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Herding Cats and Big Dogs: Tensions in the Faculty-Administrator Relationship

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 25))

Abstract

This chapter builds on previous work of the authors by examining a much underexplored limitation to effective shared governance in higher education—the fragile relationship between faculty and administrators. An assessment of the literature was undertaken to uncover evidence of the sources of tension in the relationship in three academic contexts where faculty and administrators interact: (i) curriculum and teaching; (ii) academic entrepreneurship and research; and, (iii) hiring, promotion and tenure, and reward systems. The chapter concludes by suggesting theoretical approaches which might advance our knowledge about this relationship as one step toward improvement in faculty-administrator collaboration and ultimately in shared governance processes.

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Authors and Affiliations

  1. Department of Educational Leadership, Counselling and Foundations, University of New Orleans, New Orleans, LA, 70148, USA

    Marietta Del Favero

  2. Department of Educational Leadership, Policy, and Technology Studies in the College of Education, The University of Alabama, Tuscaloosa, AL, USA

    Nathaniel J. Bray Ph.D., M.Ed. (Assistant Professor)

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  1. Center for the Study of Higher Education, University of Memphis, Browning Hall 308, Memphis, 38152-3340, USA

    John C. Smart

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Del Favero, M., Bray, N.J. (2010). Herding Cats and Big Dogs: Tensions in the Faculty-Administrator Relationship. In: Smart, J. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8598-6_13

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