Eastern Illinois University
Department of Counseling & Student Development
2110 Buzzard Hall

CSD 5750-001 Governance and Finance in Higher Education
Term: Spring 2004
Instructor: Dr. James A. Wallace
Class Meetings: Monday, 1600-1830 hrs.
Classroom: Buzzard Hall Room 2439
Office Hours:           Tuesday (1000 – 1200 hrs.; 1400-1600 hrs.)
                               Wednesday (1100-1200 hrs.)
Office Location:       2105 Buzzard Hall
Email: cfjaw2@eiu.edu
Phone: 217.581.7240
Fax: 217.581.7800

Purpose of Course

      The purpose of CSD 5750 is to expose future student affairs practitioners to both theoretical and applied concepts of higher education governance and finance. Emphasis will be placed on organizational structures, financial operations, terminology, and ethical behavior and practices necessary for successful administrative performance within higher education institutions. Upon completion of the course, students should possess a greater understanding of the subtleties and vagaries of higher education administration in the 21 st Century.
      Through extensive reading, class discussion, and the successful completion of all course assignments, students will have the opportunity to focus in great detail on specific issues of interest and utility to their chosen profession and career interests.
      The instructor will facilitate the learning process through the utilization of lectures, guide discussion, suggestions, posing problems and solutions, and promoting collaborative efforts on the part of students engaged in group activities.
CSD 5750 is a reading intensive course. The interpretations, skills, knowledge and experiences of class members will be utilized. The instructor and students will define jointly problems and issues, explore various perspectives, and use an interdisciplinary approach (based on the various professional and educational experiences of the class members) to draw conclusions.
      In this case, as with any graduate seminar, class participation and collaboration will be very important to the learning environment. Course readings have been selected to give students wide exposure to the literature, theory and practices of higher education governance, financial management and planning. To this end, students are required to bring to class a question or topic for discussion and planning on each of the chapters/articles listed in this syllabus.

Class Assignments

Individual assignments and group projects for this course will focus on specific areas of governance and financial management in higher education. Students will demonstrate mastery of the subject mater and utilize technology in the development and presentation of either group or individual projects.

Group Project (Option I) -Group members are to obtain the budget of a higher education institution as well as its governance structure. (Only one group per institution). These documents are to be analyzed and presented to the class. Questions to be answered during the presentation include, but are not limited to: What does the budget say about the priorities of the administration? Are there areas of program emphasis that are readily apparent during a cursory or thorough examination of the budget? If necessary, where would group members cut the budget (and by what %)to redistribute support for a newly created initiative? What does the budget tell us about the philosophical, ethical and moral underpinnings of the institution? What type of leadership would work best given the budget and organizational structure?

Group Project (Option II) -Group members are to investigate philanthropic funding support provided to a group of colleges and universities within a specific region, Carnegie Classification, or of similar mission. Questions to be answered include, but are not limited to, the differences in funding support received from various constituencies, state versus private support, alumni involvement in the fundraising process, organizational structure of the fundraising organization, and technological innovations that are driving the institution(s)' fundraising efforts.

Group Project (Option III) -Group members design and submit proposal for approval by the instructor.

Group Project (Option IV) -Group members provide a critical analysis of the impact of student loans, repayment of loans, and institutional responsibility for their administration and collection. Investigation should include (but is not limited to) all state of Illinois, Missouri, Indiana, Iowa, Kentucky and Michigan institutions and state loans or federal government loans.

Dates for presentation of group projects will be determined during Jan 19 class meeting.

Required Texts

Breneman, D. W., Leslie, L.L., & Anderson, R.E. (Eds.). (1993). ASHE Reader on finance in higher education. Needham Heights, MA: Ginn Press.
Brown, M.C., II (Ed.). (2000). ASHE Reader on organization & governance in higher education (5th Ed.). Boston, MA: Pearson Custom Printing.

Owens, R.G. (2003). Organizational behavior in education (8th Ed).


Grades for this course will be determined on the basis of accumulated point totals, instructor assessment of individual effort in class discussions and preparation via readings, technology, and personal writing. Grades are assigned to point totals at or above the following percentiles: A=93% or higher; B = 92-83%; C=82- 75%; and D or F=Below
74th percentile.

1. Personal Statement: "Current Knowledge of Higher Education Finance and Governance" 20
2. Optional Group Assignment 100
3. Quizzes (10 @ 10 pts.) 100
4. Mid-term Exam (Comprehensive -covering discussions, readings, & lectures) 130
5. Class Participation & Professionalism 100
6. Final Examination (Comprehensive -covering discusses, readings, & lectures) 200
7. Personal Statement: "Post-Instruction Knowledge of HIED Finance & Governance" 50
Grand Total... 700

Class Policies


Attendance at all class meetings is expected/required in keeping with the general catalog.
     Professional courtesy requires that the course instructor receive notification of any planned or unplanned absence(s) from class. Each unexcused absence (non-emergency in nature) will result in the lowering of the final grade by one grade letter.
    Professional dress is required for all class meetings. Lack of performance in this area will result in loss of class participation/professionalism points.
    Under no circumstances are students to wear baseball caps or other inappropriate head coverings in class. Apparel appropriateness is determined by the discretion of the instructor. Students who do not comply will loose class participation/professionalism points.
    All written assignments are to be submitted using the manuscript style as adopted by the American Psychological Association (51h Edition) Style Manual.
    Quizzes and additional reading assignments for this course will be posted on the WebCT site for CSD 5750-001. Students may access this site at any time. The final draft of this syllabus will include the names of students and their specific assignments as designated experts.

Course Calendar

Week I (Jan 12)

Introduction: Course Content * Course Syllabus * Required Texts
* Course Evaluations * Submission of Written Assignments * In-
class Written Assignment: Students are to create personal statements regarding current knowledge and awareness of higher education governance and finance. * In-class Speed Reading
Exercise (Participation Optional)
Week 2 (Jan 12) Readings: Owens Chapter 1- "In Search of a Paradigm"; Owens
Chapter 2- "Toward a Theory of Practice" * ASHE Chapter 39-
"Postmodernism and Higher Education (H.G. Bloland)
Week 2 (Jan 26) Readings: Owens Chapter 3- "Mainstreams of Organizational
Thought" * ASHE Chapter 2- "Leadership in an Organized
Anarchy" (M.D. Cohen and J.G. March)
Week 3 (Feb 2)

Readings: Owens Chapter 4 "Organizational Theory in the Modem
Period" * ASHE Chapter Chapter 5- "Emerging Developments in
Postsecondary Organization Theory and Research" (M. Peterson)
Week 4 (Feb 9) Readings; Owens Chapter 5- "The Human Dimension of
Organization" * ASHE Chapter 10- II Alternative Models of
Governance in Higher Education" (Baldridge, Burtis, Ecker, &
Week 5 (Feb 16) Readings: Owens Chapter 6- "Organizational Culture and
Organizational Climate" * ASHE Chapter 13- "Culture in
American Colleges and Universities" (J. Kuh & E. Whitt)
Week 6 (Feb 23) Readings: Owens Chapter 7 "Organizational Change" * ASHE
Chapter 27- "Sensemaking During Strategic Change in Academia"
(D. Gioia & I. Thomas).
DEQ: -
Readings: Owens Chapter 8- "Adaptive Leadership" * ASHE
Chapter 16- "The Ambiguity of Leadership" (1. Pfeiffer)
Week 8 (Mar 8) MID-TERM EXAM DUE
Readings: Owens Chapter 9- "Decision Making" * ASHE Chapter
37- "Critical Leadership and Decision Making in a Postmodern
World" (W. Tierney)
Week 9 (Mar 15) Spring Recess
Week 10 (Mar 22) Chapter 31- "Race in Organizations" (S. Nkomo); ASHE Chapter
32- " An Organizational Analysis of Racism in Higher Education"
(M. Chesler & J. Crowfoot)
Week 11 (Mar 29) Readings: Owens Chapter 11- ""Motivation" * ASHE Chapter 15-
"The Campus Racial Climate: Contexts of Conflict" (S. Hurtado)
Readings: Owens Chapter 12- "School Reform" * ASHE Chapter
12- "The Organizational Saga in Higher Education" (B. Clark)
Week 12 (Apr 5) Readings: Owens Review of Chapters 1-4 * ASHE Chapter 16-
"The Ambiguity of Leadership"; ASHE Chapter 33- "Harnessing a
Diversity of Views to Understand Multiculturalism" (P. Nemetz &
S. Christensen)
Week 13 (Apr 12) Readings: Owens Review of Chapter 5-9 * ASHE Chapter 30-
"Creating a New Kind of Leadership for Campus Diversity" (B.
Week 14 (Apr 19) Readings: Owens Review of Chapters 10-12 * ASHE Chapter 21-
The Management of Academic Culture" (D. Dill); ASHE Chapter
24- "Balancing Corporation, Collegium, and Community" (R.
Greenwood & C. Billings)


Week 15 (Apr 26) Readings: ASHE Chapter Reviews
Week 16 (May 3) Final Examination
May 9 3:00 pm Grades Due in Registrar Office