I set the font for size 12 Times New Roman. I don't know why it came out so big. Here is part 2.

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Clearly, the text refers to the context of academic or educational

institutions in general and as specific universe of focus. This

subject is far too broad

and diverse to attempt in depth reply or answer. However, for the purpose of

this list and query, some relevant points can be set forth, as part of any

discussion.

In an educational setting, deans and administrators may or may not have been

teaching faculty. There is no hard and fast rule nor clear cut requirement

that such be the case. This is based on years of observations and some

experiences. Administrators at educational institutions may come from

outside the

academic community and often do in the mix. Business and Govt. both

provide sources

for  administrators who may have not come from the ranks of faculty.

The idea that administrating is better than teaching however, cannot be said

to hold water. Different objectives and focuses might well be the best that

can be said for these pursuits. Education is to impart knowledge and pass along

to another group, individual, generation the acquired learning and

information, the cultural background and sense of purpose derived

from having learning as

one accomplishment of the life experience.

Administering is much more centrally focus upon the organization and

resources needed for a general purpose of an organization or group at

points in time

and over periods of time for human activity to be successful and meaningful;

within, the specific universe of academia, this focus is the education

institution and its functioning, operation and abilities to

contribute to the goals of

education and teaching. More specific, the administrators is less concerned

with delivering his/her product and services in the classroom, than

facilitating such delivery by teaching personnel, even though the

administrator must be

mindful, the classroom is one of the primary methods or places by which such

product and service is set forth. Much like showroom, where cars may be

purchased, or stores where merchandise may be ordered, the classroom is the

'showcase', every bit as much as the educational institution itself,

for those who wish

to participate and take part in those offerings made available.

So said, the Administrator, beyond educational environments is most often

less concerned with what is learned or 'taught' than with his/her organizations

success or lack of it in delivery of its product and service, by whatever

measures and methods these can be and are evaluated and concluded. In

the computer

age, this involves more uses for the computer than existed during previous

period, when textbook, lectures and note-taking were more primary in the

interchange between faculty and students, between institutions and

consuming publics

of offerings.

Administrators, as much as faculty are concerned for the well being and

futures of their institutions. Perhaps this requires a focus upon financial

resources, since no institution will long survive let alone meet is goals and

purposes without means. Some succeed better than others. In my

limited experience,

fund raising devolves upon University and college Presidents most often, or

their immediate staffs  and persons hired for that specific purpose. As time

consuming as this need to raise adequate finances, it still is to

serve the overall

purpose of placing before those wishing to receive, educations, purposes and

programs worthy of the effort. Faculty, however, are not entirely excluded

from this activity in so much as their publications generate incomes from sales

of information and knowledge gained by their own contributions and learning.

The purpose which is served by faculty v. Administrators within the

institutional setting, can thus be considered a more determining factor in

realizing differences; more so than  overlapping and shared processes and

interests might.

As for Administrators beyond the academia, would suggest it is important to

look at the purpose of the institutions served, be they business or govt. From

this, differences with faculties and persons involved in the actual 'teaching'

could be more readily noticed and

analyzed. The literature on Administration, both in Business and Public

Administration is very vast and extensive.

Just some off the top thoughts.

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As an administrator at Temple University, I must express my annoyance at this

limited perception of administration.  Although we keep a watchful eye on the

the budget, this is to allow the institution to stay open and permit teaching

professionals to do their job.

Instead of maintaining an adversarial relationship with your administrators,

perhaps the time has come for a real dialogue in order to better foster a

better educational

experience for the students. By being  part of the same team, an increased

awareness of the complexity of administration and education will develop.

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The philosophy that we are all on the same team is extremely archaic. If we are all on the same team, then pay us the same. Administrators constantly say they are just trying to keep the school running, which is also just as blasé. The school has always run before without the changes. I bet the school would still run without the changes. I am aware that states are cutting funding, so some changes have to be made though. But it appears to me we are getting to the point where this state funding is becoming a blanket excuse for every change that the faculty might disagree with.

Administrators do not spend as much time with students once they make the switch to administration. They used to deal with students constantly, but when the move to the administration is made, that student contact extremely diminishes. Of course they keep talking about students and their importance to the school all the time though.

Personally, I think it should be required that all administrators have to go back to teaching at least one class a semester to help them not forget where they came from. And make it an undergraduate class at that. I think some schools already require this, but I am not sure. And if more and more schools are going to keep increasing their army of adjuncts and online classes taught by adjuncts, then the salary difference between administrator and educator should narrow considerably.

It may be that the changes help the faculty and administrator get raises. I do see a lot of that going around. I fail to see how that keeps the school running. Regardless of salary, instructors can always be replaced. So can the administrator for that matter. And I will not buy the argument that a lower salary means we will get less influential or qualified instructors. In fact, it looks like the full time faculty are on the way to being replaced by online classes and adjuncts. No telling how much money that saves a school.

BOOKS:

Although the following book deals with K-12 schools, there is one chapter in it called “The Cultural Chasm Between Administrator and Teacher Cultures” that is relative here. The title of the book is “The Politics of Life in Schools Power, Conflict, and Cooperation.”

There is another book that moderately addresses the “struggling with the common and unglamorous difficulties of shrinking support from state legislatures for public education, the restructuring of higher education to replace professors with an army of adjuncts, the clamor to develop online classes delivered by adjuncts, and yes, the siege by commerce against the university to turn it into a consumer service as training or entertainment.” Here is a review on the book: http://edrev.asu.edu/reviews/rev269.htm. There is also a works cited page on that webpage, which deals with administrators and educators.