Campus Strategic Action in the Fisher Case: Organizational Stakeholder Advocacy Across the Field of Higher Education

2016 ◽  
Vol 58 (3) ◽  
pp. 313-339 ◽  
Author(s):  
Cassie L. Barnhardt ◽  
Ryan L. Young ◽  
Jessica K. E. Sheets ◽  
Carson W. Phillips ◽  
Eugene T. Parker III ◽  
...  
Keyword(s):  
Higher Education ◽  
Strategic Action ◽  
Organizational Stakeholder

scholarly journals What is educational entrepreneurship? Strategic action, temporality, and the expansion of US higher education

2021 ◽  
Author(s):  
Alexander T. Kindel ◽  
Mitchell L. Stevens
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Special Kind ◽  
Historical Contingency ◽  
World War ◽  
Strategic Action ◽  
Academic Leaders ◽  
The Us ◽  
Educational Entrepreneurship ◽  
Key Drivers

AbstractThe massive expansion of US higher education after World War II is a sociological puzzle: a spectacular feat of state capacity-building in a highly federated polity. Prior scholarship names academic leaders as key drivers of this expansion, yet the conditions for the possibility and fate of their activity remain under-specified. We fill this gap by theorizing what Randall Collins first called educational entrepreneurship as a special kind of strategic action in the US polity. We argue that the cultural authority and organizational centrality of universities in the US national context combine with historical contingency to episodically produce conditions under which academic credentials can be made viable solutions to social problems. We put our theorization to the test by revisiting and extending a paradigmatic case: the expansion of engineering education at Stanford University between 1945 and 1969. Invoking several contemporaneous and subsequent cases, we demonstrate the promise of theorizing educational expansion as an outcome of strategic action by specifically located actors over time.

Blended Learning as a Transformative Design Approach

2011 ◽  
pp. 200-204 ◽  
Author(s):  
D. R. Garrison
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Learning Approaches ◽  
Action Plans ◽  
Strategic Action ◽  
The Status

It is becoming clear that blended learning has the potential to transform higher education (Bonk & Graham, 2006; Garrison & Kanuka, 2004; Garrison & Vaughan, 2007). With the acceptance that higher education must more actively engage students in meaningful learning experiences, institutions of higher education are exploring blended learning course and program redesigns. The status quo with a reliance on the lecture to transmit information is being seriously questioned. The focus here is on exploring blended learning as an innovative approach to the design of teaching and learning in higher and distance education. Strategic action plans for the adoption of blended learning approaches will also be outlined.

scholarly journals What is Educational Entrepreneurship? Strategic Action, Temporality, and the Expansion of US Higher Education

2018 ◽  
Author(s):  
Alexander Kindel ◽  
Mitchell Stevens
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Special Kind ◽  
Historical Contingency ◽  
World War ◽  
Strategic Action ◽  
Academic Leaders ◽  
The Us ◽  
Educational Entrepreneurship ◽  
Key Drivers

The massive expansion of US higher education after World War II is a sociological puzzle: a spectacular feat of state capacity-building in a highly federated polity. Prior scholarship names academic leaders as key drivers of this expansion, yet the conditions for the possibility and fate of their activity remain under-specified. We fill this gap by theorizing what Randall Collins first called educational entrepreneurship as a special kind of strategic action in the US polity. We argue that the cultural authority and organizational centrality of universities in the US national context combine with historical contingency to episodically produce conditions under which academic credentials can be made viable solutions to social problems. We put our theorization to the test by revisiting and extending a paradigmatic case: the expansion of engineering education at Stanford University between 1945 and 1969. Invoking several contemporaneous and subsequent cases, we demonstrate the promise of theorizing educational expansion as an outcome of strategic action by specifically located actors over time.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Sign in / Sign up

Export Citation Format

Share Document