Conceptions of politics and myths of campus politics are explored, the organizational context for the politics of curriculum development are examined, the dynamics of "pork barrel" curriculum development (i.e., driven by self-interest) are outlined, and criticisms of this process are considered. (MSE)

Both corporations and colleges aspire to excellence but often fall short of it. Although there are important similarities and differences between the two cultures, colleges and universities must become informed by and about their corporate counterparts. (MSE)

Responding to questions about a microcomputer center in a hot summer environment and a cold winter environment, the author outlines equipment and personnel needs. (MD)

The faculty's resistance to institutional renewal can be strong and pervasive, and obstacles include personal preoccupations, confusion about goals and functions within higher education institutions, and skepticism about change. Renewal is needed in the faculty experience as well as in the institution in general. (MSE)

Proposes a 12-celled typology consisting of four stress types (role-based, task-based, boundary-spanning, and conflict-mediating) and three stress sources (extra-organizational, intra-organizational, and intrapersonal). Describes in detail the nature of each cell. Suggests this typology can help synthesize the findings of studies in organization…

The system of financing postsecondary education in the Canadian provinces since the introduction, in 1977, of unconditional grants based on the gross national product rather than operating costs is examined. (MSE)

The institution, disciplines, and academic profession as a whole can enhance or inhibit vitality. A critical analysis reveals that despite many advances, a comprehensive professionalism has been compromised and must be restored. Professional development practices noted by Centra (1976) and Uwalaka (1985) are listed. (Author/MSE)

The climatic water budget model provides an analytical framework to help geography students examine the processes shaping the environment. Examples illustrate how the model can be used in geography classes. Two flow diagrams are presented to help students master quantification of water budget variables. (RM)

Reveals that the degree of centralization and power varies in different types of organizations as defined by the Hage-Hull typology. (FL)

This literature review emphasizes works that either represent a significant contribution to the sociological understanding of higher education or review a substantial body of literature concerning the contexts of college teaching. Topics discussed include the higher education system, the academic workplace, and the norms that influence the…

Current motivation theories aid in the development of a two-step organizational change procedure applicable to educational change. The process involves constructing a climate with a psychological atmosphere that is conducive to change and directly asking others to change. (DCS)

Proposes a schema for categorizing interpretive research in organizational communication by analyzing four interpretive texts on organizational life: Terkel's "Working," Kanter's "Men and Women of the Corporation," Kidder's "The Soul of a New Machine," and Heller's "Something Happened." (PD)

Provides information on early written accounts of fossils and contrasts historical phases regarding their organic or inorganic origin. Topic areas discussed include the deluge as a stimulant to geological investigation, stratigraphic sequences and earth history, extinction, faunal succession and organic evolution, and fossil evidence of…

A study of faculty development policies in 80 institutions and faculty behavior in four found that the degree of faculty participation in the programs and the degree of changed teaching was not significantly influenced by organizational factors and administrative policies concerning faculty tenure, promotion, and salary increases. (MSE)

Data are presented that establish the level of teachers' perceived stress. Results indicate that teachers are moderately stressed and that stressors that center on the classroom are more of a problem than organizationally focused stressors. (Author/DF)