4 ORGANIZING ACADEMIC COLLEGES: A GUIDE FOR DEANS and Richards (2001) offer a different view. They suggest that a dean can consider assigning responsibilities by academic area, by administrative function, and by con- stituency. The authors acknowledge, however, “most colleges show a hybrid of these three types” (p 70). A survey of “sub-deans” conducted by an ad hoc CCAS committee of associate and assistant deans in 19892 found that of 13 specific tasks listed on a questionnaire, 34 percent of respondents reported they were assigned to all the areas, along with doz- ens of “special assignments.” Likewise, Mosto and Dorland (2014) note that for those deans who have multiple associate deans, position descriptions and clear parameters are important, such as what individual responsibilities are and how information is shared between positions (p 16). Organization of the Arts and Sciences One of the results of such a limited body of literature about reorganization is that the CCAS Executive Office often receives queries along these lines: How are Arts and Sciences typically organized within universities? As the largest national organization of Arts & Sciences deans, the CCAS member database sheds some light on this question. A 2014 analysis3 of the data on hand4 revealed that of its 500+ member institutions, 320 (67%) organize the Arts & Sciences disciplines within a single college or school (Figure 1.1). The remaining third house them within anywhere from two to five separate units. Differences in organizing the Arts & Sciences are so vast that in the CCAS member database, over 120 different names are used for colleges/schools housing the disciplines within Arts and Sciences (see Appendix A). As seen in Figure 1.2, private institutions are much more likely (81%) than public institutions (51%) to combine A&S under one roof. This finding may be a function of size as well as institutional type, as many of CCAS’ private-institution members are small- and medium-sized institutions. 2 CCAS Newsletter 10 (May/June 1989): 3. Print. 3 CCAS Newsletter 30 (June/July 2014): 3. Online. 4 A few issues complicate this analysis. First, although a high percentage of doctoral-research and master’s institutions are CCAS members, only a small percentage of the nation’s many baccalaureate-oriented institutions are in CCAS. And second, it’s difficult to tell from a title alone whether “Arts” includes the fine and performing arts or whether these programs are housed under free-standing schools outside of Arts & Sciences. 320 (67%) [of CCAS member institutions] organize the Arts & Sciences disciplines within a single college or school