More than 20 years ago when I was still a professor at Berkeley, I was visited by a young official, a member of what was then the British Colonial Service. He had just completed several weeks in Washington where he had watched with fascination the transition of Jack Kennedy to the presidency. His observations, I believe, included our supreme transition disaster of modern times: the Bay of Pigs. My British guest was appalled by what he perceived as the backbiting and the disorderliness that characterized our transfer of government and contrasted it, with pleasant but cocky superciliousness, to transitions in Great Britain.I Long before my British visitor flaunted his impressions, I had been wondering about the problems and the costs and the dangers of our presidential transitions, whose punctuation points are engraved on the Gregorian calendar. Changes in organizational leadership are common and inevitable in all societies. But the changes are often less pervasive, less intensive within the organizations concerned, and less frantic than ours. A few weeks ago, the Board of Visitors of the University of Virginia announced its appointment of a new president who would assume office in the summer of 1985. Let us imagine that the transition to this new president were comparable to that of a new president of the United States. First, he would have just completed a bitter and acrimonious campaign against the incumbent and his administration, little conducive to harmonious and constructive relations between the two and their staffs. He would be expected to dismiss, on the very day of his assumption of office, the provost, all the vicepresidents, deans, and department chairmen, the entire personal staff in his office, and a number of tenured professors friendly to the predecessor administration. Some of the top replacements would assume office on that day, but the majority of the offices would remain vacant for weeks and months. Few of the appointees to the top positions would have had significant experience at the University of Virginia or any other university (except as students), and some would be outspoken opponents of public higher education. These might even include the new president himself. He would almost certainly arrive bearing a variety of promises and commitments-to make appointments, establish new schools and programs and abolish others, change the standards of entrance as well as of graduation, reorder the cur-
Read full abstract