Organizational systems and institutional governance 123456

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Northeastern University
College of Professional Studies
Course Syllabus
EDU 7250 Organizational Systems and Institutional Governance
Spring 2015, Section 01
Online Course, 12-weeks, April 6 to June 27
Instructor: Carolyn R. Bair, Ph. D.
Email: c.bair@neu.edu
Office Hours: Please contact me by email to set up an appointment time.
I: Course Overview
Institutions of higher education are unlike any other kind of institutions in either the
public or private sector. The difference is largely due to the concept and use of shared
governance. This course examines the issues related to shared governance and
specifically focuses on managing and leading in an environment of shared governance.
Other topics include variations of shared governance and organizational structures.
II: Course Goals
In this course you will have the opportunity to:
• Examine major organizational concepts and their application to the internal
governance of institutions of higher education.
• Analyze this knowledge by identifying points of similarity and difference in what
you read in the texts, what you find in professional literature, what you
experience in your work setting, and what you learn from others; apply this
knowledge in your work setting.
• Identify research studies in professional literature that contribute to an
understanding of administrative practice or theory.
• Effectively communicate that research through clear, scholarly writing and
adherence to guidelines found in the APA Publication Manual, 6th
edition.
• Evaluate aspects of your experience in this course using the goals identified and
your own internal criteria for what you consider an effective learning experience.

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III: Course Information
This course is limited to students enrolled in the Northeastern Ed.D. Program; it is
intended specifically for students in the Higher Education Concentration. It is a Higher
Education Administration concentration course.
Adherence to APA format in assignments is expected. Please review the processes and
procedures for APA style contained in the Publication Manual of the American
Psychological Association (APA Manual). Another excellent source is
owl.english.purdue.edu.
Please review this syllabus (or any revisions to it) regularly.
IV: Texts
Required Texts:
• *Brown, II, M. C, Lane, J. E., & Zamani-Gallaher, E. (Eds.) (2010). Organization
& governance in higher education (6th
ed.) Boston, MA: Pearson Learning
Solutions. ISBN-10: 0558849520
• Lazerson, M. (2010). Higher education and the American dream. New York, NY:
Central European University Press. ISBN-13: 978-9639776791
• *Tierney, W. G. & Lechuga, V. M. (2004). Restructuring Shared Governance in
Higher Education. New Directions for Higher Education. San Francisco, CA:
Jossey-Bass. ISBN: 978-0787977689
• American Psychological Association (2006). The publication manual of the
American Psychological Association (6th
ed.). Washington, DC: American
Psychological Association. ISBN: 1-4338-0561-8
• **Harvard Graduate School of Education Case Studies:
• The New Department Chair, HE-59-NEWDE
• Meade College, HE-34-MEADE-A,
• University of Oregon (A), HE-72- UNIVE-A
• Institutional Effectiveness at Metropolitan Community College (A), HE-25-
INSTI-A
• American Psychological Association (2006). The publication manual of the
American Psychological Association (6th
ed.). Washington, DC: American
Psychological Association. ISBN: 1-4338-0561-8
*These texts are referred to as the “ASHE Reader” and “New Directions” in the syllabus
and on Blackboard for reasons of simplicity.
**The Harvard Graduate School of Education (HGSE) Case Studies are available from the
NEU Bookstore or online directly from Harvard Education Publishing Group (HEPG).

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Recommended Texts:
 Pierce, S. R. (2014). Governance reconsidered. San Francisco, CA: Jossey-Bass.
 Bowen, W. G., & Tobin, E. M. (2015). Locus of authority: The evolution of
faculty roles in the governance of higher education. Princeton, NJ: Princeton
University Press.
 Core peer-reviewed journals in higher education:
o Review of Higher Education
o Research in Higher Education
o Journal of Higher Education
o Journal of College Student Development
o Higher Education
o Community College Journal of Applied Research and Practice
o Community College Review
A listing of additional higher education-specific journals, student development journals,
and international/comparative journals can be found in your ASHE Reader for this course,
beginning on page 1149.
Additionally, a research guide has been set up specifically for students in our Doctor of
Education program. You will be able to access peer-reviewed journals and dissertations,
among other valuable resources at this site. You may also use peer-reviewed journals
from other disciplines such as history, sociology, and psychology. There is another
excellent gateway to advanced research and writing though the NU library at:
http://subjectguides.lib.neu.edu/content.php?pid=170226&sid=1433712.
The Chronicle of Higher Education is the main source of current news and information in
this field. It can be accessed through the NU Library, although I suggest obtaining your
own subscription to it. Other sources of up-to-date information can be found in
www.insidehighered.com; University Business online; the AAUP; and professional
associations in the field.
The website of the Association of Governing Boards of Universities and Colleges contains
publications and information and is available online (http://agb.org/)
V: Course Methodology
A challenge for many programs in higher education is bridging the gap between theory
and skill and their application by students to higher education settings. You will be
expected to relate your readings or the implications of your readings to your own
experience through discussions.

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Readings: Each week readings will be assigned from the texts and from professional
literature. Students are expected to read all the assigned readings; and as you read, you
should continually ask yourself key questions: Do I understand the concepts, theories,
and models of this material? What questions do I have that could provide clarity? In what
way is this material relevant to both my practice and research? Ultimately, how is the
content pertinent to my development as a doctor of education? How can I use this
information to engage my fellow students in the weekly Discussions?
Discussions: Each week students will participate in online discussions. Discussions
provide you with a forum through which you can explore organizational change
phenomena from the perspectives of research, theory, and practice. In addition,
discussions provide you with an opportunity to interact with and to learn from your peers.
This interaction is critical to student learning. Much of the value of the class comes from
prepared, thoughtful, and informed dialogue among classmates. Interacting with and
learning from your peers, as well as applications of research and theory to professional
practice, will be emphasized.
Case Analyses: As a major part of the course, students will participate in four in-depth
case analyses. You will use the case analysis method; i.e., you will present the facts and
assumptions of the case, the problems and their possible causes, potential solutions, the
ramifications of each solution, an ultimate decision, and a rationale for the decision. Case
analyses provide you with the opportunity to link course concepts to real-world
situations, while developing sound analytical organizational diagnosis skills. Case
analyses will be submitted in Blackboard and used in Discussions.
Contemporary Issues in Governance of Higher Education: The contemporary issues
assignment focuses on governance in 2015. Using very current and credible news and
information sources in higher education, you will identify a contemporary issue or
controversy that involves governance; then write a paper on organization/governance as
it relates to that issue. You will share the results with colleagues in the course.
Field-Based Research or a Formal Book Review: Students will also either conduct
field-based research or read a previously-unread book on organization and governance
from a short list and prepare a formal book review. In either project, the intent is to
contribute to an understanding of administrative practice and/or theory. Students will also
share the results of this work with other students in our course.
VI: Evaluation Plan
The final grade for the course will be comprised of four elements: 1) an option of either
a field-based research project or a formal book review, 2) a set of four case analyses, 3) a
written assignment that examines contemporary issues in governance, and 4) online
discussion. The weight of each element is outlined below, and the requirements for each
element are summarized in the next section of the syllabus.

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Grades will be determined in accordance with Northeastern University grading policies.
The grading objective is to certify, at various levels, that students have learned the skills
and knowledge.
Grade Points Grade Points
A 95-100 C+ 77-79.9
A- 90-94.9 C 73-76.9
B+ 87-89.9 C- 70-72.9
B 83-86.9 F < 70
B- 80-82.9
VII: Assignments
Assignment Percent Date Due
New Dean Case Analysis 10 Thursday of Week 3
Meade College Case Analysis 10 Thursday of Week 5
University of Oregon Case
Analysis
10 Thursday of Week 7
Institutional Effectiveness at
MCC
Contemporary Issues in
Governance Written
Assignment
Field-Based Research Study or
Formal Book Review
20 Monday of Week 12
Discussion Participation 30 (15% Week 6; 15% end of
Term)
Summary Report 100
Total
0 (Ungraded, required, brief
reflective summary)
Total 100

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Four Case Analyses (40%):
Four case analyses will be required. Each case analysis should be no more than five pages
and no fewer than four pages (not including cover page and references). Each case
analysis requires no fewer than five articles from peer-reviewed sources. Sources selected
must have a higher education organization and governance content and perspective.
Articles from the ASHE Reader used in this course are acceptable; at least three must
come from peer-reviewed journals. Listing each source in the References page in the case
analysis follows this convention:
Kezar, A., & Eckel, P. E. (2010). The effect of institutional culture on change strategies
in higher education: Universal principles or culturally responsive concepts? In
M. C. Brown, II, J. E. Lane, & E. Zamani-Gallaher, E. (Eds.), Organization &
governance in higher education (pp. 278-294). Boston, MA: Pearson Learning
Solutions.
Consideration of each case should focus on four questions: 1) what are the basic,
empirical facts of the problem, 2) what are its causes or antecedents, 3) what other
information is needed, and 4) what kind of action seems warranted. Lay out your
analysis in these four sections; a template is provided. Note: It is important to analyze
each case through the lens of organization and governance in higher education.
The case calls for you to make judgments about what is core to the problem at hand and
what is peripheral and irrelevant; and the evaluation of the case attends more to your
insight, effort, and engagement supported by articles from peer-reviewed journals than to
whether a correct response is provided. In fact, there is no single correct answer. (10%
each case)
Field Research or Formal Book Review (30%)
Field Research: The field research project will entail studying either (a) a large,
public or private university, (b) a small, private college or university, or (c) a
community college, not your own. The study is to be intensive and extensive, i.e.,
it should be thorough in both depth and breadth. It should include a detailed
description of the institution, including its mission, objectives, policies, programs,
curricula, administrative structure(s), and the nature of its governance. This study
should be a thoughtful and detailed analysis of the governance and organization of
the institution using the concepts you have examined in this course. The study is
to culminate in a paper, 10-12 pages in length. Monday of Week 2, select your
institution and post a brief (1-3 paragraph) statement of interest in pursuing this
project (5%). Monday of Week 3, post a Word document (1-2 pages) describing
your methods of inquiry. This would include a schedule of interview(s) and/or
other methods you will use to gather your data on the institution (5%). Monday of
Week 8, submit a near-final draft of your paper in through TurnItIn (10%).
Monday of Week 12, submit your final paper in the Discussion Board (10%). The
report is designed to serve as a sample of your research, writing, and analytical
abilities. APA guidelines for format and style are required. Careful

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documentation of all resource information used in this assignment is required.
Any college or university website used must be carefully cited and referenced in
accordance with APA guidelines.
or
Formal Book Review (30%): This project requires completing a formal review
of a book that is new to you, selected from a short list of new books on
organization and governance in higher education. This will be a formal book
review written as if you were planning to submit it to the Review of Higher
Education, which you may choose to do. Consequently, you will need to
exactly adhere to the guidelines for Book Reviews in the Review of Higher
Education journal.
A book review is a formal type of reflective writing that is often found in
journals, web sites, trade papers, and other publications. For the academic
community, reviews have been a good source of information about new books
and each book’s relative quality and importance. Most journals produce a style
sheet for the reviewer.
The purpose of this assignment is for you to critically reflect on a body of work
added to the required readings for this course. The literature around governance
and organizational systems is vast. This element of the project will allow you to
do some independent reading, and also to place the book in the topic’s context.
The book review is due Monday of Week 12.
Discussions (30%)
The online discussions will spur dialogue about course concepts, theories, and models; and
these discussions will provide students with an opportunity to link the course material to
real-life situations. They will also provide an opportunity for you to learn from your peers
in the course, who are also experienced within the field of higher education. Your fellow
students may be employed at colleges/universities quite different from yours, thus, their
experiences may differ from yours. In addition, they may simply view the same discussion
question through a different lens.
You are required to post at least one primary response to each discussion question, read
the posts of all other students in the course, and post at least three secondary responses to
other students’ responses each week. In addition, you are expected to respond to any
questions or comments posed by the instructor and your colleagues. Please note that
during specified weeks your primary response is your case analysis.
Primary responses are due by midnight (EST) on Thursday of each week, and all
additional, follow-up interactive discussion posts must be made by midnight
(EST) on Sunday of each week.
All responses must be courteous and respectful and should build on the content of

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previous responses. Primary responses in Discussions should be no longer than 250 words,
and secondary responses should be no longer than 150 words. Be concise.
To achieve a high-ranking Discussions participation grade, students should:
• Consistently respond to posts in less than 24 hours (demonstrate self-initiative)
• Consistently use grammatically-correct posts with rare misspellings or errors
• Consistently post responses related to the discussion topic; cite additional
references related to the topic
• Express ideas and opinions in a clear and concise manner with obvious
connection to topic
• Stay within word count guidelines
• Be aware of needs of the community; frequently attempt to motivate the group
discussion; present creative approaches to topic; exhibit leadership within the
Discussions
• Adhere to APA guidelines in primary responses and secondary responses as
required
Online participation will be assessed twice during the term using the online participation
rubric at the end of this syllabus. The first assessment (15%) will be during week 6
and the second at the end of the term (15%). Students who are not meeting the
requirements of the Discussion Board at any other time in the course will receive a
warning notice. There will be a rubric posted within the course.
VIII. Communication/Submission of Work
All written assignments are expected to be turned in using APA format, 12 point Times
New Roman font and double-spaced with one-inch margins on all sides (top, bottom, right,
left).
To submit your work, go to the Assignments folder, click on the View/Complete
Assignment link to view each assignment. Attach your completed assignment and click
Submit to turn them in to me. Once your assignment has been graded, you will be able to
view the grade and feedback I have provided by clicking on Tools, View Grades from the
Northeastern University Online Campus tab.
IX. Course Schedule
Week 1: Models of College and University Governance
(April 6 to 12)
Required readings:
ASHE Reader:
• Duryea, E. D. Evolution of University Organization, p. 124-136
• Clark, B. R. The Organizational Saga in Higher Education, p. 271-277

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• Baldridge, J. V., Curtis, D., Ecker, G. P., & Riley, G. Alternative Models of
Governance in Higher Education, p. 202-216
New Directions:
Birnbaum, R. The End of Shared Governance: Looking Ahead and
Looking Back (Chapter 1)
Kaplan, G. E. Do Governance Structures Matter? (Chapter 2)
Kezar, A. What is More Important to Effective Governance:
Relationships, Trust, and Leadership or Structures and Formal Processes?
(Chapter 3)
Assignments:
1. Post a response to the question based on the above readings and readings
in the professional literature: “What is more important to governance of a
college or university -- leadership or structures and process.
Respond in the appropriate forum, and be sure to respond to at least
three colleagues’ posts. No fewer than 250 words, no greater than
two pages. (Use Tools, Word Count on Word)
2. Theory-to-Practice: Relate an idea from the readings (or its implications)
to your own experiences and post your response in the appropriate forum.
Be sure to respond to at least three colleagues’ posts.
Week 2: Organizational Theories and Governance
(April 13 to 19)
Required readings:
ASHE Reader:
• Mintzberg, H. The Professional Bureaucracy, p. 54-73
• Weick, K. E. Educational Organizations as Loosely Coupled Systems, p.
74-87
• Cohen, M. D. March, J. G. and J. P. Olson. A Garbage Can Model of
Organizational Choice, p. 88-114
New Directions:
• Mallon, W. Disjointed Governance in University Centers and Institutes
(Chapter 5)
Lazerson, M. Higher Education and the American Dream:
Complete reading this text no later than the fourth week of class. An assignment
based on this reading is due week four.
Assignments:
1. If you have opted for the field research, identify the institution you have

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selected to investigate; remember that this institution cannot be your own.
If you have opted for the book review, identify the book for which you will
provide a review.
Post a statement of interest in pursuing the project you have chosen
in the appropriate forum in Discussions.
2. Theory to Practice: Relate an idea from the readings (or its implications) to
your own experiences and post your response in the appropriate forum in
Discussions. Be sure to respond to at least three of your colleagues’ posts.
Week 3: The Administration: Authority and Leadership in Higher Education
(April 20 to 26) (April 20, Patriot’s Day observed; no classes)
Required readings
ASHE Reader:
• Dill, D. D. The Nature of Administrative Behavior in Higher Education,
p. 605-623
• Etzioni, A. Administrative and Professional Authority, p. 117-123
• Bloland, H. G. Postmodernism and Higher Education, p.1037
• Greenwood, R. & Hinings, C. R. Understanding Radical Organizational
Change, p. 1061-1083
New Directions:
• Johnstone, S. (2003). Faculty governance and effective
academic administrative leadership, p. 57-63
Assignments:
1. New Department Chair. Case analyses should be no more than five pages
and no less than four pages. A minimum of five articles from peer-reviewed
journals are to be cited in your analysis. The ASHE Reader can be used for
this purpose in any of the case analyses for this course (but not for all five
of the articles). Use proper citation of articles found in the ASHE Reader
and all other sources used.
Consideration of each of the cases should focus upon four questions: 1)
what are the basic, empirical facts of the problem, 2) what are its causes or
antecedents, 3) what other information is needed, and 4) what kind of action
seems warranted? (See Rubric)
The cases call for you to make judgments about what is core to the problem
at hand and what is peripheral and irrelevant, and the evaluation of the case
attends more to your insight, effort, and engagement than to whether a

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correct response is provided. In fact, there is no single correct answer. You
are expected to use professional literature to support your statements and
recommendations. Post in the appropriate forum and be sure to comment on
at least three of your colleagues’ posts.
2. Post a Word document, no less than one page, no more than two pages,
following the guidelines, for:
- your field research (if you have chosen that as your course project)
- a brief progress statement about your reading of the book you have
selected and your plans for completion of the formal book review
Week 4: Academic Governance
(April 27 to May 3)
Required readings:
ASHE Reader:
• AAUP. Statement on Government of Colleges and Universities, p. 195-201
• Birnbaum, R. The Latent Organizational Functions, p. 224-235
• Mills, M., Bettis, P., Miller, J. W., & Nolan, R. Experiences of Academic Unit
Reorganizations, p. 561-575
New Directions:
• Pope, M. A. Conceptual Framework of Faculty Trust and Participation in
Governance. Chapter 6
• Tierney, W. G., Minor, J. T. A Cultural Perspective on Communication and
Governance. Chapter 7
Assignments:
1. Succinctly (no fewer than 250 words) post your evaluation of the worth of
Lazerson’s Higher Education and the American Dream? to the potential
impact on your practice, your professional preparation, or overall
contribution to the field of higher education administration. Be sure to
comment on at least two colleagues’ posts.
Week 5: Assessment
(May 4 to 10)
Required readings:
ASHE Reader:
• Eckel, P. The Role of Shared Governance in Institutional Hard Decisions.
p. 529-544
• Rhoades, G. Managing Productivity in an Academic Institution, p. 576-
585

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On Blackboard:
• El Hassan, K. (2009). Investigating substantive and consequential validity
of student ratings of instruction. Higher Education Research &
Development; 28 (3), p. 319-333.
• Burnett, M., Williams, J. M. (2009). Institutional Uses of Rubrics and E-
portfolios: Spelman College and Rose-Hulman Institute. Peer Review. 2
(1), 24-27.
• Getty, L. J., Young, D. Y., & Whitaker-Lea, L. D. (2008). Casting the
assessment net wide: Capturing all student learning. About Campus
13(2), 10-16.
• Dolinsky, B., Matthews, R. S., Greenfield, G. M., Curtis-Tweed, P. E.,
Scott E. (2007). Assessment Is Essential for Implementing Successful
First- Year Experience Programs. Assessment Update. 19 (6), 9-11.
Assignment:
Meade College: Prepare an analysis of this case using the guidelines in the
syllabus and post in the appropriate forum. A minimum of five articles from
peer-reviewed journals are to be cited in your analysis. Be sure to respond to
at least two of your colleagues’ posts.
Week 6: Race, Ethnicity, and Gender in the Academy
(May 11-17)
Required readings:
ASHE Reader:
• Hurtado, S. The Campus Racial Climate: Contexts of Conflict, p. 911-
931
• Gumport, P. E Pluribus Unum? Academic Structure, Culture, and the
Case of Feminist Scholarship, p. 983-994
• Martin, J. Deconstructing Organizational Taboos: The Suppression of
Gender Conflict in Organizations, p. 1014-1034
On Blackboard:
• Connerly, Ward (2000). My fight against racism: A quest toward
‘creating equal.’ Chronicle of Higher Education, Vol. 46, Issue 27, p. B6.
• Gratz v. Bollinger, 539 U.S. 244 (2003)
• Grutter v. Bollinger, 539 U.S. 306 (2003)
• Regents v. Bakke, 438 U.S. 265 (1978)
• Walters, J. & McNeely, C. L. (2010) Recasting Title IX: Addressing
gender equity in the science, technology, engineering, and mathematics
professoriate. Review of Policy Research, 27, 317- 332.
• Singley, D. B. & Sedlacek, W. E. (2009). Differences in universal-
diverse orientation by race, ethnicity and gender. Journal of Counseling

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and Development, 87, 404-411
Assignment:
1. After reading the assigned articles, how would you convince a recalcitrant
department chair that institution-wide assessment is not only necessary but
is beneficial to the entire college community? Your response should be no
fewer than 350 words and no longer than 500 words. Post your response in
the appropriate forum. Be sure to respond to at least two colleagues' posts.
Week 7: Trustees and Governing Boards
(May 18 to 24)
Required readings:
ASHE Reader:
• Hermalin, B. E. Higher Education Boards of Trustees, p. 244-268
On Blackboard:
• A Blueprint for AGB. Association of Governing Boards. Washington, DC
• Garfield, T. K. (2004). Current governing board issues. In New
Directions for Community Colleges, (p. 75-83)
• Dika, S. & Janosik, S. (2003). The Role of Selection, Orientation and
training in Improving the Quality of Public College and University Boards
of Trustees in the United States. Quality in Higher Education, 9,
273-285.
Assignments:
1. Internal and external dynamics have complicated efforts to maintain
shared governance. Based on your readings, how would you advise a
new president on his or her role with the board of trustees. Your
response should be no fewer than 350 words and no longer than 500
words. Post to the appropriate forum and be sure to respond to at least
three of your colleagues’ posts.
2. University of Oregon: Prepare a case analysis using the guidelines in
the syllabus. A minimum of five articles from peer-reviewed journals
are to be cited in your analysis. Post to the appropriate forum and be
sure to respond to at least three of your colleagues’ posts.
Week 8: Projects
(May 25 to 31) (May 25, Memorial Day Observed; no classes)
Post the near-final draft of your field research. Be sure to respond to at
least three of your colleagues’ posts.
Week 9: Accrediting Bodies and National Educational Associations

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(June 1 to 7)
Required readings:
• Middaugh, M. F. (2007). Creating a culture of evidence: Academic
accountability at the institutional level. New Directions for Higher
Education, 140. 15-28.
• Grunwald, H., Peterson, M. W. (2003). Factors that promote faculty
involvement in and satisfaction with institutional and classroom student
assessment. Research in Higher Education. 44 (2), 173-204.
• Eaton, J. S. (2006). Recreating America's Community Colleges:
Implications of the Substantive Issues in Their Future. Community
College Journal of Research & Practice. 30 (2), 91-95.
Assignment:
Institutional Effectiveness at MCC: Prepare a case analysis. Minimum of
five articles from peer-reviewed journals are to be cited in your analysis.
Post in the appropriate forum.
Week 10: The State and the Federal
(June 8 to 14)
Required readings:
• Morgan, J. M. (2009). Consumer-driven reform of higher education: A
critical look at new amendments to the higher education act. Journal of
Law and Policy, 17, 531.
• Cooley, A. H. & Cooley, A. (2010). From diploma mills to for-profit
colleges and universities: Business opportunities, regulatory challenges,
and consumer responsibility in higher education. Southern California
Interdisciplinary Law Journal, 18, 505
• Koltko, O. (2009). Chasing profits-disregarding values: Legal persona
of elite schools and their destructive tax-exempt status. The John
Marshall Law Review, 42, 1073.
Assignment:
Opacity is defined in the lecture section of BlackBoard this week. In no
more than two pages (250-500 words) with no fewer than two cites from
the literature, describe how you would begin to address opacity in
American higher education. Please be sure to comment on at least three of
your colleagues' posts
Week 11: Cultural Contructs of Governance
(June 15 to 21)
Required readings:
• Sadlak, J. (2000). Globalization versus the universal role of the
university. Higher Education in Europe, 25, 233-249

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• Stromquist, N.P. (2007). Internationalization as a response to
globalization: Radical shifts in university environments. Higher
Education, 53, 81-105. doi: 10.1007/s10734-005-1975-5
Assignment:
Stromquist focuses on four issues of university work worth investigating:
governance, research, teaching, and student and faculty selection. In no less
than 250 words, comment on one of these four areas. Bring at least one
from the professional literature to support your comments and be sure to
comment on at least three of your colleagues' posts.
Week 12: Projects
(June 22 to 27)
Post your field research project or formal book review no later than
Monday evening, 11:59 pm, for sharing/disseminating knowledge
with your colleagues. Be sure to respond to at least three colleagues’
projects.
Summary Report due no later than Sunday evening, 5:00 p.m. The summary
report is required, brief, reflective, and ungraded.
Short List of Books for Formal Book Review Assignment
Bastedo, M. N. (2012). The organization of higher education:Managing colleges for a
new era. Baltimore, MD: Johns Hopkins University Press.
Bowen, W. G., & Tobin, E. M. (2015). Locus of authority: The evolution of faculty
roles in the governance of higher education. Princeton, NJ: Princeton
University Press.
Dobbins, M., & Knill, C. (2014). Higher education governance and policy change in
Western Europe: International challenges to historical institutions.New York,
NY: Palgrave Macmillan.
Gerber, L. G. (2014). The rise and decline of faculty governance: Professionalization
and the modern American university. Baltimore, MD: Johns Hopkins University
Press.
Hawkins, J. N., Mok, K. H., & Neubauer, D. E. (Eds.) (2012). Higher education
regionalization in Asia Pacific: Implications for governance, citizenship, and
university transformation. New York, NY: Palgrave Macmillan.
Hendrickson, R. M., Lane, J. E., Harris, J. T., & Dorman, R. H. (2012). Academic
leadership and governance: A guide for trustees, leaders, and aspiring leaders of two-
and four-year institutions. Sterling, VA: Stylus.

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Pierce, S. R. (2014). Governance reconsidered. San Francisco, CA: Jossey-Bass.
Schloss, P. J., & Craig, K. M. (2012). Organization and administration in higher
education. New York, NY: Routledge.
Shattock, M., Ed. (2014). International trends in university governance:
Autonomy, self-government and the distribution of authority. New York,
NY: Routledge.
IX. Disability Resource Center
For comprehensive information about the Disability Resource Center, please go to
http://www.northeastern.edu/drc/index.html
X. Academic Honesty and Integrity Statement
The University views academic dishonesty as one of the most serious offenses that a
student can commit while in college and imposes appropriate punitive sanctions on
violators. Here are some examples of academic dishonesty. While this is not an all-
inclusive list, we hope this will help you to understand some of the things instructors
look for. The following is excerpted from the University’s policy on academic
honesty and integrity; the complete policy is available at
http://www.cps.neu.edu/about-cps/policies-and-procedures.
Cheating – intentionally using or attempting to use unauthorized materials,
information or study aids in an academic exercise. This may include use of
unauthorized aids (notes, texts) or copying from another student’s exam, paper,
computer disk, etc.
• Fabrication – intentional and unauthorized falsification, misrepresentation, or
invention of any data, or citation in an academic exercise. Examples may include
making up data for a research paper, altering the results of a lab experiment or
survey, listing a citation for a source not used, or stating an opinion as a
scientifically proven fact.
• Plagiarism – intentionally representing the words or ideas of another as one’s
own in any academic exercise without providing proper documentation by
source by way of a footnote, endnote or intertextual note.
• Unauthorized collaboration – Students, each claiming sole authorship, submit
separate reports, which are substantially similar to one another. While several
students may have the same source material, the analysis, interpretation and
reporting of the data must be each individual’s.
• Participation in academically dishonest activities – Examples include stealing an
exam, using a pre-written paper through mail order or other services, selling,
loaning or otherwise distributing materials for the purpose of cheating, plagiarism,
or other academically dishonest acts; alternation, theft, forgery, or destruction of

17
the academic work of others.
• Facilitating academic dishonesty – Examples may include inaccurately listing
someone as co- author of paper who did not contribute, sharing a take home exam,
taking an exam or writing a paper for another student.
Northeastern University Online Policies and Procedures
For comprehensive information please go to http://www.cps.neu.edu/online/
Northeastern University Online Copyright Statement
Northeastern University Online is a registered trademark of Northeastern University.
All other brand and product names are trademarks or registered trademarks of their
respective companies.
This course material is copyrighted and all rights are reserved by Northeastern
University Online. No part of this publication may be reproduced, transmitted,
transcribed, stored in a retrieval system, or translated into any language or computer
language, in any form or by any means, electronic, mechanical, magnetic, optical,
chemical, manual, or otherwise, without the express prior written permission of
Northeastern University Online.
Copyright 2015 © by Northeastern University
Online All rights reserved.
This Syllabus is subject to change or modification.
Revised January 15, 2015 CRB

Organizational systems and institutional governance 123456

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