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How Colleges Work: The Cybernetics of Academic Organization and Leadership
One of the best theoretical and applied analyses of university academic organization and leadership in print. This book is significant because it is not only thoughtfully developed and based on careful reading of the extensive literature on leadership and governance, but it is also deliberately intended to enable the author to bridge the gap between theories of organization, on one hand, and practical application, on the other.
--Journal of Higher Education
--Journal of Higher Education
280 pages, Paperback
First published October 24, 1988
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Displaying 1 - 21 of 21 reviews
July 1, 2013
It's really more ' how colleges sort of manage to exisit '
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December 12, 2024Another Grad School read - definitely my least favorite of the three for the semester. Still information, but ready very much like a "textbook" which usually made me wish I was reading literally anything else on my tbr instead.
February 18, 2015
I think taking Dr. Birnbaum's course would would be a better way to absorb this text.
May 2, 2020
I really liked this book although I am an organizational theory nerd and was reading this for fun rather than for schoolwork. Although it is a dry textbook aimed at university administrators and university presidents, the writing is still accessible and the content is clear. My higher ed org and admin professor had us read the sociological classics, which were awfully dense and had my head spinning. It's been four years since I took that class for doctoral studies, and I could not articulate or explain what the heck tight/loose coupling theory is until I read this book. It's the first time someone wrote about in clear language and with some higher ed examples. I appreciated the figures and diagrams that actually explained what tight/loose coupling looks like. I also appreciated that Professor Birnbaum spent the time and effort in chapter one explaining why one can not run a university like a for-profit business. If some ex-corporate CEOS turned university presidents turned ex-presidents read that chapter, it would have saved them their jobs/time/headaches. I also really enjoyed reading about the four organizational models, their characteristics, and leadership scenarios that Professor Birnbaum provided.
The last two chapters, he introduces his new model the cybernetic organization in which he argues that the university self-corrects itself through constant monitoring by various university groups (e.g. faculty councils, departments, etc.; see page 192). He also argues how the university presidents' role is not necessarily to lead and make "dramatic" changes, but rather to keep the university balanced by letting the well-trained faculty members and administrators run their departments and areas. He successfully demonstrates that universities are effective, despite the naysayers and public criticism, and if a president or administrators tries to improve the "management" of universities, it will actually reduce rather than decrease its effectiveness (p. 202).
The only con, per se, is that his leadership advice is ambiguous. I wished he provided detailed examples of how to apply said leadership principle. Although I can understand why his advice was broad since each presidency is unique. Classic read for org nerds like me.
The last two chapters, he introduces his new model the cybernetic organization in which he argues that the university self-corrects itself through constant monitoring by various university groups (e.g. faculty councils, departments, etc.; see page 192). He also argues how the university presidents' role is not necessarily to lead and make "dramatic" changes, but rather to keep the university balanced by letting the well-trained faculty members and administrators run their departments and areas. He successfully demonstrates that universities are effective, despite the naysayers and public criticism, and if a president or administrators tries to improve the "management" of universities, it will actually reduce rather than decrease its effectiveness (p. 202).
The only con, per se, is that his leadership advice is ambiguous. I wished he provided detailed examples of how to apply said leadership principle. Although I can understand why his advice was broad since each presidency is unique. Classic read for org nerds like me.
February 3, 2021
Birnbaum's _How Colleges Work_ is the subject of Chapter 7 of my work, _Honors of Inequality_. It is by far one of the most misguided "handbooks" published on higher education for administrators. This book receives much favor among the faculty scholars of higher education who train Ed.D. students -- unfortunately. Its primary theme is that higher education may not be administrated -- rationally, effectively, or scientifically. His entire theory of higher learning can be summarized in the phrase, originatinated by Clark Kerr, that the only outcome to expect from faculty is "more commitment to the status quo..." Birnbaum's work, which he acknowledges is little more than "make believe scholarship" (as defined by Thorstein Veblen), is designed to discourage administrators from seeking change that is not inherent to the conservative drift of faculty at a particular college or university. The insight (the second star in my rating), if any, for graduate students, if no others, is limited to the "models" of higher education administration that he outlines. These "models" are merely literature reviews of concepts forwarded by prior, more original scholars of higher education (with nominal attributions). Birnbaum's contribution is consequently skepticism for continuous improvements to higher learning. Therefore, he favors the primacy of the status quo in decision-making by college and university administrators. Undoubtedly, his work has been profoundly influential and destructive over the past thirty years. It will remain so as long as conservative faculty set the parameters on the discourse on higher learning, science, and democracy for American public colleges and universities.
December 6, 2023
Read for a doctoral program class, Organizational Theory and Governance.
Helpful and insightful. Theoretical yet practical.
I enjoyed this book and would recommend to anyone interested in learning more about the various ways that institutions of higher education function. Paired with Kathleen Manning's "Organizational Theory in Higher Education" for a more modern take on organizational theory.
Helpful and insightful. Theoretical yet practical.
I enjoyed this book and would recommend to anyone interested in learning more about the various ways that institutions of higher education function. Paired with Kathleen Manning's "Organizational Theory in Higher Education" for a more modern take on organizational theory.
June 29, 2018
Good content
Helpful for understanding how colleges work
Dry Delivery
Helpful for understanding how colleges work
Dry Delivery
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April 5, 2022No star rating since this is a textbook for one of my graduate courses.
December 17, 2024
Read for a doctoral program. I enjoyed it and would recommend it to those looking to learn more about how Higher Ed institutions function.
October 7, 2025
book for school!
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October 7, 2025No rating as stopped at page 39. Just don’t have the oomph for it anymore.
May 8, 2018
While in the library looking for Identity Development of College Students: Advancing Frameworks for Multiple Dimensions of Identity by Susan R. Jones, I stumbled across Sociology of Higher Education: Contributions and their Contexts. This piqued my interest because I hadn’t thought about specific domains within higher education research; instead I focused on books and other resources which were recommended and had high reviews. This particular book is about the publications of Burton Clark, and instead of being original publications of Clark, it is a series of examinations from Patricia Gumport and other “leading scholars.” It was rather difficult to read as it utilizes Clark’s assessments during a time when the topic was still new, as it only emerged after World War II, when admissions to college skyrocketed in numbers; so the resources were rather outdated. However, some are still relevant, which I will describe later.
The topics in this book range, but mainly it seems to be about Clark’s disappointment in the lack of research in this field and the focuses Clark hopes to see develop in the future as well as the comparison of current research trends in this field to his advice. He also described the importance of sociology in a higher education context in working with disadvantaged students. He described how public access to schools were still “new” and faculty and researchers weren’t focusing enough on the changing, diverse culture of schools and continued with the old ways. Despite this being written when higher education was just building as an option for a larger population of students, I feel this still remains, despite more literature being done. Still, at the time he described the field as “young and unformed” with the potential to contribute greatly to institutions. Clark also described a need for two different analyses of future contribution to the field. These are socio-psychological analyses and organizational analyses. Despite this, most current research in the field focuses on analytical analysis; financial aid, socioeconomic status (SES) and college attainability, and “student choices.”
According to the editor, Clark also described how these topics within the field should center around “liberal sensibility” surrounding student life, attitudes, political beliefs and protests, with examples, from the editor, like civil rights, free speech, anti-Vietnam war, women’s liberation and lgbt rights. When I was left wondering if he meant “liberal” in a political way or an educational way (briefly assuming the two had to be mutually exclusive, like I’ve been told by others), Clark furthered this idea by describing how the “Left” are more often addressing issues of student inequality than conservatives within higher education institutions.
This made a lot of sense to me, as I had always wondered why I had been mocked for being a liberal college student who would “learn” once I get into the “real world.” I now understand how this stems from the emergence and popularity of higher education, and how real change was needed to adapt to the changes made within the institution, but mostly those with liberal (with the political definition of being open to change and adaptation at the cost of traditional methods) mindsets were able to see this and act on this, as Clark described.
I thought of this during Stress and Wellness when my instructor described how, in the media, the older generation openly mocks the millennial generation for its use of “safe spaces” and stress-relieving activities, like playing with Legos or coloring in the library, to ensure student wellness, despite studies which describe its importance. As these methods weren’t available while they were in school, these shouldn’t be available now. This, I feel, is an example of the changing times and resistance to it, as Clark was describing.
The topics in this book range, but mainly it seems to be about Clark’s disappointment in the lack of research in this field and the focuses Clark hopes to see develop in the future as well as the comparison of current research trends in this field to his advice. He also described the importance of sociology in a higher education context in working with disadvantaged students. He described how public access to schools were still “new” and faculty and researchers weren’t focusing enough on the changing, diverse culture of schools and continued with the old ways. Despite this being written when higher education was just building as an option for a larger population of students, I feel this still remains, despite more literature being done. Still, at the time he described the field as “young and unformed” with the potential to contribute greatly to institutions. Clark also described a need for two different analyses of future contribution to the field. These are socio-psychological analyses and organizational analyses. Despite this, most current research in the field focuses on analytical analysis; financial aid, socioeconomic status (SES) and college attainability, and “student choices.”
According to the editor, Clark also described how these topics within the field should center around “liberal sensibility” surrounding student life, attitudes, political beliefs and protests, with examples, from the editor, like civil rights, free speech, anti-Vietnam war, women’s liberation and lgbt rights. When I was left wondering if he meant “liberal” in a political way or an educational way (briefly assuming the two had to be mutually exclusive, like I’ve been told by others), Clark furthered this idea by describing how the “Left” are more often addressing issues of student inequality than conservatives within higher education institutions.
This made a lot of sense to me, as I had always wondered why I had been mocked for being a liberal college student who would “learn” once I get into the “real world.” I now understand how this stems from the emergence and popularity of higher education, and how real change was needed to adapt to the changes made within the institution, but mostly those with liberal (with the political definition of being open to change and adaptation at the cost of traditional methods) mindsets were able to see this and act on this, as Clark described.
I thought of this during Stress and Wellness when my instructor described how, in the media, the older generation openly mocks the millennial generation for its use of “safe spaces” and stress-relieving activities, like playing with Legos or coloring in the library, to ensure student wellness, despite studies which describe its importance. As these methods weren’t available while they were in school, these shouldn’t be available now. This, I feel, is an example of the changing times and resistance to it, as Clark was describing.
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November 3, 2009Whoops! I had to return this one, as it was an interlibrary loan book. Honestly, I didn't get through it. It was a little too much for me at the beginning. It was more interesting at the end, whereby the author created scenarios for different college campuses. One day, I'll get it again and give it a more thorough read.
September 1, 2009
A required reading for graduate school course but learned so much about how different kinds of colleges operate. Provided valuable insight into higher education institutions. Recognized the unique characteristics of different institutions and provided important recommendations for each.
December 13, 2010
Read this for grad school class (Organization and Administration in Higher Education). It was pretty dry, but spot on in terms of how I've experienced the anarchical institution. Cybernetic discussion is interesting.
August 18, 2009
- excellent book.
- useful for class assignment in summer 2009 graduate school course: paper and presentation on the role of the president in academic institutions
- useful for class assignment in summer 2009 graduate school course: paper and presentation on the role of the president in academic institutions
May 17, 2014
Excellent description of the organization of higher education institutions. Succinct explanations and examples. Very useful in my conceptual understanding.
September 17, 2015
Not always the easiest read, but among the most important books ever written about organization and government in higher education.
September 23, 2020
I'd love an updated version of this book or a recommendation for a similar book that was written more recently.
April 11, 2015
Read for class. Lots of jargon. Some good concepts, and case studies, but fairly blah overall.
August 22, 2017
This is a great book for the introduction to four models that can be used to describe how North American higher education organizations function. This draws on examples from the United States, but is reasonably applicable to Canadian institutions as well. It provides a theoretical foundation useful in the context of organizational theories and was particularly useful as a starting point for those looking to explore theoretical models of higher education. The book takes an organizational and leadership approach, but is not a practical manual to leadership or operational within higher education. Having said that, those who have leadership or administrative roles in higher education will benefit and recognize aspects of each of the models.
Displaying 1 - 21 of 21 reviews