Departmentalizing the administration
Restructured leadership begins year two
Hobrrt Clark
Photo by Matt McCormick
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By CLAY EALS
Of the Emerald
It's been more than a year
since the administrative
reorganization of the University
took place.
And since that time—July 26,
1971—students, faculty, classified
staff and administrators have
been working with a system that
defines specific functions and
lines of direct responsibility.
That structure is divided into
three areas: administration and
finance, academic affairs and
students.
Heading up the three areas are
the University’s vice presidents,
Ray Hawk, Harry Alpert and
Gerald Bogen.
Administration and Finance
Much of Hawk’s time as Vice
President for Administration and
Finance is taken up with money
matters. He is the person
responsible for outlining where
money to run the University will
come from (through the Business
Office) and where the money will
go to (through the Budget Of
fice).
Hawk also handles the ad
ministrative organization of the
University.
Academic Affairs
Alpert defines his job as Vice
President for Academic Affairs
and Provost as being the
“academic conscience” of the
University.
“I’ve got to keep reminding
people that the be-all and the end
all of the University is its
academic mission,” he has said.
“You know, it’s so easy in any
bureaucracy to worry about
procedures and regulations and
so on. And I feel it’s my job to
keep reminding people that the
academic program is the central
program of the University.”
The function of the Office of the
Academic Affairs is, according to
Alpert,“to be in touch with the
faculty, understanding faculty
problems, concerns, interests,
and to meet with them to see if we
can resolve any problems or
difficulties.
“Also, I would say the concern
is in the development of an ap
propriate curriculum, to be sure
the students are getting the kind
of education they deserve and
need.”
Student Services
Bogen. as Vice President for
Student Services, has said his job
is to be an "in-house man ... a
member of the establishment
with the responsibility to keep my
cars on the outside and pump that
information inside.”
His authority extends over
University Housing, the EMU,
Supportive Services and the
Offices of Student Personnel
Services and Student Ad
ministrative Services.
“Every day there will be time
in the day for students,” he has
si*id of his job. "No student with a
problem will have to wait—he'll
be able to see me with that
problem that day.
“Now, he may have to come
back in the afternoon and wait for
a half hour or an hour, but there
won't be a day that I'm off
campus, that l won't be able to
see a student about his problems.
“1 will simply arrange my
schedule so that every day
there'll be lime when students
• an come in Hopefully, they
wouldn't have to wait more than
half a day."
Bogen’s role as communicator
with students is only one-half of
his job. He is also a com
municator for students.
“If students have a point of
view which I have learned to
understand and support, that if I
see the University or the per
sonnel of the University drifting
away from an area which I think
is of interest to students, moving
in a direction which is contrary to
the best interests of students—
well. I’ve got a responsibility to
step in and try to redirect it, if
that is occurring.”
University President
Heading these three areas is
the University President, Robert
Clark.
Clark has defined his job as
President as threefold:
— Administrative: the
execution of policy which is
determined partly by the
University faculty and partly
Hight^
Board of
the State
Education.
—Interpretive: interpreting
the University as being “open to
the exploration and expression of
ideas.” He exercises this in
terpretation to students through
due process, and to the public
through “trying to explain the
matter of due process arid also to
explain to them the role of the
University as an open University
which invites a wide expression
of opinion—a much wider ex
pression of opinion than in times
of stress some of the public would
like to allow it.”
—Initiative: “responsibility for
initiative in change—in that
sense the President can become
the focal point of change. Of an
idea that develops with the
faculty or a faculty member, and
that has support that is
imaginative, the President can
lend his influence. He may, out of
the distillations of many con
versations on campus and off
campus, have some ideas for
change, and he can urge those
changes.” ^
Relationship with faculty
Clark, Hawk, Alpert and Bogen
perform administrative roles at
the University, but their jobs
actually aren’t legislative. That
role is left to the University
faculty.
When part of the University’s
policy changes, it is usually the
faculty which makes the change.
“In effect, the faculty is the main
governing body in the Univer
sity,” Marshall Wattles, faculty
secretary, has said.
Changes in policy are made by
the faculty as follows:
A faculty member makes a
motion to the general faculty,
giving notice of motion at one of
the faculty’s monthly meetings in
150 Science.
Before the motion is considered
for approval or disapproval by
the general faculty, the motion
goes before two advisory groups
for recommendations: the
Faculty Senate and the ASUO
Senate
The Faculty Senate is made up
«f 56 faculty, representing the
University’s departments,
schools and colleges. The ASUO
Senate is composed of about 40
students elected by the student
l>ody
When the faculty considers the
motion, it votes on it. The total
University faculty numbers more
than 125». but rarely more than
2tt<i or :tOH attend the monthly
n cetings.
» . ’h'. „ - . >'•
(Continued on Page 3)