Paradox In Higher Education

Effectively Communicating with various stakeholders including Alumni

Organizational Identity and Paradox in Higher Education

A person’s sense of identity within an organization is equally important when that organization is an institution of higher education. Faculty, administration, staff, students, and alumni are all members of higher education organizations. In addition to being a part of the university, these stakeholders also identify with smaller sub-organizations within the institution including colleges, department, majors, and minors (Mael & Ashforth, 1992). Students and alumni are important stakeholders that identify with higher education institutions and that shape, and are shaped by, issues of organizational identity. Students

Organizational paradoxes present in the university setting can often stand in the way of a strong organizational identity. For example, paradoxes often present in the higher education system include students complaining that their major is too narrow or too focused, too much theory based or too practical. However, an organization can improve its effectiveness if it understands and embraces these organizational paradoxes. One example comes from a study conducted by Cameron (1985, 1986) that looked at what factors account the improvement of organizational effectiveness in colleges and universities. The findings were that institutions that improve effectiveness have an infusion of new leaders as well as maintain continuity and stability among top administrators. Additionally, institutions that emphasize internal morale issues among members, while simultaneously are market sensitive and reactive to external demands. Through this study, we see that effective programs can be built and sustained through this paradoxical approach to managing an organization. Similarly, its

Academic advising does not occur in a vacuum; indeed, “ effective academic advising requires coordination and collaboration among units across campus that provide student support and services” (italics added; Robbins, 2009, slide 11). Advising, while necessarily linked with providers and support services, has the potential to impact and be impacted by other constituents of the college community, both internal and external. These influences, decision-makers, providers, and “clients” i.e.,students, their future employers, and the community, are implicated at various points throughout the administration of an academic advising program. This article presents a framework by which various stakeholders of academic advising can be identified, categorized, and become involved in the academic advising program. Strategies for involving all stakeholders, supporters, and detractors at varying degrees of program implementation are provided. It is important to note that not all stakeholders will or should be involved at every step of planning, implementation, and