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

2

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).

3

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

4

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)

5

(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

6

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.

7

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

8

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

9

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”

10

(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

11

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

18

“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

19

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

21

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

22

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.

ReferencesAACSB.(2005).Thebusinessschoolrankingsdilemma.Areportfromataskforceof

AACSBInternational’scommitteeonissuesinmanagementeducation.Online.

Boje,D.M.(2016).OrganizationalChangeandGlobalStandardization:SolutionstotheStandardsandNormsOverwhelmingOrganizations.London/NY:Routledge.

Boje,D.M.(1995)."StoriesoftheStorytellingOrganization:APostmodernAnalysisofDisneyas'Tamara-land.'"AcademyofManagementJournal.38(4):997-1035.*http://business.nmsu.edu/~dboje/papers/DisneyTamaraland.htmlorprintoutthePDFversion

Boje,D.M.(2014).StorytellingOrganizationalPractices:ManagingintheQuantumAge.London/NY:Routledge

Boje,D.M.(2008).StorytellingOrganizations.London:Sage.

Boje,D.M.(2011).StorytellingandtheFutureofOrganizations:AnAntenarrativeHandbook(London:RoutledgeStudiesinManagement,OrganizationsandSociety)

Boje,D.M.;Baca-Greif,Heather;Intindola,Melissa;Elias,Steven.(inpress).TheEpisodicSpiralModel:ANewApproachtoOrganizationalProcesses.JournalofOrganizationalChangeManagement.

Boje,D.M.,Haley,U.C.,&Saylors,R.(2016).Antenarrativesoforganizationalchange:ThemicrostoriaofBurgerKing’sstorytellinginspace,timeandstrategiccontext.HumanRelations,69(2),391-418.

Boje, D. M.; Hillon, Yue. (2017). The Dialectical Development of “Storytelling” Learning Organizations: A Case Study of a Public Research University. The Learning Organization Journal. Click here for PDF

Boje, D. M.; Hillon, Yue; Mele, Tara M. (2017). 21st Century University and the Failure of Business Process Reengineering. Click here for pre-press PDF.

Boje,D.M.,Svane,M.,Henderson,T.L.,&Strevel,H.B.(inpress).CriticalcorporatesocialresponsibilityinTamara-land:Theroleoftetranormalizingfractals.InR.Ocler(Ed.),BookchapterforaSpringercollection,RodolpheOcler(ed.).

33

Boje,D.M.&Strevel,Hank(2016).UsingQuantumStorytellingtoBridgeAppreciativeInquirytoSocio-EconomicApproachtoInterventionResearch.AIPractitioner:InternationalJournalofAppreciativeInquiry.Vol.18(#3):pp.79-89.

Boje,D.M.;Svane,M.;Gergerich,E.(inpress).CounternarrativeandAntenarrativeInquiryinTwoCross-CulturalContexts.CrossCulturalManagement.

Bülow,AnneMarie;Boje,DavidM.(2015).TheAntenarrativeofNegotiation.JournalofStrategicContractingandNegotiation(JSCAN).Vol.1:200-213,

Brewer,J.,&Dourish,P.(2008).Storiedspaces:Culturalaccountsofmobility,

technology,andenvironmentalknowing.InternationalJournalofHuman-ComputerStudies,66(12),963-976.

Deleuze,Gilles.(1990).TheLogicofSense,trans.MarkLesterwithCharles

Stivale.LondonandNewYork:ContinuumPress.Deleuze,Gilles.(1994).Differenceandrepetition.ColumbiaUniversityPress.Deleuze,Gilles,andFélixGuattari.(1983).Anti-Oedipus,trans.RobertHurley,Mark

Seem,andHelenR.Lane.Minneapolis:UniversityofMinnesotaPress.Deleuze,Gilles,andFélixGuattari."ATousandPlateaus."Trans.BrianMassumi.

Minneapolis:TeUniversityofMinnesotaPress(1987).DiMaggio,P.,&Powell,W.W.(1983).Theironcagerevisited:Collectiverationality

andinstitutionalisomorphisminorganizationalfields.AmericanSociologicalReview,48(2),147-160.

Gephart,RobertP.Jr.(2007).Crisissensemakingandthepublicinquiry.Pp.123-

160inPearson,C.M.,Roux-Dufort,C.,&Clair,J.A.(Eds.).Internationalhandbookoforganizationalcrisismanagement.ThousandOaks,CA:SagePublications.

Henderson,Tonya;Boje,DavidM.(2016).OrganizationalDevelopmentandChangeTheory:ManagingFractalOrganizingProcesses.London/NY:Routledge.

Hitchin,L.(2014).MethodandStoryFragments.Inpp.213-238Izak,M.,Hitchin,L.,&Anderson,D.(Eds.).(2014).Untoldstoriesinorganizations.London:Routledge

Hultin,L.,&Mähring,M.(2017).Howpracticemakessenseinhealthcareoperations:Studyingsensemakingasperformative,material-discursivepractice.HumanRelations,2017,Vol.70(5)566–590.

34

Izak,M.,Hitchin,L.,&Anderson,D.(Eds.).(2014).Untoldstoriesinorganizations.London:Routledge.

Lindberg,M.,Lindgren,M.,&Packendorff,J.(2014).QuadrupleHelixasawayto

bridgethegendergapinentrepreneurship:thecaseofaninnovationsystemprojectintheBalticSearegion.JournaloftheKnowledgeEconomy,5(1),94-113.

Mazmanian,M.,Cohn,M.,&Dourish,P.(2014).Dynamicreconfigurationin

planetaryexploration:asociomaterialethnography.MisQuarterly,38(3),831-848.

McKee,M.C.,Mills,A.J.,&Weatherbee,T.(2005).ExploringtheAACSBandtheNew

LegitimacyofCanadianBusinessSchools.RevuecanadiennedesSciencesdel'administration,22(4),288-301.

Meyer,J.W.,&Rowan,B.(1977).Institutionalizedorganizations:Formalstructure

asmythandceremony.Americanjournalofsociology,83(2),340-363.Nicklaus,David.(2017).BudgetimpasseputsIllinoiseconomyindownwardspiral.

St.LouisPost-Dispatch,online,Jan30.http://www.stltoday.com/business/columns/david-nicklaus/budget-impasse-puts-illinois-economy-in-downward-spiral/article_13b2ffb2-f3e0-5851-9242-4d5b20eb0841.html

Pearson,C.M.,Roux-Dufort,C.,&Clair,J.A.(2007).Internationalhandbookof

organizationalcrisismanagement.ThousandOaks,CA:SagePublications.Porter,L.W;McKibbin,L.E.(1988).Managementeducationanddevelopment:Drift

ortrustintothe21stcentury?NY:McGraw-HillBookCo.Rosile,GraceAnn;Boje,DavidM.;Nez,CarmaClaw.(2016).“EnsembleLeadership

Theory:Collectivist,Relational,andHeterarchicalRootsfromIndigenousContexts.”Leadershipjournal.

Savall,H.,&Zardet,V.(2008).Masteringhiddencostsandsocio-economic

performance.IAP.Scott,W.R.(1995).Institutionsandorganizations.ThousandOaks,CA:Sage.Weick,KarlE.(2012).Organizedsensemaking:Acommentaryonprocessesof

interpretivework.HumanRelations,Vol.65(1):141–153.Wilson,D.,&McKiernan,P.(2011).Globalmimicry:Puttingstrategicchoicebackon

thebusinessschoolagenda.BritishJournalofManagement,22(3),457-469.Alsoonlineat

35

http://wrap.warwick.ac.uk/36092/1/WRAP_Wilson_McKiernan_and_Wilson_The_Business_of_Business_Schools.pdf

Worley,C.G.,Zardet,V.,Bonnet,M.,&Savall,A.(2015).BecomingAgile:HowtheSEAMApproachtoManagementBuildsAdaptability.JohnWiley&Sons.