The growth and crisis of Italian higher education during the 1960s and 1970s

1978 ◽  
Vol 7 (2) ◽  
pp. 193-212 ◽  
Author(s):  
Corrado De Francesco
Keyword(s):  
Higher Education ◽  
1960S And 1970S ◽  
The 1960S

Gender insurgency and neoliberal reform: the academy twice transformed?

2010 ◽  
Vol 3 (2) ◽  
pp. 73-91
Author(s):  
Richard Johnson
Keyword(s):  
Higher Education ◽  
Social Relations ◽  
Considerable Change ◽  
The Public ◽  
Neoliberal Reform ◽  
Social Theories ◽  
Internal Relations ◽  
1960S And 1970S ◽  
The 1960S ◽  
Neoliberal Restructuring

English higher education, like other parts of the public sector and higher education in other countries, is currently undergoing considerable change as it is being restructured as if it were a market in which universities, departments and academics compete against one another. This restructuring is producing new processes of subjectivity that discipline those who work and study in higher education institutions. Feminist poststructuralists have suggested that this restructuring is enabled partly through new forms of accountability that seemingly offer the 'carrot' of self-realisation alongside the 'stick' of greater management surveillance of the burgeoning number of tasks that academics, amongst others, must perform. This paper, located in the context of these changes, builds on Judith Butler's insight that processes of subjection to the dominant order through which the self is produced entail both mastery and subjection. That is, submission requires mastery of the underlying assumptions of the dominant order, In this paper I adopt an auto/biographical method and a critique of abstract social theories to explore how the neoliberal restructuring of universities interacts with the gender order. Many universities are being remoulded as businesses for other businesses, with profound effects on internal relations, the subjectivities of academics and students, and practices of education and scholarship. Yet I doubt if we can understand this, nor resist the deep corruption, through grasping neoliberalism's dynamics alone. A longer memory and a more concrete analysis are needed. Today's intense individualisation impacts on pre-existing social relations, which inflect it unpredictably. From my own experience, I evoke the baseline of an older academy, gender-segregated, explicitly patriarchal and privileged in class and ethnic terms. I stress the feminist and democratic gains of the 1960s and 1970s. I sketch the (neoliberal) strategies that undermine or redirect them. I write this, hoping that the next episode can be written differently.

The College Presidency

2021 ◽  
pp. 1-17
Author(s):  
Stephen J. Nelson
Keyword(s):  
Higher Education ◽  
Recent Trend ◽  
College Presidency ◽  
Critical Questions ◽  
Significant Time ◽  
American Higher Education ◽  
The Past ◽  
1960S And 1970S ◽  
The 1960S

This chapter explores the defining events and leaders in American higher education during the past 75 years. Special attention is directed at the defining events and leaders of the 1960s and 1970s that have shaped so much of the current landscape of higher education. The chapter begins by exploring the idea of a 'career president', a recent trend during the past four or five decades, and includes both influential leaders who have spent significant time at one institution, to those who move to different institutions throughout their career entirely in the role of president. The chapter concludes by offering critical questions about the future of the academy.

The Crisis in Higher Education in Africa

1996 ◽  
Vol 24 (1) ◽  
pp. 36-42
Author(s):  
Samuel O. Atteh
Keyword(s):  
Higher Education ◽  
Sub Saharan Africa ◽  
Public Expenditures ◽  
Skilled Workers ◽  
Educational Crisis ◽  
Pertinent Data ◽  
Sub Saharan ◽  
1960S And 1970S ◽  
The 1960S ◽  
Education In Africa

Africa is experiencing an educational crisis of unprecedented proportions in higher education. Having been hailed in the 1960s as agent of modernization, social mobilization, and economic growth, most African universities are now tumbling down under the pressures of diminishing financial resources. From all indications, Africa is lagging behind other developing regions in terms of public expenditures particularly on education, availability of educational facilities, equal access to education, adequate pools of qualified teachers, and sufficient numbers of professionals and skilled workers. Pertinent data show that most African governments in the 1960s and 1970s made comparable progressive accomplishments in higher education. However, these accomplishments steadily disappeared in the 1980s. What went wrong in the 1980s? Why is higher education now such a convenient target for African leaders/governments, when pressured to trim their overextended public sector? To what extent is the lack of multiparty democracies affecting the deteriorating state of higher education in Africa? Is the declining importance attached to education in sub-Saharan Africa a reflection of the lack of education among Africa’s tyrannical rulers, hence the low appreciation of education? What role did the foreign financial institutions play in the African educational system? How can we turn the educational crisis around? These questions not only address African educational issues but also help us to explain the scope of this crisis. In a comparative analysis, this study describes the main African higher educational problems, identifies the root causes of the problems, and finally examines the implications for the twenty-first century.

The Crisis in Higher Education in Africa

1996 ◽  
Vol 24 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Samuel O. Atteh
Keyword(s):  
Higher Education ◽  
Sub Saharan Africa ◽  
Public Expenditures ◽  
Skilled Workers ◽  
Educational Crisis ◽  
Pertinent Data ◽  
Sub Saharan ◽  
1960S And 1970S ◽  
The 1960S ◽  
Education In Africa

Africa is experiencing an educational crisis of unprecedented proportions in higher education. Having been hailed in the 1960s as agent of modernization, social mobilization, and economic growth, most African universities are now tumbling down under the pressures of diminishing financial resources. From all indications, Africa is lagging behind other developing regions in terms of public expenditures particularly on education, availability of educational facilities, equal access to education, adequate pools of qualified teachers, and sufficient numbers of professionals and skilled workers. Pertinent data show that most African governments in the 1960s and 1970s made comparable progressive accomplishments in higher education. However, these accomplishments steadily disappeared in the 1980s. What went wrong in the 1980s? Why is higher education now such a convenient target for African leaders/governments, when pressured to trim their overextended public sector? To what extent is the lack of multiparty democracies affecting the deteriorating state of higher education in Africa? Is the declining importance attached to education in sub-Saharan Africa a reflection of the lack of education among Africa’s tyrannical rulers, hence the low appreciation of education? What role did the foreign financial institutions play in the African educational system? How can we turn the educational crisis around? These questions not only address African educational issues but also help us to explain the scope of this crisis. In a comparative analysis, this study describes the main African higher educational problems, identifies the root causes of the problems, and finally examines the implications for the twenty-first century.

The Changing Profile of College Access: The Truman Commission and Enrollment Patterns in the Postwar Era

2007 ◽  
Vol 47 (3) ◽  
pp. 302-327 ◽  
Author(s):  
Dongbin Kim ◽  
John L. Rury
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Postsecondary Education ◽  
The United States ◽  
Popular Participation ◽  
Enrollment Patterns ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
Participation In Higher Education

The 1947 President's Commission on Higher Education, popularly known as the Truman Commission, offered a remarkable vision, one of an expansive, inclusive and diverse system of postsecondary education in the United States. It appeared just as hundreds of thousands of former GIs poured onto the nation's campuses, taking advantage of a little heralded program to provide tuition and other benefits to veterans of the recently concluded World War II. As it turned out, both of these events signaled the beginning of a remarkable period of expansion in higher education. The postwar years have been described as the third great period of growth in the history of American education, a development that took decades to unfold. While the Commission suggested that nearly half of the nation's youth could benefit from collegiate education, it limited its projections to just thirteen years (to 1960). In fact, it took more than twice as long to approach such high levels of popular participation in higher education, and the most dramatic growth occurred in the 1960s and 1970s. In other respects, however, the President's commissioners' projections for change in enrollment patterns look remarkably prescient in retrospect. Even if they missed the timing of college growth and the significant role women played in it, their report still managed to anticipate a very broad process of change. By 1980 the collegiate student population had come to embody much of the inclusiveness and diversity that they had envisaged some thirty-three years earlier.

scholarly journals Desenvolvimentismo, Industrialização e Ensino Superior em Chapecó: bases para a criação de um movimento estudantil

2019 ◽  
pp. 126-148
Author(s):  
Vinícius De Almeida Peres ◽  
Monica Hass
Keyword(s):  
Higher Education ◽  
Social Problems ◽  
Student Movement ◽  
1960S And 1970S ◽  
The 1960S

RESUMO: O artigo tem por objetivo apresentar a ligação entre expansão/interiorização do ensino e projeto desenvolvimentista, problematizar os interesses que influenciaram a implementação do ensino superior no município de Chapecó e apontar a formação de um movimento estudantil no CES/Fundeste junto a algumas de suas demandas e lutas. A análise terá como foco as décadas de 1960 e 1970, utilizando-se de pesquisa bibliográfica e documental. Constata-se que a educação foi uma área estratégica para o projeto desenvolvimentista, agindo simultaneamente em duas frentes, uma em favor do capital e outra que busca reduzir problemas socias. Por sua vez, o movimento estudantil do CES/Fundeste, mesmo em estruturação, pôde gerar benefícios para o ensino superior e para o município. Palavras-Chave: Desenvolvimentismo; CES/Fundeste de Chapecó; Movimento Estudantil.     ABSTRACT: The article aims to present the link between expansion / internalization of teaching and developmentalist project, to problematize the interests that influenced the implementation of higher education in the municipality of Chapecó and to point out the formation of a student movement at CES / Fundeste along some of its demands and fights. The analysis will focus on the 1960s and 1970s, using bibliographical and documentary research. It has been observed that education was a strategic area for the developmentalist project, acting simultaneously on two fronts, one in favor of capital and another that seeks to reduce social problems. In turn, the CES / Fundeste student movement, even in structuring, could generate benefits for higher education and for the municipality. Keywords: Developmental; CES/Fundeste in Chapecó; Student Movement.

The Growth of Administration

2011 ◽  
Author(s):  
Benjamin Ginsberg
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Teaching And Research ◽  
Spare Time ◽  
Part Time ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

During My Nearly five decades in the academic world, the character of the university has changed, and not entirely for the better. As recently as the 1960s and 1970s, America’s universities were heavily influenced, if not completely driven, by faculty ideas and concerns. Today, institutions of higher education are mainly controlled by administrators and staffers who make the rules and set more and more of the priorities of academic life. Of course, universities have always employed administrators. When I was a graduate student in the 1960s and a young professor in the 1970s, though, top administrators were generally drawn from the faculty, and even midlevel managerial tasks were directed by faculty members. These moonlighting academics typically occupied administrative slots on a part-time or temporary basis and planned in due course to return to full-time teaching and research. Because so much of the management of the university was in the hands of professors, presidents and provosts could do little without faculty support and could seldom afford to ignore the faculty’s views. Many faculty members proved to be excellent managers. Through their intelligence, energy and entrepreneurship, faculty administrators, essentially working in their spare time, helped to build a number of the world’s premier institutions of higher education. One important reason for their success was that faculty administrators never forgot that the purpose of the university was the promotion of education and research. Their own short-term managerial endeavors did not distract them from their long-term academic commitments. Alas, today’s full-time professional administrators tend to view management as an end in and of itself. Most have no faculty experience, and even those who spent time in a classroom or laboratory hope to make administration their life’s work and have no plan to return to the faculty. For many of these career managers, promoting teaching and research is less important than expanding their own administrative domains. Under their supervision, the means have become the end.

Ken Russell's Wartime Imagery

2015 ◽  
Vol 12 (4) ◽  
pp. 539-555 ◽  
Author(s):  
Kevin M. Flanagan
Keyword(s):  
Second World War ◽  
World War ◽  
War Films ◽  
Personal Style ◽  
American Cinema ◽  
1960S And 1970S ◽  
The 1960S ◽  
Second World ◽  
Wartime Experience ◽  
National Experience

This article traces Ken Russell's explorations of war and wartime experience over the course of his career. In particular, it argues that Russell's scattered attempts at coming to terms with war, the rise of fascism and memorialisation are best understood in terms of a combination of Russell's own tastes and personal style, wider stylistic and thematic trends in Euro-American cinema during the 1960s and 1970s, and discourses of collective national experience. In addition to identifying Russell's recurrent techniques, this article focuses on how the residual impacts of the First and Second World Wars appear in his favoured genres: literary adaptations and composer biopics. Although the article looks for patterns and similarities in Russell's war output, it differentiates between his First and Second World War films by indicating how he engages with, and temporarily inhabits, the stylistic regime of the enemy within the latter group.

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