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Education
1986: B.A. Art, Colby College
1994: Ed.M. Harvard University
2001: Ed.D. Harvard University
Areas of Expertise
Higher education governance
Civic engagement in higher education
Organizational change
Professional Biography
Dr. Hartley earned an Ed.D. from
Harvard
University
’s Graduate School of Education. His dissertation examined how
three liberal arts colleges redefined and implemented new educational
missions. Prior to coming to Penn, he was an instructor for
Hobart
and William Smith colleges as well as a teaching fellow and research assistant at
Harvard
University
. He also served as co-chair of the editorial board for the Harvard Educational Review.
He received a National Academy of Education/Spencer Postdoctoral Fellowship for the 2006-07 academic year.
Research Interests and Current Projects
Dr. Hartley’s
research and writing focus on academic governance and organizational
change at colleges and universities. He is especially interested in the
role that mission plays in shaping new programs and policies. His
current research examines how colleges and universities have attempted
to advance a particular academic purpose—civic engagement.
Courses Taught
EDUC 504: Contemporary Issues in Higher Education
EDUC 607: Academic Governance
EDUC 608: Organizational Change in Higher Education
EDUC 631: Research Topics
EDUC 705: Proseminar in Research and Analysis
EDUC 715: Case Studies in Higher Education Administration
Selected Publications
Hartley, M. (forthcoming, 2007). Reconcilable differences: Factors
influencing conflict and collegiality in a unionized environment. Community College Journal of Research and Practice.
Morphew, C., & Hartley, M. (2006).
Mission
statements: A thematic analysis of rhetoric across institutional type. The Journal of Higher Education.
Hartley, M., Harkavy,
I.
, & Benson, L. (2006). Building
Franklin
’s truly democratic, engaged university: Twenty years of practice at the
University
of
Pennsylvania
.
Metropolitan
University
. Hartley, M., & Hollander E. (2005). The elusive ideal: Civic
learning and higher education. In S. Fuhrman and M. Lazerson (Eds.), The public schools . The Institutions of American Democracy series. New York: Oxford University Press.
Hartley, M., Harkavy, I., and Benson, L. (2005). Putting down roots
in the groves of academe: The challenges of institutionalizing
service-learning. In D. Butin (Ed.), Service-Learning in Higher Education: Critical Issues and Directions. Palgrave/St. Martin’s Press.
Hartley, M. & Schall, L. (2005). An endless good argument: An
analysis of the adaptation of institutional mission at two liberal arts
colleges and implications for decision making. Planning in Higher Education.
Hartley, M. (2003). The promise and peril of parallel governance structures. American Behavioral Scientist, 46(7).
Hartley M. (2003). There is no way without a because: Revitalization of purpose at three liberal arts colleges. Review of Higher Education 27(1).
Hollander, E., & Hartley, M. (2003). Civic renewal: A powerful
framework for advancing service-learning. In B. Jacoby (Ed.), Building partnerships for service-learning. San Francisco: Jossey-Bass.
Hartley, M. (2002). A call to purpose: Mission-centered change at three liberal arts colleges. New York: Routledge-Falmer.
Rosovsky, H., & Hartley, M. (2002). Evaluation and the academy: Are we doing the right thing? Cambridge, MA: American Academy of Arts and Sciences.
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