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- use cultural frame to address the role of president, provost, and dean

IT IS THE FORTH FRAME.

The most important thing I need IN THIS PARTa good summery which summarize the role of the president, provost and dean in the lens of four FRAMES.

THE SUMMERY SHOULD BE CRITICAL AND DESCRIBE ALL THE FRMES WITH ROLES.

use the material which i provide you.

- must be around 5 pages. MAKE CULTURAL AROUND 3 OR 3 AND HALF PAGES, THEN MAKE AROUND 2 PAGES

-add the work to the previous work.please use proper citation. mention also page number.

i will also provide you the previous work on cultural which you have done it before. so you can get an idea.


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Explanation & Answer

Roles of presidents, provosts and deans play on college and university campuses

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2. Elaborate on the roles presidents, provosts and deans play on college and
university campuses. Place your answer to this question in the context of the 4
kinds of institutions of higher education that both Birnbaum (1988) and Bolman
and Deal (2013) describe in their works (structural/bureaucratic, collegial,
political, and symbolic/cultural), along with relevant research from the literature.

Introduction
Krücken and Meier (2006) have described the path which higher education has taken
towards a more rational and accountable form of governance is turning universities and
colleges into organizational actors. Birnbaum also (1988) claimed “learning how colleges and
universities work requires seeing them as organizations.” Study them as organizations,
means groups of people are filling roles and working together toward the achievement of
common objectives within a formal social structure (Birnbaum,1988).
There is a clear transition of higher education institutions that have leaned towards an
organizational model. Institutional theorists explain this transition in the context of a
continuing rational transformation in the general society (Musselin, 2006). Organizational
theorists have developed approaches to examine an organization's internal and external
environment alongside the power and political realities. (James, 1982). Therefore, these
institutions continue to rationalized as autonomous organizational actors. They are seen to
have committed themselves to achieve set goals. These goals include improving their
accessibility and their economic relevance. This transition is encouraged by both national and
transnational policies. These institutions in the capacity of organizational actors, therefore,
have a degree of sovereignty and autonomy.
The higher education system is an entity of the society that set with several
challenges. These challenges are as a result of the diverse contexts in which they currently

Roles of presidents, provosts and deans play on college and university campuses

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exist in (Morgan, 2006). The challenges of these academic institutions are how they are seen
to be poorly structured and ran (Manning, 2013). However, the paradox in this conclusion is
that they are still seen to be thriving and highly effective (El-Khawas, 2001) As a result of
these challenges, an organization of the institutions is significant. The issues around the
organization of universities and colleges are critical in overcoming the challenges they face.
Colleges and universities ought to be seen as systems and organizations for them to be
understood. Once organized then each person in this organization has a role to perform in
order to achieve a particular set objection (Besse, 1973).
The essential characteristics of such higher educational organization include them
having a particular identity. They must also have a rational approach to management and
making changes within the organization (Leslie & Slaughter, 1999). These characteristics
help in the alignment of the institution to the needs of the society. The institution should have
a statement of its goals and a clear strategy on how these goals hope to achieve.
Authority to create such institutions belongs to the state through statutes, therefore
decision making left with the trustees, the president, deans, and the Provost. Therefore, it is
crucial for them to be organized to ensure the proper structure is maintained (Birnbaum,
1988). The role of president, provost, and dean in any organization is crucial in creating an
administrative structure to run the university or college (Pfeffer, 1997). Their role in
organizing higher education is to create an administrative structure that coordinates the goals
of higher education (Etzioni, 1964). Therefore, in this paper, I will discuss the different roles
of the president, provost and the dean at the apex of the structure of institutions then relate
their roles to the institutions four frames which are bureaucratic, collegial, political, and
symbolic/cultural.
Characteristics and Responsibilities of a President.

Roles of presidents, provosts and deans play on college and university campuses

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The president of higher education institutions must ensure there is proper
development of these institutions (Selingo, Chheng, & Clark, 2017). They need to develop a
comprehensive and responsible budget and manage the institution’s finances. The president
establishes a system of fundraising for the budget. Besides, a president is expected to report
to the board on a quarterly and annual basis for accountability. They manage the institution
by adopting the adopt administrative policies set out by the board. The president may choose
to delegate the authority further by hiring administrative staff (Bommarito, 2012)
An essential characteristic of the president is that they must have leadership virtues
especially being able to communicate to the diverse classes of people within the institution
(Selingo et al., 2017). The president should be able to navigate the different perspectives in
the institutions considering the different people within the institution. Another characteristic
is that the president must be adequately educated to be able to relate appropriately to their
fellow educators in the institution (Bommarito, 2012). Most of the institutions require that the
president teaches at least one class each semester. The president should also have business
eexperience to be able to operate the institution effectively (Selingo et al., 2017).
Characteristics and Responsibilities of Provosts
Provosts also referred to the Academic Vice Presidents, are mainly responsible for
decisions that involve academics, students, faculty and the governance of the institution
(“What is a Provost,” n.d.) A provost is also involved in the development of information
technology infrastructure to improve the research facilities in the school. It is his
responsibility to oversee the administrative policies that involve the enrolment of new
students, the payment of tuition and student fees, student aid and scholarships and other
related academic responsibilities (Julius, 2016).
The provost helps the chancellor in making decisions in senior administrative
appointments. They must ensure that there are proper and equal employment opportunities

Roles of presidents, provosts and deans play on college and university campuses

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within the faculty. In universities and colleges, they serve under the Council of Provosts that
makes recommendations to the administration and the Academic Senate regarding
institutional issues (Julius, 2016). They are involved actively with the college Senate faculty
in constant discussions and reviews of the college by laws. A provost is disciplined to earn
the respect of faculty to enable proper decision making even during disagreements (“What is
a Provost,” n.d.) A provost must be able to be fair in dealing with both academic and social
issues involving the institution (Julius, 2016).
Characteristics and Responsibilities of Dean
Deans are academic officials in higher education institutions. They are ranked below
the president or chancellor and the provost or chief academic officer. They preside over
colleges and schools and divisions of different disciplines in the institution. Deans are
responsible both as scholars and administrators. They are responsible for hiring various
department chairs. They also oversee the management of the different units in each school.
The deans have the decision-making responsibilities in different areas of the
institutions including the educational curriculum, student affairs, finances and alumni
relations. They have the responsibilities related to fundraising and hiring of part-time faculty
within their particular school.
Among the characteristics of a proper dean is that they are required to be proper
scholars alongside their managerial and leadership skills. The dean is tasked with
communicating with the faculty and this may lead to numerous disagreements. Therefore,
deans must practice patience to handle these constant challenges.
First: Structural/Bureaucratic Frame
The bureaucratic frame in higher education is where the critical decisions made at the
strategic apex. The to day operational decisions are made by delegated authority below the
apex and by standardized procedures. A bureaucratic frame has large support staff with an

Roles of presidents, provosts and deans play on college and university campuses

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organized structure that has many different layers of authority. (Bolman & Deal, 2013). In the
higher education system, this structure goes from the board, to the president, to the provosts
then to the different deans who pass it along to the faculty.
Concerning higher education institutions, the role of the president and the provosts are
considered to be the apex of the institution. These two positions are involved in the major
decision making with the consultation of the different boards of the organization (Bolman &
Deal, 2013). The president and provosts then delegate their authority to the deans of the
various schools.These delegated members then make the day to day decisions following the
procedures set by the boards in the various institutions.
A major challenge of the bureaucratic frame is that those who are involved in the day
to day operations tire quickly due to the repetitive nature of higher education tasks. They end
up lacking motivation. On the other hand, allowing them too much freedom may affect the
overall goals of the institutions. (Birnbaum, 1988). Just like most bureaucracies, there is a
constant tension between the faculty and those at the apex. For example, there are always
disagreements between the faculty and the dean of academics. Because different schools and
units require different needs and resources, the decision made at the apex may not meet the
needs of the individual units (Krücken, 2006).
As organizations grow, the number of sub-units increase and they become more
complex. As they continue to become complicated, they become isolated, making college
interaction non-existent. Administrators end up spending less time with their faculty. This
leaves them with a rigid structure to follow (Birnbaum, 1988). At the apex is the board and
the president, followed by the provosts in the administration. Their authority then delegated
to the deans of the different school who are then responsible for the faculty in their schools.
This vertical line of administration creates an organizational structure that is rigid. It
affects how offices communicate with each other and people have a systematic division of

Roles of presidents, provosts and deans play on college and university campuses

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labour (Clark, 1972). Therefore, the president of the institution together with the board is
responsible for creating the institution's rules and relaying them to the faculty through the
dean. The traditional bureaucratic structure achieves its legitimization by ensuring activities
are coordinated from above with no question. However, different institutions may have their
different needs and not all the rules can be uniform (Leslie & Slaughter, 1999).
The university and colleges system have eventually leaned towards the professional
bureaucracy structure (Krücken, 2006). The structure by Mintzberg (1979) creates different
sectors that add further dimension to the conventional structure. However, it still maintains
the top-down pyramid. It allows educators to work in an environment where they can
practice their autonomy (Mintzberg, 1979). Under the typical system of machine
bureaucracy, the faculty ends up being production workers that only rely on test scores to
determine how well an institution is performing.
The restructuring of institutions is inevitable, the internal and external changes in any
organization eventually force this restructuring. Instead of placing themselves at the apex of
the organization, they are at the center to promote accessibility (Helgeson, 1995). This web of
inclusion, used alongside the professional bureaucratic structure creates an interconnected
cosmic web where the threads of all the forces and events create mutual relations. As a result,
a robust natural network created (Helgeson, 1995). To understand professional Bureaucracy
in the higher education system, the president provides proper insight into the workings of this
structure. It does have the core apex that is involved in major decision making for
administration. Then follow by provost who is responsible for taking authority from the
president. After that, a dean is allowed to have its local approach to how it teaches and
evaluates its student (Mintzberg, 1979).
In bureaucratic frame, the superiors as president are allowed to freely apply their
expertise without having too much formal interference from the lower structure. It expected

Roles of presidents, provosts and deans play on college and university campuses

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that they have control from a code of conduct that they received from their professional
training and indoctrination (Birnbaum, R. 1988). It is beneficial because they can make
autonomous decisions and apply their personal experience since every group of students is
different. However, this brings about the challenge of lack of coordination and lack of quality
control. For example, the tenured deans under this structure are not subject to formal
sanctions. Therefore, the university is forced to look for alternative methods to discipline
their irresponsibility (Clark, 1972).
Another challenge in the bureaucratic structure, that it responds very slowly to
change. Since the members are given autonomy to make their own decisions, attempts from
the apex to make any changes seen as a distraction. This causes expected struggles between
the strategic apex and the operating core (Krücken, 2011). This, therefore, brings about a
paradox in the structure. Requiring the deans of different schools to follow structured
teaching methods causes harm to the students than good. On the other hand, letting them
make their uncontrolled decisions slows down any changes that may improve the institution.
In conclusion, the bureaucratic frame of administration is vert structured and
hierarchically organized. Therefore, it is crucial for higher education institutions to ensure
that as authority increases balance is achieved. According to (Krücken, 2011), this structure
of administration allows the president and provost to take up their administrative roles
effectively.
Second: The Collegial Frame
Higher education organizations cannot understand without proper knowledge of the
system of collegiums (Manning, 2013). The collegial system frame emphasizes issues of
consensus and shared power among the administration. This system creates a community
setting that the status differences not emphasized. It allows everybody to interact as equals. It
creates a community of colleagues that s commonly referred to as a collegium (Birnbaum,

Roles of presidents, provosts and deans play on college and university campuses

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1988). In this frame, a hierarchy is not considered to be too important. Further, the
relationship between the collegium members is not too formal. Members of the
administration, including the president, the provost and the dean, alongside the faculty,
consider themselves equals. The president and the provost are very concerned with the views
and opinions of the faculty and the students.
The collegial frame gives the right to participate in institutional affairs. It gives
responsibility to the office of the provost to include in discussions with college senates in
reviewing college by-laws. To correctly understand the collegial system, sociology is a useful
tool in viewing how this structure has evolved in higher education institutions. The collegium
system emphasizes the group relationship with elements of peer review, self-governance and
a community of scholars (Leslie & Slaughter, 1999). It is the responsibility of the president,
the provost and the deans of various schools to foster the feeling of a community. There is
equal worth of knowledge in the different department. Further, everyone is required to have a
sense of mutual respect for other people’s opinions.
The collegial system referred to as the human resource frame, which evolved from the
early work of Parker and Elton (Bolman, 2013). The human resource frame is about theory x
and theory Y, as constructed by the Maslow’s pyramid of needs theory (Bolman & Deal,
2013). It intensely questioned the managerial assumptions in all the typical organizations
where the workers only rights were fundamental and a paycheck. Therefore, the human
resource frame built on more than that. It highlights that organizations exist to serve human
needs and not the other way. Therefore, in line with the human resource frame, the president
of the institution has to decide on which assumptions to adopt, either those in Theory X or
those in Theory Y. The central premise of theory X is the assumption by the president that the
faculty often turn out to be self-fulfilling prophecies. Under the Theory Y, the role of the
president is to set up circumstances so that the faculty can direct efforts toward organizational

Roles of presidents, provosts and deans play on college and university campuses

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rewards. In the collegial frame, there are aspects of directive management in line with Theory
X and supportive management from the faculty that relates to Theory Y.
In the collegial framework, employers are required to invest their time and resources
in developing a group of committed and...


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