秩序还是自由——论高校院系管理的两难
摘要
高校院系管理是高等学校管理的核心,也是决定高校办学质量的关键因素。高校院系管理的中心任务乃是如何处理秩序和自由的关系。秩序和自由是院系管理实践中的两难,而大学院系的领导者和院系教师对这个两难问题的认识直接关系到院系管理的成效。院系管理者在处理秩序和自由的两难时会面临许多操作性问题。既有的研究表明,对组织结构的认识会导致院系管理者或院系教师偏爱两难中的一方,并给组织管理带来相应的难题。在操作的层面上使秩序和自由保持适当的平衡会提高组织的效率。然而,由于人们对院系教师和管理持有不同的观点,要维持秩序和自由的平衡极为困难。这需要在组织生活中有效运用其他工具来达到平衡状态。
引文
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[4]Binnewies,C.,Ohly,S.&Sonnentag,S.Taking personal initiative and communicating about ideas:What is important for the creative process and for idea creativity?[J].European Journal of Work and Organizational Psychology,2007,16(4):432-455.
[5]Mingers,J.Combining Is research methods:towards a pluralist methodology[J].Information Systems Research,2001,12(3),s:240-259.
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[14]Weick,K.E.Administering education in loosely coupled schools[J].The Phi Delta Kappan,1982,63(10):673-676.
[15]Aypay,A.U¨niversitelerde akademik etkinlik veo¨rgütsel davranls,araslndaki ilis,ki[J].Kuram ve Uygulamada Egˇitim Yo¨netimi,2006,46:175-198.
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[18]Cohen,M.D.&March,J.G.Leadership in an organized anarchy[A].In J.M.Shafritz&J.S.Ott(Eds.),Classics of organization theory[M].New York:Harcourt Brace College Pub.,1996:385-399.
[19]Balcl,A.Egˇitim o¨rgütlerine yeni bakls,ac,llarl:Kuram-aras,tlrma ilis,kisi[J].Ankara U¨niversitesi Egˇitim Bilimleri Fakültesi Dergisi,1992,25(1):27-45.
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[21]Gidman,L.K.Faculty member perceptions of academic leadership styles at private colleges[D].Indiana:Indiana Wesleyan University,2013.
[22]Lee,O.W.K.The'innovator's dilemma'and the experience of community college leaders:a phenomenological inquiry[D].Santa Barbara:Fielding Graduate University,2009.
[23]Gill,D.P.Noncredit and credit divisions in community colleges:the dilemma of multiple organizational identities[D].Boston:University of Massachusetts,2012.
[24]Zanjani,M.M.Voices of experience:understanding and enhancing successful conflict management by community college presidents[D].Oregon:Oregon State University,2012.
[25][28][29][38][40][44]Ramsden,P.Learning to lead in higher education[M].London:Routledge Publications,1998:255,6-7,7-8,265,27,181.
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[27][49]Carnall,C.Managing change in organizations[M].London:Pearson Education,2007.
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[30]Wolverton,M.,Gmelch,W.H.,Wolverton,M.L.,Sarros,J.C.Stress in academic leadership:U.S.and Australian department chairs/heads[J].The Review of Higher Education,1999,22(2):165-185.
[31]Harris,T.E.&Nelson,M.D.Applied organizational communication[M].New York:Taylor&Francis,2008.
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[35]Harris,T.E.&Nelson,M.D.Applied organizational communication[M].New York:Taylor&Francis,2008.
[36]Henkel,M.Academic identity and autonomy in a changing policy environment[J].Higher Education,2005,(49):155-176.
[37]Bursallo gˇlu,Z.Okul y o¨netiminde yeni yapl ve davranl s,[M].Ankara:Pegem Yaylnclllk,2008.
[39]Walton,R.E..From control to commitment in the workplace[J].Harvard Business Review,1985,(3).[2018-11-22].https://hbr.org/1985/03/from-control-to-commitment-in-the-workplace.
[42]Sergiovanni,T.J.,Burlingame,M.,Coombs,F.S.,Thurston,P.W.Educational governance and administration[M].Boston:Allyn&Bacon,1999.
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[46]Morgan,G.Yo¨netim veo¨rgüt teorilerinde metaphor[M].I·stanbul:Mess Yayln,1998.
[47]S,is,man,M.O¨rgütler ve kültürler[M].Ankara:Pegem A Yaylnclllk,2007.
[48]Gmelch,W.H.The department chair’s balancing acts[A].In W.H.Gmelch&J.H.Schuh(Eds.),The life cycle of a department chair:new directions for higher education[M].New York:Jossey-Bass,2004:69-84.
[51]Karaferye,F.&Agˇaogˇlu,E.Examining the Perception of the Order versus Freedom Dilemma in University Management[J].Universal Journal of Educational Research,2017,5(9):1596-1597.
(1)我国学者对contingency theory的翻译存在差异,除了译为“情境理论”外,还有学者译为“偶然性理论”、“权变理论”和“应变理论”等。我觉得翻译成“情境理论”最接近本来的意思。
[2][33][41]Hoy,W.K.&Miskel,C.G.E gˇitim y o¨netimi[M].Ankara:Nobel Yayln Dagˇltlm,2010.
[3]Geist,J.R.Predictors of faculty trust in elementary schools:Enabling bureaucracy,teacher professionalism and academic press[D].Ohio:The Ohio State University,2002.
[4]Binnewies,C.,Ohly,S.&Sonnentag,S.Taking personal initiative and communicating about ideas:What is important for the creative process and for idea creativity?[J].European Journal of Work and Organizational Psychology,2007,16(4):432-455.
[5]Mingers,J.Combining Is research methods:towards a pluralist methodology[J].Information Systems Research,2001,12(3),s:240-259.
[6][17]S,ims,ek,H.&Louis,K.S.Organizational change as paradigm shift:analysis of the change process in a large,public university[J].The Journal of Higher Education,1994,65(6):670-695.
[7]Walker,A.H.&Lorsch,J.W.Organizational choice:product versus function[A].In J.M.Shafritz&J.S.Ott(Eds.),Classics of organization theory[M].New York:Harcourt Brace College Pub,1996:220-231.
[8]Harris,T.E.&Nelson,M.D.Applied organizational communication[M].New York:Taylor&Francis,2008.
[9]Lotto,L.S.Believing is seeing[A].In D.L.Clark,S.McKibbin&M.Malkas(Eds.),Alternative perspectives for viewing educational organizations[M].San Francisco:Far West Laboratory for Educational Research and Development,1981:15-30.
[10]Burns,T.&Stalker,G.M.Mechanistic and organic systems[A].In J.M.Shafritz ve J.S.Ott(Eds.),Classics of organization theory[M].New York:Harcourt Brace College Pub,1996:209-213.
[11][12][34]English,F.W.Encyclopedia of educational leadership and administration[M].London:Sage Publications,2006.
[13]Ertan-Kantos,Z.O¨rgüt metaforlarlnda liderlik:kavramsal bir c,o¨zümleme[J].Egˇitim Bilimleri Aras,tlrmalarl Dergisi,2011,1(1):135-158.
[14]Weick,K.E.Administering education in loosely coupled schools[J].The Phi Delta Kappan,1982,63(10):673-676.
[15]Aypay,A.U¨niversitelerde akademik etkinlik veo¨rgütsel davranls,araslndaki ilis,ki[J].Kuram ve Uygulamada Egˇitim Yo¨netimi,2006,46:175-198.
[16]Bolman,L.G.&Deal,T.E.Reframing organizations:artistry,choice and leadership[M].San Francisco:Jossey-Bass Business and Management Series,2008.
[18]Cohen,M.D.&March,J.G.Leadership in an organized anarchy[A].In J.M.Shafritz&J.S.Ott(Eds.),Classics of organization theory[M].New York:Harcourt Brace College Pub.,1996:385-399.
[19]Balcl,A.Egˇitim o¨rgütlerine yeni bakls,ac,llarl:Kuram-aras,tlrma ilis,kisi[J].Ankara U¨niversitesi Egˇitim Bilimleri Fakültesi Dergisi,1992,25(1):27-45.
[20]Clark,D.L.A sampler of alternative perspectives and models for viewing educational organizations[A].In D.L.Clark,S.McKibbin&M.Malkas(Eds.),Alternative perspectives for viewing educational organizations[M].San Francisco:Far West Laboratory for Educational Research and Development,1981:31-45.
[21]Gidman,L.K.Faculty member perceptions of academic leadership styles at private colleges[D].Indiana:Indiana Wesleyan University,2013.
[22]Lee,O.W.K.The'innovator's dilemma'and the experience of community college leaders:a phenomenological inquiry[D].Santa Barbara:Fielding Graduate University,2009.
[23]Gill,D.P.Noncredit and credit divisions in community colleges:the dilemma of multiple organizational identities[D].Boston:University of Massachusetts,2012.
[24]Zanjani,M.M.Voices of experience:understanding and enhancing successful conflict management by community college presidents[D].Oregon:Oregon State University,2012.
[25][28][29][38][40][44]Ramsden,P.Learning to lead in higher education[M].London:Routledge Publications,1998:255,6-7,7-8,265,27,181.
[26][43]Hellawell,D.&Hancock,N.Between hierarchical control and collegiality:the academic middle manager in higher education[A].In N.Bennett,M.Crawford&M.Cartwright(Eds.),Effective educational leadership[M].London:Paul Chapman Pub.,2003:256,252-253.
[27][49]Carnall,C.Managing change in organizations[M].London:Pearson Education,2007.
[29][32]Ramsden,P.Learning to lead in higher education[M].London:Routledge Publications,1998:7-8,218.
[30]Wolverton,M.,Gmelch,W.H.,Wolverton,M.L.,Sarros,J.C.Stress in academic leadership:U.S.and Australian department chairs/heads[J].The Review of Higher Education,1999,22(2):165-185.
[31]Harris,T.E.&Nelson,M.D.Applied organizational communication[M].New York:Taylor&Francis,2008.
[32][50]Ramsden,P.&Lizzio,A.Learning to lead:Personal development as an academic leader[A].In P.Ramsden(Ed.),Learning to lead in higher education[M].London:Routledge Publications,1998:230,232.
[35]Harris,T.E.&Nelson,M.D.Applied organizational communication[M].New York:Taylor&Francis,2008.
[36]Henkel,M.Academic identity and autonomy in a changing policy environment[J].Higher Education,2005,(49):155-176.
[37]Bursallo gˇlu,Z.Okul y o¨netiminde yeni yapl ve davranl s,[M].Ankara:Pegem Yaylnclllk,2008.
[39]Walton,R.E..From control to commitment in the workplace[J].Harvard Business Review,1985,(3).[2018-11-22].https://hbr.org/1985/03/from-control-to-commitment-in-the-workplace.
[42]Sergiovanni,T.J.,Burlingame,M.,Coombs,F.S.,Thurston,P.W.Educational governance and administration[M].Boston:Allyn&Bacon,1999.
[45]Balcl,A.Egˇitim o¨rgütlerine yeni bakls,ac,llarl:Kuram-aras,tlrma ilis,kisi[J].Ankara U¨niversitesi Egˇitim Bilimleri Fakültesi Dergisi,1992,25(1):27-45.
[46]Morgan,G.Yo¨netim veo¨rgüt teorilerinde metaphor[M].I·stanbul:Mess Yayln,1998.
[47]S,is,man,M.O¨rgütler ve kültürler[M].Ankara:Pegem A Yaylnclllk,2007.
[48]Gmelch,W.H.The department chair’s balancing acts[A].In W.H.Gmelch&J.H.Schuh(Eds.),The life cycle of a department chair:new directions for higher education[M].New York:Jossey-Bass,2004:69-84.
[51]Karaferye,F.&Agˇaogˇlu,E.Examining the Perception of the Order versus Freedom Dilemma in University Management[J].Universal Journal of Educational Research,2017,5(9):1596-1597.
(1)我国学者对contingency theory的翻译存在差异,除了译为“情境理论”外,还有学者译为“偶然性理论”、“权变理论”和“应变理论”等。我觉得翻译成“情境理论”最接近本来的意思。