Christopher P. Loss
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691148274
- eISBN:
- 9781400840052
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691148274.003.0006
- Subject:
- History, American History: 20th Century
This chapter explores how students' private concerns came to occupy the center of campus and national politics in the 1960s and in so doing thrust higher education into the thick of the nascent ...
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This chapter explores how students' private concerns came to occupy the center of campus and national politics in the 1960s and in so doing thrust higher education into the thick of the nascent rights revolution. Students' rights-based reconstruction of the educated citizen marked a departure from the older reciprocal-based formulation that had been decisive in the creation of past higher education policy. From the 1930s through the 1950s, the state provided citizens with educational opportunities in order to repay them for their sacrifices during the Great Depression and the brutal war years that followed. But the gradual expansion of educational access and of federal involvement in higher education set in motion a sequence of unexpected social and political reactions that prepared the way for the shift from a reciprocal to a rights-based conception of the educated citizen founded on the principle of diversity.Less
This chapter explores how students' private concerns came to occupy the center of campus and national politics in the 1960s and in so doing thrust higher education into the thick of the nascent rights revolution. Students' rights-based reconstruction of the educated citizen marked a departure from the older reciprocal-based formulation that had been decisive in the creation of past higher education policy. From the 1930s through the 1950s, the state provided citizens with educational opportunities in order to repay them for their sacrifices during the Great Depression and the brutal war years that followed. But the gradual expansion of educational access and of federal involvement in higher education set in motion a sequence of unexpected social and political reactions that prepared the way for the shift from a reciprocal to a rights-based conception of the educated citizen founded on the principle of diversity.
James Herbert
- Published in print:
- 2008
- Published Online:
- January 2012
- ISBN:
- 9780197264294
- eISBN:
- 9780191734335
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264294.003.0010
- Subject:
- Sociology, Education
This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of ...
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This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of the Higher Education Bill, the AHRB and the Bill was subjected to a more detailed review. Between February and March, fifteen sittings of the Standing Committee H were conducted to examine the proposal and the legislation clause by clause. Whilst the head of the committee, Alan Johnson declared a seemingly unanimous support for the Bill as no demonstrations against the arts and humanities aspect of the Bill occurred. Many of the members of the committee averted that they needed time to consider and scrutinize every aspect of the bill. In the House of Lords the Bill was warmly welcomed. However, as with the House of Commons and the Standing Committee, some of the aspects of the Bill were met by antagonism. The most serious opposition against the Bill was against Part 1 of the Higher Education Bill which expressed that devolved administrations can perform arts and humanities research on their own. After much deliberation and considerations, on the evening of July 1, 2004, the Higher Education Bill received Royal Assent and was considered as the Higher Education Act.Less
This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of the Higher Education Bill, the AHRB and the Bill was subjected to a more detailed review. Between February and March, fifteen sittings of the Standing Committee H were conducted to examine the proposal and the legislation clause by clause. Whilst the head of the committee, Alan Johnson declared a seemingly unanimous support for the Bill as no demonstrations against the arts and humanities aspect of the Bill occurred. Many of the members of the committee averted that they needed time to consider and scrutinize every aspect of the bill. In the House of Lords the Bill was warmly welcomed. However, as with the House of Commons and the Standing Committee, some of the aspects of the Bill were met by antagonism. The most serious opposition against the Bill was against Part 1 of the Higher Education Bill which expressed that devolved administrations can perform arts and humanities research on their own. After much deliberation and considerations, on the evening of July 1, 2004, the Higher Education Bill received Royal Assent and was considered as the Higher Education Act.
James Herbert
- Published in print:
- 2008
- Published Online:
- January 2012
- ISBN:
- 9780197264294
- eISBN:
- 9780191734335
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264294.001.0001
- Subject:
- Sociology, Education
This is an account of the establishment of the Arts and Humanities Research Council (AHRC) from among the Research Councils of the United Kingdom in 2005. It focuses on the campaign carried forward ...
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This is an account of the establishment of the Arts and Humanities Research Council (AHRC) from among the Research Councils of the United Kingdom in 2005. It focuses on the campaign carried forward from the 1997 Dearing Report to the 2004 Higher Education Act to establish a public agency investing in humanities and arts research that would be equivalent to those funding natural and social science research. Built on interviews with leading participants, regional and national press coverage, and analysis of influential national studies, this book shows how engagement with contemporary issues — the knowledge economy, devolution, and the expansion of higher education — as well as a long tradition of scholarly excellence, led to the fashioning of a new model funding agency: an agency that addressed frontier issues in the arts and humanities such as increasing the scale of research, substantive collaboration with scientific fields, and explicit consideration of the results of research.Less
This is an account of the establishment of the Arts and Humanities Research Council (AHRC) from among the Research Councils of the United Kingdom in 2005. It focuses on the campaign carried forward from the 1997 Dearing Report to the 2004 Higher Education Act to establish a public agency investing in humanities and arts research that would be equivalent to those funding natural and social science research. Built on interviews with leading participants, regional and national press coverage, and analysis of influential national studies, this book shows how engagement with contemporary issues — the knowledge economy, devolution, and the expansion of higher education — as well as a long tradition of scholarly excellence, led to the fashioning of a new model funding agency: an agency that addressed frontier issues in the arts and humanities such as increasing the scale of research, substantive collaboration with scientific fields, and explicit consideration of the results of research.
Deondra Rose
- Published in print:
- 2018
- Published Online:
- January 2018
- ISBN:
- 9780190650940
- eISBN:
- 9780190867300
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190650940.003.0004
- Subject:
- Political Science, American Politics
Chapter 4 considers how lawmakers used the Higher Education Act (HEA) of 1965 to further entrench higher education programming in the fabric of US social policy and to amplify individual-level aid ...
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Chapter 4 considers how lawmakers used the Higher Education Act (HEA) of 1965 to further entrench higher education programming in the fabric of US social policy and to amplify individual-level aid for college students. The HEA provides a valuable example of how “targeting within universalism” can help to generate broad political support for a social policy. Moreover, its creation provides a powerful example of the role that path dependency has played in the development of higher education policy. In addition to illustrating the significance of policy design to the political viability of social policy reforms, this case study highlights the pivotal role that executive leadership has played in the development of US higher education policy. Taken together, these forces were central to lawmakers’ ability to reinforce and build upon the gender-egalitarian higher education policy that had emerged during the late 1950s.Less
Chapter 4 considers how lawmakers used the Higher Education Act (HEA) of 1965 to further entrench higher education programming in the fabric of US social policy and to amplify individual-level aid for college students. The HEA provides a valuable example of how “targeting within universalism” can help to generate broad political support for a social policy. Moreover, its creation provides a powerful example of the role that path dependency has played in the development of higher education policy. In addition to illustrating the significance of policy design to the political viability of social policy reforms, this case study highlights the pivotal role that executive leadership has played in the development of US higher education policy. Taken together, these forces were central to lawmakers’ ability to reinforce and build upon the gender-egalitarian higher education policy that had emerged during the late 1950s.
Christopher P. Loss
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691148274
- eISBN:
- 9781400840052
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691148274.001.0001
- Subject:
- History, American History: 20th Century
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement ...
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This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. The book recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century—the 1944 G.I. Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act—the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. It details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and 1970s. Along the way, the book reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.Less
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. The book recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century—the 1944 G.I. Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act—the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. It details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and 1970s. Along the way, the book reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
James W. Dean Jr. and Deborah Y. Clarke
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781469653419
- eISBN:
- 9781469653433
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469653419.003.0005
- Subject:
- Education, Higher and Further Education
Colleges and universities are influenced in many ways from the outside, including federal and state governments, court decisions, and accreditors. Trustees must possess a deep understanding of the ...
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Colleges and universities are influenced in many ways from the outside, including federal and state governments, court decisions, and accreditors. Trustees must possess a deep understanding of the regulatory environment in which academic institutions operate.Less
Colleges and universities are influenced in many ways from the outside, including federal and state governments, court decisions, and accreditors. Trustees must possess a deep understanding of the regulatory environment in which academic institutions operate.
