Running head: SUNSHINE UNIVERSITY 1

Organizational Analysis Paper: Sunshine University

Brianna Araya

Salem State University

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Sunshine University

Sunshine University (SU) is a mid-size public state institution in Kansas City. The

school’s total enrollment is 21,000 students. 70% of the student population is white, while 11%

of students identify as African American. Sunshine University is a Division I school, where

athletes from all over the country come to SU to play numerous sports including baseball,

football and basketball. The school has several residence halls on campus that house over 60% of

the university’s total enrollment.

Dean Stewart

Dean Stewart is the Dean of Students at Sunshine University. He has been the Dean of

Students for over 12 years. His main responsibility is to oversee student’s concerns and regulate

student conduct meetings. Dean Stewart also holds large role in student athletics on campus. His

primary focus over the last few years has been to grow the athletics department, which can

increase the University’s funding and student enrollment. Within the last few years, he has held a

crucial role in Sunshine University’s change from a division 2 to division 1 university. To help

with the workload in his office, he created the Director of Student Wellness position to help with

the offices day to day needs.

Professor Miller

After working as a chemistry professor for 10 years, Professor Miller has recently

accepted a new position as Director of Student Wellness. Professor Miller works closely with and

reports directly to Dean Stewart to ensure students are taken care of, supported and heard. Dean

Stewart asked for Professor Miller to step into this new position after seeing her work with

students outside of the classroom. Student frequently rave about her caring and compassionate
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demeanor. As director of Student Wellness, Professor Miller oversees many different incidents or

conflicts on campus that affects the well-being and safety of students on and off campus.

Case Study

Monday morning after Halloween weekend, Professor Miller walked to her office like

any other morning. When she reached her door, there was a student waiting outside. Professor

Miller knew the student, Emily, who was a previous chemistry student of hers. Emily asked

Professor Miller if she could talk to her about something urgent. Professor Miller invited Emily

in and asked her what was bothering her. Emily took out her phone to show Professor Miller a

photography of Emily, a white student and her male friend dressed up for Halloween. In the

photograph the white male was wearing a dreadlock wig, fake grills and had large gold chains

hanging from his neck.

Emily explain that photograph was taken at a Halloween party in one of Sunshine

University’s residence halls. Her male friend was dressed as his favorite rapper while she was

dressed as her favorite pop star. Emily explained that she posted the photograph to her social

media that night, and woke up to an abundance of hateful comments. As Professor Miller read

through, she was shocked at the comments students had made. Emily explained she deleted the

picture from social media the next morning, but many students had saved it and were posting the

pictures to their social media stating it was an example of Blackface and was very insulting to

many students at Sunshine University.

Professor Miller was at a crossroads. She knew Emily and did not think Emily meant any

harm in the photograph, but understood how it may have looked to other students on campus.

Before Professor Miller could speak, Emily pulled out a piece of paper from her backpack. She

explained that the piece of paper was left on her door the night after the party. The paper was a
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print out of the photograph from the party with the eyes crossed out with big X’s and “Watch

Your Back” written on the bottom. Emily was afraid to bring it to Professor Miller but was

encouraged by others to seek help. Professor Miller ensured Emily she would do her best to find

who was responsible. She encouraged Emily to reach out to Campus Police if she ever felt

unsafe on campus and told her should would pass the investigation on to Dean Stewart.

After Emily left the office, Professor Miller took the print out directly to Dean Stewart.

The Dean told Professor Miller he would take care of the investigation, but encouraged Professor

Miller to see what she could find out about the male in the photograph. Professor Miller

discovered the male in the picture was Matt, a resident assistant in the building where the

Halloween Party took place. Professor Miller requested Matt to come speak with her to see if he

had any information about the threats Emily had received, or if he has received any threats

himself.

The next day, just a few hours before the scheduled meeting with Matt, Professor Miller

received an email from the Black Student Union (BSU) on campus. The BSU expressed they

wanted Matt removed as an RA from the residence hall. They felt his costume was insulting and

degrading their culture. They also stated that an RA is someone that students can look up to as a

role model, and they felt Matt was not someone they wanted representing their residence hall.

Professor Miller responded to the email stating that the decision was up to Residence Life, not

herself or Dean Stewart.

After a few days of investigating Emily’s concerns, the Dean had found the two students

responsible for placing the photograph on her door. The students, who were apart of the Black

Student Union, were expelled from the university due to SU’s zero tolerance policy on

threatening behavior. The policy states “Any individual who makes any statement, gesture or any
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form of communication (including written form) towards any member(s) of the community that

implies the intent to physical harm a person or property shall be examined and given disciplinary

per discretion of the Dean”. Emily returned to Professor Miller’s office and thanked her for her

help.

The day after the expulsion of the students who put the photograph on Emily’s door, the

Black Student Union found cotton balls on the lawn outside of their club space. The Black

Student Union contacted Professor Miller after the incident. Professor Miller responded

apologizing for the incident that occurred, and said she would pass the case along to Dean

Stewart. Professor Miller took the email to Dean Stewart and expressed her concern for the

growing tensions on the campus. Dean Stewart stated there was nothing to worry about, and he

would take care of the situation.

After an investigation, Dean Stewart and Professor Miller found the two students

responsible for the cotton balls outside of the BSU. Dean Stewart met with the students and

decided disciplinary actions as he would any case, and then the paperwork was given to

Professor Miller to distribute to the right place. Once Professor received the paperwork, she was

in complete shock. The student responsible received a two-day suspension from the university.

Professor Miller went to talk to Dean Stewart about his decision and questioned why they had

only received a suspension. Dean Stewart explained the students did not mean any harm, they

told him they were simply trying to make an artistic expression. Professor Miller did not agree

with his decision but unfortunately could not to anything to overturn it.

Before the end of the day Professor Miller was contacted again by the BSU. They

expressed their frustration that the students responsible only got a two-day suspension for what

they felt was an intentional crime. Professor Miller clarified that it was a decision that Dean
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Stewart felt was best and that was the final ruling. An hour after Professor Miller sent an email

back to the BSU, she got a call from colleague that asked her to come to the lawn outside of the

BSU. When Professor Miller arrived to the BSU building, she saw members of the BSU camped

out on the lawn with tents and signs. The BSU was explaining to the other students that they

participating in a hunger strike until the students responsible for putting the cotton balls on the

lawn were expelled.

Professor Miller approach the students and tried to explain the danger of a hunger strike.

The BSU told Professor Miller they would not eat or leave until the students are expelled. They

explained that two students of color were expelled while two white students were suspended for

similar crimes. Professor Miller tried to deescalate the situation, but once the students started

chanting and getting the crowd engaged she knew the situation was out of her control. Professor

Miller went back to the office and contacted Dean Stewart. She explained the danger the students

were putting themselves in, and tried to plead with him to rethink his decision to suspend the

students responsible for the cotton ball incident. Dean Stewart was very firm with Professor

Miller, and said he would not be bullied by students to get what they wanted. He felt strongly

about his decision and was not going to repeal it.

It was a very tense next two days on campus. The number of students participating in the

hunger strike was rising, and getting a lot of publicity around the community. Professor Miller

was getting worried about their health, and keeping a close eye on the strike. The school was also

getting a lot of publicity around the championship baseball game that was scheduled to happened

between Sunshine University and a nearby rival school. University athletic events are a crucial

part of student life on campus. The day of any major sporting event, the school has a big

celebration including wearing the school’s colors and a pep rally to get students and athletes
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excited for the game. The championship game was crucial to the university because of the

amount of money and future students it brings in.

The morning of the championship game, Dean Stewart got a call from the athletic

director. He explained that the baseball team refused to play, if he did not rethink the punishment

for the students responsible for the cotton ball incident. After considering the amount of money

and publicity going into the game, Dean Stewart told the athletic director he would bring the

BSU in to talk about their needs. Although he agreed to a meeting, the baseball team forfeited the

championship game. After a meeting with the BSU, Dean Stewart expelled the students

responsible and had Matt, the RA, removed from his position in the residence hall.

A week days after Dean Stewarts new decision, Professor Miller resigned from her

position as Director of Student Wellness. She told Dean Stewart she did not feel this office was

the right place for her. She felt the office did not handle the situation in the best way and felt

there were still tensions on campus. She has since returned to teaching chemistry but still is very

vigilant to the issues that arise on campus.

Organizational Frames

Organizational frames are explanations of how organizations are run, how they are

organized and how organizations succeed and sometimes fail (Bolman & Deal, 2013). Each of

the four frames Structural, Political, Symbolic and Human Resources has their own set of terms

and concepts that explain how organization are established. These frames can help student affairs

professionals look at situations on college campuses from different perspectives to help gain a

better understanding of why the situation occurred. Two frames that are present in the Sunshine

University case study are the symbolic and political frame. These frames provide key ideas and

concepts that help analyze and understand different situations on college campuses. Through
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different key ideas and concepts, student affairs professionals are able to use these frames to

assist in understanding how universities are established and what keeps them running.

The Symbolic Frame

The symbolic frame focuses on the meaning of events instead of looking at what has

occurred (Bolman & Deal, 2013). Although events may have a specific purpose and meaning,

different groups of people could have different analyses and meanings of that event. The main

concept of the symbolic frame is the idea that the event and the meaning are loosely coupled

(Bolman & Deal, 2013). Loosely coupled events have little to no direct correlation and do not

directly affect each other (Bolman & Deal, 2013). The symbolic frame emphases how faith and

beliefs are incorporated into organizations and how meaning are created and interpreted (Bolman

& Deal, 2013). Through the symbolic frame, there is a focus on how individuals interpret

different symbols and meaning through vision, metaphors, heroes/heroines and traditions. Many

aspects of this case study can be explained by looking from the symbolic frame.

One important aspect of the symbolic frame is the viewpoints and understandings of the

institution’s vision. Vision is the main purpose or core philosophy of the University (Bolman &

Deal, 2013). Vision is a crucial part of an organization because it influences their decisions and

how they perform their day to day business. At Sunshine University, Professor Miller did not feel

like her vision for students matched those of the University. When she approached Dean Stewart

and asked him to reconsider his decision, his interpretation of the university’s vision did not

match hers. The institution’s vision also influences and regulates different polices and

procedures. Sunshine University’s vision influenced the zero-tolerance policy for threatening

behavior. If this policy was not in place, the students responsible for the photograph on Emily’s

door may have not been expelled.

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Sunshine University’s case study also contained different metaphors. The cotton ball

incident on the BSU lawn was a meaningful metaphor because of what cotton balls meant to the

students in the BSU. A metaphor in the symbolic frame is a method of capturing themes, that can

often be disguised by everyday language or culture (Bolman & Deal, 2013). To the students in

the BSU, it was a reminder of slavery and a blatant hate crime. To students who do not shaw

similar cultures or racial identities this metaphor may have not have a similar meaning. Whether

or not the students responsible saw their actions as a hate crime, it was a symbolic metaphor to

the BSU of a hateful time in history.

Another important concept of the symbolic frame is the importance of heroes/heroines.

The hero or heroine enforces the main concepts, ideas and values of the organization (Bolman &

Deal, 2013). The hero often embodies what the organization or university stands for and helps

maintain those values (Bolman & Deal, 2013). In this case study, one heroine would be Professor

Miller. Her main duty as Director for Student Wellness was to ensure the health and safety of all

students on campus. In this position, she was able to help push the University’s vision of

wellness. She acted as a liaison between the students and Dean Stewart. The heroine in the

symbolic frame is often turned to during a time of crisis of destress (Bolman & Deal, 2013).

Once Emily felt unsafe and uncertain of the situation she was in, she turned to Professor Miller

because she felt comfortable explaining her situation and asking for help. Many heroes and

heroines are described as contributing to one’s experience and making a difference, something

the Professor Miller emulates (Bolman & Deal, 2013). Professor Miller became an important

figure for many of the students in this case study.

Through the symbolic frame, traditions and rituals are views as very symbolic acts.

Rituals are repetitive events that often hold more than one meaning for the individuals involved
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(Bolman & Deal, 2013). At Sunshine University, one ritual is the large game day celebrations. To

some students, it is an essential part of being a student at Sunshine University. It is way for

students to express school spirit in an environment where other students share the same feelings.

To student athletes, these celebrations could be an event where celebrate their accomplishments

as student athletes. The game day ritual is essential for creating a campus community and a sense

of belonging for all students at Sunshine University.

Through the symbolic frame it is easier to access an understanding of Sunshine

University’s vision, metaphors, heroes/heroines and campus rituals. Looking at these ideas and

concepts can help aid student affairs professionals understand student’s experiences on college

campuses. Although the symbolic frame provides an important perspective, the political frame

provides a different perspective that can also aid students.

The Political Frame

The political frame is a way of looking at how organizations establish power and

authority through different key concepts (Bolman & Deal, 2013). The political frame describes

organizations as coalitions, that are comprised of different characters and interest groups

(Bolman & Deal, 2013). Within these coalitions, many of the individuals have contrasting

values, beliefs, and interpretations of situations (Bolman & Deal, 2013). When looking at

organizations through the political frame, decisions are influenced by one’s interests (Bolman &

Deal, 2013). The main focus of the political frame not to come up with solutions to conflicts, but

on the different approaches and strategies (Bolman & Deal, 2013). The politic frame can help

develop and understanding of the case study through elements power, bargaining, negotiation,

and conflicts.
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Power is a key portion of the political frame. One element of power present in the case

study is the notion of positional power. Position power is when individuals within an

organization use their power of authority to make decisions and alter situations (Bolman & Deal,

2013). In the case study, Dean Stewart uses his positional power to expel the two students who

were responsible for the photo on Emily’s door but only suspend the students responsible for the

cotton balls on the BSU’s lawn. As the Dean of Students, Dean Stewart is able decide the

repercussions for violations against the schools’ policies. Dean Stewart used his positional power

to make decisions, but he also used positional power to change decisions. He used his positional

power to make decisions, even though Professor Miller did not agree with them since he holds a

higher authority.

The Dean was not the only individual to have power throughout the case study. The BSU

has power, but in a different capacity. The BSU used coercive power to stage a hunger strike to

get the administration to rethink their decision. Coercive power is using one’s power to interfere

with a situation (Bolman & Deal, 2013). The BSU was able to get Dean Stewart to meet with

them by using their coercive power to get the baseball team to refuse to play in the championship

game. In some capacity, they were trying to negotiate Dean Stewart by leveraging with one of his

interests.

Another concept from the political frame that is present in this case study is bargaining

and negotiation. Negotiation is when two parties involved in conflict need to come to an

agreement while sharing common interests (Bolman & Deal, 2013). Negotiation is a complicated

process, and often requires some sort of bargaining (Bolman & Deal, 2013). If negotiating is

done incorrectly, it can escalate and create anger and frustration between two parties (Bolman &

Deal, 2013). The BSU used Fisher and Ury’s second strategy, primarily focusing on one’s
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interests (Bolman & Deal, 2013). Once the baseball team decided not to participate in the

championship game, The BSU and Dean Stewart were able to come to an agreement to meet

once they both has interests at stake. Dean Stewart’s interest in athletics is what made the

negotiation more successful.

An aspect of the political frame that is very prominent in this case study is the idea of

conflict. Conflict within the political frame does not necessarily mean there is a problem or

argument, it could be limited supplies or competition (Bolman & Deal, 2013). Conflict, in this

case study was about differing visions and understanding of the incidents that happened.

Although conflicts are foreseeable, it is still possible to have too much or too little conflict within

an organization (Bolman & Deal, 2013). Sunshine University suffered too much conflict with

students and the administration and created tension and conflict between Professor Miller and

Dean Stewart.

There was also conflict created between students. Emily had conflict with the students

from the BSU because of their different interpretation of the Halloween costume her friend was

wearing. Once those students were expelled, it created more conflict between the BSU and the

students who left the cotton balls on their lawn. There was both horizontal and vertical conflict in

the case study. Horizontal conflict happens between different groups, like different groups of

students (Bolman & Deal, 2013). The tensions between Emily and the BSU could be seen as

horizontal conflict. Vertical conflict differs from horizontal conflicts because vertical conflicts

happen between different levels of authority (Bolman & Deal, 2013). The growing tensions

between Professor Miller and Dean Stewart would be considered vertical conflict because they

hold different levels of authority.

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Sunshine University suffered cultural conflict as well. Cultural conflict appears when

different groups of people have diverse values, cultures, and beliefs (Bolman & Deal, 2013). At

Sunshine University, the students in the Halloween photo have a different racial background,

cultures and lifestyles then the students who were offended by the photograph. This created

cultural conflicts between the separate groups of students. Cultural conflicts in a larger setting

start to appear around race and ethnicity (Bolman & Deal, 2013). The cotton balls on the lawn of

the BSU was also a cultural conflict because students who were offended by the cotton balls

because it directly attacked their race. They viewed the act as a hate crime that was culturally

motivated.

Looking through the symbolic and political frames aided in the understanding of different

event that happened on Sunshine University’s campus. These frames provided important key

term and ideas that explain how these situations shape the institutions and student’s experiences

at the institution. Although these frames aided in providing an explanation for the events, there

are some aspects throughout the case study that could have been handled differently and changes

that should be made moving forward.

Proposed Resolutions

Looking at the Sunshine University case study through the symbolic and political frame

brought different aspects to into perspective. There are some situations that could have been

handled differently that would have eliminated some conflicts. One situation that could have

been handled differently how Professor Miller handled the situation Emily was in. Although

Professor Miller was able to assist Emily, she should have also contacted Residence Life. Since

the incident happened in a residence hall and the photograph included a residence assistant, it

would have be beneficial to have contacted to residence life to ensure they were involved in the
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situation. The BSU had asked Professor Miller that the RA in the photograph be removed from

his position, but she told them that choice needed to be made by Residence Life. Networking and

building coalitions is a key concept of the political frame that is not present in this case study. If

there was more networking and communications between offices, there might have been less

escalated situation and faster resolution.

Another situation that could have been handled differently was when the BSU reached

out to Professor Miller a second time. Once the BSU contacted Professor Miller about the cotton

balls on the lawn, there should have been bigger actions that took place to ensure the students

who were a part of the BSU felt safe on campus. Dean Stewart should have contacted the BSU to

ensure them he would find the people responsible and see that they received proper

consequences. He also could have reached out to higher authorities including the President of the

university to aid in resolving the growing conflicts on campus. If Dean Stewart had not brushed

the incident off, it could have prevented students participating in a hunger strike and the baseball

team from forfeiting the championship game.

Although there were situations that could have been handled differently, there are also

some changes that Sunshine University can make to avoid similar conflicts in the future.

Something they should consider is a committee or board that reviews student conduct. Because

Dean Stewart is the main decision maker in what reprimands students receive, there not be a

consistency between the types of consequences students are receiving. If a board was

established, student’s cases could be reviewed as a case by case basis in a fair environment. This

committee would help distribute some of the positional power that Dean Stewart has over student

conduct.
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Moving forward Sunshine University should provide a clear policy and definition for hate

crimes. Because there was only a policy on threatening behavior, Dean Stewart was able to

decide repercussions at his own discretion. If there was a clear policy on how to handle these

crimes and a committee to review each case there would more consistency between student

actions and consequences.

To help aid in the rising racial tensions on campus, faculty, staff and administrator should

participate in professional development opportunities to learn more about diversity and dealing

with racial issues inside and outside of the classroom. Although Professor Miller handled the

situation to the best of her ability, the more in depth training she would have additional

knowledge to help her better understand situations that may arise. The campuses Multicultural

affairs office could aid in training by provided presentations and additional resources to staff

members. One faculty, staff and administrator feel comfortable in dealing with racial issues on

campus, these trainings could then be offered to student leaders on campus. RAs and other

leaders on campus could use these trainings to better understand how to support students who

may be different from them.

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References

Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership

(5th edition). San Francisco, CA: Jossey-Bass.