Case Studies in

Higher Education

Harvard Institutes for Higher Education 2003 Case Catalogue

Harvard Graduate School of Education 14 Story Street, 4th Floor Cambridge, MA 02138

Tel. (617) 495-3572/Fax (617) 496-8065 Email: hihe@gse.harvard.edu

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INTRODUCTION For more than 25 years, the Harvard Graduate School of Education has provided professional development opportunities to educational administrators from around the world. The case study is the primary method of instruction employed by faculty in many of the Harvard programs. Since the programs' inception, over 500 case studies have been developed, covering a range of topics. Included in this catalog are the most recently published and widely used cases in the collection. How to use the catalog Cases in this catalog are listed under 10 major subject headings: Administration and Finance, Curriculum, Development, External Relations/Public Affairs, Faculty, Human Resources/Labor Relations, Leadership, Marketing, Planning, and Student Affairs. Each case entry contains information regarding the publication, length, setting, and topics discussed in the case. Several cases are available in Spanish translation. Such availability is noted in the case description. Sample case entry: title: Brooklyn College length: (text + exhibits) (8+11) description: This case focuses on the process undertaken

at Brooklyn College to revise its core curriculum. The case includes several exhibits which detail the goals of a revised curriculum and three options for revision.

subjects: Subjects: Curriculum, Curriculum

Reform, Program Design setting: Setting: Large Public In addition to the cases listed in this collection, the Harvard Graduate School of Education also has a catalogue of case studies devoted to educational administration at the K-12 level. For more information on these case studies, please contact Katherine K. Merseth at (617) 496-4799 or email: kay_merseth@harvard.edu.

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HOW TO ORDER CASE STUDIES All material listed in this catalog is protected by United States copyright laws. Reproduction without permission of the copyright holder is prohibited. To order case studies listed in this catalog, please contact: Case Distribution Harvard Institutes for Higher Education 14 Story Street, 4th Floor Harvard Graduate School of Education Cambridge, MA 02138 phone (617) 495-3572 fax (617) 496-8065 email: hihe@gse.harvard.edu Be sure to specify the case title and the number of copies needed. The following terms are effective November 1, 2002: Cost of Cases. The charge for ordering each case study is $4.00 per copy. B, C, or other supplementary case studies also cost $4.00 per copy unless they are four pages or less in length. One-to-four-page supplementary cases (B, C, D, etc.) are available for $1.50 per copy. There is a minimum charge of $5.00 per order. Shipping and Handling. To cover shipping and handling within the U.S., please add an additional 10% to the cost of your case order. For orders under $20.00, there is a minimum shipping charge of $2.00. International Orders. For international orders, please add an additional 20% to the cost of your case order to cover shipping and handling. For orders under $20.00, there is a minimum shipping charge of $5.00. Forms of Payment. Please include either a check payable to Harvard University (U.S. funds only) or a purchase order number with your order. Returns. No returns will be accepted. Copyright Information. No case may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means - electronic, mechanical, photocopying, recording, or otherwise - without the permission of Programs in Professional Education at the Harvard Graduate School of Education.

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CONTENTS

Introduction 2 How to Order Case Studies 3 Case listings by Title 5 Case listings for selected Subjects and Settings 8 Case Listings by General Subject Headings: Administration and Finance 9 Curriculum 12 Development 14 External Relations/Public Affairs 15 Faculty 17 Human Resources/Labor Relations 19 Leadership 20 Marketing 25 Planning 28 Student Affairs 32

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CASES (by title) Abbott College (A) (B).......................................................19 Academic Leadership at Bradford College......................20 Academic Planning at Queens College............................28 Adelphi University (A) (B) ................................................25 Administrative Data Project (A) (B) (C)............................9 Alewife Community College.............................................25 Arthroscopy Seminar, The .................................................25 Assessment in the Commonwealth of Virginia .................9 Austin Community College .................................................9 Babson College, Curriculum Change at (A) (B).............................................................................12 Back Bay University, The..................................................28 Beacon College, Budgeting at .............................................9 Bell, Ted and the U.S. Department of Education: The Thirteenth Man.......................................................24 Benton State University......................................................32 Bingham State College (A) (B) (C) ..................................20 Boston Center for Adult Education...................................26 Boston Center for Adult Education: Strategic Planning (A) (B).............................................................28 Bradford College, Academic Leadership at.....................20 Bridgeport, The University of (A) (B) (C) (D)................20 Brooklyn College ................................................................12 Budgeting at Beacon College ..............................................9 Budgeting at Harpswell Community College....................9 Bunker Hill Community College: President Robertson's Academic Leadership...............................21 California in San Francisco, The University of...............27 California System, The University of (A) (B) .................18 Cameron College, Computing at.......................................21 Campaign Wartburg............................................................14 Campus Consolidation at the University of Massachusetts at Boston ...............................................10 Carlsberg University (A) (B) .............................................17 Changing Times ..................................................................21 Colorado State University: The Center for Teaching and Learning (A) (B) (C) .............................17 Community Centered Planning at Connecticut College (A) (B) ........................................28 Community College of Rhode Island...............................21 Computing at Cameron College........................................21 Concepción, University of: Self Evaluation at the..........20 Connecticut College, Community Centered Planning at ......................................................................28 Crisis at Wesleyan University (X) (Y) (Z).......................21 Curriculum Change at Babson College (A) (B).............................................................................12 Day of Silence at Metropolitan State University, The ...................................................................................32

Dillard University, Strategic Planning at.........................30 Dobson State University, A Note on Preventive Maintenance at ...............................................................10 Douglas Hartman: Funding a World-Class Library .............................................................................22 Douglass State University..................................................19 Duke Corporate Education, Inc.........................................22 Ealing State University: Division of Continuing Studies (A) (B) ...............................................................26 Eaton School of Retailing, The (A) (B) (C) (D) (E) .......15 Edgecomb College..............................................................10 Everett University...............................................................32 Exeter College, Financial Aid at .......................................10 Faculty Due Process Hypothetical - Cases: Burr vs. Aaron and Burr vs. Jackson..................................17 Faculty Mentoring at Northern Virginia Community College.......................................................17 Fairhaven University (A) (B).............................................22 Federated Books: The Virtual University........................26 Financial Aid at Exeter College ........................................10 Frontier State University (A) (B) ......................................28 George Washington University: The College of Professional Studies .................................................22 General Education at Mt. Saint Mary's College..............13 Geneva, The University of (A) (B) ...................................24 Grambling State University...............................................14 Harbor State University......................................................32 Harpswell Community College, Budgeting at...................9 Harriman College................................................................16 Hartford, University of.......................................................25 High Speed Data Network .................................................29 Huron State University (A) (B) (C) ..................................19 Institutional Advancement at the University of Maryland Baltimore County (A) (B) ......................14 Institutional Effectiveness at Metropolitan Community College.......................................................29 Institutional Research at Laguna Community College ............................................................................10 Insurance Society of Philadelphia.....................................26 Into the Trenches: A Case Study in Mentorship .............32 Kansas State University......................................................18 Kathy Finnegan...................................................................23 Kentucky Appropriations Process, The (A) (B)..............16

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Kimball Community College.............................................19 Laguna Community College, Institutional Research at......................................................................10 Leadership at Lesley College.............................................23 Letter to the Rector, A ........................................................16 Locke College......................................................................13 Macmillan State College, Reengineering at....................11 Marlboro College (A) (B) ..................................................23 Mary, University of: The May Term................................33 Mascot Debate at Rolling Hills College, The (A) (B).............................................................................23 Massachusetts at Boston, Campus Consolidation at the University of ........................................................10 Massachusetts at Boston, University of...........................33 Massachusetts, Tuition Pricing at the University of (A) (B) ........................................................................11 Meade College (A)..............................................................23 Matthews College................................................................10 Mercer University (A) (B) .................................................16 Metropolitan Community College, Institutional Effectiveness at........................................29 Metropolitan State University, The Day of Silence at .......................................................................................32 MetroSouth Medical School: Continuing Education........................................................................13 Miami-Dade Community College (A) (B).......................16 Miami-Dade Community College: The Justice and Safety Management Degree.........................................26 Michigan, The University of: Funding Information Resources...................................11 Michigan Technological University.................................13 Midstate University Business School...............................24 Minnesota, The University of (A) (B) (C) .......................18 Missouri, The University of (A)........................................25 Monroe Community College.............................................27 Morehouse College.............................................................29 Mt. Saint Mary's College, General Education at.............13 New Department Chair, The..............................................18 New Surrey, University of: College of Continuing Education........................................................................27 Northern Kentucky University (A) (B) ............................29 Note on Preventive Maintenance at Dobson State University, A ..................................................................10 Oakdale City College..........................................................18 Parkview College ................................................................10 Patterson College.................................................................13 Pennsylvania, The University of.......................................33 Project Athena (A)..............................................................13

Queens College, Academic Planning at...........................28 Quilmes, Universidad National de: “What Can You Expect from Faculty?”..........................................18 Reengineering at Macmillan State College......................11 Restoring Faculty Quality..................................................18 Rhode Island, Community College of..............................21 River View College.............................................................32 Riverside Community College ..........................................27 Rolling Hills College, The Mascot Debate at (A) (B)............................................................23 Sacred Cross.........................................................................14 School Technology Center (A) (B)...................................30 Self Evaluation at the University of Concepción (A) (B).............................................................................20 Socrates Shares the Stage: The Western Culture Debate at Stanford .........................................................14 Sojourner Truth University................................................24 Springfield State University...............................................32 Stanford, The Western Culture Debate at: Socrates Shares the Stage..............................................14 State Judicial Institute, The................................................14 Strategic Planning at Dillard University ..........................30 Strategic Planning at Wayne State University (A) (B) (C) ......................................................................30 Sunbelt State University.....................................................24 SUNY College of Technology at Farmingdale (1997 version).................................................................30 SUNY College of Technology at Farmingdale (A) (B).............................................................................30 Thirteenth Man, The: Ted Bell and the U.S. Department of Education..............................................24 Torcuato Di Tella, University............................................27 Truman Hall: Rooms for Rent...........................................17 Tuition Pricing at the University of Massachusetts (A) (B) ...................................................11 Tuition Pricing at Windsor College (A) (B)....................11 UNITEC Institute of Technology (A) (B) (C) (D) (E) (F).................................................31 United States Military Academy (A) (B) .........................31 Universidad Nacional de Quilmes, The, “What Can You Expect from Faculty?”.....................19 University Colleges of Technology Alliance ..................11 University of Bridgeport, The (A) (B) (C) (D)................20 University of California in San Francisco, The...............27 University of California System, The (A) (B) .................18 University of Concepción, Self Evaluation at the (A) (B)...................................................................20 University of Geneva, The (A) (B) ...................................24 University of Hartford ........................................................25 University of Mary: The May Term.................................33

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University of Massachusetts at Boston.............................33 University of Michigan, The: Funding Information Resources ..................................................11 University of Minnesota, The (A) (B) (C) .......................18 University of Missouri, The (A).......................................25 University of New Surrey, College of Continuing Education....................................................27 University of Pennsylvania, The.......................................33 University of Southern Maine (A) (B) .............................11 University Torcuato Di Tella (A) (B) ...............................27 University of Utah...............................................................25 University of Virginia: The Capital Campaign ...............15 Utah, University of..............................................................25 Virginia Commonwealth University.................................12 Virginia, University of: The Capital Campaign..............15 Washington ONLINE (A) (B) ...........................................12 Wayne State University, Strategic Planning at (A) (B) (C) ......................................................................30 Wesleyan University, Crisis at (X) (Y) (Z)......................21 Wescott Communications: EXEN (A) (B) ......................27 “What Can You Expect from Faculty?” The Universidad Nacional de Quilmes .....................19 Will Conners........................................................................25 Windham University: The Real Estate Certificate..........14 Windsor College, Tuition Pricing at (A) (B)...................11

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CASES (by selected subjects and settings Continuing & Professional Education Arthroscopy Seminar, The .................................................25 Bingham State College (A) (B) (C) ..................................20 Boston Center for Adult Education...................................26 Boston Center for Adult Education: Strategic Planning (A) (B).............................................................28 Budgeting at Harpswell Community College....................9 Ealing State University: Division of Continuing Studies (A) (B)...........................................26 Eaton School of Retailing, The (A) (B) (C) (D) (E) .........................................................15 Fairhaven University (A) (B).............................................22 Frontier State University (A) (B) ......................................28 Harriman College................................................................16 Insurance Society of Philadelphia.....................................26 Into the Trenches: A Case Study in Mentorship......................................................................32 MetroSouth Medical School: Continuing Education........................................................................13 State Judicial Institute, The................................................14 University of New Surrey, College of Continuing Education....................................................27 Westcott Communications: EXEN (A) (B).....................27 Will Conners........................................................................25 Windham University: The Real Estate Certificate..........14 Diversity Benton State University......................................................32 Crisis at Wesleyan University (X) (Y) (Z).......................21 Day of Silence at Metropolitan State University, The ...................................................................................32 Everett University...............................................................32 Harbor State University......................................................32 Mascot Debate at Rolling Hills College, The (A) (B).............................................................................23 Oakdale City College..........................................................18 River View College.............................................................32 Socrates Shares the Stage: The Western Culture Debate at Stanford .........................................................14 Springfield State University...............................................32 State Judicial Institute, The................................................14 University of Massachusetts at Boston.............................33 University of Pennsylvania, The.......................................33 Historically Black Colleges & Universities Bingham State College (A) (B) (C) ..................................20 Grambling State University...............................................14

Harriman College................................................................16 Morehouse College.............................................................29 River View College.............................................................32 Sojourner Truth University................................................24 Strategic Planning at Dillard University ..........................30 International Higher Education Changing Times ..................................................................21 Letter to the Rector, A ........................................................16 Restoring Faculty Quality..................................................18 Self-Evaluation at the University of Concepción (A) (B) .......................................................20 UNITEC Institute of Technology (A) (B) (C) (D) (E) .........................................................31 University of Geneva, The (A) (B) ...................................24 University Torcuato Di Tella (A) (B) ...............................27 Universidad Nacional de Quilmes (UNQ), The “What Can You Expect from Faculty?”...........................19 Technology Administrative Data Project (A) (B) (C)............................9 Computing at Cameron College........................................21 Douglas Hartman: Funding a World-Class Library (A) (B) ...............................................................22 Eaton School of Retailing, The (A) (B) (C) (D) (E) .........................................................15 Federated Books: The Virtual University........................26 High Speed Data Network .................................................29 Morehouse College.............................................................29 School Technology Center (A) (B)...................................30 United States Military Academy (A) (B) .........................31 University of Geneva, The (A) (B) ...................................24 University of Michigan, The: Funding Information Resources ..................................................11 University of Utah...............................................................25 Washington ONLINE (A) (B) ...........................................12 Westcott Communications: EXEN (A) (B).....................27

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ADMINISTRATION AND FINANCE Administrative Data Project (A) (15+13) Administrative Data Project (B) (2) Administrative Data Project (C) (4+6) (A) A large public university, Barker University recognizes that its highly decentralized organization makes processes such as procurement, invoice payment, and hiring time-consuming and compli-cated. The Administrative Data Project (ADP) is created to review current practices and to develop a prototype of a new system which would use technology to centralize and improve administrative practices without threatening the independence of the individual schools at the University. (B) Individual schools at Barker are reluctant to jump on the ADP bandwagon. Administrators feel faculty will be reluctant to fund this project when the schools are being asked to make budget cuts and when it is unclear whether or not the predicted cost savings from the ADP will materialize. (C) At the request of the schools, an independent review panel evaluates the work of the ADP. While the panel finds the ADP's recommendations appropriate, they warn that the potential cost savings will not materialize unless each school follows through with suggested personnel cuts. The panel also finds the project costly and recommends cost- saving measures. The ADP team is to meet to consider the panel's findings. Subjects: Institutional Research, Financial Analysis, Technology Setting: Large Public Assessment in the Commonwealth of Virginia (6+6) Legislators in Virginia pass legislation requiring assessment programs at all higher education institutions to ensure the citizens of Virginia of the quality of higher education available in the commonwealth. As an incentive to comply with the mandate, institutional funding is tied to each institution's development of an appropriate assess-ment plan. Gordon Davies, Director of the State Council of Higher Education in Virginia (SCHEV),

must evaluate and accept or reject submitted plans. The case presents samples of plans received and asks the reader how assessment can be useful for improving higher education in Virginia. Subjects: Legislation, Assessment, Institutional Research Setting: State Austin Community College (6+7) Austin Community College succeeds in creating a local tax base in 1986, adding $10 million annually to its budget. At the time, faculty salaries are low and the campus is crowded and run down. Faculty, staff, and students expect that the new source of income will immediately be put to use to solve the campus' major problems. The president must consider his priorities and carefully plan for this new source of income. The case invites readers to use ratio analysis to assess the financial picture at the college and to determine what the institutional priorities should be. Subjects: Financial Management, Financial Analysis, Cash/Funds Flow Setting: Public, Community College Budgeting at Beacon College (12+5) The case describes the transition at Beacon College from a one-person-controlled financial system to a more participatory one. The case outlines a plan to implement a budgeting system which uses more sophisticated coding to report direct and indirect costs and which provides more accurate and detailed information to allow for better planning at the college. Subjects: Financial Management, Budgeting Setting: Small Private Budgeting at Harpswell Community College (9+3) A public institution coping with state cutbacks, Harpswell Community College relies heavily on its Department of Continuing Education to generate non-state-controlled revenue that can support new college programs. The case describes how Continu-ing Education Dean Mike McCoy formulates his budget and projects surplus revenues, which he is required to turn over to the school. Subjects: Financial Management, Budgeting, Continuing Education Setting: Public, Community College

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Campus Consolidation at the University of Massachusetts at Boston (11+4) In 1992, the University of Massachusetts Board of Trustees, for financial reasons, votes to close its Downtown Campus and to relocate several programs, including the College of Community and Public Service (CPCS), a non-traditional program serving mostly lower-income and minority students, to other university facilities. CPCS faculty and students feel relocation will threaten their academic programs and limit student access. They launch a public campaign against the move. Subjects: Facilities Planning, Reorganization, Diversity, Non-Traditional Education Setting: Large Public Edgecomb College (12+5) An analysis of three compensation plans at Edgecomb College -- one for faculty, one for support staff, and one for administrative staff. What process is used to create the compensation plans? What are appropriate standards to use when developing compensation packages? What internal considerations affect compensation issues? Subjects: Financial Management, Compensation Setting: Small Private Financial Aid at Exeter College (6+6) Too much financial aid for Exeter students is awarded from unrestricted campus funds. Exeter, thus, decides to revise its financial aid policy. The case outlines the information presented to the senior staff and the new policy recommendations. Subjects: Financial Management, Financial Aid, Policy Formulation Setting: Small Private Institutional Research at Laguna Community College (11+5) Upon her arrival at Laguna, President Regina Perez notices that efforts at institutional research need improvement. There is only one person working in the research office and there is little coordination among offices such as the registrar's and admissions offices. Technology is either not used or used ineffectively. She devises a plan to improve institu-tional research in order to have better information for

decision making. Subjects: Strategic Planning, Institutional Research Setting: Public, Community College Matthews College (12+3) Faced with an $8 million budget deficit, the board of trustees charges the new president at Matthews College with balancing the budget. The case describes the participative budgeting process employed by the new administration as well as the impact of tuition and financial aid, endowment, compensation, and physical plant on the budget. How successful is the participative process? What are the pros and cons of using such a process at Matthews? Subjects: Financial Management, Budgeting, Financial Planning Setting: Small Private A Note on Preventive Maintenance at Dobson State University (8+1) Facing a 22% budget reduction by the state, Dobson State University considers its preventive maintenance program. What is the mission of the physical plant department? What is the proper amount to budget for preventive maintenance activities? How does govern-ment regulation affect decisions? How can the department run more efficiently? Subjects: Facilities Maintenance, Facilities Planning, Budgeting Setting: Large Public Parkview College (8+2) After a serious decline in freshman enrollments, Parkview College reorganizes its admissions staff, refocuses its recruitment efforts, and rethinks its financial aid strategies. Applications and enroll-ments increase as a result, but so does the tuition discount rate – the financial aid that comes from institutional sources as a percentage of gross tuition revenue. The college tries to identify ways to improve the number and the quality of incoming students, while lowering the tuition discount rate. How can they do this in an increasingly competitive environment? Subjects: Financial Management, Tuition Rates,

Admissions, Financial Aid Setting: Small Private

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Reengineering at Macmillan State College (12+3) Budget cutbacks and inefficiencies leave admini-strators at Macmillan State College searching for a way to reduce expenses while providing the same level of service. The Vice President for Business Affairs organizes a steering committee to initiate reengineering as a way to improve certain school functions. The case describes the process of reengin-eering, its introduction to the school community, project selection and review, and implementation of new systems, including the obstacles encountered. Subjects: Reengineering, Financial Planning Setting: Small Public Tuition Pricing at the University of Massachusetts (A) (8+10) Tuition Pricing at the University of Massachusetts (B) (6+2) (A) A description of the process used to establish tuition and fees at the University of Massachusetts for fiscal year 1992. The case provides the historical financial information used in the decision and discusses in depth the use of fees to generate income. (B) By 1993, the University enters into a period of relative fiscal stability. This is threatened when the state's Board of Higher Education votes for two consecutive years to cut tuition rates at public institutions by 5%, resulting in lost revenue. The University must make up part of the shortfall by raising fees. Are such tuition cuts the best strategy? Subjects: Financial Management, Tuition, Financial Planning Setting: Large Public Tuition Pricing at Windsor College (A) (13+9) Tuition Pricing at Windsor College (B) (2) (A) To determine tuition increases for the upcoming year, Windsor College uses data from comparison groups and other indices, while keeping in mind the college's mission. Readers are invited to reflect on the process employed by Windsor. (B) This case describes the response when the board of trustees learns of the proposed tuition increase.

Subjects: Financial Management, Financial Planning, Tuition Setting: Small Private University Colleges of Technology Alliance (11+3) After years of struggling with budget cuts, reduced enrollments, and the fear of being closed, the five colleges of technology in the SUNY system agree to form an alliance to pool resources, eliminate duplication, and improve efficiency. Schools which traditionally competed with each other would now work together, to determine areas of specialization for each school. The case describes the creation of the alliance, the internal and external influences in its creation, and its initial implementation. In forming an alliance, what are the important issues for the short term and the long term, and how do you define and measure success? Subjects: Reorganization, Strategy Formulation,

Alliances, Programming Setting: Large Public The University of Michigan: Funding Information Resources (8) The provost at the University of Michigan at Ann Arbor is looking for a strategy for providing access to information throughout the university. Key issues: constrained funding, the pros and cons of central-ization, and the very different perspectives of the university library and the university’s Information Technology Division. Different funding models are considered. After more than a year of planning, the provost receives a final report. But the recommend-ations in the report are not prioritized, and they are not explicit about costs. As chief academic officer, should he make these critical decisions by himself? Subjects: Financial Management, Strategic

Planning, Library, Information Technology

Setting: Large Public University of Southern Maine (A) (11+12) University of Southern Maine (B) (6+8) Due to statewide budget cutbacks and declining enrollments, USM faces a severe budget crisis. A new president seeks innovative strategies to offset

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this monetary shortfall, while maintaining institutional integrity and quality. New strategic planning initiatives and their implementation are explored. Statistical data is given in detail in the appendices to further illustrate issues presented in the case and facilitate the use of quantitative modeling. (B) President Pattenaude works closely with USM faculty and staff to develop a comprehensive five-year-plan. This case discusses the strengths and weaknesses of the implementation of this plan. The value of the planning process is investigated and reviewed. Emphasis on presentation of institutional data makes this case useful for statistical modeling and financial analysis. Subjects: Administration and Finance, Planning Setting: Large Public Virginia Commonwealth University (11+7) The state makes funding available for assessment projects. The university wins a grant and begins assessment activities in this decentralized institution. The process is seen as non-threatening. Then, the state issues a mandate for assessment which requires compliance activities over the summer while faculty are gone. The assessment directors make decisions which are greeted with anger when the faculty return in the fall. Subjects: Institutional Research, Assessment, Legislation Setting: Large Public Washington ONLINE (A) (13) Washington ONLINE (B) (4+1) (A) The 33 member colleges of the Washington State Community and Technical College System decide to collaborate in the development of online education courses. Internet courses become available through a new consortium, and enrollments increase every semester. But because so many of those taking courses online are already enrolled students, the participating colleges are not seeing any incremental revenues from these online enrollments. Ron Hamberg, a vice president at one of the institutions, is asked to develop a proposal for the long-term funding of the consortium’s activities. Should students be assessed fees? Should the colleges be assessed a flat fee?

(B) After initial hesitation, the participating college presidents approve a one-year plan whereby each member institution will pay a flat fee to support the costs of the consortium. There is no commitment to a longer-term funding solution. New issues arise when some of the colleges, dissatisfied with quality of the technological infrastructure, form a new organization for delivery of on-line courses. Subjects: Financial Management, Information

Technology Setting: Community College, Public CURRICULUM Brooklyn College (8+11) This case focuses on the process undertaken at Brooklyn College to revise its core curriculum. The case includes several exhibits which detail the goals of a revised curriculum and three options for revision. Subjects: Curriculum, Curriculum Reform, Program Design Setting: Large Public Curriculum Change at Babson College (A) (21) Curriculum Change at Babson College (B) (11) (A) Poor job placement statistics and declining student enrollment prompt Babson College to rethink the competitive position of its full-time MBA program. Graduate Dean Tom Moore and select faculty consider how to reposition the program through curriculum reform. Plans to implement a radical modular-based academic program take shape and are “sold” to the larger campus community. While curriculum innovation is supported by a newly-appointed president, numerous managerial challenges emerge as the new curriculum is finalized: issues of institutional governance, implementing academic program change, and overcoming faculty resistance to change. These test the leadership skills of program designers. Following a six-year process of reform, a modular MBA program is approved and a substantially revised curriculum is offered to first-year MBA students. (B) Six years after the introduction of the modular

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MBA program at Babson College, Dean Moore reflects on its overall impact. The program’s innovative structure has helped foster larger-scale institutional transformation, producing substantial new endowment income and foundation support for the college. Enrollment growth, improved student quality, and impressive gains in graduate student placement reinforce the new MBA program’s popularity among both students and employers. Administrators initiate similar changes in the undergraduate and part-time MBA programs. Can the innovative curriculum be replicated in ways that meet the needs of undergraduate business and part-time MBA students? Subjects: Curriculum, Strategic Planning,

Leadership, Organizational Change Setting: Small Private General Education at Mt. Saint Mary's College (12+14) Young faculty members, who are increasingly feeling more empowered by the college president, lead the effort to revise the core curriculum at Mt. Saint Mary's. The case outlines the process followed, including committees and personal interaction. Subjects: Curriculum Reform, Faculty Setting: Small Private Locke College (7) President Jerry Knight of Locke College must decide how to vote on a proposal to revise the Locke curriculum. Recommended by the faculty, the new plan would result in a liberal arts curriculum with no professional training and a common course of instruction for all students. Subjects: Curriculum Reform Setting: Small Private MetroSouth Medical School: Continuing Education (8+1) The Office of Continuing Education at MetroSouth's Medical School consistently receives high ratings from physicians attending its large lecture-based courses. These courses also contribute significantly to the core and departmental budgets at the school. Still, Director of Education Karen Stone wonders if she can convince the medical school faculty and her fellow administrators that there is more to good education

than just passive listening to lectures. How can she balance the mandates for financial and enrollment success with what she knows would be better practice of adult learning principles? Subjects: Professional Education, Curriculum, Program Design Setting: Large Private Michigan Technological University (14+13) Michigan Technological University’s (MTU) School of Business and Economics (SBE) had long suffered from a lack of direction and was facing an on uncertain future. MTU’s new president, Carter Tompkins, had a choice to make: either disband SBE completely, or make the necessary commitment to revitalize the curriculum and faculty to make SBE competitive. He chose the latter. The case illustrates the strategic planning process and difficult choices MTU administrators made to prepare the School of Business and Economics for the rigorous AASCB accreditation process. In-depth analysis of the decision-making process emphasizing use of benchmarking methodologies and personal issues are integral parts of SBE’s transformation process Subjects: Accreditation, Leadership, Faculty, Institutional Change, Benchmarking Setting: Public University, Medium-size Patterson College (9+5) A group of students and faculty at Patterson College struggle to incorporate Women's Studies into the curriculum. The case describes both the formal and informal process used prior to the faculty vote from the perspective of Louise Sorensen, a student active in school governance. Subjects: Curriculum Reform, Lobbying Setting: Small Private Project Athena (A) (3) With substantial foundation support, MIT experiments with putting computer workstations in dormitories and faculty offices to support the undergraduate curriculum. As the external funding comes to an end, there is a need to formally evaluate the project and its impact on undergraduate computing. Subjects: Computer Systems, Curriculum, Program Evaluation

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Setting: Large Private Sacred Cross (10) In 1983, Sacred Cross College fully implements a new curriculum which is competency or outcome based. The college develops a series of goals, and measures to assess the attainment of these goals. Theoretically, a student can demonstrate mastery and receive a degree without taking a class. Promoted actively, the "Sacred Cross Idea" results in more successful fundraising, improved faculty recruiting, and a better connection between student activities and the curriculum. Subjects: Curriculum Reform Setting: Small Private Socrates Shares the Stage: The Western Culture Debate at Stanford (14+16) A debate emerges at Stanford University during the revision of the Western Civilization curriculum. What influence does external pressure have on curricular decisions? How should various races, cultures, and genders be reflected in the curriculum? Subjects: Curriculum Reform, Diversity Setting: Large Private The State Judicial Institute (6) The State Judicial Institute provides continuing edu-cation programs for judges and other court personnel. It relies on volunteer judges to teach its courses. A concern is raised about confronting issues of gender and racial bias in these courses. Faculty development seminars on the topic have created much controversy and received poor evaluations. Members of the plan-ning committee propose several different ways to teach about diversity, but can't decide which approach will be most appropriate or effective. Subjects: Professional Education, Diversity, Faculty, Curriculum Reform Setting: Government Windham University: The Real Estate Certificate (3+3) Over the years, the Dean of University Extension has worked with the community to develop a successful real estate certificate program. The new president has

made it clear that such a program does not have a place in the university's new, more "focused" mission. What is University Extension's mission vis-à-vis the mission of the university? Subjects: Professional Education, Program Evaluation, Organizational Fit, Mission Setting: Large Public

DEVELOPMENT Campaign Wartburg (13+11) Though Wartburg College was in sound financial shape, Board Chair Fred Hagemann was uneasy. Enrollment competition was increasing among Wartburg’s peer institutions and Hagemann felt the college’s historic financial conservatism could be disastrous in a more challenging environment. Wartburg’s new president, Jack Ohle, was expected to lead a new fundraising campaign. Ohle believed the key to success was engaging alumni and the external community in a planning exercise that would define the future of the institution. The result of this process was the creation of “Commission Wartburg.” The development of the Commission process and creation of specific strategic goals for the capital campaign are highlighted. Subjects: Development, Fund Raising, Leadership, Planning Setting: Small Private Grambling State University (13+1) Earl Vinson, Executive Vice President for University Relations and Student Affairs, wonders what to tell his president. Plans are underway to launch a capital campaign, but is it the right time to begin such a project? Vinson must collect information for the president to use when making a decision regarding the feasibility of the campaign. Subjects: Development, Fund Raising, Institutional Research Setting: Small Public, Historically Black Institutional Advancement at the University of Maryland Baltimore County (A) (15+10) Institutional Advancement at the University of Maryland Baltimore County (B)

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(3+3) (A) Historically, advancement had not been a priority at the University of Maryland Baltimore County. Freeman Hrabowski, the charismatic new president, wanted to change that. The institution needed to increase alternative funding to offset decreased state support. Being a young institution, however, it had little experience with fund-raising, and lacked a large body of affluent alumni. A further complication was that UMBC lacked clarity in its mission – it had never clearly defined what it strived to be. First steps towards launching a capital campaign required reanimating the Office of Institutional Advancement, articulating what UMBC did best, and identifying target donors. With little experience, but lots of enthusiasm, planning for “The Campaign for UMBC,” (a first-ever capital campaign) was initiated. This case examines the steps taken by UMBC senior administrators as the capital campaign moved from concept to plan to reality. (B) In less than four years, the UMBC capital campaign exceeded its goals. The Office of Institutional Advancement has grown into a well-funded and staffed organization. UMBC and the State planned to continue their partnership in building a critical mass of high-technology research and commercial activity, with UMBC serving as a hub and driving force for regional economic development. It appeared that UMBC had found its competitive niche and garnered the private fiscal support it had long wanted. Subjects: Institutional Advancement, Development, Leadership, Planning Setting: Public University, Large University of Virginia: The Capital Campaign (18+4) Faced with budget cutbacks, the university decides to centralize its fundraising activities and to organize a capital campaign. Organizers experience some diffi-culty convincing representatives from each school and alumni groups, who typically do their own fund-raising, of the need for the campaign. The effort is successful and the central development office appears to run smoothly. However, conflicts arise when many of the solicited gifts are restricted funds, and the Alumni Fund begins to run a deficit. In the next annual campaign, donors are not given the option of specifying how their gift should be used. This upsets the individual schools and threatens the centralized

development process. Subjects: Development, Fund Raising, Centralization Setting: Large Public

EXTERNAL RELATIONS/PUBLIC AFFAIRS The Eaton School of Retailing (A) (10+1) The Eaton School of Retailing (B) (4+2) The Eaton School of Retailing (C) (6) The Eaton School of Retailing (D) (2) The Eaton School of Retailing (E) (1) (A) To meet expected growth and changes in the retailing industry, Eaton's, the largest department store chain in Canada, decides to develop the Eaton School of Retailing. They approach Ryerson Polytechnic University, seeking to negotiate a part-nership for the development and delivery of curriculum. The negotiations are fast-paced, reveal-ing clear cultural differences between the corporation and the university. The faculty voice concerns about such a partnership. (B) Staff have only a few months to prepare Eaton's first course, and tensions erupt with business school faculty over course format, content, and student evaluation. (C) After a successful launch, Eaton's course offerings expand to sites around Canada, in colla -boration with other universities. A federal agency provides additional resources for course development. Bell Canada wants to work with Ryerson on distance learning delivery of the courses. How fast, and in what ways, should the program be growing? (D) This case raises questions about how to evaluate practitioner-oriented programs such as this. (E) A surprise announcement may threaten the long-term viability of the Eaton's/Ryerson partnership. Subjects: Non-Traditional Education, Corporate Alliances, Faculty, Programming, Technology Setting: Small Public

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Harriman College (4) Startled by statistics on poverty and education in her county, Karen Davis, Director of Adult Programs at Harriman College, considers creating a program at the school to help single mothers complete high school and to provide job training. She sees the program as a way to demonstrate involvement with the local community, as a vehicle to enhance the college's image, and as a way to recruit future students. While she can get community support for the program, other college administrators raise questions as to how the program would fit with Harriman's more traditional approach to education. Should Karen develop a proposal for the president? Subjects: Continuing Education, Organizational Fit, Programming, Community Outreach Setting: Historically Black The Kentucky Appropriations Process (A) (12+3) The Kentucky Appropriations Process (B) (5+1) (A) Faced with inadequate resources, businesses unsatisfied with the quality of their employees, and a series of crises surrounding the state government's handling of higher education, Jim King, Vice President for Administration at the University of Kentucky, must devise a plan to gain popular and legislative support for higher education in Kentucky. The case describes recent changes leading to the educational crisis in the state. (B) Using methods such as alumni rallies, grass roots activities, and business group activism simultan-eously, the University of Kentucky gains additional funding and support from the state government. The question is whether, with the threat of cutbacks, this support can be maintained. Subjects: Government-State, Promotional Strategy, Lobbying Setting: Large Public A Letter to the Rector (3) A representative of the Chamber of Commerce congratulates the new rector of the university upon his election, and expresses his concern that the curriculum and the faculty of the university have not changed and adapted to the new economic realities in the country. There is a mismatch between the courses of study at the university and what the modern

economy needs. What should be the role of research? What should be the role of general education? The rector must decide whether and how to reply to this challenging letter. Subjects: Mission, Curriculum, Faculty Setting: Public (Latin America) Mercer University (A) (8) Mercer University (B) (1) (A) Criticisms are leveled at Mercer University, a Baptist school in Georgia. A devout Baptist business-man and lay disciple of the political fundamentalist movement sends a mailing to Georgia pastors, Georgia parents of Mercer students, and members of the Executive Council of the Georgia Baptist Convention describing Mercer's current status as Playboy's #9 party school, the promotion of safe sex on the Mercer campus, the use of alcohol on campus, questionable books from the Mercer press which include profanity, the showing of an R-rated film on campus, and other complaints. How should President Godsey and his senior staff deal with the bad publicity? (B) Mercer reacts publicly to the criticisms detailed in the mailing and creates a strategy to gain support at the Georgia Baptist Convention in order not to lose control of the board. Their plan is successful and, for at least a year, the current board and administration remains in control. However, contacts in area church-es indicate that the political fundamentalists are regrouping. Subjects: Public Relations, Strategy Formulation, Publicity Setting: Large Private Miami-Dade Community College (A) (15+7) Miami-Dade Community College (B) (3) (A) The president of the Miami-Dade Community College Kendall Campus spends eighteen months working for the passage of a referendum that would earmark property taxes in Dade County, Florida to create an endowment for the college. The campaign raises hundreds of thousands of dollars, enlists hundreds of volunteers, and identifies thousands of supportive voters. Then, eight days before the election, Hurricane Andrew strikes, devastating the county. Will the campaign succeed?

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(B) Despite the hurricane, voters pass the tax referendum creating an endowment fund for the college. Controversy erupts when the college uses half the money for across-the-board salary increases for faculty and staff. Subjects: Government-Local, Taxation, Endowment Management Setting: Public, Community College Truman Hall: Rooms for Rent (7+13) Assistant Vice President for external relations at a public university in the Mid-West, George Lindstrom discusses his need to spend his time focusing on the relationship between the state government and the school in order to promote the institution and to prevent members of the institution from presenting views which conflict with the president's. Of parti-cular concern is Truman Hall, a new dormitory built with state support. Residential enrollment projections have not been met and the building is empty. Should Lindstrom approach the legislature about possible uses for the building? Revised 1986. Subjects: Government-State, Facilities Planning, Housing Setting: Large Public

FACULTY Carlsberg University (A) (14) Carlsberg University (B) (3) (A) When Associate Professor Barbara Minto is denied tenure, her case goes to arbitration. Were the described policies and procedures followed in her case? How should the president respond? (B) The university president and Assoc iate Professor Minto meet with Dr. Minto's lawyers to decide, using university guidelines, upon the procedure Minto should follow to file a grievance in the tenure process. Her appeal is denied, and the case goes to arbitration. Subjects: Faculty, Tenure and Promotion, Arbitration Setting: Small Private Colorado State University: The Center for Teaching and Learning (A)

(4) Colorado State University: The Center for Teaching and Learning (B) (2) Colorado State University: The Center for Teaching and Learning (C) (2) (A) A new president wants Colorado State University to reestablish its reputation for excellent undergraduate teaching. A special task force on teaching and learning considers if and how to establish a center for faculty development. Questions arise about where this initiative should be housed within the university, what it should be called, and how it should be funded. (B) The university decides to open a Center for Teaching and Learning and appoints Bill Timpson the new director. His primary function is to entice faculty to use Center programs designed to instill new pedagogical skills. (C) The Center for Teaching and Learning becomes popular among faculty as a user-friendly place to develop strong pedagogical skills. Commitment to the Center from senior university leadership is apparent, but the Center’s future remains tenuous as its existence relies on soft monies. Subjects: Faculty, Teaching Setting: Large Public Faculty Due Process Hypothetical - Cases: Burr v. Aaron and Burr v. Jackson (2) A professor is fired from his state university position when he refuses to take a state-mandated loyalty oath. His next institution does not require such an oath, but fires him when it learns of his earlier dismissal. The professor sues both institutions, and the case questions the merits of his suits. Subjects: Labor Relations, Employee Discharge, Legal Issues Setting: Small Public Faculty Mentoring at Northern Virginia Community College (12+8) As she reviewed events over the past year, Judy Horton felt a modest sense of accomplishment. As coordinator of the New Faculty Orientation Training and Mentoring Program at Northern Virginia Community College (NVCC), Horton had led

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implementation of the program during its first year. She had recently discovered that some faculty and administrators were questioning the design and efficacy of the program. As Horton prepared for meetings with President Belle Wheelan and NVCC’s faculty chairs, she reflected on her own questions about the program. What had gone well thus far? What hadn’t? What changes to the fledgling program, if any, was she prepared to recommend? Subjects: Faculty, Human Resources, Mentoring Setting: Community College, Public Kansas State University (18) The Kansas Board of Regents demands that faculty be evaluated even after the conferral of tenure. In the face of strong faculty resistance, a special task force must decide how to measure chronic low achieve-ment among faculty in an equitable manner. Minimum performance standards are developed, which allow individual departments and colleges a certain degree of autonomy when evaluating faculty. Subjects: Faculty, Accountability, Tenure Setting: Large Public The New Department Chair (3) Helen Nelson becomes chair of the Political Science Department when her predecessor, David Beaufort, passes away. Beaufort, described as a paternalistic autocrat, enforced all rules and policies in infinite detail, allowing little faculty innovation. Nelson takes a more democratic approach, but she finds the faculty uncooperative and unwilling to do what they call "a chair's work." Students begin to complain about the department, and the dean and provost question whether Nelson is up to the job. Subjects: Faculty, Leadership, Administration Setting: Small Public Oakdale City College (1) Two faculty members at Oakdale City College, both applying for a full-time position opening, file suit against the college, claiming that the hiring process is unfair. Despite meeting the qualifications, the two feel they have been bypassed and that the rules have been bent to allow a minority candidate to win the position. In addition, they claim the interview was biased. Oakdale's president asks a committee to prepare a report on the situation in order to avoid

similar problems in the future. Subjects: Faculty, Tenure and Promotion, Diversity, Discrimination Setting: Public, Community College Restoring Faculty Quality (6) The new director of a research institute at the Law School of the Universidad Nacional de Venezuela considers various ways to upgrade the quality of faculty. Long-standing institutional policies and practices make it difficult to attract and retain high-quality faculty. She reintroduces the practice of competitions to determine the most qualified candi-dates for open positions, but is thwarted by political and personal considerations. Subjects: Faculty Quality, Faculty Hiring Setting: Large Public (Venezuela) The University of California System (A) (13+3) The University of California System (B) (3) In light of the Supreme Court decision University of Pennsylvania v. E.E.O.C., the University of Cali-fornia System revises its policy regarding access to confidential personnel files during the tenure process. What types of information should be provided to tenure candidates? Should the university disclose information about comparable candidates? The sys-tem must now react to possible law suits alleging discrimination in the tenure process. Subjects: Faculty, Tenure and Promotion, Personnel Management Setting: Large Public The University of Minnesota (A) (21) The University of Minnesota (B) (2) The University of Minnesota (C) (2) (A) In 1996, at the request of state legislators, the Board of Regents reevaluates the faculty tenure policy. The faculty and board agree on a revised policy, but the state feels the revisions do not go far enough. Controversy erupts over a new proposal created by the board's attorneys, which receives much local and national attention. The faculty argue that the university is threatening academic freedom. The faculty consider unionization.

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(B) The board tries to continue negotiations, but fails. The faculty hold a vote to unionize, which fails by 26 votes. (C) A revised tenure policy is agreed upon by all the constituencies. Subjects: Faculty, Tenure and Promotion Setting: Large Public "What Can You Expect from Faculty?" The Universidad Nacional de Quilmes (UNQ) (7) A new public university in Argentina seeks to distinguish itself through its innovative academic program and the promise of efficient management. The university attracts many faculty members from other institutions. After seven years, a new rector introduces some policies which cause an uproar among the faculty: expectations for more teaching hours per week, expectations that faculty will counsel students, requirements that faculty be present on campus, etc. Is it possible for the rector to reestablish a climate of trust on campus? Subjects: Faculty Working Conditions, Faculty Morale, Campus Climate Setting: Small Public (Argentina)

HUMAN RESOURCES/LABOR RELATIONS Abbott College (A) (11) Abbott College (B) (1) (A) A search is underway for a new president of Abbott, a private, liberal arts college. The case out-lines the formation of the search committee, the search for candidates, the review of materials, interviews, and the selection of finalists to present to the board. Issues related to faculty involvement, internal and external candidates, and confidentiality are raised. (B) Two candidates have strong support: the current vice president of finance, and the dean of the faculty at another college. The board requests a last-minute follow-up interview with the outside candidate. Just hours after the interview, the current vice president is awarded the presidency. The case raises several issues

about the presidential search process. Subjects: Presidential Search, Personnel Setting: Small Private Douglass State University (7+7) Douglass State is revising its existing evaluation of administrator effectiveness. Concern is raised over why evaluation occurs at all, because the main use of the results is to decide merit pay, and the state has frozen all pay increases in the coming year. Subjects: Personnel, Performance Evaluation, Administrators Setting: Small Public Huron State University (A) (11) Huron State University (B) (4) Huron State University (C) (2) (A) A fight occurs on campus between a second-year MBA student and an electrician employed by Huron State. The case presents the aftermath of the fight, the fact-finding effort, the union involvement, and the university's actions from the point of view of university administration. (B) Students calling for the electrician's dismissal devise an alternative plan with the assistance of a professor and some administrators. (C) It appears that the problem is settled, but the dean of the business school and the president add a new requirement for the electrician to retain his job: a visit to University Psychiatric Services where he will be interviewed and certified by competent staff. Subjects: Student Affairs, Management of Conflict, Unions Setting: Large Public Kimball Community College (12+3) A search/interview process is underway for a new Dean of Student Affairs. The case describes the criteria applicants must meet as well as the procedures used to post, select, and interview candidates. Issues around affirmative action are also raised. The case concludes with a summary of the six finalists' resumes. Subjects: Personnel, Employee Selection, Student Affairs

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Setting: Public, Community College Self-Evaluation at the University of Concepción (A) (9) Self-Evaluation at the University of Concepción (B) (1) (A) With the encouragement of the rector and the cooperation of the deans, two respected members of the university community – a chemistry professor and the dean of research – decide to introduce the concept of self-study. Two departments agree to pilot-test the process. The rector makes available financial incentives for participating departments. The pilot is judged to be a success. Will it be possible to expand the concept of departmental self-evaluation to other units, when the "culture of evaluation" is so weak? (B) Five additional units are evaluated in the follow-ing year, and an Office of Self Evaluation is established. Commitment to and involvement in the process vary in different sectors of the university. Subjects: Self-Study, Evaluation, Program Review Setting: Large Private (Chile) The University of Bridgeport (A) (10+13) The University of Bridgeport (B) (9) The University of Bridgeport (C) (1) The University of Bridgeport (D) (2) (A) Upon assuming the presidency of the University of Bridgeport, Janet Greenwood inherits a financial crisis. Needing to cut $3 million in faculty costs, she faces union protests and faculty strikes. A lengthy appendix describes the collective bargaining agree-ment between the university and the faculty. (B) Despite bargaining between the university and the faculty, the faculty and two non-faculty unions strike. The ramifications of the strike for the university are discussed. (C) Sacred Heart University assumes control of Bridgeport's programs. The Bridgeport faculty con-tinue their legal battle to determine if unfair bargain-ing has occurred. The implications of the Yeshiva decision regarding faculty unionization are raised.

(D) A discussion of the author's insights on the case and the strategies used by the university. Subjects: Labor Relations, Collective Bargaining, Strikes Setting: Large Private

LEADERSHIP Academic Leadership at Bradford College (1+1) Bradford College is revising its curriculum to combine liberal arts study with hands-on career preparation. Will 34-year-old Arthur Levine, newly appointed president of the college, be able to lead Bradford through this period of curricular reform despite his lack of academic and administrative experience? Subjects: Leadership, Presidential Entry, Curriculum Reform Setting: Small Private Bingham State College (A) (5) Bingham State College (B) (1) Bingham State College (C) (1) (A) With a pledge of $500,000 from a local businessman, Bingham State College creates a Center for Entrepreneurship to give members of the minority community the information, skills, and values necess-ary to compete effectively as business owners. Joseph Simpkins is hired to direct the center. His first priority is to let the school and community know about the center. He develops a successful one-day program and recruits faculty from the business community to teach in seminars when college faculty prove unwilling. Simpkins also secures additional funding from the state to expand the center's services. (B) Students at Bingham State College approach the Dean of the College of Business and ask that adjunct faculty teaching at the Center for Entrepeneurship and Business Development be allowed to offer courses at the college for credit. Students also want to get credit for taking some of the seminars offered at the center. The dean initially says that he cannot honor the students' requests, but eventually he agrees to appoint a committee to examine the situation.

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(C) The Director of the Center for Entrepreneurship and Business Development suffers a stroke and is unable to return to the college. The Dean of the College of Business and the Director of Continuing Education both ask the president to assign respon-sibility for the center to their units. Who should over-see the center's activities? Subjects: Continuing Education, Organizational Fit, Program Management Setting: Historically Black Bunker Hill Community College: President Robertson's Academic Leadership (5) Upon assuming the presidency of Bunker Hill Community College, Piedad Robertson undertakes a college-wide assessment effort. Concerned that the college is not meeting student needs, she obtains permission from the Massachusetts State Board of Regents to rewrite the college's five-year plan incorporating mandatory assessment practices. Subjects: Leadership, Presidential Entry, Assessment Setting: Public, Community College Changing Times (13) After a long career as a faculty member at ESPOL, a public university in Ecuador, Nelson Cevallos is elected rector in 1992. He arrives with a transition plan, as well as a strategic plan. A major goal is to diversify and increase sources of revenue for the campus, and Cevallos is explicit about his intention to run the university more like a business. Some assets are sold off; faculty are encouraged to generate consulting income; student fees are introduced. How much of this ambitious agenda is likely to be sustained over time, and at what cost to the traditional university culture? Subjects: Leadership, Strategic Planning, Financial Management Setting: Large Public (Ecuador) Community College of Rhode Island (16+3) In the early 1990's, the state of Rhode Island is making drastic cuts in funding for higher education. The community college takes several steps to accommodate these cuts, including automating some systems, increasing workloads, and negotiating an innovative salary scheme with employees. The president is committed to maintaining access to the

college. Is it possible to stay focused on a vision while making cuts and compromises? Subjects: Leadership, Strategic Planning, Financial Management Setting: Public, Community College Computing at Cameron College (11+4) The Computing Center at Cameron College is in a state of disarray. It is unclear how the center fits into the college's overall structure and the leadership of the center is weak. In the early 1990's, administrators at the college reorganize the center and hire a consultant to improve Cameron's technological services and to define the center's mission and organizational structure. Subjects: Organizational Structure, Leadership, Management Development, Technology Setting: Small Private Crisis at Wesleyan University (X) (14) Crisis at Wesleyan University (Y) (18+10) Crisis at Wesleyan University (Z) (11) (X) Minority students at Wesleyan University demand that the president and trustees provide more resources, classes, and activities for diversity aware-ness. Student activities include sit-ins, protests, and riots. How should the president handle the situation? (Y) Tensions continue at Wesleyan. There are two fire bombings (one in the president's office), graffiti are painted on the walls of Malcolm X house (an African-American residence), and at a school-wide forum President Chace is verbally attacked. Eleven students begin a hunger strike. President Chace works to react in a positive way to the hunger strikers' demands. (Z) The administration establishes a committee to respond to student demands. The hunger strike ends and a letter describing the incidents is sent to parents. Things seem to be improving, although Edgar Beckham, the highest-ranking black administrator, leaves the university, and Nicholas Haddad, a student and leader in the protest movements, is murdered in a drug deal gone sour. Subjects: Student Affairs, Diversity, Protests Setting: Small Private

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Douglas Hartman: Funding a World-Class Library (A) (12) Douglas Hartman: Funding a World-Class Library (B) (2) (A) The University Library, long a shining jewel of Mountain State University, is becoming techno-logically obsolete. The University Librarian seeks to modernize the library’s information technology at a time when the library is suffering a budget deficit. To fund these changes, he announces that existing budgets for other collections, especially serials, will be reduced. A faculty uproar ensues, resulting in creation of a task force to review the library’s future. The leadership skills of the University Librarian are questioned. An investigation by the Faculty Senate Library Committee supports the University Librarian’s claims that the library is underfunded. (B) The Faculty Senate passes a resolution to increase University Library funding. Was the way in which the University Librarian precipitated the funding crisis appropriate? Would another leader-ship approach have produced an equally satisfactory outcome? Subjects: Leadership, Library, Information

Technology Setting: Large Public Duke Corporate Education, Inc. (15+4) Blair Sheppard, Senior Associate Dean for Academic Affairs at the Fuqua School of Business at Duke University, considered customized executive education the key to a strong financial future for the institution. Duke Corporate Education, Inc., Sheppard’s brainchild, a new for-profit corporation was an innovative “one-stop shop” that sought to become a leading provider of customized corporate education. However, the project’s path was paved with many obstacles – most notably, overcoming resistance to creation of a for-profit corporation by Duke faculty and administrators, and finding appropriate investment capital from outside sources to fund initial start-up costs. The difficulty of accommodating the requirements of both University and private investors was evident throughout the process. The case provides a compelling story of coping with the challenges of creating a “for-profit” entity within a larger non-profit higher education institution.

Subjects: For-profit education, Leadership, Institutional Change Setting: Private University, Large Fairhaven University (A) (8+3) Fairhaven University (B) (8) (A) The case describes Fairhaven University's Center for Continuing Education when new Dean Helen Perotti arrives. How does she establish her own credibility, and how does she set out to define a unique mission for continuing education? (B) A dynamic and aggressive leader who demands much from herself and her staff, Helen Perotti concludes her first year as Dean of the Center for Continuing Education at Fairhaven University. How can she make the Center more visible in the university? What are her priorities? Where should she put her energy? Subjects: Continuing Education, Leadership, Entry, Organizational Fit Setting: Large Public George Washington University: The College of Professional Studies (17+1) George Washington University has successfully utilized all traditional forms of generating revenues. If the university hopes to continue growing, an innovative approach to increase revenue must be found. The Vice President for Academic Affairs Donald Lehman and the Associate Vice President for Academic Development and Continuing Education Roger Whitaker propose creation of a new “College of Professional Studies” (CPS). The plan is to design an entity that develops partnerships, or customized “solutions,” with/for private sector organizations in the Washington, D.C. area. Concept papers show interest among potential customers, but prior to marketing CPS to potential clients it must be “sold” to members of the GWU community. The CPS undergoes critical scrutiny as the concept is reviewed by the Board of Trustees and Faculty Senate. Ultimately CPS emerges as an entirely new concept distinct from what had been proposed by Lehman and Whittaker – a for-profit enterprise. Subjects: For-Profit Education, Planning, Leadership Setting: Large Private

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Kathy Finnegan (15) This case describes several days in the life of a chief librarian at a small liberal arts college. Time management and delineation of responsibilities are key issues. How are personnel, financial manage-ment, planning, and development issues prioritized? Can she rely on her staff sufficiently to delegate some of the daily administrative duties in order to focus on the major planning issues facing the library? How should the library respond to the needs of the students, faculty, and college administration with its limited financial resources? The case is useful for discussions of management and leadership styles. Subjects: Leadership, Library, Financial

Management Setting: Small Private Leadership at Lesley College (11+13) Originally a women's college for the training of teachers, Lesley College has grown into a co-ed institution offering undergraduate and graduate degrees in education, business, and arts & sciences, at sites around the country. President Margaret McKenna, who came to Lesley in 1985, is challenged to restructure the school in order to create a unified institution. She must explore such issues as the abolition of tenure, an overhaul of the school's finances, deferred maintenance problems, expanding the campus size, and revisiting the mission statement. The case provides many opportunities to hear the voices of the president and other key administrators and to evaluate the practice of leadership in an institution that is becoming more entrepreneurial. Subjects: Leadership, Organizational Structure, Financial Management Setting: Small Private Marlboro College (A) (18+2) Marlboro College (B) (2) (A) President Paul LeBlanc had been at the helm at Marlboro College for only four years. While enjoying four years of financial growth and the creation of new technology initiatives that revitalized the college’s academic reputation, he felt that senior staff productivity was not meeting his expectations. This case reviews the staffing dilemmas faced by President LeBlanc as he attempts

to restructure his cabinet to maximize its effectiveness as a senior leadership team.. (B) On June 6, 2000, President LeBlanc sends a memorandum to the Marlboro community announcing changes in staffing and administrative organization. He notes that “our staffing model reflects Marlboro College as it has long been” and that it is “increasingly inadequate for the growing complexity of the overall organization.” President LeBlanc reorganizes the cabinet to reflect his vision for the future of the institution by…… Subjects: Leadership, Human Resources Setting: Small Private The Mascot Debate at Rolling Hills College (A) (2) The Mascot Debate at Rolling Hills College (B) (1) (A) For several decades, the Rolling Hills College athletic teams have been called the “Chiefs,” with a chieftain in a war bonnet as the official logo. With the arrival of a new college president, several on-campus groups propose adopting a new name that is less demeaning to Native Americans. The president bans use of the chieftain and war bonnet logo but retains the “Chief” nickname, pending further campus discussion. A task force is organized. Most task force members favor a name change, but local alumni who contribute financially to the athletic program are strongly opposed. (B) The Board of Trustees decides to make no immediate change in the “Chief” nickname. Instead, the task force’s pro-change recommendation is forwarded to a newly-created panel, charged with considering the recommendation in the context of the institution’s overall strategic planning process. Subjects: Leadership, External Relations/Public

Affairs, Student Affairs Setting: Small Private Liberal Arts Meade College (A) (11+4) Meade College President Blake Edwards finds himself caught between a “rock and a hard place” as changes to the institution’s long-standing faculty compensation system are considered. The faculty strongly support Meade’s current “step system” (in place for more than a decade) with its guaranteed

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and predictable progression increases. Faculty view the step system as transparent and straightforward, an ideal approach for a liberal arts college that espouses an “all for one and one for all” institutional culture. Over the years, however, faculty compensation at Meade has not kept pace with peer institutions and annual step increases have triggered budgetary problems. In an attempt to inject a “real world” perspective into campus life and address the fiscal realities facing the college, key members of the Meade Board of Trustees propose the addition of a merit component to the faculty compensation system. Faculty members oppose the concept of merit increases, fearing such a change would create insidious and manipulative incentives that run counter to Meade’s long-standing and productive intellectual ethos. President Edwards must decide what action to take regarding future institutional consideration of the faculty compensation matter. Subjects: Leadership, Finance, Faculty Setting: Small Private Midstate University Business School (4) Young and energetic, Jim Benvenuto, new Dean of the Business School, arrives at Midstate after earning much support from the search committee. A reporter publishes some changes he wants to make at the school. Many faculty members feel the changes are radical. A committee he appoints to review teaching and curriculum fails to submit its report to him on or near the deadline. After some checking he discovers that the senior faculty have "slowed" down the process in order to retain their control. Subjects: Leadership, Organizational Change, Management Succession Setting: Large Public Sojourner Truth University (8) In 1994, John Porter assumes the presidency of the university, determined to bring order to the school. In a series of steps, he revises the faculty compensation process to include merit-based, variable pay raises, changes the budget process to reflect actual cash flow, improves statistical information regarding student applications and retention, and increases fund-raising efforts. The case is used to introduce the concept of performance indicators: by what measures should a president's work – or an institution's progress – be evaluated? Subjects: Leadership, Performance Indicators,

Financial Management Setting: Historically Black Sunbelt State University (7) After six years of what she considers highly effective work, the dean of the College of Education, Human Services, Behavioral Science, & Justice invites a variety of constituents – members of the faculty, department heads, students, and others internal and external to the college – to form a committee to evaluate her work. The result, a C+ rating, disappoints her. She is criticized for not focusing enough internally and for spreading herself too thin on outside committees and projects. She knows that her outside involvement has brought credibility and resources to the college. How can she make people understand why she spends her time as she does? What is the appropriate allocation of a senior administrator's time? Subjects: Leadership, Performance Review, Community Outreach Setting: Small Public The Thirteenth Man: Ted Bell and the U.S. Department of Education (19+1) As Secretary of Education in Ronald Reagan's cabinet, Ted Bell faces an uphill battle. Many Republicans want the department eliminated. Internal politics make staff appointments difficult. To move forward, Bell works in and around the system raising controversial issues such as bilingual education and creating the task force which develops the report “A Nation at Risk.” His appointment is a test of his political and leadership skills. Subjects: Leadership, Politics Setting: Government The University of Geneva (A) (27+16) The University of Geneva (B) (3) (A) The case describes Rector Marcel Guenin's move to install an extensive informatics system at the university. The process involves intensive lobbying on his part both internally and externally with the government, the faculty, and technology providers. In addition, the PTT, Switzerland's telecommunications agency, is being uncooperative about installing the needed cables.

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(B) Rector Guenin contacts his associates at the PTT informing them that if they do not lay the cables on schedule, he has an alternative plan using infrared lenses available in the United States. The PTT, after some convincing, agrees to install the cables. Guenin then reflects on the project and wonders what he could have done better and what else may go wrong. Subjects: Leadership, Computer Systems, Lobbying Setting: International, Large Public (Switzerland) University of Hartford (5) The new president at the University of Hartford, Humphrey Tonkin, evaluates the school's historical, geographical, and economic status and decides to emphasize the university's community outreach programs. His strategies and some of the outcomes are presented. Subjects: Leadership, Presidential Entry, Strategic Planning, Community Outreach Setting: Small Private The University of Missouri (A) (15+19) Faced with the need to cut back, the university outlines criteria for eliminating or reducing certain programs. Most people agree with the plan in theory, but when target areas are announced, opposition emerges. Many exhibits are included with the case. Revised 1993. Subjects: Leadership, Financial Planning, Retrenchment Setting: Large Public University of Utah (20) During the late 1990s, the University of Utah faces a number of formidable technology challenges. The university leadership introduces Utah2000, a broad technology initiative that includes implementation of state-of-the-art enterprise resource planning (ERP) software by PeopleSoft, Inc. Everyone’s work is affected; each university division struggles to implement changes, using specially trained teams. Leadership challenges and unanticipated costs arise as the new technology comes online. Faculty members harshly critique the new software and the vendor’s customer-service performance and responsiveness. Did the university move too quickly? Are these kinds of leadership challenges

inevitable when introducing any new technology? Subjects: Strategic Planning, Information

Technology, Leadership Setting: Large Public Will Conners (10+5) This case describes a week in the life of Will Conners, dean of a university's College of Continuing Education. How does Conners spend his time: how does he prioritize, and what does he delegate? The case is useful for discussions of management and leadership. Subjects: Leadership, Organizational Behavior, Continuing Education Setting: Large Public

Marketing Adelphi University (A) (12+15) Adelphi University (B) (2) (A) Upon arriving as president of Adelphi, Peter Diamandopolous develops an innovative advertising campaign to bring the university national recognition. The case provides information about the university's competition as well as examples of advertisements from both Adelphi and its number one competitor, Hofstra University. (B) This case updates Adelphi's marketing campaign, and briefly discusses student and faculty reactions to the campaign and admissions procedures at Adelphi. The case also provides financial data on Adelphi. Subjects: Marketing, Advertising Setting: Small Private Alewife Community College (3+1) Administrators at Alewife must develop a plan to market the newly-created community college. The case asks readers to use a spreadsheet to determine the most effective way to use local newspapers to advertise the college. Subjects: Marketing, Information Systems, Advertising Setting: Public, Community College

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The Arthroscopy Seminar (12+2) UCLA Extension's previously successful Arthro-scopy Seminar is facing declining enrollments, more competition, and reduced revenues. Coordinator Jean Abbott, faced with the possibility of program elimination, convenes a meeting with course faculty and Extension staff to determine cost-cutting measures, responses to the competition, marketing strategies, and curricular changes to strengthen the program and hopefully save it. Subjects: Marketing Strategy, Curricular Reform,

Professional Education, Competition Setting: Large Public Boston Center for Adult Education (14+7) Providing details about the center's history, mission, and competition, this case outlines the center's problems in the areas of support systems, staffing, and marketing. Readers are asked to use the infor-mation provided to create a plan for the center's future as enrollments increase and resources decrease. Revised 1990. Subjects: Strategic Planning, Marketing Strategy, Adult Education Setting: Private, Non-Traditional Ealing State University: Division of Continuing Studies (A) (13+10) Ealing State University: Division of Continuing Studies (B) (12+8) (A) A marginal operation at the university, the Division of Continuing Studies has changed hands five times in an eight-year period. Thomas Mackenzie, Dean of the University College, becomes dean in 1983. Challenged with reorganizing the division, he also faces questions from the new president over whether the division should exist at all. He must present a report to the president outlining the advantages and disadvantages of preserving the division. (B) Two years later, the division continues to operate independently and continues to grow. Reorganization continues. New Associate Dean Marc Juliano and Dean Mackenzie need to develop new advertising and promotional programs. Should marketing be handled internally or by an outside agency? How will this decision affect the university?

Subjects: Continuing Education, Organizational Fit, Marketing Organization Setting: Large Public Federated Books: The Virtual University (13) The chairman of Federated Books – a large publishing conglomerate – proposes that his company launch a for-profit virtual university. His staff investigates markets, program development issues, and overall costs. Initial research suggests that there are large potential markets but that start-up costs will be much higher than anticipated. In-house critics worry that entering this market might destroy goodwill within their existing textbook markets. Is the whole concept just another technological fad? Proponents believe the market is solid and profitable, and Federated could capitalize on its significant inventory of curricular content. The chairman has to make a decision. Subjects: Marketing, Technology, For-Profit,

Management, Planning Setting: Corporate Insurance Society of Philadelphia (15+4) The Insurance Society of Philadelphia has been offer-ing professional development programs to the insurance industry for many years. Now, new state legislation will make continuing education mandatory for insurance professionals. The case presents oppor-tunities to evaluate total market size (and which segment of that market the society should pursue), the changes in the learner population, and the likelihood of increased competition. Subjects: Professional Education, Marketing Strategy, Competition Setting: Private, Non-Traditional Miami-Dade Community College: The Justice and Safety Management Degree (12+15) The School of Justice and Safety Administration at Miami-Dade Community College proposes that a bachelor's degree in Justice and Safety Management be offered at the community college. A survey mailed to safety officials in the area indicates that the program would be well-received, but the program is likely to be challenged by nearby four-year institutions. How can the college convince the legislature that the program is worthwhile? What

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must the college do in order to move forward with the proposed program? Subjects: Market Research, Program Design, Academic Planning Setting: Public, Community College Monroe Community College (19+14) Barbara Gellman-Buzin, the newly arrived Vice President for Institutional Advancement, believes that the college suffers from a lack of institutional priorities, confusion about strategic enrollment planning, and a disarray of promotional activities. Still, the school has attained national prominence as an excellent community college, and enrollments continue to grow. Are there better ways to organize the various divisions of the college that manage the marketing, promotion, and enrollment functions? Subjects: Marketing Organization, Promotional Strategy, Management of Change Setting: Public, Community College Riverside Community College (13) With state funding based on enrollment figures, President Charles Kane must devise a strategy for increasing retention rates. His plan calls for student centeredness, teaching excellence, a positive learning environment, and a sense of history. Each area is discussed. The case outlines the effects and the problems with Kane's plan. Subjects: Marketing Strategy, Retention Setting: Public, Community College The University of California in San Francisco (7+11) The University of California in San Francisco launches a successful advertising campaign, "125 Years and Still No Sports," in order to improve its image and to secure its identity in the San Francisco Bay area. Now that the campaign is over, how will the university maintain its image? Exhibits include examples of the campaign's advertisements. Subjects: Marketing Strategy, Advertising Setting: Large Public University of New Surrey, College of Continuing Education (5+20) The College of Continuing Education notices a

problem with minority student recruitment and retention. The case outlines the school's background and current activities in this area. Appendices A, B, and C provide details of and reactions to a report done on minority outreach by the coordinator of the Minority Outreach Program, Abdul Jabbar. Subjects: Marketing Strategy, Diversity, Retention Setting: Small Public University Torcuato Di Tella (A) (8) University Torcuato Di Tella (B) (1) (A) A well-regarded research institute in Buenos Aires decides to develop a new private university. After a brief overview of higher education in Argentina, the case discusses the market study that was done, and the decisions made by the founders of the new university that they hope will distinguish this as a first-rate institution in a competitive marketplace. The president of the new university takes a personal approach to attracting a first class of students, but results are disappointing. (B) Marketing efforts are redoubled, and a first-year class is recruited. This case describes briefly the growth of the university over the next few years. Subjects: Marketing, Competition, Mission Setting: Small Private (Argentina) Westcott Communications: EXEN (A) (16+8) Westcott Communications: EXEN (B) (3) (A) Westcott Communications creates the Executive Education Network (EXEN), a series of interactive management courses delivered by satellite direct to corporate customers. The courses are taught by university faculty from institutions around the country. New director Scott Kline must develop a client base, determine what courses to offer and who will teach them, explore university partnerships, and deal with the high expectations clients have for courses delivered via television. (B) The program continues to grow, expanding course offerings, institutional affiliations, and its client base. These cases provide insights into the market orientation of commercial educational pro-viders; they may also be used to raise questions about whether, how, and when colleges and univer-sities should partner with commercial providers.

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Subjects: Non-Traditional Education, Technology, Marketing Strategy

Setting: Corporate

PLANNING Academic Planning at Queens College (13+4) Late in 1992, the chancellor's office of the City University of New York releases a cost-reducing plan to consolidate many academic programs on the various CUNY campuses and to create a more centralized CUNY system. With the deadline for campus reactions drawing near, the president of the Queens campus must formulate her response to the plan. Should she support the chancellor or risk adverse ramifications for the campus and support the faculty who have unified against the plan? Subjects: Academic Planning, Programming, Policy Formulation Setting: Large Public The Back Bay University (5+46) Kresge College of Business Administration ponders whether to seek accreditation by the American Ass-embly of Collegiate Schools of Business. The school must evaluate the process costs, the revenue effects, and the possible programming shifts. Extensive exhibits provide the accreditation standards, administrative memos on other business programs, enrollment information, and a cost/benefit analysis. Subjects: Planning, Accreditation Setting: Small Private Boston Center for Adult Education: Strategic Planning (A) (13+8) Boston Center for Adult Education: Strategic Planning (B) (2) (A) At issue is the appropriateness of the existing mission statement, created in 1933. Have the market-place and the competitive environment changed significantly over the years, or is the old mission statement still fundamentally appropriate? What strategic options offer the most interesting oppor-tunities for the future? Several possible strategies are discussed.

(B) This case presents the recommendations of a strategic planner regarding the Center's mission state-ment, finances, personnel issues, board development, marketing, and growth opportunities. Subjects: Planning, Strategic Planning, Adult Education, Mission Setting: Private, Non-Traditional Community-Centered Planning at Connecticut College (A) (12+4) Community-Centered Planning at Connecticut College (B) (9+5) (A) In 1994, the Board of Trustees approves a five-year strategic plan for Connecticut College, a private, selective, liberal arts institution. Key to the develop-ment of this plan is involvement of the broad college community. Twelve planning teams composed of administrators, faculty, students, staff, alumni, and board members develop goals, strategies, recom-mendations, and evaluation suggestions for different areas, including academics, technology, and campus diversity. The process not only produces a plan, but revitalizes the campus community. (B) As Connecticut College enters the fourth year of implementing its five-year strategic plan, all appears well. Higher enrollments, successful completion of its re-accreditation process, and a dramatic increase in endowment all indicate successful application of the strategic plan. Rather than allow the campus to rest on its laurels, President Guadiani attempts to put renewed energy into the planning process. Her challenge is to maintain attention on the benefits of planning and to maximize what has been learned from the process to date. Subjects: Strategic Planning, Community Involvement Setting: Small Private Frontier State University (A) (10) Frontier State University (B) (1) (A) When Jay Friedman becomes Dean of the College of Continuing Education at Frontier State University in 1988, he sets out to foster growth and expansion within the college. He begins working with his staff to develop a strategic plan for the unit. A new president arrives the next year and begins a university-wide planning effort. This process is put on

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hold and then begun anew when the state imposes budget cuts. (The case outlines the process and outcome of each of these planning efforts.) Jay Friedman is concerned about the future of his unit: what role has he played in the planning process, and how vulnerable is he? (B) The provost at Frontier State University announces that the College of Continuing Education will be closed in order to meet state financial demands. Subjects: Continuing Education, Organizational Fit, Planning Setting: Large Public High Speed Data Network (3+1) Various buildings and departments at the professional school at Seabrook University have different tele -communications options. One has its own switch-board; some have small groups of people sharing two or three lines. As the demand for modern connections to the school's micro-computer increase, Seabrook needs to reevaluate its telecommunications system. Eva Blackwell, administrative dean of the pro-fessional school, needs to recommend one of three plans to the dean - wiring the buildings for computer access, installing a digital telephone system, or using the university's new integrated services data network. Subjects: Technology, Systems Design, Communication Process Setting: Small Private Institutional Effectiveness at Metropolitan Community College (7+5) District chancellor Stanley Potvin presents an Institutional Effectiveness initiative to his staff. He asks them to create sources for district-wide data and develop key institutional indicators. The Associate Vice Chancellor for Academic Planning is assigned oversight responsibility for the project and must gather data for institutional improvement. She appoints committees, develops survey instruments, gathers and presents data, and sponsors workshops at each college. The project progresses, even though it receives little apparent support from presidents within the community college district. There are concerns about how the data will be used. Subjects: Strategic Planning, Assessment,

Performance Indicators Setting: Public, Community College

Morehouse College (12) Morehouse College, one of the nation’s oldest historically black colleges, has fallen behind in terms of technology infrastructure. To remain competitive, the new president demands that the institution initiate a major program to introduce the latest information technology to all sectors of the college. A three-phase plan is accepted, including transition to the Banner system. The transition includes creation of new administrative units and requires new ways of operating on the part of faculty, administrators, and staff. Subjects: Strategic Planning, Information

Technology, Organizational Change Setting: Small Private, Historically Black Northern Kentucky University (A) (8+6) Northern Kentucky University (B) (9+5) (A) A new president is hired at Northern Kentucky University (NKU) in the hope of engendering badly needed consensus among senior administrators, the faculty, and the Board of Regents. President Jim Votruba takes charge of a university facing a crisis. Questionable actions of the prior administration, charges of misallocation of funds by the administration, an inadequate and aging infrastructure, and little likelihood of the state budget increases, all are issues awaiting him upon arrival at NKU. With no time to lose, immediate decisions must be made as Votruba faces major hurdles in his presidency. (B) President Votruba begins gathering input from a wide spectrum of university groups to help define a vision for the university. He announces a new initiative NKU called “Vision, Values, and Voices” (VVV). Some faculty and staff are skeptical and wonder if this will be another of the many strategic processes that have come and gone. The president makes it clear that his process will be broad-based and inclusive, reflecting his belief that this is the only way the university can build trust and unity among its many constituents and be capable of creating meaningful partnerships in the surrounding region and state legislature. Subjects: Leadership, Institutional Change, External Relations Setting: Large public

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School Technology Center (A) (2) School Technology Center (B) (1) (A) Susan Cushing, Associate Dean of Education at Dartmouth, collects information and tries to decide if Dartmouth should present a bid to the National Institute of Education for a center to conduct research on the educational uses of computers and other technologies. The idea originated with University of Massachusetts at Amherst faculty who were early front runners in the bid process. Other Boston and New York area schools are also in competition. (B) The president of Bank Street College calls Susan Cushing at Dartmouth to let her know that Bank Street is protesting the awarding of the School Technology Center contract to Dartmouth. Rumors have it that the Bank Street proposal had been preferred by the review panel. Subjects: Technology, Research, Grants Setting: Large Private Strategic Planning at Dillard University (14+2) A new president has a vision to make Dillard one of the leading liberal arts institutions in the country. He hires a new vice president of strategic planning, who comes from the corporate sector. Senior administra-tors develop an "enrollment management plan" that sets ambitious targets for most key segments of the university. They also involve department chairs in a computer-based strategic planning process, which is based on language and concepts from the corporate sector. Administrators and faculty struggle to make connections between these concepts and their more traditional academic terminology -- they ask the president if he is running a university or a corporation -- but the president is determined to see this planning model implemented at Dillard. How successful will the president's ambitious agenda be? Subjects: Planning, Strategic Planning, Leadership Setting: Small Private, Historically Black Strategic Planning at Wayne State University (A) (10+3) Strategic Planning at Wayne State University (B) (5) Strategic Planning at Wayne State

University (C) (2) (A) In the early 1990's, Wayne State University begins a three-year strategic planning process. Members of the community gather through a series of committee meetings and public hearings to discuss the important issues on the campus and to formulate the plan. Was the process successful? Whose vision is reflected in the plan? Whose is left out? What must be done to implement the plan? (B) The strategic plan is complete, but there is no process for implementation. The plan is weakly linked to the budget and viewed piecemeal, rather than as an entity. Goals are not prioritized and financial resources are scarce. University admini-strators reflect on the situation. (C) Wayne State's president announces his resignation. Reaction is mixed, but according to one administrator, the existence of the plan provides a roadmap for the University to continue to make progress after the president's departure. Subjects: Strategic Planning, Policy Formulation, Planning Implementation Setting: Large Public SUNY College of Technology at Farmingdale (1997 version) (15+1) In the early 1990's, SUNY-Farmingdale revises its mission from a two-year agricultural school to a four-year college of technology, in order to secure its place in the SUNY system. At the same time, the College must deal with budget cuts as great as $4 million a year and declining enrollments. Through a series of program and personnel cuts, the College is able to increase its four-year offerings, fine tune its mission, and develop entrepreneurial strategies to generate revenue. Subjects: Financial Management, Mission, Organizational Fit Setting: Large Public SUNY College of Technology at Farmingdale (A) (11+1) SUNY College of Technology at Farmingdale (B) (4+1) (A) In the early 1990's SUNY-Farmingdale attempts to redefine its mission in order to offer more

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bachelor's degree programs in technological fields. At the same time, the college has to cope with large budget cuts and declining enrollments. How can the college plan for growth and expansion in a time of retrenchment? How will changes on the Farmingdale campus be received by nearby SUNY campuses? (B) SUNY Farmingdale makes progress on redefining its mission and changing its academic programs. The president and the provost share their thoughts regarding the transition period. Subjects: Planning, Financial Management, Mission Setting: Large Public UNITEC Institute of Technology (A) (5) UNITEC Institute of Technology (B) (5+2) UNITEC Institute of Technology (C) (8) UNITEC Institute of Technology (D) (7+1) UNITEC Institute of Technology (E) (3) UNITEC Institute of Technology (F) (6+2) (A) In the early 1990s, legislation in New Zealand seeks to make all institutions of higher education more efficient and more financially accountable. Legislation will also have the effect of increasing competition for students among institutions. In this environment, the president of UNITEC, the fastest-growing polytechnic in the country, wants to make sure his institution remains competitive. (B) The president asks his director of research and development to devise a method for determining which programs are UNITEC are viable and for recommending their continuance, their growth, or their cancellation. The proposed methodology focuses on two factors: program size (enrollments), and market demand for the program. A senior manage-ment group adds other variables to the methodology, and authorizes a pilot study. (C) As the pilot study moves forward, the dean of the faculty of business raises serious questions about the way that UNITEC administration allocates overhead and indirect costs, first to the departments and then to individual programs. The complicated "costing" methodology has an impact on which programs appear to be operating at a profit or a loss. Comparative data generated by various UNITEC

administrators employing different methodologies result in significant discrepancies. (D) The pilot study uses eight broad indicators, including market demand, size, profitability, longevity, and strategic value. Half the programs reviewed are rated as marginally viable or not viable. (E) Some members of the faculty question the reliability and validity of the data collected for the pilot study. Nonetheless, the pilot study is viewed as a success by senior administrators, and they consider applying a similar methodology to the launching of new programs. (F) Increasing competition for available students by various institutions of higher learning in New Zealand makes UNITEC senior administrators feel that the quest for university designation by the New Zealand government is of major importance to its continuing growth. This quest is met with a roadblock when the New Zealand government declares a moratorium on the creation of further universities. Subjects: Program Review, Strategy, Planning, Costing Methodology Setting: Large Public (New Zealand) United States Military Academy (A) (7+7) United States Military Academy (B) (1) (A) James Mortimer, Dean of the Academic Board, is having difficulty planning at the Military Academy. Because it often takes three years lead time to get a military faculty member transferred to the Academy, the school has a difficult time coping with unanticipated student interest in some courses. Stanley Hopkins, a member of Mortimer's staff, suggests the Academy implement a computerized planning model capable of predicting changes in faculty requirements. The model would be complicated and would require extensive data organization. (B) Hopkins develops a computer model which shows why there is fluctuation in departmental workloads. It is not due to student interest, but to the varying size of the incoming class. Stabilizing the plebe class would solve the overload problem, but result in a fluctuation of the size of the corps for a few years, periods of overuse and underuse of the dormitory space, and less flexibility in admissions targets for, for example, athlete recruitment. Subjects: Strategic Planning, Computer Systems,

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Models Setting: Small Public

STUDENT AFFAIRS Benton State University (2) Benton State, a public university in a multicultural community, adopts a multilingual policy on campus. Debate ensues between supporters of the policy who applaud this recognition of diversity and those who oppose the policy as a faddish attempt to be politically correct. The Committee on Multilingual and Multicultural Relations must develop guidelines for policy implementation and suggest protocols for interpersonal relations where language and cultural differences are involved. Subjects: Diversity, Institutional Policy Setting: Large Public The Day of Silence at Metropolitan State University (2+1) The African Student Alliance at Metropolitan State University sponsors a Day of Silence on campus. On this day, African students will not verbally interact with non-Africans, including faculty. Controversy erupts on campus over how such an event may harm Metropolitan's sense of community. The president asks the university's Multicultural Council to advise him on how to deal with the situation. Subjects: Student Affairs, Diversity Setting: Large Public Everett University (2) Gay/lesbian and bisexual students at Everett University are demanding that a Gay/Lesbian/ Bisexual Living Learning Unit be established in one of the university dormitories. The president vetoes two proposals in order to discourage campus fractionalism and to prevent the isolation of the gay community. Student protests continue. What should the president do? Subjects: Student Affairs, Diversity, Housing Setting: Large Private

Harbor State University (7) In 1992, Harbor State faces some difficult retention problems. Given a seven-year period in which to complete a degree, less than one-fourth of the Asian students, the Caucasian students, the Hispanic students, and the Black students are graduating. In fact, only 2% of Black males graduate. Since the late 1960's, money and resources have been allocated to programs designed to support at-risk students. The university has developed remedial courses, mentoring programs, and orientation programs to assist students through graduation. Why aren't these programs working? What else needs to be done? Subjects: Retention, Support Services Setting: Large Public Into the Trenches: A Case Study in Mentorship (5+1) The case describes the advising relationship between Susan, a mentor in an external degree program, and her student Eric, an engineer. The focal point of the case is how Susan should respond when Eric, normally business-like and action-oriented, changes his mind about the program he is following and expresses new learning needs. Subjects: Continuing Education, Student Affairs, Support Services, Counseling/Advising Setting: Small Public River View College (2) Anne Williams, a student who is a born-again Christian, refuses to meet with her assigned counselor, who is Muslim. The provost must decide whether to reassign Anne to another counselor. School policy states that such reassignments may be made only after a student has an introductory meeting with the assigned counselor. In addition, the college wants its students to function well in a multicultural society. On the other hand, River View's mission also stresses the importance of meeting individual students' needs. What should the provost do? Subjects: Diversity, Support Services, Institutional Policy, Counseling/Advising Setting: Small Private, Historically Black Springfield State University (2) African-American students at Springfield State wish

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to build a free-standing African American Cultural Center at a central campus location. Feeling that a free-standing site would promote separatism on campus, the president initially opposes the idea. The campus committee on diversity supports the free-standing site, and the president withdraws his opposition. He must now present the rationale for the decision to the board as well as a set of principles to guide the board in the event of future requests. Subjects: Student Affairs, Diversity Setting: Large Public University of Mary: The May Term (10+5) In 1979, the University of Mary institutes the May Term; a month-long spring term in which students can take special courses or fulfill degree require-ments. Approximately 25% of the university's students participate in the term, producing additional revenues for the school. Enrollment growth, how-ever, is slow and difficult to predict. There is no director of the term; instead the office of academic affairs oversees the term as time allows. Efforts are made to encourage students to participate in the May Term including the opportunity to participate, for credit, in a reduced-price trip to Europe if a student enrolls in the two previous May Terms. In 1989, the first group of students becomes eligible for the trip to Europe. Three eligible students approach the university president when they discover no one at the university has organized the trip. The president wonders what is happening. Subjects: Student Affairs, Program Design Setting: Small Private University of Massachusetts at Boston (5) In the fall of 1992 a series of graffiti incidents aimed at an individual student and women students and faculty members occurs at the University of Massachusetts at Boston, in spite of the various programs and offices which work to promote tolerance on campus. What has gone wrong? What else needs to be done to prevent future incidents? Subjects: Student Affairs, Diversity, Support Services Setting: Large Public The University of Pennsylvania (2) This case outlines events at the University of Pennsylvania when a group of student protesters

confiscate and trash over 14,000 copies of a controversial student newspaper. The case raises issues of first amendment protection, campus diversity, and disciplinary procedures. Subjects: Student Affairs, Diversity, Discipline, Protests Setting: Large Private