Tyrone Schiff OS 310The University of BureaucracyWeber proposes six pillars, while working in conjunction with one another thatcombine to establish bureaucracy. These elements are noticeable in a number of differentorganizations. In order to best depict Weber’s characteristics of bureaucracy, an analysisof a high school environment will be compared and contrasted to that of a University. For clarity, the high school being compared is Glenbrook North (GBN), located in Northbrook, Illinois, and the University is the University of Michigan in Ann Arbor,Michigan. While these two organizations are fairly similar in that they are botheducational facilities, there is a great deal of difference in the roles that bureaucracy playsfor each.Weber’s first definition describes the scope and authority of the bureaucracy.Weber states, “There is the principle of fixed and official jurisdictional areas, which aregenerally ordered by rules, that is, by laws or administrative regulations” (196). Weber begins by stating the limits of a bureaucracy. It is not all encompassing and has aspecified vicinity in which it operates. This is true of a high school and a University.GBN displays this quality, because it is an enclosed building that has a given area. Onecould literally point to the building and say, “That is where bureaucracy happens.”Though the University of Michigan also has a given area, its impact on the city of AnnArbor blurs the lines of where the University ends and the city begins. The second pointWeber asserts in this characteristic of bureaucracy is of authority. At GBN, authority is inthe hands of the principal. It is relatively easy to approach and discuss issues with the principal. At the University of Michigan, the authority is given to the President of theUniversity. There seem to be many more layers of padding upon seeking the President,

Tyrone Schiff OS 310and unless one waits a long time or gathers a great deal of support, getting theopportunity to sit down with this authority figure is unlikely.Weber’s second characteristic of bureaucracy touches on hierarchy. His main points deal with levels of command and movement within the organization (197). In bothhigh school and University, there are different levels of command that have to be adheredto. At GBN, various academic departments would have a single department supervisor who would set the agenda and oversee instructors. At the University of Michigan, itappears as though there are more people involved. There are typically directors andadministrators who assist in each academic department. This is more bureaucratic than ahigh school. In both institutions, there is potential for upward mobility. Filling a positionor being promoted is commonplace within both organizations.The third and fifth characteristic that Weber outlines is similar in that they bothdiscuss the separation of public life and private life when it comes to the organization.Weber states, “[…] bureaucracy segregates official activity as something distinct from thesphere of private life” and “[…] official activity demands the full working capacity of theofficial […]” (197-8). Weber suggests that one’s actions ought to be classified as relatingto the bureaucracy or not, and all efforts should be devoted to and focused on the bureaucracy when at work. GBN made classifying one’s time easy, as the school day began at 7:40am and ended at 2:55pm. During these hours, teachers and administratorsknew their roles and contributed to the school. At University, the lines are once again blurred. Aside from general business hours, 9am to 5pm, there is no structured beginningor end to a person’s involvement with the University as a bureaucracy. The President of the University continues to be President all day and is constantly held accountable.