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The curriculum of a Department of Economics at a state flagship institution requires the following math courses calculus an economics course that reviews concepts from calculus II and calculus III and an economics statistics course This curriculum has brought about a conflict between the faculty and the administration Many faculty members feel that this level of math does not adequately prepare the students for future careers in economics and definitely does not prepare them to apply for a doctorate in the field The administration however feels that the current curriculum is the best for the majority of economics students This difference in view of the mission of the Economics undergraduate program has led to conflict between the faculty and administration This conflict has led to faculty finding ways not to teach undergraduate courses as a form of protest It has directly affected the students in the department by resulting in fewer upper level economics courses available as well as fewer undergraduate courses taught by tenured or tenure-track facultyThe purpose of this paper is to analyze the conflict over curriculum content within an economics department at a state flagship institution First the paper will explore the background information on the Department of Economics and a detailed description of the conflict Then the paper will examined the literature on Bolman and Deals four main interpretations of organizational processes Next the paper will explore how the faculty uses of the political frame to view the conflict with the administration by making use of coalitions and coercive power However in order to truly understand the conflict and create a viable solution this paper will examine the conflict through a multi-frame analysis including the structural human resource and symbolic frames Then the paper will make recommendations to resolve the conflict between the faculty and administration over the curriculum content based on the findings from the multi-frame analysis Description
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