The purpose of this paper is to examine distance learning in higher education, using Bolman and Deal’s symbolic and human resources frames. Bolman and Deal’s four major frames are symbolic, human resources, structural, and political, which together are a powerful tool for gaining clarity, reframing, looking through multiple lenses, regaining balance, generating new options, and finding strategies. The human resource frame centers on the relationship between people and organizations, the fit between human needs and organizational requirements, and how organizations manage people (Bolman & Deal, 2013, p. 135). The symbolic frame focuses on how symbols take form in organizations, make meaning and influence life, apply to team dynamics, and shape an organization’s identity and culture (Bolman & Deal, 2013, p. 244). This paper analyzes and illuminates an
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Not feeling connected to the campus a week after the recent events, Olivia rounded up a group of 50 students to march up to the administration building on campus, in order to convince administrators to provide distance learning for Fall 2014. Olivia and other students do not feel safe and supported on campus, and they believe that distance learning will help students who are transitioning frim and adjusting to grief and counseling.
Administrators are being pressured by Olivia and students to provide additional services, such as distance learning, for students who felt unsafe and unfit to return to UCSB for Fall 2014, while still wanting to continue their education. However, with the limited time frame from June 2014 to October 2014, administrators need to understand their student’s circumstance, analyze the benefits and limitations of distance learning, and anticipate the consequences of their decision, such as budgeting for distance learning, the need for technology, their campus image, and the overall sense of belonging.
Distance
Not feeling connected to the campus a week after the recent events, Olivia rounded up a group of 50 students to march up to the administration building on campus, in order to convince administrators to provide distance learning for Fall 2014. Olivia and other students do not feel safe and supported on campus, and they believe that distance learning will help students who are transitioning frim and adjusting to grief and counseling.
Administrators are being pressured by Olivia and students to provide additional services, such as distance learning, for students who felt unsafe and unfit to return to UCSB for Fall 2014, while still wanting to continue their education. However, with the limited time frame from June 2014 to October 2014, administrators need to understand their student’s circumstance, analyze the benefits and limitations of distance learning, and anticipate the consequences of their decision, such as budgeting for distance learning, the need for technology, their campus image, and the overall sense of belonging.
Distance