Exploring How Academic Deans Shape Academic Priorities During the Annual Budget Review by Na

442 Pages·2017·2.09 MB·English

Cultivating Collective Sensemaking:

Exploring How Academic Deans Shape Academic Priorities
During the Annual Budget Review

by

Nathan F. Harris

A dissertation submitted in partial fulfillment
of the requirements for the degree of
Doctor of Philosophy
(Higher Education)
in The University of Michigan
2017

Doctoral Committee:

Professor Michael N. Bastedo, Chair

Professor Deborah Loewenberg Ball
Professor Kim Cameron
Professor Janet H. Lawrence
Nathan F. Harris

[email protected]

ORCID iD: 0000-0002-0956-5281

© Nathan F. Harris 2017
DEDICATION

I dedicate my dissertation to Dean Austen, Dean Conrad, Dean Huxley, Dean
Joyce, Dean Stowe and Dean Swift. You deserve more credit than you receive and suffer
more criticism than you deserve. Without your belief in this research – and your
willingness to take a chance on me – I would not have learned as much about the work of
academic deans, the craft of qualitative research and the challenges that confront senior
administrators at public research universities. I have tried to characterize your efforts as
accurately and fairly as possible. The future of public research universities depends on
the skill, sensitivity, energy, passion and wisdom of administrators like all of you. In
time, I hope this research encourages scholars to investigate the work of academic deans
in further detail and inspires faculty to consider journeys into academic administration.

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ACKNOWLEDGMENTS

I am indebted to many individuals who have encouraged, advised and inspired me
on this journey to completing a doctorate. First, my parents, Fred and Martha Harris,
deserve special praise. My parents worked themselves through college; and while they
learned important lessons in charting their paths, my parents insisted that my brothers and
I enjoy the luxury of a different journey. Their commitment to education, however,
extended well beyond opening their wallets. My parents created a home environment that
stimulated one's curiosity. My brothers and I were encouraged to ask questions, seek
knowledge, marshal evidence and craft arguments; that was our everyday reality at the
dinner table. My love of exploring what people think and why they think it can be traced
back to posing questions to my parents and corralling answers from them. Jennifer and I
strive every day to create a similar environment for Thomas Champe and Elizabeth Ann.
Moreover, I appreciated the moral support of my parents while shifting from a career in
management consulting to one in academe.
Second, I would like to thank the amazing professors at the University of
Michigan. I was lucky to attend a top-notch doctoral program – the Center for the Study
of Higher and Postsecondary Education (CSHPE). CSHPE has a sterling reputation
because of its talented faculty. It offered an exciting intellectual setting in which to
investigate problems in higher education. I will always appreciate the teaching,
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mentorship and good cheer of Dick Alfred, Steve DesJardins and John Burkhardt.
In particular, I thank – or in Michigan’s vernacular, hail – two CSHPE professors
– Mike Bastedo and Jan Lawrence. Mike encouraged and stimulated my interest in
studying universities as organizations from the moment I visited Ann Arbor as a
prospective student. As a student, research assistant and doctoral advisee, Mike pushed
me to realize higher standards and believe that I could make a contribution to our field.
He encouraged me to take a diverse set of courses in organization theory across the
university; through these experiences, I nurtured a deep knowledge of organization theory
and pushed my intellectual comfort zone. While designing my dissertation, he provided
critical advice that saved me headaches and heartaches. He reassured me that the project
was important when recruiting participants proved difficult at first. While reading drafts
of my dissertation, he offered feedback that not only improved the document, but also
planted seeds for what this research could become in the months and years to come. Mike
continues to teach me, making time for me in big and small ways. I am grateful for his
mentorship and friendship; I look forward to learning more from him as I forge my own
faculty path. Similarly, Jan always made me feel welcome at CSHPE. I would often
swing by her office to discuss her work and explore my interests. Jan finds a way to
scrutinize and assure at the same time. Jan's footprint can be traced throughout my
dissertation, especially with my problem specification and research design. I thank both
of them for serving on my dissertation committee and extending their expertise, time and
patience, especially Mike for serving as chair.
In addition, I would like to acknowledge three other UM professors – Kim
Cameron, Deborah Ball and Karl Weick – who all influenced my dissertation. Kim
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served on my dissertation committee from the beginning and agreed to several
informational interviews while I was crafting my dissertation proposal. In these
discussions, Kim revealed candid reflections from his tenure as a dean, which animated
the complexity of the deanship. Despite her busy schedule as dean, Deborah made time to
take an interest in my research and explain her approach to deaning – even on a Super
Bowl Sunday. Her insights offered realism to my research, helping me to anticipate a
range of responses during data collection. As members of my dissertation committee,
Kim and Deborah offer feedback that challenge my assumptions. I also appreciate their
encouragement of my future efforts. Before retiring, Karl Weick influenced my
dissertation, especially my dissertation proposal and plan for data collection, in critical
ways. We not only discussed the nature of sensemaking, but also explored how to
infiltrate the moments in which managers shape priorities. Moreover, Karl's courses in
sensemaking and organizational scholarship stoked my interest in conducting a
dissertation grounded in the interpretative paradigm.
Third, I would like to acknowledge numerous teachers throughout my formal
schooling. At Bellaire High School, Vicki Ross and Natalie Hebden first stimulated my
interest in writing. At James Madison College at Michigan State, Ron Dorr introduced
attitudes and tools that improved my writing every time I sat in a chair and began to type.
Michael Schechter crafted exciting and rich courses in international relations; I try to
emulate his example every time I teach class. Moreover, he encouraged me to embrace
research and expand my academic and career horizons. Over time, Mike has also offered
nuanced insights about the nature of academic governance. I am grateful to several
professors at the Harvard Graduate School of Education (HGSE). At HGSE's master's
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program in higher education, I began to realize an academic interest in investigating
universities as organizations. It was a treat to attend the classes of Judy McLaughlin,
Bridget Terry Long and Dick Chait every week. They pushed our cohort to scrutinize the
nature of American higher education and the curious organizational realities of colleges
and universities. I would not have been prepared to pursue a doctorate in higher
education without their encouragement and tutelage.
The University of Michigan provides a rich learning environment beyond its
academic programs. As a doctoral student, I learned in many milieus. A core aspect of
my apprenticeship was teaching as a Graduate Student Instructor (GSI) in the
Organizational Studies (OS) program for eight semesters. In OS, I gained a deeper
understanding of organization theory and learned the craft of teaching college students.
While writing my dissertation proposal, collecting data and analyzing data, I worked as a
GSI for Victoria Johnson, Steve Garcia and Sara Soderstrom. As a professor at the
University of Rochester, I apply lessons learned from Victoria, Sara and Steve in the
classroom every week. They are all gracious (and fun) mentors.
Fourth, I have enjoyed the camaraderie of numerous colleagues along my
academic and career journey. While contemplating a career shift from management
consulting to working with universities, colleagues at the Corporate Executive Board
offered helpful advice, including Lane Ryan, Liz Lord and Dave Williams. After
graduating from Harvard with a master's degree, I enjoyed the mentorship and friendship
of Jim Stiles at HGSE. While considering doctoral programs, Jim made time to discuss
the intellectual and emotional challenges of academic administration, which deepened my
perspective. The faculty sets the tenor at CSHPE, but a continual stream of talented,
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ambitious and thoughtful doctoral students enriches and renews the program's culture. I
learned from many classmates, including Rosie Perez, Cassie Barnhardt, Ozan Jaquette,
Matt Holsapple, Julie Posselt, Kate Thirolf, Molly Ott, Pelema Morrice, Jim Barber and
Mary Antonaros. At UM, I also gained a deeper appreciation for the scope of research
universities by contributing to numerous projects with the Center for Research on
Learning and Teaching (CRLT) and teaching for three semesters in the Summer Bridge
program. At CRLT, Connie Cook was always eager to support my endeavors. Connie
influenced my dissertation in important ways, including reminding me that some deans
might not divulge sensitive budgetary data to anyone, let alone an enthusiastic doctoral
student like me. I also thank Chris Bass for her encouragement, curiosity in my research
and interest in my family.
Fifth, I would like to acknowledge the support of my current faculty colleagues at
the University of Rochester. Among many friendly faces and encouraging voices at the
Warner School, I would like to thank my colleagues in Education Leadership, including
Brian Brent, Karen DeAngelis, Logan Hazen, Bryan Goupal, Tricia Shalka, Steve
Uebbing, Kara Finnegan and Chelsea BaileyShea. You are talented (and fun) professors;
it is a treat to be your colleague. I would also like to thank Dean Raffaella Borasi, Jayne
Lammers, Jeff Choppin, Doug Guiffrida and Carol St. George for their support. To
Warner’s doctoral students in higher education, especially Stephon, Michael and Kevin, I
will continue to push and encourage you.
Sixth, I would like to thank some longtime friends for their moral support. In
particular, the gentlemen of 536 Abbot remain an integral part of my life. I know that
Frank Aiello, John Dillenbeck, Zach Gorchow, Mike Grant, John Hughes, Tim Miedona
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and Saty Talati will definitely make me laugh, occasionally grit my teeth and even think
about important questions. Without question, the daily email thread with John, John,
Mike, Saty, Tim and Zach offered a welcome distraction, especially on the frustrating
days. I also thank my brothers, Jonathon Harris and Jeremy Harris, for their love, moral
support and example. When I think I might be working hard, I realize that the two of you
are probably working harder. To Jon and Jeremy, thank you for pushing me to
accomplish more; I hope you feel me nipping at your heels, if only a little. Throughout
my doctoral experience, I have appreciated the encouragement of other close friends,
including Mary Antonaros, Lucie Fry, Amanda Sloat and Jessica Gracon. I am also
grateful for the unfaltering support of Bill and Hilary Cary as well as the cheer of all
members of their family.
Seventh, while I was born into a fantastic family, I lucked out by marrying into
one, too. My in-laws always encourage Jennifer and me, including offering support in big
and small ways throughout my doctoral study. My father-in-law and mother-in-law,
Doug and Allyne Maltby, have always encouraged my academic and professional
ambitions. As a retired principal, Doug also offers invaluable advice about understanding
and navigating academic environments. Once Thomas and Elizabeth were born, Doug
drove the roundtrip between Kalamazoo and Ann Arbor every Thursday to care for the
kids while Jennifer and I were at work. In addition, Jeff and Laurie Maltby offered
incredible support throughout my doctoral studies, including housing us in Canton before
Jennifer and I bought a home in Ann Arbor. Laurie also cared for Thomas and Elizabeth
every Monday until their grandchildren were born, which freed time for
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Jennifer and me to work. I also appreciate the moral support of my sisters-in-law, Ann
and Kim, as well as Phil and Gualberto.
Finally, Jennifer Maltby, my amazing wife and partner in crime, deserves unique
praise. Jennifer has always supported my endeavors, demonstrating an incredible sense of
adventure and patience. I appreciate all of Jennifer’s sacrifices – big and small, emotional
and financial – that made this dissertation and whole doctoral experience happen. I have
tried not to miss too many moments while completing this work; and I appreciate
Jennifer’s understanding when I have been distracted. Without her love, I probably would
not have embarked on this experience; and even if I had, I know it would not have been
as satisfying or fun without her. While I might not recommend starting a family when
designing and completing a dissertation, I am grateful that we did, especially with the
love and support of our families. To Thomas and Elizabeth, thank you for demonstrating
a zest for life, even at excessive decibels. Every day, embrace and nurture your curiosity.
Your questions offer a constant reminder of what it means to be an educator. Life is out
there for the taking – go for it. I look forward to charting more adventures with our
family in the years to come. Jennifer, thank you – I love you!

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