Scanning the University's External Environment

Hearn, James C.; Heydinger, Richard B.

doi:10.1080/00221546.1985.11780702

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…To be successful, an organization needs to assess and respond effectively to its external environment. In higher education, the success of a university also depends in part on how it responds to the needs of its external communities (e.g., initiatives aimed at reducing the local poverty rate of the institution's vicinity) [25]. Universities can respond to and engage their external neighborhoods through numerous channels, such as communal participatory research [26] and service learning through curricular activities [27][28][29].…”

Section: Producing Practical Knowledge: Influential Factors At Three ...mentioning

confidence: 99%

Institutional factors influencing knowledge production for practice: Evidence from nonprofit studies

Ma¹,

Ovalle²,

Yan³

2023

Preprint

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This study theorizes and tests an institutional-logics framework to explain why some universities produce more practical knowledge than others using nonprofit studies as an example. Empirically, knowledge production for practice can be increased by (1) graduate degree programs with an emphasis on nonprofit management, (2) research centers on nonprofit studies, and (3) location in disadvantaged communities; however, (4) status as an R1 or R2 research university substantially decreases the production of practical knowledge. Furthermore, (5) research centers can mediate the influence of community needs on knowledge production, so that universities with nonprofit research centers are more responsive to solving community issues. Theoretically, knowledge production follows the institutional logics of both closed and open systems, and institutions such as research centers that can repackage the culture of open systems to make it acceptable to closed systems are essential mediators.

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Section: Producing Practical Knowledge: Influential Factors At Three ...mentioning

confidence: 99%

Institutional factors influencing knowledge production for practice: Evidence from nonprofit studies

Ma¹,

Ovalle²,

Yan³

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Similarly, students, faculty, administrators, and staff each understand their campus differently, and a seemingly endless variety of subgroups within each group have very different impressions of the institution. A student body, for instance, includes traditional students, nontraditional students, part-time students, and minority students, to name a few (Sevier, 1994;Hearn and Heydinger, 1985;Melchiori, 1990;Stein, 1990;Grace and Leslie, 1990;Rydell, 1989). And external constituents understand the institution differently from those with more daily involvement.…”

Section: Building Brand Equitymentioning

confidence: 99%

2005

ASHE Higher Education Report

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TION, and universities and colleges commonly express the need to strengthen their culture. A strong culture is perceived, correctly so, to engender a needed sense of connectedness between and among the varied constituents associated with a campus. Linking organizational culture and social cohesion is not a novel concept. (We use the terms organizational culture and institutional culture interchangeably throughout our discussion.) Our primary contribution here is to argue that a strong institutional culture has concrete uses in universities and colleges: culture is not simply something that is but is something that can do. In connecting people and institutions, institutional culture can pay real dividends, particularly in external relations and in building the campus community that is so critical in student affairs, but also in managing administrative and academic units. Institutional culture is not just something to have, which is where the discussion of the concept usually focuses, but is something to use.We thus explore the particular set of benefits accrued by institutions that do what is necessary to enjoy a strong set of institutional norms, values, and beliefs, which is how we define culture. We move beyond the common conception of institutional culture's simply binding together those who work and learn at our institutions of higher education, extending the discussion to explore the "so what?" question. We explore how institutional culture enables a university or college community, broadly defined, to identify with the institution. We also examine how it helps clarify the image of that institution in ways that bring what those in marketing would call The Uses of Institutional Culture

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“…In descriptive studies Hearn and Heydinge (1985) outline how the University of Minnesota has set up an Experimental Team for Environmental Assessment designed to provide a formal input into its planning processes, and O' Brien and Waiters (1983) report how the University of Michigan-Flint sought, through self-evaluation and the assistance of external consultants, to overcome staff resistance to the need to develop applied courses in the interstices between traditional disciplines as the economic climate deteriorated. Cameron (1983) surveyed 40 higher education institutions in north-eastern American states, and found that colleges which had experienced decline (averaging 13 per cent reduction in enrolment over six years) were significantly different from the more successful colleges in that they -had more standardised structures; -relied on previous practices; -perceived the external environment as lean in resources; and -were rated low on Cameron's (1978) academic and morale domains of effectiveness.…”

Section: The Effectiveness Of Managementmentioning

confidence: 99%

Indicators of institutional achievement: some theoretical and empirical considerations

Yorke

1987

High Educ

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This article outlines a number of general approaches to organisational effectiveness, and three approaches to effectiveness in the more specific field of higher education.The literature survey is used to derive a broad framework suggestive of the main causal relationships likely to exist between various areas of institutional achievement, and this framework is used as a background to discussion of empirical evidence.Empirical findings in the field of institutional achievement are sparse and poorly interconnected. The article summarises findings from product portfolio matrix studies and Cameron's work on effectiveness, discusses some aspects of institutional management, and outlines some differences between British and American universities regarding the acquisition of funds.The article concludes with comments on some methodological aspects of assessing institutional achievement.

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Scanning the University's External Environment

Cited by 7 publications

References 14 publications

Institutional factors influencing knowledge production for practice: Evidence from nonprofit studies

Institutional factors influencing knowledge production for practice: Evidence from nonprofit studies

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Indicators of institutional achievement: some theoretical and empirical considerations

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