ABSTRACT
The separation between administrative and instructional contexts is a reality of academic life. Birnbaum (1988) believes that administration has nothing to do with learning. He theorized that because student learning outcomes commonly fall outside the particular constraints defining an administrator’s function, they have little reason to pay attention to learning. Similarly, Ewell (1985) asserted that administrators tend to campus priorities other than student learning and that their work is decoupled from instructional activity.
