In the realm of higher education, management fads have emerged and dissipated with remarkable frequency. These trends often promise revolutionary changes and improvements but frequently falter under scrutiny. In ‘Management Fads in Higher Education: Where They Come From, What They Do, Why They Fail,’ Robert Birnbaum provides a thorough examination of these phenomena, offering insights into why certain innovations gain traction while others fade into obscurity.

This thoughtful book serves as a critical resource for higher education leaders, educators, and administrators. Birnbaum’s engaging narrative delves into the historical context of management fads, tracing their lineage back to the 1960s. He evaluates seven significant management systems that have shaped institutions, providing readers with a framework to understand the lifecycle of these trends—from inception and growth to adoption and, ultimately, abandonment.

One of the key strengths of this book is its ability to dissect the social and environmental factors that render educational institutions susceptible to management fads. Birnbaum argues that various psychological dynamics often drive academic leaders to embrace these fleeting trends, even when evidence suggests they may not yield the promised outcomes. This critical analysis encourages a reflective approach to management practices, urging educational professionals to look beyond surface-level appeal and consider the long-term implications of their decisions.

The book not only critiques past and present management trends but also offers practical guidance for those in leadership roles. Birnbaum emphasizes the importance of distinguishing between genuine innovation and mere fads, encouraging educators to adopt sound management practices that align with the core educational mission. His well-documented insights provide a roadmap for navigating the complexities of management in academic settings.

Readers will find that ‘Management Fads in Higher Education’ is both critical and amusing, making it an enjoyable read. The author’s engaging style ensures that essential concepts are accessible and relatable. Birnbaum’s conclusions are backed by thorough research, making this book a vital addition to the libraries of those involved in higher education leadership.

Ultimately, this comprehensive resource equips readers with the knowledge necessary to critically assess management innovations and to understand their potential to strengthen higher education’s educational and social objectives. As institutions continue to evolve, the lessons learned from past management fads will be invaluable in shaping a more effective future.

For those interested in a deeper understanding of the management landscape in higher education, reading the first chapter, titled ‘Seeking the Grail: The Never-Ending Quest,’ is a recommended starting point. It provides a compelling introduction to Birnbaum’s analysis and sets the stage for the in-depth exploration that follows.