CONCLUSION 129 as possible and reporting layers minimal. What organizational model offers you the best value in leadership and manage- ment for the price (and bureaucratic red tape) the faculty and you are willing to accept? There is no precise equation for this question. This can only be answered through protracted exploration of data in conversation with the provost, faculty, and other stakeholders. The range of models presented in this book reflects this balance at different colleges, with varying structures needed to balance the cost and power of shared governance as defined at that institution. As you examine the models, you might envision one that you believe is better suited to your needs or the college’s needs and you might also perceive why others keep their model in place. Bolman and Deal’s (1984) Four Frames rubric is an excellent tool for navigating through the change process. The Four Frames might also point you towards the organizational model best suited to your college at this time. It is to your advantage to be aware of situations at your university that would suggest a move to a different model might make sense for your college, regardless if that step is toward a more or a less complex model. The examples in this book often focused on moving from a less complex organizational model to a more complex model to encompass growth in a college. In the context where your col- lege is growing, should you be proactively planning a more complex organization- al model? Conversely, in some colleges, student credit hours, majors, and faculty are declining. If that is your college’s context, should you be proactively exploring a less complex college model? If you are prepared for such a conversation—and even discussing future possibilities with the provost—there is less of a chance that such a decision will be made for you by superiors (e.g., a president combining two shrinking colleges to save on administrative costs or splitting a large growing college due to insufficient leadership for its faculty). Summary of Key Points Across Chapters To prepare you to consider what options exist for college organization, we placed many guiding questions and thought exercises throughout the book. The fact that these arose through interviews with multiple deans speaks for itself. Here are some key points and key questions raised in earlier chapters but reiterated again here because they are essential. • Questions to address early in your process when contemplating structural change: —Why would the college consider reorganizing? —What factors should be considered in a reorganization, and are these adequately exploring the four lenses of the change process? —What process should be followed? —What kind of interaction should a dean have with the provost, decanal staff, and faculty in the exploration stages?