There is a large literature on the productivity of universities. Little is known, however, about how different types of leader affect a university’s later performance. To address this, I blend quantitative and qualitative evidence. By constructing a new longitudinal dataset, I find that the research quality of a university improves some years after it appoints a president (vice chancellor) who is an accomplished scholar. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six heads in universities in the United States and United Kingdom. The findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations.

Higher education organizations around the world have always faced environmental changes. However, in the past decade altered societal expectations, new public policies, and technological innovations have created an unprecedented set of challenges for universities. Although the borders of universities have opened in new ways for their

Abstract. This paper presents a “bottom-up ” perspective on how the formal structures of American research universities might affect the outcomes from their decision-making processes. It is posited that different ways of structuring the university will affect the bottom-up flow of information, advice, and conflicts over policy implementation in predictable ways. In particular, different structures will bring different kinds of information, different packages of advice, and different sets of conflicts to the top-level administrator. A top-level administrator who is designing a formal structure for her university will thus want to design a structure which brings to her the kinds of information, advice, and conflicts which she considers most important. * To be presented at the conference on “Governance in Higher Education, ” Cornell University,

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ACE would like to thank the W. K. Kellogg Foundation for its steadfast support of this project and for its commitment to strengthening higher education. ACE would also like to recognize the 26 institutions that participated in the ACE Project on Leadership and Institutional Transformation. Their efforts and participation provide the Copyright © 1999 American Council on Education Readers are encouraged to reproduce and widely disseminate this document. For permission to do so, please send a request stating how many copies will be made and the audience to whom the document will be distributed:

western business models:

Many private colleges have begun offering courses or programs in technologically-mediated formats, specifically utilizing online or internet based programs. These programs provide opportunity and access to unique student populations, and the personal relationship element of private colleges is often challenged in these distributed programs. This challenge is particularly acute in advising relationships. Subsequently, the current study was designed to explore the use of advising best practices by private colleges ’ online programs. As an exploratory study, baseline data were collected through a literaturebased, researcher-developed survey instrument. With a 40 % response rate to the survey, data suggested that many programs are not intentional in their construction of advising protocols to serve online students. Challenges and Opportunities in Advising Undergraduate Students Online in Private Higher Education Higher education institutions have increasingly explored non-traditional means for making their courses, programs, and instruction available to broad audiences (Mills, 2002). This has been particularly true for private colleges and universities that have made strides to diversify revenue, creating a new stream of income through distributed education programs to complement their on-campus, traditional college

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The purpose of this study was to examine the status and extent to which administrators of colleges and universities in the state of Virginia apply qualitative and quantitative techniques of management in planning, directing, reporting, and controlling activities for enhancing their administrative and academic decision-making capability. The study was directed to the top and operative organizational levels in two categories of administrators (nonacademic and academic) to determine the types of managerial techniques used, degrees of familiarity with these techniques, frequency of use, managerial benefits and constraints, and individual and organizational factors involved in using such techniques. The qualitative and quantitative techniques were selected from diverse sources of related literature. The study followed guidelines of exploratory and descriptive research. Data were collected through a questionnaire mailed to 288 administrators of twelve randomly selected colleges and universities in Virginia. The study was limited to institutions granting at least a four-year baccalaureate degree and having a total enrollment of at least 1,000 students. Data were analyzed using descriptive statistics and factorial analysis of variance to describe administrators' decision-making capability in terms of the extent of utilization of the selected techniques. Based upon a 55 percent response rate, the findings show that administrators have moderate knowledge about the techniques and their extent of use is fairly low. No significant statistical differences in the degree of familiarity and extent of use with various management techniques (qualitative and quantitative) either by category of administrator assignment (nonacademic and academic) and by level or type of administrator (execut...