Is Metric-Centered Leadership Generating New Silos?

Autor/inn/en	Torres, Vasti; Renn, Kristen A.
Titel	Is Metric-Centered Leadership Generating New Silos?
Quelle	In: Change: The Magazine of Higher Learning, 53 (2021) 2, S.49-56 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2021.1883982
Schlagwörter	Higher Education; College Administration; Organizational Change; Accountability; Administrative Organization; Academic Achievement; Educational Cooperation; College Faculty; Student Personnel Services; Academic Support Services + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; College administrators; Hochschulverwaltung; Organisationswandel; Verantwortung; Schulleistung; Education; cooperation; Kooperation; Fakultät
Abstract	The need to improve institutional performance seems clear considering equity gaps and the high costs associated with higher education. Although the idea of holding higher education institutions accountable for their students' success is laudable, it is also pushing many institutions to make decisions based on meeting externally imposed metrics. Because metrics are often embedded into systems of institutional rankings, hierarchy, and competition, they also drive institutions to perpetuate inequity in and through higher education. These pressures have evolved into "metric-centered leadership" that has created unintended organizational consequences and now presents different types of problems in moving the student success agenda forward. This article will focus on organizational changes that are emerging as a response to the convergence between internal and external pressure to meet accountability metrics. A key change that has been observed is an expansion from two recognizable silos--academic and student affairs--that have persisted for decades to four functional silos that influence student success. This article begins by describing the four current silos--academic affairs, teaching faculty, student affairs, and student success services--and how they function with different values, theoretical underpinnings, beliefs about students, and behaviors in relation to student success. Then the authors describe how the proliferation of silos makes the need to create an institutional culture of collaboration both more difficult and increasingly critical to helping students succeed. Finally, strategies for achieving collaboration for student success are outlined. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01