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COPYRIGHT 2005 Caddo Gap Press
Abstract
In this article the authors examine characterizations of faculty-administrator relationships, in particular as related to shared governance. Two primary perspectives guided the study. The first perspective focused on the fragile nature of shared governance, characterized by a lack of harmony and mistrust. The second perspective focused on the root of faculty-administrator tension as both cultural and structural in nature. The study illuminates problems associated with shared governance, attributed primarily to the conflicting cultures within which faculty and administrators work. As well, the authors articulate a three dimentional frame including holistic descriptions, participant perceptions, and participant behaviors, which characterize the dynamics of faculty-administrator relationships. Dispositional contexts associated with these relationships are further examined.
Background
The faculty-administrator relationship in colleges and universities is Central to the effectiveness of shared governance (Breslin, 2000; Guskin, 1996; Westmeyer, 1990). Yet, the literature on this important relationship and its implications for institutional governance is disjointed and haphazard and has yet to be taken up by scholars in a serious way. One gets a general sense from the higher education literature of a relationship that is at the very least challenging, and at the extreme is adversarial and conflict-laden. This perception, to the extent that it represents reality, is problematic given the requirements of shared governance calling for "joint effort" and "inescapable interdependence" (American Association of University Professors [AAUP], 1966). We believe study of the faculty-administrator relationship is important in informing the burgeoning literature on governance and its effectiveness. This paper synthesizes what the governance literature tells us about this all-important relationship and advocates the necessity of its study as an independent line of inquiry.
The dynamics of the faculty-administrator relationship are important given that faculty and administrators hold very different views of how their institutions function (Bensimon, 1991; Blackburn & Lawrence, 1995; Peterson & White, 1992).The differences may be expected, but are worth noting given that academic administrators tend to have come to their positions from the faculty ranks (Blackburn & Lawrence, 1995; Cohen & March, 1974; Dill, 1991). However, once in an administrative post, the administrator is often viewed as being increasingly removed from central academic concerns, at least in the eyes of many faculty (Birnbaum, 1988). These groups therefore are marked by conflicting interests (Leslie, 2003) and values conflicts (Dill, 1991), and represent at best an uncomfortable alliance (Guffey & Rampp, 1998). In the past, faculty might avoid these challenges by opting not to participate. Increasing external pressures, including those for faculty accountability, are necessitating greater faculty participation in decisions that are impacting their welfare more than ever before. Increased use of part-time faculty for example, has put more pressure on tenure track faculty to participate in governance processes (Morphew, 1999). The challenges of fostering a climate valuing joint effort and the interdependent nature of faculty and administrator work can no longer be ignored.
Kezar and Eckel (2004) have pointed out that the scholarship on how Groups interact in the governance process is minimal. There has been a coinciding press for a comprehensive body of research on this topic becoming increasingly evident in recent calls for revitalized governance systems (Benjamin & Caroll, 1993, 1998; Braskamp & Wergin, 1998; Chaffee, 1998; Greer, 1997; Gumport, 2000; LLawler Mohrman, 1996; Peterson & White, 1992; Rhoades, 1995; Schuster, Smith, Corak & Yamada, 1994; Tierney, 1998). At least some are calling for new paradigms for thinking about governance. Greer speaks directly to a new type of governance needed as "prospective," or forward-looking and relationship-focused. Likewise, Rhoades (1995) advocates attention to "connection, common cause, and a broad sense of community" (p. 26). Additionally, Lazerson (1997) has argued that the days of the "pay me and leave me alone" mentality is long gone (p. 12). Institutions must begin to stimulate an ethos that values the faculty-administrator partnership in decision-making (Del Favero, 2003). Further research is needed to inform higher education leaders how to best facilitate the kinds of "bridging activities" (Leslie, 2003, p. 27) that foster a relationship marked by joint effort, mutual respect, and trust.
The objectives of this research were threefold: (a) to synthesize existing knowledge of the faculty-administrator relationship in the context of academic governance; (b) to offer one approach to conceptualizing the relationship and its various dispositional contexts to advance its comprehensive study; and (c) to transcend the faculty bias often suggested in accounts of faculty-administrator interactions. This third objective is made possible in that we have ourselves occupied both scholarly and administrative roles in our careers. Consequently, we are in the unique position of understanding the perspectives of faculty as well as that of non-academic administrators who, absent the status of a scholar, must negotiate a level playing field with respect to joint decision-making. In addition, the study informs broader purposes called for in recent examinations of governance in higher education. For example, Kezar and Eckel (2004) assert the importance of framing governance scholarship in more meaningful ways, calling specifically for increased attention to the human dynamic. Stretching their point somewhat, this suggests to us that we ought to return to the traditional ethos of collegiality that was preeminent prior to the rise of formal, more isolating and impersonal decision-making structures. For this to be possible, we need to better understand the dynamic of the faculty-administrator relationship within a broad array of institutional decision-making contexts. Studies such as this one, intended to present a balanced view from both administrative and faculty perspectives, are useful in providing tools for further study of how the institutional decision-making environment in higher education can be improved.
Perspectives Guiding the Study
The purpose of this research was to examine characterizations of the Faculty-administrator relationship for purposes of conceptualizing it for empirical study. In so doing we will contribute to operationalization of the human dynamic (Kezar & Eckel, 2004; Tierney, 1998) of decision-making. Absent this knowledge, any attempts to further explore this relationship would have to be based on prevailing perceptions of how the two groups interact. We believe that a reliable understanding of the relationship must be based in the literature, since reliance on prevailing perceptions may result in a bias toward faculty views as the literature is historically biased toward faculty perspectives (Rice & Austin, 1988), and this bias continues to some extent. Recognizing that a prevailing bias exists, our objective here was to contribute to a more balanced understanding of issues and concerns on both sides. Two primary perspectives guided this study. First, while the partnership between faculty and administrators is essential to shared governance, it is also a fragile one, characterized by lack of harmony and large doses of mistrust. Thelin (2001) takes the impact of this lack of trust one step further in his metaphor of a "dry rot" that is eroding a positive sense of campus community (p. 11). Indeed, cooperation between the two groups often is difficult to achieve (Birnbaum, 1988; Borland, 2003; Minor, 2004; Weingartner, 1996; Welsh & Metcalf, 2003). Welsh and Metcalf's study of Faculty and administrator support for institutional effectiveness activities underscored the absence of a "shared platform" (p. 445) for improving institutional performance.
Second, we have taken the perspective that the root of faculty-administrator tension is both cultural and structural in nature. This approach will be important in studying this topic as it will contribute to enhancing the explanatory power of the interaction by opening up an array of bodies of literature for consideration in a way that would not have been possible had we limited the contexts of tension to one or the other. Cultural differences in the academic and administrative worlds and their underlying values have been widely discussed in the literature (Baldridge, Curtis, Ecker, & Riley, 2000; Clark, 1987,1991; Dill, 1991; Etzioni, 2000). faculty highly value autonomy and the direction of their work is largely self-determined. The role...
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