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It helps administrators and faculty view their school/college more holistically when addressing issues and institutional change, rather than forcing visions to conform to existing academy routines. 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Twale & A. William Place  \nUniversity of Dayton  \nAbstract: This article offers a conceptual model for a school of education that depicts the collegiate ideology, academic culture, mission statement, managerial climate, and organizational structure. It is designed to help administrators and faculty envision their school/college more holistically when dealing with issues and changes rather than forcing faculty and administrative visions to fit with the rhythms and confines of the academy. This approach should be modeled to graduate students in educational leadership programs who as professionals must advocate for similar change in their work settings.  \nIntroduction  \nEducational administration literature offers promising practices for change and reform (Milstein, 1993; Mulkeen, Cambron-McCabe, & Anderson, 1994; Murphy, 1993; Murphy & Forsyth, 1999). Unfortunately, some practices may be restrictive and doomed to failure when implemented within existing, ineffective, and outmoded organizational struc  \nVolume 17, Fall 2005 115  \ntures (Hackmann & Price, 1995; Smart & St. John, 1996; Van Meter, 1999). Kezar & Eckel (2002) posited a framework for studying collegial culture that extends Bergquist’s (1992) cultural archetypes and crosses with Tierney’s (1991) institutional characteristics and activities. The result is their model for assessing change processes within university culture. They advocate for broader, more encompassing approaches when understanding and mapping any major change process. More importantly, Kezar and Eckel (2002) regarded matching the change strategy with the prevailing culture as key to successful outcomes.  \nTierney (1998), Bennett (1998), and Beck and Foster (1999) asked why we improve old systems that still contain remnants of ineffective cultures when we should invent something new and more responsive. Our university culture should be aligned with the organizational structure. Twale and Kochan (1999) advocated that programs operationalize a vision, transform their programs, and thus, transform themselves. Weareasking our graduating studentstoreform their public institutions, yet we are not embracing those same changes in our collegiate environments, thus they cannot witness reform in action.  \nIf our students are to learn about transformation, we must permit them to be voyeurs of academic culture and organizational processes, especially if we are creating these new environments within academe, or working to reform existing structures. Perhaps the transformation means a move from an administrative hierarchy to a more flattened heterarchy (Murphy, 1992; Sergiovanni, 1991). Newman, Couturier, and Scurry (2004) indicated we are sending a conflicting message when we allow a gap to exist between our espoused values and subsequent outcomes. If we teach reform, we must at least entertain our own reform. We offer a conceptual model of a School/College of Education to illustrate the relationship between collegiate ideology/ethos, academic culture, mission statement, managerial climate, and organizational structure. Through the model, we demonstrate the strength, congruities, gaps, weaknesses, and incongruities that often exist. We follow with suggestions that assist readers in examining their own colleges and specifically, their leadership preparation programs. Schools/Colleges of Education should use the model to assess the degree of alignment that exists within and  \nbetween each of the layers as it relates to their holistic program. Proposed Conceptual Framework: An Idealistic Depiction  \nBergquist (1992) described the unique aspects and rhythms ofthe university governance structure as four distinct cultures which in some cases grow out of the independent nature of others. Collegial culture deals  \n116 Educational Leadership and Administration  \nwith academic freedom, autonomy, and peer acceptance staunchly guarded by faculty. The pr","cbCaihTuFomlI01Y","https://ap.wps.com/l/cbCaihTuFomlI01Y","pdf",37812,"English","# Introduction\n## Proposed Conceptual Framework: An Idealistic Depiction\n### Four Distinct Cultures in University Governance","[{\"question\":\"What model does the article propose for a school of education?\",\"answer\":\"It proposes a conceptual model linking collegiate ideology/ethos, academic culture, mission statement, managerial climate, and organizational structure to assess alignment and change processes.\"},{\"question\":\"Why does the article emphasize matching change strategy with existing culture?\",\"answer\":\"It argues that successful outcomes depend on aligning the change approach with the prevailing collegiate culture, rather than applying reforms that conflict with organizational rhythms.\"},{\"question\":\"How do the four university cultures described in the framework differ?\",\"answer\":\"The framework distinguishes collegial culture (academic freedom and peer acceptance), managerial culture (mission and hierarchical performance evaluation), developmental culture (growth and collaboration), and negotiating culture (power, disenfranchisement, conflict, and attempts at egalitarianism).\"}]","Reconceptualizing the School of Education - Bridging the Cultures | PDF",1792096087,23]