Maps and Gaps in the Study of College and University Organization

Bess, James L.

doi:10.1353/rhe.1983.0007

Cited by 18 publications

(22 citation statements)

References 9 publications

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“…The findings suggest that university presidents as PE can lead within the context of paradox. Bess and Dee (2008) propose one approach to move from either/or binary categories to frameworks that accommodate both/and schemas. In this study, UHU and FUU acknowledged and embraced their minority‐serving university identity and simultaneously achieved R1 status.…”

Section: Resultsmentioning

confidence: 99%

University presidents as policy entrepreneurs: Evidence from U.S. universities engaged in prestige behaviour

Martínez

Henkle

2022

Higher Education Quarterly

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This article examines how university presidents who led their institutions to achieve Carnegie "R1 Highest Research Activity" managed policy tensions created by prestige priorities and worked with groups and coalitions internally and externally. Striving to achieve R1 status requires U.S.universities to re-calibrate their focus, resources, and messaging both internally and externally. Using four elements of policy entrepreneurship (PE), the three cases included in this article illustrate the critical role of university presidents as PE in maintaining a sustained effort over an extended period. University leaders displayed their social acuity and built teams by cultivating their social and political capital with influential constituents and groups. As PE, university presidents were deliberate and thoughtful about the language they used to define and describe policy problems and solutions. The findings expand our understanding of the role of university presidents as PE.

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Section: Resultsmentioning

confidence: 99%

University presidents as policy entrepreneurs: Evidence from U.S. universities engaged in prestige behaviour

Martínez

Henkle

2022

Higher Education Quarterly

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“…Although multiple dimensions inform and shape organizational leadership and functions (Bolman & Deal, 2017), the locus of action framework is rooted in culture. Because culture is both pervasive and hard to define (Bess & Dee, 2007), it presents both opportunities and challenges at higher education institutions. Culture can create a shared sense of purpose and identity within a higher education institution (Bolman & Deal, 2017); change strategies that are informed by an institution's unique culture are more likely to succeed (Kezar & Eckel, 2002).…”

Section: The Locus Of Action Frameworkmentioning

confidence: 99%

“…Placing institutional culture at the top of the figure acknowledges and challenges the prevalence of normative top-down power dynamics within institutions (Bess & Dee, 2007).…”

Section: Sense Of Belonging and The Locus Of Actionmentioning

confidence: 99%

Engaging the Locus of Action: A Framework for Institutional Commitments to Equitable Student Success

Beckowski¹

2023

Preprint

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This paper introduces the locus of action conceptual framework, which considers the relationship between institutions’ approaches to student success and students’ heterogenous identities and diverse assets to consider how institutions can best help today’s college students succeed. The framework is illustrated through examples derived from an ongoing case study of institutions that are working to enact a public commitment to first-generation student success.

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“…Bess and Dee (2008) utilized environmental determinism as a way to explain how organizational environment determines culture. According to Bess and Dee (2008), in the win at all costs mentality and high violence environment of college athletics, leaders find themselves with little perceived choice. The level of intensity in sport makes a difference in athlete decision making.…”

Section: Figure 1 -Conceptual Frameworkmentioning

confidence: 99%