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1
RiskyDeleuzianDoubleSpiral-AntenarrativesandSensemakingofAcademicCapitalism
DavidM.Boje
Draft1June2017;Revised19October2017DuetoGephart,Miller,andHelgesson’sRoutledgeCompaniontoRisk,Crisisand
EmergencyManagement
ThischapterfocusesonaDeleuziantheoryofdoublespirals,extendingittochangesofpublicuniversitysensemakingintimesofcrisis.IaddanantenarrativetheoryunderstandingofDeleuzian‘semiotic’spiralsystems.Specifically,riskydoublespiral-‘antenarratives’areinplayinschoolsofbusinessaroundtheworld,aspublicuniversitiesarebeingdeterritorializedandreterritorializedinacademicreorganizationschemes,includingusingbusinessprocessreengineeringtoinstituteacademiccapitalisminso-called‘knowledgeeconomies’underconditionsofdefundingbytheState.Double-spirallingantenarrativesenactbetweenlocalizedlivingstorieswebsandlong-livedorganization-narratives(orpetrified&formalizednarratives&counternarratives)thatmixinunanticipatedwaysthatcallforthmonstersfromthedeep,outoftheabyssofnothingness,ofcommonsenseandnonsense,becomingphantasms.MycontributionistoapplyDeleuziansensetosensemaking,totheorize‘double-spiral-antenarrative’inrelationtoprospectivesensemakingprocessesasphantasmsarisefromthedepthstocrackthesurfaceofsense-nonsense.Doublespiralling,back-and-forth,betweenfutureandpast,presentsorganizationalstrategicshapesandpathwaysandrhizomaticmovementsofacademiccapitalism,riskierandmoreabsurdnonsense,thaneverbefore.Asautoethnographer,Iamcomplicit,andmyownparanoiaisanaxisofbothsenseandnonsenseIparticipatein:playingthepublishinggameinrankjournals,doingoutcomeassessmentsforAACSBreaccreditation,andsoforth,thatIbelievedon’thelpresearchorpedagogy.
INTRODUCTION
Thepurposeofthischapteristoexplorethecentralrolethatsensemaking
playsasadministratorscommunicateformalnarratives(&counternarratives)about
theStatefinancialcrisis,whatthepublicuniversityisdoing,andwilldointhe
future,torespondtoanticipatedadditionalcrisesinlatemoderncapitalism.Itis
alsomyownschizophrenia,myparanoidcomplicityinpublishinggamesofsense
andnonsense.MybrainislikeVelcrotothenegativenewscomingoutdayafterday
aboutdownsizingtheuniversity,increasingworkloads,complyingtomore
surveillanceroutines.Thesesignificationsattunemetofear,anxiety,and
turbulence.It’sdifficulttorememberhowprivilegedIam:white,male,tenured,had
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mostawardsatmyuniversity,includingRegentsProfessorship,andhave(people
tellme)mostcitedpublicationsofanyoneincollege.Yet,Iwonder,willour
departmentbefodderforthenextroundofdownsizing,willIbepushedasideso
cheaperandyoungercontract-facultycanbehired.Atmyuniversitytenured
professorshavebeenreleased(e.g.inEngineeringCollege,theRegentsdecided
SurveyEngineeringDepartmentisnotneededanymore,andthosefacultyarenow
gone).“TheLasCrucescampuswilllose126positions—89thatarevacantand37
thatarefilled—andengineeringsurveyingandtheequestrianteamareplannedfor
elimination.”1
IhavenoticedthemoreIresistandrebelagainsttherealityofthe
downsizingandreengineering,itseemstogetworseforme.Ineedtobeabletoin
theeyeofthestormandwatchthereorganizingpasswithoutbecomingfearful,
anxious,orworried.Ikeepwaitingforthestormtopass,andreachacalmand
peacefulstateofmind.Iamexperiencingalienation,alackofenthusiasmfor
anythingbymyteaching.
ThischapterisrelevanttothetheatricgestureinRebeccaSchneider’swork2
tosensemakingofinstitutionalchangeandpersonalchangeIamexperiencinginthe
publicuniversity,whichIinterpretas‘TamaraLand’theater(Boje,1995;Hitchin,
2014).Thisisalsoanautoethnographyabouttheboth/andconjunctionthat
punctuatesemioticstorytellingsystemsandstructuresofinstitutionalchangein
spaceandtimeofTamaraLandwheremanyactorsaretellingstoriessimultaneously
indifferentrooms,andmovingbetweenrooms,inactsofmovingsensemaking.My
performancesmovingbetweenroomsatmyuniversityreplayandcounter
1NMSUbudgetcutstargetacademic,athleticprogramDamienWillis,LasCrucesSun-NewsPublished6:42p.m.MTJuly13,2016,accessedOctober182017,http://www.lcsun-news.com/story/news/education/nmsu/2016/07/13/nmsu-plans-cut-positions-well-surveying-equestrian/87045282/2In1990aNativeAmericangroupSpiderwomanTheaterperformedaplaycall
‘reverb-ber-ber-ations’(Schneider,2017).
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conditionsofsubjugationtoacademiccapitalismthatisradicallytransforming
manypublicuniversitiesaroundtheworldintotheneoliberalimageofpublic
educationdrivenbymarketforces.
MytheoreticalapproachistoextendsensemakingwithaDeleuziandouble
spiral,andsomeantenarrativetheory,tomakesenseofrecurringcrisesfacingthe
publicuniversity,inmonstrousadmixturesofdifferenceandrepetition.The
financialcrisisof2008wasnotourfirstone.WhenIarrivedatthisuniversityin
1996,therewasafinancialcrisisthrough1998,thenanotherinthe2008mortgage
crisis,andnowthe2016crisisthatcontinuestoescalate.Whatisinteresting,the
powersthatbe,thosestrategiccentraladministrationplanners,inallthreecrises,
decidedtomergeourmanagementdepartmentwithmarketing,andeachtime,put
thePh.D.onthechoppingblock(orunderclosescrutinyorsuspendedfundingof
assistantshipstillfurthernotice,andsoon).
InPart1ofthechapterIintroducedouble-spiralantenarrativetheory.In
Part2,Iapplythetheorytothesituationofrisktouniversitiesofcurrentneoliberal
ideologyandthepracticesofdownsizinghappeningworldwidetomostpublic
universities.InPart3,Iexaminesomealternativestodownsizingandreengineering
universityacademiccapitalismprocesses.
PART1:Deleuzian-Double-SpiralAntenarrativeTheory
MymainthesishereisthatDeleuzian-spiral-antenarrativesareradically
differentfromWeickianretrospectivesensemaking,andthetwoaremixing
together.Besidesretrospectivenarrativesensemaking,Deleuzeaddsafocusison
multiplicitythatspirals.Iseeimplicationsforantenarrative-spiraltheory:
“Antenarrativeisthefragmented,non-linear,incoherent,collective,unplottedand
pre-narrativespeculation,abet”(Boje,2001:1).Inantenarrativetheory,thereisa
fore-caringforthefuture,thathappensasaprocessbefore-narrativecoherence,and
involvesmaking‘bets’or‘antes’onthefuture,bringingonepotentialfutureinto
Being,ratherthanmultitudeofpotentialfuturesthatcouldbecultivatedand
attendedto(Boje,2001;Boje,Svane,&Gergerich,inpress).
Inthe‘retrospectivesensemaking’ofevents,suddeninterruptionsorcrises
totheday-to-daytriggersensemaking,andachangeincognition,becausethe
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expectedeventdidnotoccur.Thisleadstofurthersensemaking.Inadditionto
Weickianepistemic(waysofknowing)approach,Iwouldliketodevelopamore
ontologicalunderstandingofprospectivesensemakingprocesses.Iamnotlimiting
sensemakingtolanguageuseintexts,conversations(speechacts),anddocuments
(writtendiscourse).Antenarrativehasotherformsbetterconsciousnessand
mattering.AsWeick(2012:145)putsit,“Totalkaboutantenarrativeasabetisalso
toinvokeanimportantstructureinsensemaking;namely,thepresumptionoflogic.”
Weick(2012:145),continues:
“Antenarrativessetupasimilardynamic.Thetransitionfromstorytonarrativeisfosteredbythebeliefthatthefragmentswillhavemadesensealthoughatthemomentthatislittlemorethanapromise.Sensemaking,storytelling,andorganizingbecomelinked,inaTreasuryinquiryorarecountingofone’slifestory,whenactorssaytothemselvesandothers,Iwillhavemovedonwiththeseunplottedfragmentsbecausetheypromisetoamounttosomethingeventually.Eventhoughclosureisbeingdisplaced,experienceandactionandactivitycontinuetobuildup,whichincreasestheprobabilitythatorder,coherence,aplot,andstabilitywillsomehowbestirredup.Thisisaminimalistaccountoforganizing,which,minimalthoughitis,includesstory(inBoje’ssenseofantenarrative),ordering,action,sensemaking,andstabilizing,inthecontextoftheimpermanentandthetemporary.”
Storytellingsemioticsystemshaveformsofcontentthatareinseparableand
atthesametimeindependentofformsofexpression(linguistic,bodylanguage,
dramaturgical,graphical,numericinterpretation,sociomaterial,andsoforth).
Thereisadiversityofsignregimesinstorytellingsystems(narrative&
counternarrative,livingstoryweboftellingyetanotherlivingstory,andanother,ad
infinitum,andantenarrativesofforecaringinadvanceoftheseotherformsof
expression).
Storytellingistheorizedhereasasemioticsystem(Deleuze&Guattari,1987:
111).This‘storytellingsemioticsystem’istheorizedhere(seeFigureOne),asa
dynamicdiversityofmixingformalizednarrative(&counternarrative),livingstory
webs(ofonestoryresultingintellinganother,andmoreafter),andantenarrative
processesofforecaring(forehaving,foreconception,forestructuring,&foresight)
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(Boje,2014;Boje,Haley,&Saylors,2016;Boje,Svane,Henderson,&Strevel,in
press;Boje,Svane,&Gergerich,inpress).Therearedifferencedramatizations,
immanenceenunciations,andrepetitionregimesinthese‘Triadicstorytelling
semioticsystems.
Figure1:StorytellingTriadicSemioticSystems
TheStorytellingSemioticSystemsisatriadicofthreesignregimes
(narratives&counternarratives;livingstorywebs;antenarrativesofforecaringin
advance).
Antenarrativebeganwithadoublemeaning:beforenarrative(1stmeaningof
antenarrative)andwhatarebetsonthefuture(2ndmeaningofantenarrative)(Boje,
2001).Therearetwoadditionalmeaningsofantenarrativethatweredevisedafter
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theantenarrativehandbook(Boje,2011).Theofbetweenlivingstoryrelationsand
dominantnarratives(3rdmeaning)andfinallythebeneathindeeperstructuresof
conceptionandcontext(4thmeaning)(Boje,2014;Boje,Haley&Saylors,2016).
Togetherthesethreerealmsofstorytellingaremixturesofregimesofsignsand
nonsensethathavepragmaticimportance.
PART2:Deleuzian-AntenarrativeDoubleSpiralsofAcademicCapitalism
Here,Idevelop,hownotonlyretrospectivesensemakingnarratives(Weick,
1995)butalsoprospectivesensemaking‘antenarratives’before-narratives,beneath,
andbetweennarrativesandlivingstories(Boje,2001,2008,20111,2014)playa
roleinthecrisis-managementprocess.Toaccomplishthisobjective,Ireviewkey
featuresofthepublicdocumentssentaroundbyadministrators,andothersposted
onwebsites,toaccountforcrisis-teamdeliberations(seeonlinedocuments
athttps://transforming.nmsu.edu/team-6/).However,keepinmind,thisisnota
publicinquiryintofinancialcrisis,itismyowncriticalanalysis.Therearemany
untoldstories,manyfragmentsandsnippetsofantenarrativesense-nonsense
circulatinginthecrisis.Thisrelationbetweenretrospectiveandprospective
sensemaking,andthewaysofcentralizedcontroloverparticipationtocontroland
administer,steer,andshapetheofficialnarrative.Thisallhaspracticalandfuture
researchimplicationsforcrisissensemaking.
Thetriggeringevents(dropingas&oilseverancetaxbase,Governor’s
vetoesofthehighereducationbudget,andsoon)becameapretextforuniversity
administration(BoardofRegents,Chancellor,Provost,VPs)tomakepreemptive
moves.Inanticipationoflargebudgetdeficits,facultysalarieswerefrozen,senior
(older)tenuredfacultyintwoPh.D.department(includingmyown)weregiven
additionalcourseloads,thefundingforfuturegraduateassistantshipswasputon
holdforoneofthetwentyuniversityPh.D.programs(alsotheoneIamin),andso
on.Asestimatesofeconomicdownturnemerged,whatIwillcallthe‘ThereIsNo
Alternative’(TINA)narrativebecameconstructed.IntheTINAnarrative,thereisno
alternativebuttocutbackonfaculty,graduatestudent,andstaffpositions,freeze
hiringofanyreplacements,andengageinthekindsofbusinessprocess
reengineering(BPR)theDeloitteconsultantsrecommendedtotheadministration.
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Thisincludedformingsixtaskforcestoreorganisetheuniversity,cutpositions,
combineunitsordepartmentswithfewerremainingpositions,soastosavemoney
ondepartment/unitheads,andeliminateredundantadministrativeassistant(&
secretarial&workstudy)positions.
Thereisastrongandwidespreadneoliberalassumptioncalled‘ThereIsNo
Alternative’(abbreviatedTINA)inourNewMexicodiscussionofthenecessityof
implementingneoliberalideasystemsandpolicies,torespondtotheNewMexico
dropinoilandgasprices.Theproblemwiththeassumptionisthattheprivate
market(e.g.oilandgas)cannotsupportthelegislativerevenueneedsforK-12or
highereducation.ThepolicychangetoputNewMexicoonanoilandgasrevenue
standardwasimplementedbyformerGovernorRichardson.TheresultisatNMSU
allcollegesandadministrativeunitsaremakingbudgetcutsbetween5and6.2%,
andeliminatingjobs(&benefits),outsourcingprograms(e.g.HealthCenter
outsourcedtoMemorialMedicalHospital).anddefundingprograms(e.g.Equestrian
program)tocovertheshortfall.
CrisisisdefinedbyRobertGephart(2007:125)as,“amajor,unpredictable
eventthatmayproducenegativeoutcomesincludingsubstantialdamagetoan
organizationanditsemployees.”Isubmittoyouthereader,ouruniversities,and
ourschoolsofbusinessareinunpredictablecrisesresultinginriskofsubstantial
negativeoutcomes,damagetohighereducationanditsfaculty,staff,andstudents.
FollowingGephart(2007:123)Icontendthatsensemakingaboutthelatestfinancial
crisisofauniversityanditscollegesisanimportantfeatureofinquirydiscourseand
documents(suchasmasterplan,AACSBreaccreditation,minutesofmeetings).Iask
whysuchinquiryisnottakingplace,andinputbecomessimulacra,ritualsofsense,
afterthefact?Gephartdefinessensemakingasaprocessbywhichpeopleconstruct
senseoutofsharedmeaningforsocietyanditskeyinstitutions(Gephart,1993:
1469;Gephart,2007:123).“Sensemakingthusinvolvesconstructingfeaturesofthe
worldthatthenbecomeavailabletoperception”(Gephart,1997:588;Gephart,
2007:124).Weick(1995:14,588)arguesthatsensemakingisaninventionprocess
thatprecedestheinterpretationprocessofgivingretrospectiveaccountsofpast
eventsandactionsmeaningtothecollectiveaudience.Iwillassertthatmoreis
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goingoninsensemakingthanWeick’s(1995:5)processofenvironmentalscanning,
interpretation,andresponses.Therearealsowaysinstitutionalsensemakers
manageandcontrolthenarrativeinwaysthatisnotaboutaccuracyorambiguity
reduction.Thereisacreationofideologicalmeaning,waysoffamingthecrisisand
thenecessaryresponses,astheonlypossibleresponses.This,Iargue,occursby
stagingacrisisinquirythatdoesnothavethekindofwideparticipationand
accountabilitythatonesexpectsofpublicinstitutions.Formostofitshistory,
organizationalsensemakinghasbeenlookingretrospectively,backwardupon
experience,unabletomakeprospectivesensemakingbetsonthefuture(i.e.antes).
Retrospectivessensemakingnarratives(Weick,1995;Czarniawska,1997,1998,
2004)andhasbeenunwilling,untilquiterecently,toaddressantenarrativenotions
TheexceptionisWeick(2012:145):“Thisisaminimalistaccountoforganizing,
which,minimalthoughitis,includesstory(inBoje’ssenseofantenarrative),
ordering,action,sensemaking,andstabilizing,inthecontextoftheimpermanent
andthetemporary.”
Ourcurrentroundofdownsizingandreorganizationafterfinancialcrisishas
everythingtoduewithneoliberalsignificationsandenunciationsofcommonsense.
Thebasicideaofneoliberalismideologyistolet‘freemarket’economichasmaterial
consequence,forcingadownsizingofthefundingK-12andhighereducation(i.e.
publicuniversitiesinNewMexico,inIllinois,andnationally,andmovingglobally).
NeoliberalismisatermcoinedbyAlexanderRustowin1938.NobelPrizewinner
FriedrichvonHayekattheendofWWIItookitup.Itbecametheeconomic
philosophyofMiltonFriedman(‘thebusinessofbusinessisbusiness;’NovelistAyn
Randalsopopularizedit.NeoliberalismpoliciesinNewMexicoarebasedonAdam
Smith‘freemarket’rationalityof‘survivalofthefittest.ItcombineswithHerbert
Spencer’s‘SocialDarwinism’,lifeofhumanbeingamountstosurvivalofthefittest
asnaturalselectionofthemarketactstoselectfittesttosurvive,whiletheunfit
poorshouldnotbeaidedbytheState.Suchneoliberalism‘freemarket’ideasare
beingusedintheStateofNewMexicotojustifybudgetcutstoitspublicuniversities.
Ibelievepublicuniversitiesarecaughtinadoublespiral:adownwardspiral,
withonefinancialcrisisafteranother,andtheupwardspiralphantasmofneoliberal
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nonsensetoexplainstrategicdownsizing,reengineering,outsourcingofacademic
capital(Boje&Hillon,2017;Boje,Hillon,&Mele,2017).Thisdoublespirallingplays
havoconthesurfaceofsenseinseparablefromnonsense.Iwilldiagramwhatare
themainthemesofthepaperinthisdoublespiralthatdrawsontheworkof
Deleuze(1990,1994),andDeleuzeandGuattari(1987).
Figure2:DoubleSpiralSemioticStorytellingSystem
KeytotheFigure2Diagrammatic:Thetwospiralsmoveaboutadouble
axisofparadigmaticandsyntagmatic(Deleuze&Guattari,1987:131).Paradigmatic
isdefinedasasocio-economyoftwoormorepersonsinanorganizationofpower
relations(subordinationoffacultytodeansanddeanstoprovostandchancellor,
departmentalization,collegeassemblagesofdepartmentcurriculum,state’sbudget
poweroverpublicuniversities).“Capitalisapointofsubjugationparexcellence”
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(IBID.p.130).Syntagmaticisdefinedashowsignsrelatetootherself-consciousness
signs,makingsignssignifierstoothersignified(coursestomajors,degreestocareer
entry,publicationstotenureandpromotion,journalorcollegerankingsto
universitylegitimacy).Thosespiralloops,assemblingarounddoubleaxesarecalled
'whorls.'Theupwardspiralhastokeepproducingmorewhorlstoavertentropy
collapse.Thedownwardspiralgeneratesitswhorlsandmustcreatemoreofthem
tosustainitsownentropy.Thedoublespiralsemioticsystemhasupwardand
downwardforces(downtoabyssindeathspiral,andupwardstouplifttohigher
freedomsofmovement).Theorangedottedlinesassemblestorytelling
interpretativedevelopmentinbothupanddownspiraldirections,telling
interpretationsbetweenwhorls,linkingwhorls.Bluedottedlinesconnectsigns
referringtoothersignswithinandbetweenspiralwhorls.Onecantakealineof
flightoutofauniversity(jumptoanotheruniversity,orretire).Sometimesthatline
offlightisscapegoating,andthesinsoftheuniversityleavewiththedesignated,
signifiedgoat.Therearefoursignifyingsemioticregimes(presignifying,
countersignifying,signifying,andpostsignifying).Antenarrativesareforme,
presignifyingsemioticregimesinactsofforecaringthatbothdeterritorializeand
territorializeandreterritorializeinadvancepreparations.Narratives(and
counternarratives)areparadigmatic-signifyingsemioticregimesoftheState(by
defundingmuchofit),itsGovernor,andUniversityRegents,andmediaina
deterritorializationofhighereducation.Therearecountersignifyingsemantic
regimesofhowsyntagmatic-numbers(measures,metrics,rankings)areusedas
enunciationexpressionbyWarMachinetoeffectactualdestructionandabolitionof
universitydisciplinesandfunctions,inthatmannerofdeterritorializationin
numbersgames.Thereisapostsignifyingsemioticregimeofredundancyof
consciousness,akindofsubjectificationofstorytellingenunciation(narrative)in
passionallinesoforganizationofpower,adeterritorializationtoabsolutenegation.
Manyregimesofsignsco-constellatetheupwardanddownwarddouble
spiralsemioticstorytellingsystem.Thedownwardspiralextendsintotheabyssof
nothingness,outofwhichupwardspiralformationsarepossible,asentitiesand
interpretationsarisefromthedepth,becausespiralsmustkeepproducingmore
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whorls,generatively,orfacetherisksofentropy.Thedownwardspiral,inthiscase
ofauniversity,anditsschoolofbusiness,hasdespoticpolitics,lotsof
reorganizationbycentraladministrationtoenactdownsizing,lotsofbureaucratic
standardizationandreaccreditationisomorphicmimicry(especiallyAACSB,which
isexploreinnextsection),andpurgingfacultyateveryturningwhorl(by
encouragingretirement,orscapegoating).I,ofcourse,amrebelliousandproduce
chaptersandarticles,likethisone,asformofresistancetononsensechanges(Boje
&Hillon,2017;Boje,Hillon,&Mele,2017).
Ourchancellorkeepsputtingoutspinon(countersignifying)numerical
narratives:
“Chancellor'sCornerOct.16,2017NewMexicoStateUniversityhasonceagainbeenrecognizedasoneofthetopuniversitiesintheworldinthisyear’sCWURWorldUniversityRankings.Accordingtothepublication,ourgreatuniversityranksinthetop2.3percentofdegree-grantinginstitutionsofhighereducationworldwide.”
Whilethereisthatonestatisticsof2.3%inonecategory(worldwide),ifyou
lookatallthenumbers,acounternarrativetellsadifferentnumbersgameranking
result.Outof311universitiesrankedbythereport,NMSUfallsinthebottomtiersin
fivecategories:3
“#198(tie)inNationalUniversities
#209(tie)inHighSchoolCounselorRankings
#106(tie)inTopPublicSchools
#216(tie)inBusinessPrograms
#125(tie)inEngineeringPrograms(doctorate)atschoolswhosehighest
degreeisadoctorate”
Inadoublespiralstorytellingsemioticsystem,therearealwaysmultiple
regimesofsigns,amongothers.Narrative,livingstory,andantenarrativearemixing
formsofexpressionconstitutiveofsemioticstorytellingsystems.Eachofthe
regimesofsigns(narrative,livingstory,&antenarrative)haspragmaticimportance
3USNewsandWorldReportrankingsofuniversities,accessed16October,2017https://www.usnews.com/best-colleges/new-mexico-state-university-2657
12
intheupwardanddownward,leftandright,inwardandoutwardsignifyingforces
andcounter-signifyingforcesofsemioticstorytellingsystems.Thedoublespiral
storytellingsystemisrhizomaticinseveralways:(1)multiplicitiesofmovement,(2)
deterritorializingandreterritorializingtransformations,(3)polymorphouswaysof
passingthroughmanyphasesandstages,and(4)nomadicassemblages(offshoots,
breakouts,roots).
Crisisleadershipinitiatedpostcrisisconsultancy,settinguptaskforces,and
enactingchangesinthebudgetandpersonnelassignments.Thetriggeringeventof
thisfinancialcrisis,wasadropinthegasandoilprices,resultinginadipin
revenuestothestate,whichadecadeearlier,madegasandoilseverancetaxes
(collectionsfromextraction)themajorsourceoffundingofK-12andhigher
educationinthestate.HereIwillapplyfourkeyfactorsthatdefinecrises(adapted
byGephart,2007125-126):
1. Whattypeofcrisisisthis?
2. Whatarethesignalsofthecrisis?
3. Whatcrisissystemsandorganisationalstructuresgetimplemented?
4. Whoarethecrisesstakeholders,includinggroupsandinstitutions
affectedbycrisis?
Whattypeofcrisisisthis?Itismorethanthemostrecentofalonglineof
financialcrises.Thecrisisleadershipwasinitiatedtodobudget(pre-crisis)audits
oftheuniversitybeforethethelegislaturefinalizeditsstatebudgetforhigher
educate.Thebudgetswerereassessedduringthelatestcrisis,whichasyethasnot
ended.
Itisaboutwaysneoliberalideology(whichmyeconomiccolleagueonthe
Team6,academicreorganizationassemblage,tellsmeisa‘strawman’)hasseeped
intotheadministrativeorderoftheuniversity,asaphantasmofmadness,amonster
arisingfromthedeepabyss.CanIremaincalminthisstorm,findingcontentmentin
myteaching,mywriting,andsoon?Ibegantostudyhowthepublicuniversityis
changingandtransforming,andcritiquingouruniversitystrategyofdownsizingand
reengineering(Boje&Hillon,2017;Boje,Hillon,&Mele,2017).Iamawareofmy
ownactiveandpassiveresistance,andcomplicityinthesechanges.CanIjustbe
13
hereteachingandresearching,givingservice,andnotworryaboutwhatisbefalling
theuniversity,thestate,thenation,andthewholeworldofhighereducation.
RiskyImpactsThelowerclassstudentfindsuniversityeducationfarther
awayinpossibility.Theupperclassfamilysendstheirchildrentotoptier
universities(Standard,Carnegie,Harvard,andsoon).Thesehavetuitionof$50,000
ormoreperhearforanundergraduatedegree(e.g.Stanfordcharges$62,000).
NMUSchargedresidents$6,729ayear,undergraduatebeforethemostrecent
tuitionhike.Yougetwhatyoupayfor.Standardforexamplehasa95%graduation
rate,whileouruniversitygraduates46%.MaincampusenrolmentatNMSU
decreasedby8.2%overthepreviousyear,andhasbeendecreasingyearbyyearfor
pastfiveyears.NMSUadministrationputonemilliondollarsintobillboardand
movietheatreads.Thereissomegoodnews.Marketingexpendituresofonemillion
dollarshasresultedina22%increaseinfreshmannumbersforSpring
2017.4Nationallyitexceeds$1trillion.PublicuniversitiesinNewMexicotrap
studentsintuitionincreases,higherloandebt,whiledeliveringcareersatlowwages
toworkoffthestudentloandebt.
Thepayscale.comwebsiteindicatesthatNMSUhasa46%graduationrate,
andUniversityofNewMexicoa48%rateofgraduation.Icompiledalistofpeer
institutions.RegionallyonlyUniversityofTexasatElPaso(38%)hasalowerrate.5I
hypothesizethatthisexplainsthedifficultyofNMSUinincreasingitsenrolment.The
budgetcutsdisproportionatelyimpactedthefivecollegesinouruniversity.
NewMexicohighereducationhasundergonethreeeconomiccrisesduring
my20years.Firstthefinancialcollapsein1997whenIwasdepartmenthead.
Secondthe2008-2009bankandmortgagecrisis.ThirdtheState’soilandgas
revenuefundingcrisisexpectedtolastatleastthreeyears.
WitheachNewMexicocrisis,therearefourkindsofneoliberalpolicies
4SeeSunNewseditorialApril172017,accessedSeptember15,2017athttp://www.lcsun-news.com/story/opinion/editorial/2017/04/17/marketing-effort-pays-nmsu/100570976/5SeePayscale.comwebsiteanddataofNMSU,accessed18October,2017athttps://www.payscale.com/research/US/School=New_Mexico_State_University_-_Main_Campus/Salary
14
implemented:
1.Lowerthestateexpenditurestopublicuniversities,reduceI&Gsubsidies,
andattempttotransferthegapinfundingtoprivatemarketinitiatives,such
asArrowheaddevelopmentofrevenuesfromfaculty,studentand
communitymemberpatents.
2.Institutebudgetcutsforfaculty,staff,andgraduateassistantships;cut
academicprogramsandsupportunits.
3.Implementtightertop-downcontrols,centralizedecision-making,
standardizecurriculum(eliminatecourseoptions),andincreasefocuson
annualperformancereviews,outcomesassessment,&accreditation
preparations.
4.Implementadministrativepracticestocreate‘docile’facultybodiesthatdo
notresistincreasedtop-downbureaucraticcontrol,surveillance,and
recurrentmeetingsonconformingtoreaccreditationreporting.
Myanalysisisthisisanideologicalfightinthepoliticaleconomy,with
dramaticconsequencesforhighereducation.Thereisawarbetweencompeting
ideologies.InNewMexico,themostdisadvantaged,marginalized,andhighestchild
povertyrate,and2ndhighestfamilypovertyrate,aredeeplyimpacted.
Therootsofthisbudgetcrisisarenotjustoilandgas,norjustthe2008
financialcrisis.Rather,thereisastalematebetweentheRepublicanGovernors(such
asBruceRauner,Illinois;SandaMartinez,NewMexico)makingthevetoand
spendingcutstoeducation,anddemocratcontrolledstatelegislatures.Thiscreates
adownwardspiralofhardshiponthemostimpoverished.Bothgovernorscallfor
reducingroleofgovernmentinprovidingsocialservices,socialjustice,andsocial
safetynet.
Inantenarrativetheory,multiplecyclesrecur,deviatecircularity,and
accumulatedifferencesthatmorphintodouble-spiralfractalofhistoricalprocesses
(Boje&Henderson,2014;Henderson&Boje,2015;Boje,2015).Inter-connected
fractalpatternsformmultifractals.Fractalsaredefinedasrepeatingpatternsof
self-samenessacrossvariousscalesofmagnification.Fractalstorytellingisaboutthe
15
patternsoffavorskindsofantenarrative-fractalstoformorganizationalbehavior
habitsself-samenessacrossscalability.Forexample,abureaucracyiswhen
organizationalprocessesrecurquiteexactlyincycles,andchangequiteslowly.Ina
branchingfractal,silosform,asthelayeringofhierarchysegments(branches).Next,
Iorganizemyanalysisintonovellasofparticularphantasms,andIplaydetective,to
answer,‘whathappenedtopublicuniversity?’
PhantasmofReengineeringAcademia
Theseare‘eventcrises’ofsenseand‘publicsectorcrises’oflossofstate
funding,andfinancialcrisismanagementbytheuniversitytoconstructsensible
narrativesoutofnonsense.Thereforethisisanautoethnographicstudy,crisis
managementconsultingandreorganizationusedatalargesouthwesternuniversity
intheUS,intheformofbusinessprocessreengineering,andmyownparanoid
storytellingofitsturbulenceandchaoticnonsense.Whathappenedtoour
university?Answer:nonsense.Ononehand,Stategivestheuniversitymillionsto
buildthephysicalplantofauniversity,refurbishdorms,buildnewdorms,new
buildingforourcollege,andisaddingashoppingmall,andextendingthegolfcourse
to27holes.Ontheotherhand,allthewhile,facultysalariesarefrozen,college
budgetaresweptintocentraladministration.BoardofRegentspaid$622,700to
businessprocessreengineeringconsultants,DeloitteConsultancy,toprovidethe
BoardofRegentsaPowerPointevent,tolegitimateparadigmaticaxis(seeFigure2),
aneoliberal(right-turning)narrativeofhowtoreorganize(left-leaning)academic
units,combinesmallerunits,downsizetheremainingfaculty,driveresisting-change
facultyintojumpingshiporretiring,allthewhileincreasingtheirworkloadof
survivors.Thisisanexampleofasemioticstorytellingsystem,adoublespiralwith
upwardanddownward,leftandrightmovingsignificationandre-paradigmatic
shuffling.Ifthiswasanisolatedcase,Iwouldkeepquiet,butcolleaguesaroundthe
worldworkinsimilarinfernosofsense-nonsense,e.g.,CopenhagenBusinessSchool
andotheruniversitiesinDenmark,purgeofhumanities(Bülow&Boje,2015)
Mydetective’sassessmentisthishasacceleratedriskofdisplacingtenured
faculty,createdthelowestmoralinuniversityhistory,forcedouthigherpaid
tenuredfacultytomakeroomforlesserpaidcollegeandadjunctfaculty,completely
16
overworked,jeopardizingtheefficacyofresearchandteaching,inoneofthepoorest
statesofall.ItalsolegitimatedhigherStateinvestmentsinbuildings,landscaping,
includingachangetotheuniversities‘masterplan’document,expandingthegolf
coursefrom18to27holes,buildingahotelandshoppingmall,andincreasingthe
investmentinthecenterforpatentingandsellingfacultyinventions.6Severalteams
wereappointedbycentraladministrationtocarryouttheimplementation.Intop-
downchange,therewerenopublichearingsorinquiresaboutthemanyuniversity
andstatefinancialcrises,andtheirsensemaking,onlytheresultsofcentralchanges
arebeingannounced,withpromisesofparticipation,promisedsometimeinthe
future.
First,Iheardthatthedeantoldaretiredfacultyofmanagementthathe
(dean)doesnotlikemanagementdepartmentPh.D.programandcannotmake
senseofit.Moreaccuratetosaythedeandoesnotacceptoursenseofwhatmakesa
successfulprogram.Ithereforedonothavepositivepredictiononthemeetingin
Novemberwithdeanofcollegeanddeanofgraduatecollege.Ourdoctoralstudents
arestillbeingcoercedintoteach45to55studentsindistanceclasses,whichpast
departmentheadswouldneverhaveallowed.
AsIunderstandhistory,therewasanactualempiricalstudyoftheNMSU
Ph.D.programsefficacy(scholarship,placement,etc.),andweranked2ndoutof20
NMSUdoctoralprograms.Ratherthanbuilduponasuccessfulprogram,itappears,
bymyreadofthestateofaffairs,ourprogramisbeingsacrificedtokeeptheother
businessgraduateprogramsflushwithgraduateassistantships.
Second,Team6hassomedistortednumbers,anuntoldstory,andsome
interpretationsofinterest;7Seethis'untoldstory',inthespreadsheetthatshows
noneofthepeeruniversitieshavecombinedmanagementandmarketing(asweare
beingencouragedtodo),andsomeputsupplychaininmarketing,othershave
6NMSUMasterPlans,oldandnew,areonline,accessed19October,2017athttp://architect.nmsu.edu/masterplan/7Team6minutesandsummaryreportsareavailableonline,accessed19October,2017athttps://transforming.nmsu.edu/team-6/
17
organizationstudiesandmanagementdepartment.8Seconduntoldstory:Thereis
nodataondoctoralprograms.Somenumbersarenotcurrent,suchasthisonethe
showstheNMSUmanagementdepartmenthas14faculty,whichIthinkisabitofan
exaggeratednumber(wehavenomorethan8,plusaninterimdepartmenthead).9
SeeMarch6meetingnotes,hasacounternarrativetowhattheProvostsharedwith
facultyonOctober12ththatpaintsafarlessrosypictureofNMSUmimeticmodeling
ofASUthantheProvoststatementtofaculty.10
Provostputsthenarrativethisway"ArizonaStateUniversityhasbecome
knownasthemostinnovativeuniversityintheUnitedStatesandproudlytoutsits
academicreorganization,whichitclaimshasbrokendownsilos,encouraged
collaboration,andservedasacatalystforinterdisciplinaryresearch.”
Team6Minutesreportitthisway(March6,IBID.):
"ArizonaStateisthe“poster-child”foratop-downreorganizationprocess.Theyfacedadirefinancialsituation.Itwasstatedthatin2009,beforetheirsecondreorganization,assistantfacultywerelaidoff.Weneedtobeconsiderateoffacultysecurity.ASUcameoutgreatintheendaftermuchconsternation.Adiscussionwasheldaboutthe“CollegeofSTEM”andASU’suseofcontingentfaculty.Wecannotjust“plopdown”theASUmodelhere.Theinterdisciplinaryresearchmodelisgoodbutcanweactuallyseparateadministrativestructures?"
ThenifyoulookattheproposalImade,andSodidGraceAnn,separately,to
create'ensemble'leadershipandorganization(seeRosile,Boje,&Claw,2016),this
matches,whatASUisdoing,afterdoingtheirsecondreorganization.AsProvost
Howardputit:
8Team6Spreadsheetaccessed19October,2017athttps://transforming.nmsu.edu/wp-content/uploads/sites/80/2017/07/NMSUPeerStructure.xlsx9Team6studydocumentaccessed19October,2017athttps://transforming.nmsu.edu/wp-content/uploads/sites/80/2017/07/scanned-document-updated.pdf10DocumentfromTeam6,ontransformingNMSUintoamodeluniversity,suchasArizonaStateUniversity,accessed19October,2017athttps://hr.nmsu.edu/transforming/wp-content/uploads/sites/80/2017/02/TEAM-SIX-Minutes-March-6.pdf
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“Anotherdistinguishingcharacteristicisjointappointments.Seniorfacultymembersareexpectedtohaveaffiliationswithmorethanonedepartment,whichbreaksdownsilos,encouragesinteractions,andleadstonovelpartnershipsandresearchprograms.StronginterdisciplinaryeducationandresearcheffortsaredeeplyembeddedinallaspectsofASUincludingtheinterdisciplinaryfacultieswithintheschools.ThereorganizationofASUbeganabout15yearsago,andwasdrivenbythevisionofPresidentMichaelCrow,whobelievedthatthetraditionalorganizationoffacultyintounitsfocusedonadisciplinewasstiflingcreativityandinterdisciplinaryresearch”(IBID).
PhantasmofAACSB
Whatmakesourbusinessschoolssouniform?Businessschoolsaresubject
tostronginstitutionalmimetic(isomorphism-conformity)pressures(Wilson&
McKiernan,2011).Scott(1995:3)definesinstitutionsas“cognitive,normativeand
regulativestructuresandactivitiesthatprovidestabilityandmeaningtosocial
behavior.”Theprocessofinstitutionalizationhappensovertime,inhistoryof
peopleandgroupswithvestedinterests(Scott,1995:18).Icontendthat
institutionaleffectsspreadthroughanorganizationalfieldbythreeisomorphism
(similarity)mechanisms:coerciveisomorphism,mimeticisomorphism,and
normativeisomorphism.Businessschools,forexample,haveallthreeisomorphic
mechanismsimposeduponthem,promotingrepetitionofinstitutionallifeandbelief
systemsandculturalmoresandmaxims(unquestionedwaysofdoingthings)
presentintheirinstitutionalmacroenvironmentofbusinessschools.
AACSB(re)accreditationisalsoaccompaniedbyheavyfinancialandhuman
resourcecostsinvolvedinaccreditationandmaintenance(McKee,Mills,&
Weatherbee,2005).Theydrawonnet-institutionalandlegitimacytheory.Third-
partyrankingsystemsandexternalaccreditationsignalinstitutionalsuccessor
failure.AACSBInternationaldiditsownreportabouttheproliferationofbusiness
schoolrankingsystemsthat“haveconsistentlycausedconcernamongAACSB
Internationalaccreditedschoolsandmembers”andfoundtherankingstobe
“subjectivesandgenerallynotjustified”(AACSB,2005:2,7).LikeAACSB,the
rankingdatacanbeexpensiveforschoolstoprovided,andmayresultinhiring
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additionalstaff,andextraordinarytimeformanpowertopreparemediasurveysin
theverificationprocesses.Finallythe“highlyvisibleandinfluentialroleofdatain
rankings,hasbeenarecipeforhighlyimplausibledata”(AACSB,2005:7).
IarguethatAACSBandrankingdataconstituteaDeleuzianphantasmof
prospectivestudents,alumni,andmajordonorspayingattentiontorankswho’s
variablesanddefinitionsareconstantlychanging(AACSB,2005:2).Thephantasm
createspressuretocontinuetheAACSBandrankingschemestosustainlegitimacy.
TheAACSBaccreditationprocessinvolvesmanystepsofselfassessmentreports,
annualreviews,andstrategicplanningexercisesoverfiveyear.Withastampof
approvaltheraining,reporting,andplanningexercisescontinuetopromoteAACSB
versionofqualitybycontinuousimprovement.
Inrelationtosensemakingthesynthesisofisomorphicmechanismsof
legitimacyandlegitimationconstitutesasensemakingactionofrepetitionofnorms,
maxims,beliefs,values,andmeaningstosocialexperiencesofretrospection
sensemakingtoobtain,retain,orenhancelegitimacytofacilitatesurvivalin
obtainingresources,andcommunicatesymbolsoflegitimacytothelarger
institutionalenvironment.
Egoistically,severalchangesmadebyAACSBarecategorisedbyMcKee,Mills
andWeatherbee(2005:292)in“adeliberateattempttocreateorreinforce
perceptionsofitslegitimacy”thataresymbolicandsubstantive.Forexample,
AACSBin1980s,agrowingdisenfranchisementwithAACSBwasoccurringinthe
ranksofbusinessschoolbands,withcomplaintsthataccreditationstandardswere
unevenlyapplied,andfavoredwealthierresearch-orientedschoolsoverteaching
ones.ItgavetherivaltoAACSB,theAssociationofCollegeBusinessSchoolsand
Programs(ACBSP)competitiveadvantage.AACSBrespondbycommissioningthe
LymanPorterandLawrenceMcKibbon(1988)three-yearstudy.Thishadthe
institutionaleffectofsubmittingAACSBtoexternalscrutinybythirdparties,and
constitutionasymbolchangeinthesenseofrespondingtodynamicsofitsown
institutionalenvironmentconstituents.Theresultingchangeintheprocesswasto
institutethemissionbasedapproach,toaccommodatebothteachandresearch
focusedbusinessschoolmissions.Businessschoolwithundergraduateprograms
20
versusthesewithmastersand/ordoctoralprogramscouldparticipateinthe
accreditation.Therefore,anytypeofbusinessschoolprogram,couldreceiveAACSB
consultation,andeventuallysucceedintheaccreditationprocess.Nobusiness
schoolprogramwasexcluded,andallwereco-opted.Inlate1990sAACSBexpanded
itsco-optingapproachinseriesofpilotstudieswithhad-pickedelitebusiness
schoolsinMexico,Europe,Asia,andSouthAmericawithinvitationstopursue
AACSBaccreditationstandards,and“canbeviewedasanattemptbytheAACSBto
‘extenditslegitimacy’intoneworganzafieldsintheinternationalinstitutional
space”(McKee,Mills,&Weatherbee,2005:293).By1997,AACSBwasawarding
accreditationoutsideofNorthAmerica.
FromaWeickian(1995)sensemakingperspective,AACSBwasrespondingto
theconcern,“Ifinstitutionalactorsontheinternationalscenehavedifficultyfeeling
theycanbepartofanorganizationthatsovisiblyreinforcesintsAmerican
perspective,theneliminatingthisreferencewouldseemimportant”bystrategic
cultivationoflegitimacyinternationally(McKee,Mills&Weatherbee,2005:293).
Nevertheless,internationalbusinessschoolshaveisomorphicprecesses,essentially
imitating(mirroring)theUnitedStatesideologicalprofessoriateculture,beliefs,
orthodoxy,values,mores,conformity,andmaxims—toreinforceresearchand
teachinglegitimacyclaims.Theconcernistheisomorphismcreatesconformityto
Americanroutines(recipes)inwaysthatreducediscretionamongparticipant
choicesinordertosustainAACSBaccreditation.Deansandotherbusinessschool
administratorsmakepragmaticchoicestochangecollegenormsandmethodsof
operationbelievedtoenhancelegitimacyandsecuresurvivalbysymbolicactions
(Meyer&Rowan,1977:349).Isomorphicpressureshavecreatedasituationin
which“U.S.businessschooldeansaredisadvantagediftheydonotrecognisedthe
legitimacyoftheAACSBthroughactivepursuitofAACSBaccreditation—the
mantleoflegitimacy”(McKee,Mills,&Weatherbee,2005:296).
Oneenvironmentalfactor,isthedecreaseinstateandfederalfundingof
highereducationintheUnitedState,whichmakesthecostofAACSBaccreditationin
hiringextrastaff,takingupmoretimeofexistingfacultyandstafftime,being
increasinglyacostlyburdenduringbudgetcutting.Inotherwordsthereisa
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tradeoffbetweenthesymboliceffectofAACSBlegitimacy,andsustainingcontinued
programsubstantivecompetitivenessinatimeofhighereducationdisinvestment.
ThereisalsothecriticismthatAACSCB,eveninitsmissionform,presentsacookie-
cutterapproachtobusinessschooleducation,decreasesprogramminginnovations,
andisalossofcontrolovercurriculumrequirementsthatasonedeanput“maynot
maketotalsense”byforcingchangesthatlimitpotentialinordertoconformto
AACSBstandards(ascitedp.297).Inotherwords,theAACSBisomorphicpressures
resultinbusinessschoolsadoptingmechanismsofconformitytoallotherschoolsin
institutionalfield(oftheUS),renderingattainmentofanystrategicdifferentiation
problematicbothinUSandinternationally.WeasfacultyfollowtheAACSBrules,
norms,andmaximsaboutoutcomesassessments,and‘jumpthroughtheAACSB
hoops’withoutactuallybelievingtheymakesense,actuallyresultinquality
improvements,orthattheprocessofAACSBmeasurementisscientific,orisnot
utternonsense,anddoitanyway,inodertosustainthemantleoflegitimacy.
Worse,asmayactuallymakeanaccreditedbusinessschoolweakerby
institutionalizedisomorphism(conformity)andthecostoftheAACSBhoop
jumping.
WilsonandMcKiernan(2011)arguethatthereisevidencethatbusiness
schoollegitimacyinsocietyhasplateaued,giventhedecliningMBAenrolment.
FurthertherigorousoftheMBAprogramshasslipped,given25yearsagoMBAs
studied50hoursaweek,comparedtolessthan15hoursaweek,thesedays.
Further,thetreadmillofteachingandadministrativecommitteeworkisbecominga
heavierburden,resultinginfarlesstimeforresearch.Theresearchitselfissaidto
betheory-grounded,butoftenirrelevanttoneedsofpractitioners.Wilsonand
McKiernanalsofocusontheisomorphismcritiquesofbusinessschoolrationality,
theirconformitytoAACSBregimenormative,embeddingprocesses,andrule
patternspressurestosustainsymboliccurrencyofaccreditationwhiledecreasing
businessschools’strategicchoices.FurtherAACSBperpetuatesanelitismof
accreditedschoolsandwhatisconsidered‘good’pedagogicaldeliveryandresearch
ofabusinessschool,isthestatusquooftheNorthAmericanmodel.
IntermsofDeleuziandifferenceanrepetition,AACSBisomorphism
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pressuresdonotjuststandardise,theyenforceconformitytowhateveryother
businessschoolisdoing(normativeisomophism),andpunishdifferences(coercive
isomorphism)inorganizationalstructuresandprocess.
AsIrevisethischapterdraft,wearecominguponreaccreditationbyAACSB
visitingteam.Myreadoftheofficialcollegenarrativeisitreportsmanagement
graduates,includingPh.D.graduates,butdoesnotdealwiththeissuesofthe
attritionoffaculty(wearealmosthalfwhatweoncewere),thenon-decisionto
continuefundingdoctoralstudentsatthispoint(andthisusedasleveragetogetus
toconform),thein-group-out-groupdivisivestyleofleadership,theworkload
expansionfortenuredprofessors(unlikeanypeerinstitution),thefactthatdoctoral
studentscourseshavetoomanystudentsinthem,everyweekmoreadviseesare
addedtomyworkload,andsoon.Thenarrativeaccountdealswiththesurface
numbersandqualitativesuccesspoints,butnotthedeeperhistoricalissues,avoids
theissuesofleadership.
Wewilllikelygetreaccredited;dowecelebrateorweep?Weinpublic
universities,aroundtheworld,haveexperiencedaseriesoffinancialmarketcrises
inmortgageandrealestatethatareentangledwithWallStreetspeculativemarkets,
andgovernmenteconomicpolicies(mark-to-marketaccountingrules,interestrates,
etc.)thatresultedinlessstatemoniestoallocatetopublicuniversityfunding.Long
waveeconomiccyclesallowpredictionofcyclic-fractalsthatamplifyorcontractinto
spiral-fractals.
Academiccapitalismisproducingmodelsofreality,refiguringhigher
education,alwaysincompleteandpartial,doneagainandagain,thesociomaterial
relationships,changingthesociomateriality,bridginguniversitypeopleandthings
differently.Thereislotsofturnover,lotsofadjunctsandtemporarycontractors
movingintodisplaceseniorfullprofessors.Theethicofcareisshiftinginrelation
tothesociomaterialre-con-figuring.Thereareamyriadoflivingstoriesintra-active
withthenewsociomaterialityentanglement,withsocialchangesandmaterial
changesrockingbackandforth,tackingbackandforth,re-con-figurationofhigher
educationreality.
Mygesturesatworktravelthroughspacesandtimesthatareinflectedbya
23
spectrumofpoliticaleconomyagendas(Schneider,1997,2017).Onepolitical
economyagendaiscalledacademiccapitalism(Slaughter&Leslie,1997;Slaughter
&Rhoades,2004:1,305)thatrestructuresworkinpublicuniversityinwaysthat
mirrorcorporation,ashighereducationisbeingcorporatizedinthe‘new’economy.
Academiccapitalismmeansuniversitiesapplyingforpatent,trademark,and
copyrightforintellectualpropertydevelopedbyfaculty(Slaughter&Rhoades,
2004:91).Moneyfromprivatisingdiningservices,bookstores,addingshopping
mall,hotel,golfcourse,andsooncanbeshiftedfrominstructionaltonon-structural
areas.Meanwhiletheinfrastructureandadministrativeorderswellstohandlethe
‘administrativeacademiccapitalism’(Slaughter&Rhoades,2004:32).
Ouruniversityhasbeenpromotingacademiccapitalismchangesovertime,
sinceIcametoworkhere,in1996.Academiccapitalismitselfwasspottedinthe
1970-sinpoliciesamongstatesystemsofhighereducation,togenerateepatent,
copyright,andtrademarksfromappropriationsoffacultyintellectualproperty
rights.Insteadoffreeflowofknowledgeintheknowledgesociety,thenew
knowledgeregimeofacademiccapitalismwasthatoftheknowledgeeconomy,and
waystocommodifyknowledgeinlearningandresearchregimes.Academic
capitalismisaccompaniedbydownwardspiralofstatesupportforpubliceducation
(K-12&highereducation)nolongerseenasanimportantpublicgood.Asstate
supportforpublicuniversitiesdeclined,tuitionswereincreases,andahostof
auxiliaryenterprisescalledrevenue-generatingoperations(Slaughter&Rhoades,
2004:299)wereadded.Thisisnotjustabouteconomiccrisis.Itisalsoaboutthe
battlebetweensocialist(orprogressive)andneoliberalideologies(thattookshape
withThatcherinUKandReaganinUSinlate1970sandearly1980s).Insum,
academiccapitalismisanewknowledge/learningregime(pp.36,40),233where
presidentoftheuniversitybecomesCEO,provostbecomeshumanresourceofficer,
andtheboardofregents(ortrustees)becomestheboardofdirectors,andstudents
becomecustomers,andknowledgebecomesacommodity.Thestudentdebtfrom
increasedtuitionhasbecomecomparabletodeftofbuyinganewhome,witha30
yearmortgage.
Academiccapitalismintheneweconomyispunctuatedbyaseriesof
24
economiccrisesresultinginsstrugglestocutbudgetandwhogetswhatisleft.The
NeoliberalStateCorporationsareworkingcloselywiththeneoliberalstateto
constructtheneweconomyofthe21stcenturyuniversity.“Theneoliberalstatehas
developednewlegislationandregulationstocoverknowledge-basedproducts,
processes,andservicesintheneweconomy,extendingglobalprotectionto
commercialendeavorsofcorporationsanduniversities”(Slaughter&Rhoades,
2004:21).Marketforcesrhetoricisusesasatropetolegitimateprivatizationand
marketisationofthepublicuniversityintheneoliberalstate.Thepublicuniversityis
privatisingandcommercializingintellectualprofit,raisingtuitiontocompensatefor
declineinstatefunding,andreorganisingtoextracthigherratesofsurplusvalue
fromthelaborprocessesoffaculty,staff,graduateassistants,andworkstudy
students.Thetrendisindeskillingtheprofessor,whileincreasedigitaltechnologies,
thatcombinetojustifyhiringmoreadjuncts,andmorecollegefacultythatdolotsof
teachingbutarenotexpectedtodocuttingedgeresearch(whichisacontradiction
togeneratingintellectualpropertytransferabletotheuniversity,thenforsaleto
corporationswhotakethatknowledgeoutofthepublicsphere).
Ouruniversityinstalledacademiccapitalismthathasturnedtheuniversity
intoabusinessmodelofefficiency,downsizing,Deloitteconsultingfirmshiredby
ourBoardofRegentstoenactmoreandmorereengineering?Rather,thancoactive
democraticparticipativegovernanceattheuniversity.,arewelookingatthe
reengineersenactmentofmoreandmorecoercivetop-downpower.Iwonderif
thereistoomuchTaylorism,toomuchauthoritarianadministrativeorder,andan
erosionofacademicandstudentcommunities.NMSUiscompletingitsinstallof
autocratic,top-downacademiccapitalismandDeloitteconsultants'businessmodel
atourpublicuniversity.Thisprocesserodescivility,community,andisagainstthe
idealsofAmericandemocracy.Theuniversityisbeingdeskilled(displacing
professionalstaffandfacultywithlowerpaidpeople)inarelentlesslyandruthlessly
administeredentrepreneurialmodelofcompetitiveindividualism.Asouruniversity
deskillsitsfacultyandstaff,andlowersthequalityofitsuniversityeducation,while
promotingthebusinessmodelofpower-overhierarchy,whatissacrificedis
participativedemocracy,sharedgovernance,equalcitizenship,andcivilrights.
25
TINAPhantasm
Iparticipatedingenerating(critical)counternarrativestotheadministrative
order’s‘ThereIsNoAlternative’(TINA)narrative.Thereareseveral
counternarrativesmembersofstudentandfaculty,andyourtrulycirculatedin
emails,blogposts,newsinterviews,YouTubes,meetings,academicpublications,and
speechesatmarches.Whileimportantplacesandtimesofsensemaking,the
counternarrativeworkwasnotpowerfulenoughtomitigatebeliefintheTINA
narrative,orstoptheimplementationofBPRandreorganization.IntheTINA
narrative,thisreengineeringandreorganizationwastheonlyalternativeconsidered
bytheadministration.Therewasnocallforparticipation,nosharedfaculty(orstaff
orstudent)governance.Thehazardoftheemergenceofthefinancialcrisishadto
bedealtwithbyswiftanddecisiveactionofthecentraladministration.Formal
participation(accordingtoTeam6memberinourcollege)wouldbearrangedin
2018,afterthecrisis.Therewereemails,briefingsbytheChancellorandProvostto
thefacultysenate,studentsenate,andthestaffunionanditsmembers,inviting
participationtoTeam6,however,therearecostsofbringingcritiqueofthe
dominantreorganizationapproachtocollegeadministrationorcentral
administrationattention.Withresistancecomesretaliation(increasedcourseload,
beinginvestigated),bullyingandshaming(inthreehoursessionbyan
administrator),anddemonizingmeasprimarywhistleblower.Inthisstate,bullying
isannoyingbutnotillegal;retaliationagainstawhistleblowerisillegal.Iwas
labeledatroublemaker,arebel,malcontent,amemberofthedepartmentof
insurrection,andasocialpariah.
Someadministratorsresisted,inotheruniversities.Forexample,atapublic
universityinthesamestate,thechancellorresignedratherthanimplement
reorganizationefforts.Therewasnotgovernmentallyorganizedpublicinquiryinto
thecrisis.AtmyownuniversityinSeptember2017,theChancellorwentagainstthe
Governor’sstrategy(starvinghighereducationbyvetoingallstatehighereducation
budgets)inordertodownsizeit.AndtheChancellor’scontractwasnotrenewed,
afterRegents,appointedbytheGovernortookavoteandthereweremediastories
theGovernorwantedhisjob:“…giventhatNMSU’schancelloristhehighestpaid
26
positionattheinstitution(Carrutherscontractisfor$385,000peryear),evenata
portionofthat,Martinezwouldstandtoboostheroverallaverageincomebya
significantmargin.”11
HereIwouldliketosuggestthatthesemigrationeffortstothecurrent
unfoldingcrisiswerenarratedaswaystopreventfuturecrises,andtobuildwhat
wastoutedasthe’21stCenturyUniversity’ofthefuture.Thiswouldbe,inthe
jargonofbusinessprocessreengineering,aleanerandmeaneruniversity,onewith
reengineeredprocessesoperatedbyfewerpeople.
Myday-to-dayfootstepsintheuniversityreplay(andrespondto)the
standardposeofsurrenderamongcolleaguesinthefaceoftheadministrativeorder
andtheirdominantnarrative,acallforafuturethatisdifferentfromthepathIhave
beenonfor35years.Mineisanethicsofanswerability(&response-ability)tomy
ownparanoia,tosignifyingsignsofthethelatestfinancialcrisisthatalwaysalready
anticipatesandreinaugurates,aswellas,legitimatesaneoliberaluniversity-future
astheonlypossiblefuturepath,andmyownpossibilitiesforresponse,asIinvoke
counter-narrative,andantenarrativesofdifferentfuturepathwaysthatcouldbe
taken,butareunlikelytobetaken.Whilenarrativesandcounternarrativesare
dialecticretrospectivesensemaking,antenarrativesareaboutwhatcomesbefore
narrative(&counternarrative)andvariousbetsonthefutureinvariedandmultiple
prospectivesensemakingprocesses.
PART3:WhatMightBeDone?
HereIwanttodevelopsocioeconomicapproachtomanagement(SEAM)
(Savall&Zardet,2008).IwillassertthatTaylor-Fayol-Weber(TFW)virushas
becomeamonsterarisingfromthedepthoffinancialcrises,crackingthesurfaceof
fragilesenseofpublicuniversitiesandtheSEAMapproachisawaytocounterthe
deathspiral.InSEAMapproachthereisfirstphaseanalysisoftheparticular
11NMSUregentsrejectCarruthers,couldGov.MartinezbethenextChancellor?(August302017)Accessed18October2017http://progressnownm.org/2017/08/30/breaking-nmsu-regents-reject-carruthers-could-gov-martinez-be-the-next-chancellor/
27
conditionsandsituationleadingtodownwardperformance.
Figure3:SocioeconomicapproachtoCountertheDeathSpiral(original
drawing,D.Boje)
Theorganization’s'deathspiral'happensasthesocioeconomicsituationno
longerisbeingmanagedeffectively,andthedysfunctions(workingconditions,work
organization,communication-coordination-cooperation,training,timemanagement,
&strategicimplementation)gounattended,andthe'hiddencosts'becomecritical
28
financialsourcesofdisaster.Thesedysfunctionsresultin'hiddencosts'because
theyarenotbeingpickedupintheregularaccountingreportsmanagement
receives,andwithoutheavyinvestmentinactivitybasedaccounting,youdon't
knowwhathityou.Youcanalsoassessthe"downward”or“deathspiral.”Upward
Spiral(notshown,seefigure1)momentumisgeneratedandacceleratedbydoing
successiveDiagnosis-Project-Implementation-Evaluation(DPIEs),oneafterthe
other,buildingupononeanother,usingwidespreaddemocraticformsof
participation.Iproposedthisbeappliedtotheuniversity’sdownwardspiral,
however,withtheDeloitteconsultancydownsizing,reengineeringstrategyalready
approvedbytheBoardofRegents,Chancellor,Provost,andsoon,therewasno
interestshownbytheadministration.
Inthesocioeconomicapproach,thereisaprocessforbecomingmoreagile
(Worley,Zardet,Bonnet,&Savall,2015):
1. Mostchangemodelsusetraditionaldesignprinciplesthatassumestability
anddonothaveaupwardspiralexpectations.Insteadtheyturninplace
withoutchangingandgrowing.
2. Mostorganizationalchangesystemmodelsareinefficient,static
representations,andcannotachievemorethanaveragesocioeconomic
performancebecausetheydonotaddressupwardmomentum,andhowto
converthiddencostsintoWorley,Zardet,Bonnet,&Savall,2015:23).SEAM,
bycontrast,makesimprovementsinlowvalueaddedtasksbytransmuting
dysfunctionsandhiddencostsofmanagingthem,intorevenuegenerating
economicperformance.
3. SEAMargues"thatsystemsinfectedwiththeTFWviruscannotdevelopthe
abilitytosontaneouslyadapttotheirenvironment"(Worley,Zardet,Bonnet,
&Savall,2015:29).
4. Insum,SEAMisanopensystemthatincludesnotjustsocio-technical-
system,buttheeconomicandaccountingopensystemwaysof"converting
dysfunctionsresultingfromtheTFWvirusintovalue-addedworkof
transforminglow-value-addedactivitiesintohighvalue-addedactivity,and
ofliberationofsocioeconomicperformance"(Worley,Zardet,Bonnet,&
29
Savall,2015:31).
WhileIsupportthissortofbottomupinitiative,itisclearlynothappening,soIwill
stophere.
Conclusions
Thefinancialcrisesfacingpublicuniversitiesareofsufficientmagnitudethat
ittakestimetocomprehendtheimplicationsforfaculty,staff,students,and
administrators,aswellasthecommunity,andthestate.Atthesametime,crisis
sensemakingcanbemanipulatedsuchthatnon-administratorscannotcomprehend
theseriousnessofmalfunctionsanddysfunctionsamongpeople,organisations,and
theenvironment.Acrisissystemofselectstakeholders(institutions,groups,
individuals)andacrisisleadershipbegintoaddressthesituationbefore,during,
andaftercrises.
Whyshouldthepublicuniversityberunbyaprivilegedpowereliteinstalling
academiccapitalism,replacingfull-timetenuredfacultywithadjunctfaculty,cutting
offadmittanceofdoctoralstudentstoourPh.D.grantingdepartment,installing
collegeleadersofincivilityandnondemocracywhoincreasedteachingloadofthe
full-timetenuredfacultywhennootherpeerinstitutiondoesthat?
Thereisverylittleresearchexaminingorganizationalcrisisspirals,andfar
lessaddressinghowsensemakingisrelatedtospiraldynamics(Boje&Strevel,
2016;Boje,Baca-Greif,Intindola,&Elias,(2017,inpress).Thisisbecause
organizationalspiralresearchrequireslongitudinaldesigns.Theresearchdesigns
havetocollectdataattheintervals(lags)that(minutes,ordays,ormonths,or
years,ordecades,orcenturies)thatisappropriatetothescaledynamicsofintervals
ofself-samenessanddifferenceinprocesses.Spirallinginvolvesanaccumulation
effect.Forexample,researchgainandresourceloosspiralstudieshavefocusedon
mean-changesinresourceswithoutaccountingfortheaccumulationeffectsimplied
bythespiraling.Toaddressthis,latentchangescoremodelingtechniques(McArdle,
2009)havebeenattemptedtoseeifcyclesrecurinvaryingdurations(Hobfoll,
2011).
Isuggestspiralantenarrativesareanimprovementoverlinear-
antenarrativesandcyclicantenarrativeprocesses.Spiral-antenarrativeisa
30
trajectoryoforganizingthatcurvesaroundacentralaxis.Asingle(upwardor
downward)spiralisoverlysimplistic,,asifonlyonetrajectoryatatime,inine
directionatatime(upwardordownward)spiralingaroundanaxis.Adoublic-helix
spiralanalysisofsociomaterialprocessesthatareinseparable,andmultidirectional.
Thecanbetriple-helix-spirals,quadruple-helix-spirals,penta-helix-spiral-fractals,
andsoon(Lindberg,Lindgren,&Packendorff,2014).Forexampleinaquadruple-
helix-spiralthereishighereducation,military-industrialcomplex,government
funding,media,andnaturalenvironmenttheformhelices.Andinsteadofoneaxis,
thecomplexre-con-figuringcanbepoly-centered(manycenters)ofpolyvocality
(manyvoices)withpolysemous(manymeanings).Movingandmorphingfrom
linearorcyclicalintospiralprocesseswaysoforganizationsspacetimemattering
hasanupperlimitofspiralinglosinganysenseofsymmetry,andbecoming
thoroughlyrhizomaticdirectionalunfolding(Deleuze&Guattari,1987;Boje,2011).
Inspiralandrhizomaticantenarrativepatternsstepspursuedifference,andarenot
workedoutinadvance,asinlinearandcyclicantenarrative-sameness.
Iamwonderingwhyourmarketsystemdoesnotservepubliceducation?It
doesn’tappeartoservefaculty,students,orstaff.Mycontentionisthat(too)many
publicuniversityadministratorsareusingfinancialcrisesasapretexttolegitimate
andrationalizetheinstallationofacademiccapitalism.Atthesametimethisisan
exampleoftheTFWvirus,waysinwhichTaylorisminformofBPR,Fayolisminits
spanofcontrolinterventions,andWeberisminitsbureaucraticinitiatives.Itisalso
whatSavallandPeron(2017)theorizeasspeculativecapitalism,whichlessensthe
opportunitiesforproductivecapitalism.Iproposethatastudybedonetoascertain
ifthereareactualmonetarysavingsfromthesecurrentprivatizationsandonce
doneinpreviousyears(e.g.BarnesandNoblebookstore).
WhatsolutionscanbeimplementedotherthantofallintotheNeoliberalTINA
(ThereisNoAlternative)Syndrome?WithregardtoNMSUtransparency,I
recommendthattheBudgetbooksbeputontheway,andthatcomprehensive
analysesbedone.Forexample,below,thereisaneedtoexplain,withonlyacutof
3.8%inI&G,whyhigherpercentagecutsarebeingmade5to6.2%,andwhatterms
suchaspublicservice,nettransvers,and‘Other’etc.meantothebudgetand
31
programcutstrategiesbeingimplemented.
Weneedamorecomplexandrigoroustheoryofprivatemarketsthat
neoliberalfreemarketforces(seeworkbySteveKeeninslidepresentation).We
needtobemorecriticalofhowneoliberalagendaisimplementingchangestopublic
universityfacultygovernanceandstudentdebt.
1.WeneedtosnapoutoftheTINAsyndromeandcomeupwithrevenue
creatingstrategies
2.AggieExperiencehashada50%dropinparentsandpotentialstudents
visitingtheNMSUcampus.
3.Talkingwithparentstheyaresaying,“nobodywanttogetonboarda
sinkingship.”
4.Peoplearereadingaboutthecutsinprograms,staff,andfaculty,and
decidingNMSUisnottheplacetogo.
5.ItwassuggestedthatNMSneedstochangeitsmarketinganditsbudget
controltactics
WethefacultyneedtodefendNMSUfromfurtherimplosion.AtNMSUthe
campustoursofparentsandstudentsarereportedtobedownby50%.The
explanationtheparentsandstudentshavereadthenewsandnotinterestedin
gettingonboarda‘sinkingship.’Thatis,withsuchlowgraduationrates,with120
positionscuts,withprogramscut,thereisanxietybyparentsandtheirchildrenas
tothelongtermviabilityofinvestinginaNMSUeducation.
ItistimetoraisequestionsaboutNewMexicogovernmentattemptstotie
publicuniversityeducationto‘freemarket’availabilityofprivaterevenuestreams.
Inpointoffact,theprivatesectorsisnotasubstituteforStatesupportedpublic
universities.
WehavetoadmitthatpublicuniversitiesinNewMexicoareinacrisisthat
goesfarbeyondadropinoilandgasprices.Thesubsidizationoffootballandother
sportsprogramsisnotjustanNMSUissue.ItisamatterofStatesidepublicpolicy.
Thereneedstobemoretransparency,andmorefacultygovernanceandcontrolof
thecurriculum,theresearch,teaching,andservicecannotbedownsized.
32
PerhapsweneedmoreMaryParkerFollett,andlessTaylorism.Fayolinthe
1920ssuggestedthatFrederickTaylor'sscientificefficiencyideaswerequite
incompleteanddidnotattendtothedemocraticpotentialoforganizations.
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