿德里安娜·凯扎 (Adrianna Kezar) 是南加州大学高等教育学副教授，担任高等教育政策分析中心副主任。海梅·莱斯特 (Jaime Lester) 是乔治梅森大学的高等教育助理教授，他参与了一些专注于社区学院学生转学和保留的研究项目，其中合作成为学生学习的关键因素。本书分为三个部分：第一部分介绍了协作，第二部分分享了作者的研究成果，第三部分介绍了高等教育中的协作模型。第一部分描述了关于为什么高等教育必须变得更加协作以及为什么这种协作非常难以实现的现有研究。 Kezar 和 Lester 为合作的优势提供了强有力的案例。他们借鉴了商业、政府和高等教育的证据以及学生学习和教学的研究结果，这些研究表明学习社区和社区服务学习等协作努力如何提高学生在许多学习指标上的表现。作者还讨论了协作的挑战，将部门孤岛和官僚或等级管理结构称为主要障碍。制定变革议程的领导者必须了解并了解其校园内现有的结构、流程和惯例。许多机构尝试创建新的举措，例如团队教学，却发现传统的结构和流程以及现有的校园文化阻碍了该举措的创建和成功。虽然大多数管理者已经了解其中许多结构性问题，但凯扎尔和莱斯特出色地阐明了大量的挑战和障碍，例如专业化、职业化、学科和部门、奖励制度、学术和行政文化之间的冲突，以及以责任为中心的管理和预算。在整本书中，作者使用 Mohrman、Cohen 和 Mohrman（1995）开发的企业部门合作模型作为框架。该模型提出，为了支持协作，组织必须从“旨在支持个人主义工作的环境……转向基于团队的组织或设计。需要重新设计以实现协作的组织环境功能包括结构、流程、人员和奖励”（第 36 页）。为了测试这种合作模式，Kezar 和 Lester 对四个具有各种现有合作举措的综合性区域公共机构进行了研究。他们参观了每个机构并采访了教职员工和管理人员。他们还观察了校园协作小组的会议，并审查了使命宣言、战略计划、认证报告、会议纪要和网站。根据他们的观察、访谈和文件分析，作者确定了机构参与的协作活动的数量和类型、支持协作的系统以及机构成员认为哪些因素对其成功做出了贡献。 ……
Organizing Higher Education for Collaboration: A Guide for Campus Leaders by Adrianna J. Kezarand Jaime Lester Jossey-Bass 2009 290 pages ISBN 978-0-470-17936-9 Reviewed by Connie D. Foster Adrianna Kezar and Jaime Lester's Organizing Higher Education for Collaboration makes a unique contribution to the literature by focusing on the connections between collaboration in higher education, institutional change, and campus culture. Creating a collaborative campus is an intentional and deliberate process. It does not happen by accident and, according to Kezar and Lester, it will not occur until major organizational systems are intentionally redesigned. The book provides a framework that is likely to make collaboration, or any change initiative, a reality on campus. The authors bring considerable expertise to the subject. Adrianna Kezar is an associate professor of higher education at the University of Southern California, where she serves as associate director of the Center for Higher Education Policy Analysis. Jaime Lester, an assistant professor of higher education at George Mason University, has been involved with research projects focusing on the transfer and retention of community college students, in which collaboration emerged as a critical factor in student learning. The book is divided into three sections: the first provides an introduction to collaboration, the second shares results of the authors' research, and the third presents a model for collaboration in higher education. Part one describes the existing research on why higher education must become more collaborative and why such collaboration is remarkably difficult to achieve. Kezar and Lester build a strong case for the advantages of collaboration. They draw on evidence from business, government, and higher education and on results from studies on student learning and teaching that illustrate how collaborative efforts such as learning communities and community service learning enhance student performance on many learning measures. The authors also address the challenges to collaboration, naming departmental silos and bureaucratic or hierarchical administrative structures as the primary barriers. Leaders with a change agenda must be both aware of and knowledgeable about the existing structures, processes, and routines operating on their campuses. Many institutions have attempted to create a new initiative, such as team teaching, only to find that the traditional structures and processes and the existing campus culture hinder both the initiative's creation and its success. While most administrators already know about many of these structural problems, Kezar and Lester do an excellent job of articulating the significant number of challenges and barriers, such as specialization, professionalization, disciplines and departments, reward systems, the clash between academic and administrative cultures, and responsibility-centered management and budgeting. Throughout the book, the authors use as their framework a model of collaboration from the corporate sector developed by Mohrman, Cohen, and Mohrman (1995). This model proposes that to support collaboration, organizations must move from "a context designed to support individualistic work... to a team based organization or design. The organizational context features that need to be redesigned to enable collaboration include structure, processes, people, and rewards" (p. 36). To test this collaboration model, Kezar and Lester conducted a study of four comprehensive regional public institutions with a variety of existing collaborative initiatives. They visited each of the institutions and interviewed faculty, staff, and administrators. They also observed meetings of collaborative campus groups and reviewed mission statements, strategic plans, accreditation reports, minutes from meetings, and Web sites. Based on their observations, interviews, and document analysis, the authors determined the number and type of collaborative activities in which the institutions were engaged, the systems in place to support collaboration, and what institutional members believed contributed to their success. …