Image theory and decision-making in higher education.

Abstract

The existing decision theories in higher education include models highlighting power (Pfeffer, Baldridge), ambiguity (Cohen and March), and shared authority (Powers and Powers, Mortimer and McConnell). This research determines how Image Theory (Beach) applies to the higher education setting and what information it offers that is different from the data provided by the existing theories. A case study of the University of Dayton (UD), a regional, Catholic, and comprehensive university located in Dayton, Ohio, tracks the decision to reform their general education requirement. Informing the study was the organizational research of Bergquist on organizational culture, Birnbaum on institutional type, and Bolman and Deal's organizational frames. Each of the existing theories is aligned with the cultural frames provided by these organizational culture models. Data is gathered through 15 interviews and document analysis to determine the decision making issues and process that preceded and followed the 1991 reform to the general education policy. Noted were key elements impacting the 1991 reform including the effects of national grants, the president's leadership style, accreditation self studies, and university identity statements. Also noted were the effects of other decisions around the 1991 event as precursor and implementation decisions. The case study reveals that complex universities alter how Image Theory operates. The components of the model become: (1) dominant and multiple sub-cultures identified throughout the institution, (2) bringing with them multiple visions, (3) loosely coupled activities, (4) and external events and other constituencies. (5) These filters operate within a permeable and changing decision frame. The decision options are selected using Image Theory's components and the successful candidates are then weighed using a compatibility (quality of fit) test and a profitability (most benefit) test. The study indicates that Image Theory provides a model that overtly acknowledges the impact of culture on decision making in higher education. Existing decision models do not examine culture as explicitly and organizational culture research does not examine decision making particularly. The study also pointed to the influence of external events and constituencies on decision events.