The renewal of institutions and maintenance of excellence in the uncertain future are discussed, based on research with 335 four-year universities and colleges. In examining the function of paradox in adaptation and renewal, it was found that individuals who can simultaneously focus on opposites, or paradoxes, are tolerant and flexible.…

Criteria were generated from dominant coalition members in six institutions, and nine dimensions of organizational effectiveness were derived. Reliability and validity of the dimensions were tested, and evidence was found for certain patterns of effectiveness across the nine dimensions. (Author)

Research results concerning determinants of organizational effectiveness of colleges are presented, and concerns pertaining to this type of research are addressed. A major research question is whether the study of institutional effectiveness can identify indicators of long-term organizational viability. In 1980, organizational effectiveness was…

Organizational effectiveness is not a clearly defined concept. The author illustrates how the four most widely used models are not uniformly applicable. He states the evaluator must make explicit certain critical choices when measuring effectiveness. These criteria reveal the definition of effectiveness and what is being measured. (DWH)

A study found unionized colleges less effective than non-unionized colleges on eight of nine dimensions: student satisfaction, academic development, career development, and personal development, faculty and administrator employment satisfaction, professional development and faculty quality, system openness, ability to acquire resources, and…

A study of 334 colleges and universities found institutions with declining resources are as effective as institutions with abundant resources. However, institutions that develop certain attributes (centralization, crisis mentality, lowered innovation, resistance to change, decreasing morale, politicized interest groups, non-prioritized cutbacks,…