A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly…

The study advances higher education leadership and change scholarship by examining a mostly unexplored area--the convergence between grassroots leadership with top-down leadership. The study is framed by two theories: tempered radicals framework and distributed leadership. Three common example of convergence are described as well as strategies for…

This analysis, based on focus groups and a national survey, assesses scientists' subscription to the Mertonian norms of science and associated counternorms. It also supports extension of these norms to governance (as opposed to administration), as a norm of decision-making, and quality (as opposed to quantity), as an evaluative norm. (Contains 1…

Plagiarism is an intriguing topic with many avenues for exploration. Students' perceptions of plagiarism certainly differ from their professors' and it is valuable to attempt to listen in some small measure to what those perceptions are. The purpose of this study was to gain an understanding of some of the ways first- and second-year university…

Peer-reviewed papers are the major currency in the realm of science. Without an appropriate number of publications in high-quality journals, scientists do not get university positions, are not promoted, and fail to get grants to fund their research. Decisions made about authorship are not always straightforward, as accepted practice sometimes…

A method of developing, timing, and integrating information for sharing with diverse groups represented in university decision making is described. Systematic information sharing in institutions is needed to serve management, administrative, and planning functions, and to enhance understanding and support of these institutions by their…

Provides a conceptual framework and the organizational content for describing and understanding the nature and role of information systems in higher educational decisionmaking. Sections covered include: university processes, core data bases, analytical tools, general information, and evaluation processes. (Author/PG)

Adopted a decision/action rationality framework to explore the criteria used to close academic programs at four universities. Findings suggested that decisions are based upon criteria other than those usually stated (e.g., cost, quality, and centrality), and that process leads to criteria generation. (EV)

We jointly model the application, admission, financial aid determination, and enrollment decision process. We find that expectations of admission affect application probabilities, financial aid expectations affect enrollment and application behavior, and deviations from aid expectations are strongly related to enrollment. We also conduct…

Examines the developing interactions between bargaining agents, senates, and administrations at 4-year institutions and suggests that there are a number of patterns evolving for faculty participation in decisionmaking under collective bargaining. (Editor/PG)

Organizational analysts argue that formal environmental assessments should be integrated into strategic planning. Guidelines for establishing formal environmental assessment in educational institutions are presented, evaluated, and refined based on the experimental effort of the University of Minnesota. (Author/MLW)

Goals study programs for institutions of higher education. (IR)

Disagreements over budgeting are often resolved by using political power. A critique of definitions of political behavior is presented and an alternative is proposed that is applicable to groups and individuals and that addresses both the intentions and effects of political action. (Author/LBH)

Five basic definitions of evaluation are identified: (1) evaluation as measurement; (2) evaluation as professional judgment; (3) evaluation as the assessment of congruence between performance and objectives (or standards of performance); (4) decision-oriented evaluation; and (5) goal-free/responsive evaluation. (Editor/LBH)