Rewrite

Diffuse Goals & Unclear Technology

At Apex State University, the overall goal is to allow transfer to properly switch over their coursework with any issues or problems. This organized anarchy defies the common expectations that are part of the more familiar ideas of organizations as communities (Birnbaum, 1988, p. 153-154). The faculty have operated by their own autonomous actions and organizational subgroups responding to their own perceived interests or to the pressures of the market (Kerr, 1982, as cited in Birnbaum, 1988, p. 166-167). This is clearly a problematic goal because if faculty are only concerned about their individual research and scholarly efforts, then the students fall behind. Specific goals are usually stated “after,” rather than before, programs have been developed (Birnbaum, 1988, p. 155). In the case with the transfer enrollment policy, this will be far from the case. Although technology is not a problematic goal, it is important for all administrators and faculty members to be able to use technology properly and effectively in order to achieve the overall goal of helping students with their transfer credits. When technology is unclear, they are not able to do so. Making sure there are individuals to help with unclear technology is important.

Fluid Participation

One of the main issues is that faculty essentially “own” and “run” the curriculum at Apex State University. Apex’s curriculum reflects the interests of individual departments and faculty members (Birnbaum, 1988, p. 155). One thing that is important is having faculty members participate in big decision-making projects. Establishing social capital is essential, is just more than relationships; it offers a means for the development of shared norms, goals, and trust (William & Scarbrough, 2006, as cited in Bolden et al., 2008, pg. 367). Everyone would come together to speak about different things in regard to this issue. Specifically, faculty have the responsibility to work together to discuss what works and what doesn’t work for the transfer policy.

Organizational Learning

Organizational learning is needed in order to implement any new changes to an institution. Organizational status is related to influence, which in turn, comes from effective leader (Birnbaum, 1988, p. 157). In order for the transfer policy to be understand by the faculty, deans must respond in an effective and resources must be abundant and in excess of the level needed to function (Birnbaum, 1988, p.173). With this in mind, accountability can lead to the negotiation of goals, standards and their evaluation; to discussions about means and processes; and to greater democracy (Zepke, 2007, p. 302). The deans must interpret academic history at Apex, in order for faculty to gain rationale and precedent for much that happens on campus (Birnbaum, 1988, p. 172).

Streams in Academic Departments

It’s essential to understand the streams that flow through the academic departments. Respectively, the streams consist of problems, solutions, participants, and choice opportunities [decision making] (Birnbaum, 1998, p. 160). Faculty essentially must understand the problems, which are unresolved concerns of people inside the institution (Birnbaum, 1988, p. 160). With this in mind, having faculty act as participants will help alleviate them from “owning” the curriculum. Participants, ultimately, are individuals involved in a decision (Birnbaum, 1988, p. 161). Their decision could potentially lead to a solution, which are their products (Birnbaum, 1988, p.160). Instead of them taking over the curriculum, faculty could come together to make important decisions, but they must avoid making rash or irrelevant choices. “Garbage-Can Decision Making” can come when irrelevant problems and solutions become attached to choice opportunities (Birnbaum, 1988, p. 162). It’s important to find resolutions and avoid making “flight” or “oversight” decisions, which are usually made in an organized anarchy (Birnbaum, 1988, p. 164).

Effective Leadership

Zepke (2007) highlighted that leadership is a generic concept that projects visions of strength, authority, competence, action and power (p. 302). In an organized anarchy, effective leadership is highly important and essential to have. In order to gain support, deans should meet with their respective academic departments to deal specifically with the transfer policy. When individuals are outside the decision-making process are not aware of the organizational and external constraints that limit flexibility in complex areas (Birnbaum, 1988, p. 170). Deans must meet with their specific academics, explain why their participation is necessary, gravitate toward their principles and standards, and allow them to address their questions or concerns. To not progress quickly and make a mistake in attempting to allow involvement in the transfer policy, deans could identify small and unconstructive changes that can have large-scale effects without generating opposition (Birnbaum, 1988, p. 172). Together, deans and faculty could make small changes to the transfer policy in order to accommodate and respect everyone in the process.