Suzanne Mettler
- Published in print:
- 2009
- Published Online:
- July 2012
- ISBN:
- 9780195392135
- eISBN:
- 9780199852543
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195392135.003.0008
- Subject:
- Political Science, American Politics
In previous times, the United States has been considered as a state that gives utmost priority to higher education. As seen in the history of education in the United States, governmental efforts to ...
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In previous times, the United States has been considered as a state that gives utmost priority to higher education. As seen in the history of education in the United States, governmental efforts to expand opportunities for college attendance is key to providing channels for upward mobility, thus, lessening the scope and impact of economic inequality. However, recent studies have shown that this priority of promoting higher education has decreased over time. This chapter aims to explain why the United States has experienced such a departure. It emphasizes how policies created at earlier junctures foster new political dynamics. It also explains how higher education policies promoted development regarding key interest groups such as lenders. However, these same policies failed to mobilize ordinary citizens, this includes students, and families who hoped to send their children to college.Less
In previous times, the United States has been considered as a state that gives utmost priority to higher education. As seen in the history of education in the United States, governmental efforts to expand opportunities for college attendance is key to providing channels for upward mobility, thus, lessening the scope and impact of economic inequality. However, recent studies have shown that this priority of promoting higher education has decreased over time. This chapter aims to explain why the United States has experienced such a departure. It emphasizes how policies created at earlier junctures foster new political dynamics. It also explains how higher education policies promoted development regarding key interest groups such as lenders. However, these same policies failed to mobilize ordinary citizens, this includes students, and families who hoped to send their children to college.
James W. Cortada
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780195165869
- eISBN:
- 9780199868025
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195165869.003.0009
- Subject:
- Business and Management, Business History
This chapter discusses the deployment and use of computing in higher education. Topics covered include administrative uses, teaching and computers, role of computing in academic research, IT in the ...
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This chapter discusses the deployment and use of computing in higher education. Topics covered include administrative uses, teaching and computers, role of computing in academic research, IT in the library, personal use of computers, and special role of the Internet. It is shown that in addition to being a supplier of computer science and technology, the higher education industry trained (or educated) tens of millions of people, equipping many of them with the values, work practices, and skills that have defined the economy and society of modern America and, indeed, of many individuals and firms around the world. Its use of all manner of technology also reflects patterns of application evident in many parts of the nation's economy, including its use of the digital hand. Because it educates so many workers, and influences the values and activities of so many individuals, its use of computing is influential and important.Less
This chapter discusses the deployment and use of computing in higher education. Topics covered include administrative uses, teaching and computers, role of computing in academic research, IT in the library, personal use of computers, and special role of the Internet. It is shown that in addition to being a supplier of computer science and technology, the higher education industry trained (or educated) tens of millions of people, equipping many of them with the values, work practices, and skills that have defined the economy and society of modern America and, indeed, of many individuals and firms around the world. Its use of all manner of technology also reflects patterns of application evident in many parts of the nation's economy, including its use of the digital hand. Because it educates so many workers, and influences the values and activities of so many individuals, its use of computing is influential and important.
Rosemary Deem, Sam Hillyard, and Mike Reed
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199265909
- eISBN:
- 9780191708602
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199265909.003.0006
- Subject:
- Business and Management, Knowledge Management
This chapter analyses issues about values related to the governance and management of universities as public service institutions. It examines a further dimension of the culture of publicly funded ...
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This chapter analyses issues about values related to the governance and management of universities as public service institutions. It examines a further dimension of the culture of publicly funded universities, and places the debate about the management of academic knowledge work in a wider, European perspective. Some of the issues raised can be applied to other higher education systems outside Europe, providing that due attention is also paid to the local context of such systems.Less
This chapter analyses issues about values related to the governance and management of universities as public service institutions. It examines a further dimension of the culture of publicly funded universities, and places the debate about the management of academic knowledge work in a wider, European perspective. Some of the issues raised can be applied to other higher education systems outside Europe, providing that due attention is also paid to the local context of such systems.
Lars Engwall, Matthias Kipping, and Behlül Üsdiken
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199590193
- eISBN:
- 9780191723445
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199590193.003.0011
- Subject:
- Business and Management, Public Management, Knowledge Management
This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite ...
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This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite possibly increasing flows of international influence. By comparative examination of the emergence and evolution of business studies in the USA and Europe, it demonstrates that not only the ways in which this particular discipline came to be organized in the first place, but also how its later development into a scientific field, differed in these two settings.Less
This chapter shows that the developmental trajectory of scientific disciplines is highly dependent on the nationally based higher education and science systems in which they are embedded, despite possibly increasing flows of international influence. By comparative examination of the emergence and evolution of business studies in the USA and Europe, it demonstrates that not only the ways in which this particular discipline came to be organized in the first place, but also how its later development into a scientific field, differed in these two settings.
Simona Piattoni
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199562923
- eISBN:
- 9780191721656
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199562923.003.0009
- Subject:
- Political Science, Comparative Politics, European Union
This chapter explores the “least likely” case of a constitutional policy such as higher education. Among the policies that national states least want to abandon to EU authorities, higher education is ...
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This chapter explores the “least likely” case of a constitutional policy such as higher education. Among the policies that national states least want to abandon to EU authorities, higher education is nevertheless being Europeanized and is triggering the involvement of subnational authorities and civil society organizations. As a European market for higher education is created, the logic of competition among higher education systems and institutes forces national states to remove their barriers, share knowledge, exchange best practises, and converge towards compatible systems.Less
This chapter explores the “least likely” case of a constitutional policy such as higher education. Among the policies that national states least want to abandon to EU authorities, higher education is nevertheless being Europeanized and is triggering the involvement of subnational authorities and civil society organizations. As a European market for higher education is created, the logic of competition among higher education systems and institutes forces national states to remove their barriers, share knowledge, exchange best practises, and converge towards compatible systems.
Rosemary Deem, Sam Hillyard, and Mike Reed
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199265909
- eISBN:
- 9780191708602
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199265909.003.0002
- Subject:
- Business and Management, Knowledge Management
This chapter explores the ramifications of debates surrounding the concepts of NM and NPM in the systemic context of the UK knowledge-intensive university. It analyses changes in the UK higher ...
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This chapter explores the ramifications of debates surrounding the concepts of NM and NPM in the systemic context of the UK knowledge-intensive university. It analyses changes in the UK higher education systems since the 1970s to determine how far the context of and the actual practices and technologies used to ‘manage’ academic knowledge work in organizations at the beginning of the 21st century differ from the context and oversight of academic knowledge work in UK universities in the 1960s, 1970s, and 1980s. The chapter also considers how UK academics in management roles and career managers interpret the recent systemic, organizational, and other changes in their academies. Finally, consideration is given to changes in expectations about the roles of academics holding leadership and management roles at different points in this forty-five-year period.Less
This chapter explores the ramifications of debates surrounding the concepts of NM and NPM in the systemic context of the UK knowledge-intensive university. It analyses changes in the UK higher education systems since the 1970s to determine how far the context of and the actual practices and technologies used to ‘manage’ academic knowledge work in organizations at the beginning of the 21st century differ from the context and oversight of academic knowledge work in UK universities in the 1960s, 1970s, and 1980s. The chapter also considers how UK academics in management roles and career managers interpret the recent systemic, organizational, and other changes in their academies. Finally, consideration is given to changes in expectations about the roles of academics holding leadership and management roles at different points in this forty-five-year period.
Kimberley Johnson
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195387421
- eISBN:
- 9780199776771
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195387421.003.0007
- Subject:
- Political Science, American Politics
This chapter explores the shaping of higher education for blacks by focusing on the role of Jim Crow reformers, foundations, individual whites, black educational leaders and administrators, and ...
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This chapter explores the shaping of higher education for blacks by focusing on the role of Jim Crow reformers, foundations, individual whites, black educational leaders and administrators, and especially state government. At the heart of the struggle was the question of whether and how southern states could be encouraged or forced into supporting a system of genuinely separate and equal higher education for blacks in the South. Just as reformers sought to rationalize primary education in the South, they sought to create a similar pattern of rationalization and centralization of higher education. The goal of the General Education Board (GEB), for example, was the creation of an “orderly and comprehensive system” that was “territorially comprehensive, harmoniously related [and] individually complete.” This new system would “discourage unnecessary duplication and waste and encourage economy and efficiency.” In keeping with the emerging race relations model, black colleges and universities were an inevitable part of this new rationalization.Less
This chapter explores the shaping of higher education for blacks by focusing on the role of Jim Crow reformers, foundations, individual whites, black educational leaders and administrators, and especially state government. At the heart of the struggle was the question of whether and how southern states could be encouraged or forced into supporting a system of genuinely separate and equal higher education for blacks in the South. Just as reformers sought to rationalize primary education in the South, they sought to create a similar pattern of rationalization and centralization of higher education. The goal of the General Education Board (GEB), for example, was the creation of an “orderly and comprehensive system” that was “territorially comprehensive, harmoniously related [and] individually complete.” This new system would “discourage unnecessary duplication and waste and encourage economy and efficiency.” In keeping with the emerging race relations model, black colleges and universities were an inevitable part of this new rationalization.
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.
William Aspray
- Published in print:
- 2004
- Published Online:
- September 2007
- ISBN:
- 9780199241057
- eISBN:
- 9780191714290
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199241057.003.0003
- Subject:
- Business and Management, Information Technology
This chapter presents the history of policies and practices in the supply of IT workers, especially as they relate to policy for higher education and computing research, in the United States. There ...
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This chapter presents the history of policies and practices in the supply of IT workers, especially as they relate to policy for higher education and computing research, in the United States. There is no direct worker policy that mandates how many workers of various types need to be trained. Instead, policy about the supply of IT workers is vested in other kinds of policy: national research output, education, defence, social welfare, immigration, national economic competitiveness, and taxation. Concerns about the national supply of IT workers is tied directly to scientific research and higher education policy, and these are the topics that are investigated most extensively in this chapter. Both the National Science Foundation (NSF) and the National Academies of Science and Engineering have been key players in this.Less
This chapter presents the history of policies and practices in the supply of IT workers, especially as they relate to policy for higher education and computing research, in the United States. There is no direct worker policy that mandates how many workers of various types need to be trained. Instead, policy about the supply of IT workers is vested in other kinds of policy: national research output, education, defence, social welfare, immigration, national economic competitiveness, and taxation. Concerns about the national supply of IT workers is tied directly to scientific research and higher education policy, and these are the topics that are investigated most extensively in this chapter. Both the National Science Foundation (NSF) and the National Academies of Science and Engineering have been key players in this.
Michael Cosser
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199732166
- eISBN:
- 9780199866144
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732166.003.0006
- Subject:
- Political Science, Comparative Politics
This chapter examines the school-to-higher education transition to ascertain the extent to which grade 12 learners of all races have been able to fulfill their aspirations of proceeding to higher ...
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This chapter examines the school-to-higher education transition to ascertain the extent to which grade 12 learners of all races have been able to fulfill their aspirations of proceeding to higher education. It begins by setting out the parameters within which the notion of discrimination in learning pathways can be considered. It proceeds to compare the findings of a 2001 baseline study of the higher education aspirations of grade 12 learners, across all nine provinces of South Africa, with the higher education enrollment profile for 2002. This comparison is then juxtaposed against a second one, derived from the findings of another baseline study. In that case, the higher education aspirations of grade 12 learners in a 2005 cohort are compared with the higher education enrollment profile for 2006. An exploration of the determinants of discrimination in learning pathways follows this analysis. The chapter concludes with a consideration of the effect of racial classification on the perpetuation of discrimination.Less
This chapter examines the school-to-higher education transition to ascertain the extent to which grade 12 learners of all races have been able to fulfill their aspirations of proceeding to higher education. It begins by setting out the parameters within which the notion of discrimination in learning pathways can be considered. It proceeds to compare the findings of a 2001 baseline study of the higher education aspirations of grade 12 learners, across all nine provinces of South Africa, with the higher education enrollment profile for 2002. This comparison is then juxtaposed against a second one, derived from the findings of another baseline study. In that case, the higher education aspirations of grade 12 learners in a 2005 cohort are compared with the higher education enrollment profile for 2006. An exploration of the determinants of discrimination in learning pathways follows this analysis. The chapter concludes with a consideration of the effect of racial classification on the perpetuation of discrimination.
Patricia Maloney and Karl Ulrich Mayer
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195376630
- eISBN:
- 9780199865499
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195376630.003.0015
- Subject:
- Social Work, Social Policy
This chapter is organized as follows. The first section gives a stylized description of the elementary and secondary education systems as they map onto the life course in childhood and early ...
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This chapter is organized as follows. The first section gives a stylized description of the elementary and secondary education systems as they map onto the life course in childhood and early adulthood. The second section describes the persistent achievement gap between the races. The third section discusses some of the varied and widespread public and private responses to that achievement gap. Section four analyzes the present state of higher education in America. Section five examines diversity and inequality in access to that system of higher education, while section six presents issues of skill formation and returns to education. The seventh section returns to international comparisons as evidenced in the OECD, Third International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA) studies, and to the question of the relative quality of U.S. education. The concluding section revisits the question of U.S. education as a model.Less
This chapter is organized as follows. The first section gives a stylized description of the elementary and secondary education systems as they map onto the life course in childhood and early adulthood. The second section describes the persistent achievement gap between the races. The third section discusses some of the varied and widespread public and private responses to that achievement gap. Section four analyzes the present state of higher education in America. Section five examines diversity and inequality in access to that system of higher education, while section six presents issues of skill formation and returns to education. The seventh section returns to international comparisons as evidenced in the OECD, Third International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA) studies, and to the question of the relative quality of U.S. education. The concluding section revisits the question of U.S. education as a model.
Paul Attewell
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199732180
- eISBN:
- 9780199866182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199732180.003.0001
- Subject:
- Political Science, Comparative Politics
This chapter begins with a discussion of the rising demand for more education—especially at the tertiary level—and the internationalization of higher education. It then reviews several theories that ...
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This chapter begins with a discussion of the rising demand for more education—especially at the tertiary level—and the internationalization of higher education. It then reviews several theories that attempt of explain why higher education is so tightly linked to occupational and material success. An overview of the subsequent chapters is presented.Less
This chapter begins with a discussion of the rising demand for more education—especially at the tertiary level—and the internationalization of higher education. It then reviews several theories that attempt of explain why higher education is so tightly linked to occupational and material success. An overview of the subsequent chapters is presented.
Kimberley Johnson
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195387421
- eISBN:
- 9780199776771
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195387421.003.0008
- Subject:
- Political Science, American Politics
This chapter shows how Jim Crow reformers used southern universities to create a new southern ideology of race relations and interracialism, which preached that reform inspired by social science ...
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This chapter shows how Jim Crow reformers used southern universities to create a new southern ideology of race relations and interracialism, which preached that reform inspired by social science coupled with mutual tolerance could create a harmoniously segregated order. Black colleges and universities would provide the middle-class leadership necessary to help govern a new vertical segregation, which would be more just for southern blacks but still secure for southern whites.Less
This chapter shows how Jim Crow reformers used southern universities to create a new southern ideology of race relations and interracialism, which preached that reform inspired by social science coupled with mutual tolerance could create a harmoniously segregated order. Black colleges and universities would provide the middle-class leadership necessary to help govern a new vertical segregation, which would be more just for southern blacks but still secure for southern whites.
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.
Carola M. Frege
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199208067
- eISBN:
- 9780191709159
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199208067.003.0006
- Subject:
- Business and Management, HRM / IR
This chapter explores the broader context of scientific knowledge institutions and social science traditions in the three countries, which originate in the 19th century and were shaped by different ...
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This chapter explores the broader context of scientific knowledge institutions and social science traditions in the three countries, which originate in the 19th century and were shaped by different state policies on higher education and scientific research. These scientific traditions matter, in particular, when seeking explanations for cross-national methodological and epistemological differences in employment studies.Less
This chapter explores the broader context of scientific knowledge institutions and social science traditions in the three countries, which originate in the 19th century and were shaped by different state policies on higher education and scientific research. These scientific traditions matter, in particular, when seeking explanations for cross-national methodological and epistemological differences in employment studies.
Douglas Jacobsen and Rhonda Hustedt Jacobsen (eds)
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195323443
- eISBN:
- 9780199869145
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195323443.001.0001
- Subject:
- Religion, Religion and Society
Academics across America are rethinking the place of religion on college and university campuses, and religion has become a hot topic of conversation. Some conversations focus on religious literacy, ...
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Academics across America are rethinking the place of religion on college and university campuses, and religion has become a hot topic of conversation. Some conversations focus on religious literacy, while others contrast religion with spirituality; some understand religion in light of specific traditions or communities of faith, while others focus attention on concerns such as personal meaning and civic engagement. The American University in a Postsecular Age brings together these divergent conversations. Three of the fourteen essays in the volume are written by the editors, including an introductory essay that explains the term “postsecular,” another on church‐related higher education, and a concluding essay that suggests a framework for talking about religion in the academy. The other authors represented in the book are all well known scholars in the fields of religion and higher education including, for example, Amanda Porterfield, past president of the American Society of Church History, Lee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, and Robert Wuthnow, the prolific sociologist of religion from Princeton. The volume is divided into two parts: a first group of essays focuses on religion, institutions, and faculty roles; the second group deals with the place of religion in the curriculum and in student learning. The book as a whole assumes that increased attention to religion will enhance the work of the academy, but a wide variety of perspectives are included.Less
Academics across America are rethinking the place of religion on college and university campuses, and religion has become a hot topic of conversation. Some conversations focus on religious literacy, while others contrast religion with spirituality; some understand religion in light of specific traditions or communities of faith, while others focus attention on concerns such as personal meaning and civic engagement. The American University in a Postsecular Age brings together these divergent conversations. Three of the fourteen essays in the volume are written by the editors, including an introductory essay that explains the term “postsecular,” another on church‐related higher education, and a concluding essay that suggests a framework for talking about religion in the academy. The other authors represented in the book are all well known scholars in the fields of religion and higher education including, for example, Amanda Porterfield, past president of the American Society of Church History, Lee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, and Robert Wuthnow, the prolific sociologist of religion from Princeton. The volume is divided into two parts: a first group of essays focuses on religion, institutions, and faculty roles; the second group deals with the place of religion in the curriculum and in student learning. The book as a whole assumes that increased attention to religion will enhance the work of the academy, but a wide variety of perspectives are included.
Robert B. Archibald and David H. Feldman
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199744503
- eISBN:
- 9780199866168
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199744503.001.0001
- Subject:
- Economics and Finance, Financial Economics
College tuition has risen more rapidly than overall inflation for much of the past century, and in recent years this growth has accelerated. The rhetoric of crisis now permeates public discussion of ...
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College tuition has risen more rapidly than overall inflation for much of the past century, and in recent years this growth has accelerated. The rhetoric of crisis now permeates public discussion of the cost of attendance. Much of what is written ties rapidly rising tuition to dysfunctional behavior in the academy. Common examples include prestige games among universities, gold-plated amenities, and bloated administration. This book offers a different view, one that places higher education firmly within the larger economic history of the United States. A technological trio of broad economic forces has come together in the last thirty years to cause higher education costs, and costs in many other important service industries, to rise much more rapidly than the inflation rate. The main culprit is economic growth itself. This finding does not mean that all is well in American higher education. A college education has become less reachable to a broad swath of the American public at the same time that the market demand for highly educated people has soared. This affordability problem has deep roots. The book explores how cost pressure, the changing wage structure of the U.S. economy, and the complexity of financial aid policy combine to reduce access to higher education below what we need in the 21st-century labor market. This book is a call to calm the rhetoric of blame and to find instead policies that will increase access to higher education while preserving the quality of our colleges and universities.Less
College tuition has risen more rapidly than overall inflation for much of the past century, and in recent years this growth has accelerated. The rhetoric of crisis now permeates public discussion of the cost of attendance. Much of what is written ties rapidly rising tuition to dysfunctional behavior in the academy. Common examples include prestige games among universities, gold-plated amenities, and bloated administration. This book offers a different view, one that places higher education firmly within the larger economic history of the United States. A technological trio of broad economic forces has come together in the last thirty years to cause higher education costs, and costs in many other important service industries, to rise much more rapidly than the inflation rate. The main culprit is economic growth itself. This finding does not mean that all is well in American higher education. A college education has become less reachable to a broad swath of the American public at the same time that the market demand for highly educated people has soared. This affordability problem has deep roots. The book explores how cost pressure, the changing wage structure of the U.S. economy, and the complexity of financial aid policy combine to reduce access to higher education below what we need in the 21st-century labor market. This book is a call to calm the rhetoric of blame and to find instead policies that will increase access to higher education while preserving the quality of our colleges and universities.
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/9780691148274.003.0001
- Subject:
- History, American History: 20th Century
This chapter lays out the history and background of the federal government's growing involvement in American higher education, arguing that the latter had emerged as a predominant “parastate” in the ...
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This chapter lays out the history and background of the federal government's growing involvement in American higher education, arguing that the latter had emerged as a predominant “parastate” in the twentieth century. Situated between citizens and the state, completely beholden to neither party but expected and committed to serve both, higher education proved perfectly suited for the task. The potential for higher education's ideas and individuals to migrate into the heart of society proved particularly seductive to state builders. That higher education could be used to shape citizens' political commitments resonated with national leaders, such as Franklin Roosevelt and Lyndon Johnson, who wanted to build a new and more powerful state but had to do so using homegrown materials, all the more effective if they were locally produced. From such stuff was the American state made.Less
This chapter lays out the history and background of the federal government's growing involvement in American higher education, arguing that the latter had emerged as a predominant “parastate” in the twentieth century. Situated between citizens and the state, completely beholden to neither party but expected and committed to serve both, higher education proved perfectly suited for the task. The potential for higher education's ideas and individuals to migrate into the heart of society proved particularly seductive to state builders. That higher education could be used to shape citizens' political commitments resonated with national leaders, such as Franklin Roosevelt and Lyndon Johnson, who wanted to build a new and more powerful state but had to do so using homegrown materials, all the more effective if they were locally produced. From such stuff was the American state made.
Stephen Kosack
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199841653
- eISBN:
- 9780199949540
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199841653.003.0006
- Subject:
- Political Science, Comparative Politics
Brazil provides an additional test of the regime-type argument—it has changed regime type three times since 1930. But only one of these—the 1964 shift to autocracy—predicted a change in education. ...
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Brazil provides an additional test of the regime-type argument—it has changed regime type three times since 1930. But only one of these—the 1964 shift to autocracy—predicted a change in education. Instead, education changed with Brazil’s vital constituency. Brazil’s federal government was affiliated with a political entrepreneur from 1930 to 1964; and political entrepreneurship was gradually returning at the state level in the 1990s, though it would not reach the federal level until 2003. In line with the book’s framework, this chapter shows Brazilian education changing from an all-levels system to a top-down system after 1964, and the beginnings of a change back to an all-levels system in the 1990s. Throughout, employers needed skilled workers but faced inelastic skilled wages, and the government therefore provided selective worker training. The chapter also applies the book’s framework to education in two states: the wealthiest, São Paulo; and one of the poorest, Bahia.Less
Brazil provides an additional test of the regime-type argument—it has changed regime type three times since 1930. But only one of these—the 1964 shift to autocracy—predicted a change in education. Instead, education changed with Brazil’s vital constituency. Brazil’s federal government was affiliated with a political entrepreneur from 1930 to 1964; and political entrepreneurship was gradually returning at the state level in the 1990s, though it would not reach the federal level until 2003. In line with the book’s framework, this chapter shows Brazilian education changing from an all-levels system to a top-down system after 1964, and the beginnings of a change back to an all-levels system in the 1990s. Throughout, employers needed skilled workers but faced inelastic skilled wages, and the government therefore provided selective worker training. The chapter also applies the book’s framework to education in two states: the wealthiest, São Paulo; and one of the poorest, Bahia.
Nicholas Barr
- Published in print:
- 2001
- Published Online:
- November 2003
- ISBN:
- 9780199246595
- eISBN:
- 9780191595936
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199246599.003.0013
- Subject:
- Economics and Finance, Public and Welfare
This chapter draws together economic theory and the experience of different countries, and discusses how higher education might be organized and funded in ways that are efficient and equitable, ...
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This chapter draws together economic theory and the experience of different countries, and discusses how higher education might be organized and funded in ways that are efficient and equitable, taking account of information problems and other technical problems such as externalities. Issues discussed include the role of market forces, who should pay, and the role of the state in a market‐oriented system of higher education. Countries discussed include the UK, USA, the Netherlands, Sweden, Australia, and New Zealand. The chapter also discusses misleading guides to policy design, and concludes by setting out a strategy for financing tertiary education involving tuition fees, income‐contingent student loans, and active measures to promote access.Less
This chapter draws together economic theory and the experience of different countries, and discusses how higher education might be organized and funded in ways that are efficient and equitable, taking account of information problems and other technical problems such as externalities. Issues discussed include the role of market forces, who should pay, and the role of the state in a market‐oriented system of higher education. Countries discussed include the UK, USA, the Netherlands, Sweden, Australia, and New Zealand. The chapter also discusses misleading guides to policy design, and concludes by setting out a strategy for financing tertiary education involving tuition fees, income‐contingent student loans, and active measures to promote access.
