Organizing Higher Education for Collaboration: A Guide for Campus Leaders

Praise for Organizing Higher Education for Collaboration
"Thanks to Kezar and Lester we now have a primer about the why and how of fostering collaboration in colleges and universities resistant to such culture–bending efforts."—George D. Kuh, Chancellor′s Professor and director, Center for Postsecondary Research, Indiana University, Bloomington
"Kezar and Lester have systematically identified the organizational structures, policies, practices, and ways of thinking that must be aligned if the goal of the collaborative university is to become reality. This wonderfully accessible book brims with insights and concrete examples from four exemplary campuses that have made collaboration an institutional value and expectation. Educators seeking to foster interdisciplinarity; to build effective departments, centers, and institutes; to leverage institutional strengths across administrative boundaries; and to respond to the complex problems that challenge us as researchers, teachers, and members of local and global communities will be heartened to see the road to collaboration laid out so clearly."—Lisa R. Lattuca, associate professor, education, and senior research associate, Center for the Study of Higher Education, The Pennsylvania State University?
"Kezar and Lester provide evidence that research and theory can be successfully connected to practice. They masterfully reveal both the hope and promise of collaboration with the challenges and reality of redesigning the organizational architecture and social/cultural systems to engage individuals, offices, and disciplines around a shared campus agenda. The book makes it clear that higher education cannot solve today′s complex campus issues with the same siloed structures that caused them. Those who find it hard to imagine such transformed systems, structures, and processes will find realistic examples and advice to bring this vision alive. The authors persuasively help the reader realiz e that collaboration is transformation and that transformation happens through collaboration. Embedding the lessons from campus case–study research, the lessons they draw are informed, realistic, and wise."—Susan R. Komives, professor, college student affairs administration, the University of Maryland; member, the Learning Reconsidered team; and president, the Council for the Advancement of Standards in Higher Education

Spis treści:
Preface: Organizing Higher Education for Collaboration.
The Authors.
Part One: Setting the Context for Moving Toward Collaboration: Understanding the Logic, Barriers, and Need to Reorganize.
1 The Collaborative Imperative.
2 The Challenges of Collaboration.
3 Taking Advantage of Collaboration: Synergizing Successful Practices.
Part Two: Strategies for Reorganizing Campuses.
4 Mission, Vision, and Educational Philosophy.
5 Values.
6 Social Networks.
7 Integrating Structures.
8 Rewards.
9 External Pressures.
10 Learning.
Part Three: Conclusion: Bringing the Strategies Together for Collective Action.
11 Developing a Collaborative Context: Toward a Developmental Process.
12 A Collective Responsibility: What Can Various Constituents Do to Support Collaboration on Campus?
Appendix A: Methodology.
Appendix B: Resource Guide.
References.
Index.

Nota biograficzna:
Adrianna Kezar, associate professor for higher education at the University of Southern California, holds a Ph.D. (1996) and an M.A. (1992) in higher education administration from the University of Michigan and a B.A. (1989) from the University of California, Los Angeles. She joined the faculty at USC in 2003. Kezar was formerly an assistant professor at the University of Maryland and George Washington University. Kezar was editor of the ASHE – ERIC Higher Education Report Series from 1996 to 2004. Previously, she was an administrative associate for the vice president for student affairs (1992 – 1995) and coordinator for the Center for Research on Learning and Teaching (1995 – 1996), both at the University of Michigan. Her research focuses on change, leadership, public purposes of higher education, organizational theory, governance, access, and diversity and equity issues in higher education. She has published over seventy – fi ve articles and books and is featured in the major journals for higher education including The Journal of Higher Education, Research in Higher Education, The Review of Higher Education, and Journal of College Student Development . Her most recent book is Rethinking the “ L ” Word in Higher Education:
The Revolution of Research on Leadership (2006). In 2005, she had two new books published by Jossey – Bass, Higher Education for the Public Good and Creating Organizational Learning in Higher Education, and a national report published by the American Council on Education, Leadership Strategies for Advancing Campus Diversity . She is currently working on a grant from the Lumina Foundation related to a federal fi nancial program called Individual Development Accounts. Kezar has participated actively in national service, including being on the editorial boards for The Journal of Higher Education,
The Journal of College Student Development, Change , and The ERIC Review and serving as a reviewer for eleven journals in and outside higher education. She has served on the AERA – Division J Council and Association for the Study of Higher Education Publication Committee and Dissertation of the Year Committee. Kezar also serves or has served as a board member for the American Association for Higher Education; Association of American Colleges and Universities ’ Peer Review and Knowledge Network; National TRIO Clearinghouse; and the American Council on Education ’ s CIRP Research Cooperative. She volunteers for several national organizations, including the HERS/Bryn Mawr Summer Institute, Pathways to College Network, and the Kellogg Forum on Higher Education for the Public Good. She has received national awards for her editorial leadership of the ASHE – ERIC report series from ASHE, for developing a leadership development program for women in higher education from ACE, and for her commitment to service learning from the National Society for Experiential Learning.
Jaime Lester, assistant professor of higher education, George Mason University, holds a Ph.D. and M.Ed. in higher education from the Rossier School of Education at the University of Southern California. Lester also holds a dual B.A. from the University of Michigan in English and women ’ s studies. Prior to George Mason University, she was an assistant professor and co – director of the Research Center for Community College Inquiry in the Department of Leadership and Counseling at Old Dominion University from 2006 to 2008. Lester maintains an active research agenda that examines gender equity in higher education, retention and transfer of community college students, socialization of women and minority faculty, and leadership. She has published articles in the Community College Journal of Research and Practice, Community College Review, Journal of Higher Education, Liberal Education, National Women ’ s Studies Association Journal , and NEA: Thought & Action . She also has two forthcoming books on gendered perspectives in community colleges and family – friendly policies in higher education. Currently, she is completing a project on nonpositional leadership and change in higher education.
In addition to her research, Lester has participated as a reviewer for several academic journals inside and outside higher education, including the National Women ’ s Studies Associa