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See below for a selection of the latest books from Colleges of higher education category. Presented with a red border are the Colleges of higher education books that have been lovingly read and reviewed by the experts at Lovereading. With expert reading recommendations made by people with a passion for books and some unique features Lovereading will help you find great Colleges of higher education books and those from many more genres to read that will keep you inspired and entertained. And it's all free!
In this dismantling of the myth of Japanese quality education , McVeigh investigates the consequences of what happens when statistical and corporatist forces monopolize the purpose of schooling and the boundary between education and employment is blurred.
As president of Harvard University, Neil Rudenstine has enjoyed a unique perspective on the state of higher learning, while exerting a significant influence on its recent and future course. Published to commemorate his decade-long tenure, this selection of Rudenstine's talks and writings illuminates many of the ideas and issues that animate higher education today. In a collection of more than 50 speeches and writings, Rudenstine explores topics both timely and timeless, from the educational importance of diversity to the enduring value of the humanities; from the teaching potential of new technologies to the profound benefits of basic research; from developments in the professions and public service to the singular power of education to transform lives.
This book covers well the issues and problems of the U.S. academic profession in the second half of the twentieth century. -- Contemporary Science The tale of the American academic profession-that large company of men and women, unprecedented in its size and diversity-needs to be written. A large historical literature on America's colleges and universities exists, but much of it is unashamedly hagiographic. On the other hand, more critical works see American universities as being in dire need of massive reform. This charge is not sustained by the contributors to The American Academic Profession, who hope to shatter the code of silence that passes for discretion, by focusing on the forces that have conspired to create the American academic profession.Graubard includes contributions from important scholars around the world: How the Academic Profession is Changing by Arthur Levine; Small Worlds, Different Worlds: The Uniqueness and Troubles of American Academic Professions by Burton R. Clark; The Elusive Academic Profession: Complexity and Change by Francis Oakley; Uncertainties in the Changing Academic Profession by Walter E. Massey; Stewards of Opportunity: America's Public Community Colleges by Patrick M. Callan; Public Universities as Academic Workplaces by Patricia J. Gumport; Survival of the Fittest? Postgraduate Education and the Professoriate at the Fin de Sibcle by R. M. Douglas; Reflections on the Culture Wars by Eugene Goodheart; A Blow Is Like an Instrument by Charles Bernstein; The Science Wars and the Future of the American Academic Profession by Jay A. Labinger; The Scientist as Academic by Cheryl B. Leggon; The 'Place' of Knowledge in the American Academic Profession by Sheldon Rothblatt; Border Crossings: Organizational Boundaries and Challenges to the American Professoriate by Theodore R. Mitchell; The Development of Information Technology in American Higher Education by Martin Trow; and An International Academic Crisis? The American Professoriate in Comparative Perspective by Philip G. Altbach.The American Academic Profession is not sanguine about what is currently happening in higher education, or what it imagines the future portends. It simply asks the question: Can a society truly understand its universities and colleges when it has moved too quickly from uncritical admiration to uniformed and ungenerous complaint? This volume intends to dispel some long-persistent myths in favor of objective truth. It is a must for anyone interested in academic problems, for those who work in higher education, and for everyone interested in American ideas, traditions, and social and intellectual history.Stephen R. Graubard is editor of the American Academy of Arts and Sciences and its journal, Daedalus, and professor of history emeritus at Brown University.
The role of the university and its relationship to the community has long been a highly debated topic among educators, administrators, and local business leaders. David J. Maurrasse offers a passionate appeal for community partnerships. Going further than a simple explanation of the problems at hand, Beyond the Campus offers a road map for both universities and local institutions to work together for the good of their communities.
After decades of domination on campus, college sports' supremacy has begun to weaken. Enough, already! detractors cry. College is about learning, not chasing a ball around to the whir of TV cameras. In Intercollegiate Athletics and the American University James Duderstadt agrees, taking the view that the increased commercialization of intercollegiate athletics endangers our universities and their primary goal, academics. Calling it a corrosive example of entertainment culture during an interview with ESPN's Bob Ley, Duderstadt suggested that college basketball, for example, imposes on the university an alien set of values, a culture that really is not conducive to the educational mission of university. Duderstadt is part of a growing controversy. Recently, as reported in The New York Times, an alliance between university professors and college boards of trustees formed in reaction to the growth of college sports; it's the first organization with enough clout to challenge the culture of big-time university athletics. This book is certainly part of that challenge, and is sure to influence this debate today and in the years to come. James J. Duderstadt is President Emeritus and University Professor of Science and Engineering, University of Michigan.
At the end of the eighteenth century, just eighteen colleges existed in the United States, with an average enrollment of fewer than seventy. One hundred years later, over 450 American colleges and universities boasted enrollments up more than one hundredfold. The role of educational institutions in the life of the nation had been utterly transformed. As the bridge between the two eras, the nineteenth-century college has been among the most controversial subjects in the history of American higher education. While earlier historians portrayed the old-time college as an impediment to modernization, later scholars affirmed the broad role of the colleges in the education of the American people. The American College in the Nineteenth Century combines the best recent scholarship with an interpretive introduction to provide a fresh view of the development of American colleges. The contributors consider these institutions within four new contexts: first, the dramatic transformation in the college students' experience from oppressive discipline to relative freedom; second, the regional variations among the developing American colleges (for example, a South dominated by state colleges, a Midwest by denominational schools); third, the revolution in the century's third quarter as colleges became multipurpose institutions; and fourth, universities that became dominant by the end of the century, incorporating rather than displacing the colleges. Innovative in its examination of the nature and function of these uniquely American institutions, The American College in the Nineteenth Century is a vital addition to the scholarship of the period. Contributors: David B. Potts, Leon Jackson, Julie Ann Bubolz, Michael Sugrue, James Findlay, Margaret A. Nash, Peter Dobkin Hall, James Turner, Paul Bernard, and Willard J. Pugh.
Authoring a Discipline traces the post-World War II emergence of rhetoric and composition as a discipline within departments of English in institutions of higher education in the United States. Goggin brings to light both the evolution of this discipline and many of the key individuals involved in its development. Drawing on archival and oral evidence, this history offers a comprehensive and systematic investigation of scholarly journals, the editors who directed them, and the authors who contributed to them, demonstrating the influence that publications and participants have had in the emergence of rhetoric and composition as an independent field of study. Goggin considers the complex struggles in which scholars and teachers engaged to stake ground and to construct a professional and disciplinary identity. She identifies major debates and controversies that ignited as the discipline emerged and analyzes how the editors and contributors to the major scholarly journals helped to shape, and in turn were shaped by, the field of rhetoric and composition. She also coins a new term--discipliniographer--to describe those who write the field through authoring and authorizing work, thus creating the social and political contexts in which the discipline emerged. The research presented here demonstrates clearly how disciplines are social products, born of political struggles for both intellectual and material spaces.
Change in higher education policy reflects and transforms the relationship between the state, the higher education institution and the individual. Drawn from the perspectives of political science and sociology, this volume describes and analyses the interplay of factors at all three levels, using Norway as a case study. The last thirty years have been a period of rapid growth and change in the Norwegian higher education system. This book details the nature of the intensive change and how it has redefined the location and mission of higher education. At the level of the institution itself it analyses processes of growth, diversification and integration and how these affect individual learning; it looks at recent organisational trends towards managerialism, theoretification and hierarchisation. The authors examine the influence and identity of the academic profession and knowledge formation for the future `knowledge society'.
Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems. The authors allow students to tell their own stories, thus humanizing the results of abuses generated by a flawed system. Finding a current exploitation of students unconscionable, Hinchey and Kimmel call for a new vision of graduate education, one in which students are valued and treated as unique and vibrant individuals
The Multicultural Campus brings together administrators, faculty, and students to offer strategies that will alter the academic environment of the future. Hispanic, African, and Asian American educational leaders examine the obstacles they have faced, as minorities, climbing up the predominantly white career ladder in American universities. Firsthand accounts show how change on governance, executive, faculty, and curricula levels will help us better educate all students in our nation's growing pluralistic society.