Academic and Functional Units
Models and Considerations
Definition: The idea of having both divisional and functional units at similar administrative levels within Arts and Sciences.
Models: In our survey of peer institutions, we found this type of hybrid
example in
schools such as Arizona State U., U. of NC at Chapel Hill, U. of CO at Boulder, U. of
Georgia, U. of Wisconsin, U. of Michigan.
Question: When we speak of functional units in A&S, are we thinking in addition to
the present structure (functional infrastructure at the VP level)
or in place of
the present structure (move these units to A&S)
?
- Cons:
- -- The task of coordinating the many divisional and functional priorities and initiatives would fall upon the A&S Dean, adding substantially to his/her workload.
- -- The addition of functional units at the college level is inflationary and redundant (given similar units at the Vice-Chancellor level).
- -- Concern that the priorities of academic and functional units do not always agree.
- -- Academic issues, initiatives and concerns are invariably tied to budgetary
matters (also research, undergrad/grad education, etc). Wouldn't the
establishment of discrete functional offices contribute to a
silo
effect within A&S? - Pros:
- -- Divisional and functional units would absorb work tied to operational duties, leaving more time for the executive Dean to provide broad leadership, serve as an advocate for A & S (and a strong liberal arts program), and garner support for A & S.
- -- Effective implementation of these
functional areas
(e.g., undergraduate education) requires multi-leveled efforts that are complentary. When functional units reside (only) above the college level, the support does not effectively extend to considerations at the departmental (faculty) and student levels. - -- The (budgetary) support of functional units at the college level would be helpful, and represent the administration's seriousness in bringing its vision to its students.
- -- The differences between functional and academic perspectives may be due to the (present) administrative distance placed between the two. Examples of functional units at the college level (e.g. research in Social Sciences) seem to indicate positive outcomes.
- -- Efficient management/administration by people who are focused on functional areas, and academic administrators serving as advocates for academic disciplines and issues of importance to academic programs.
- -- A&S-wide perspective to all programs and initiatives.
- -- Consistent policies and procedures
- -- Equal access/services for everyone