Summary
When viewed from an organizational perspective, higher education institutions rely heavily on internalised decision-making and leave a minor role to the external environment. Even internally, the sub-systems (departments, sub-departments and programmes) are loosely coupled. It could be observed, with justification, that as organizations they failed to produce internal consensus on proper institutional goals. There are several situations as examples: for the purpose of this article the best example is the graduate-teaching control over programmes (introducing new, modifying others or elination of anothers).
Key Words:
curriculum; department; discipline