Higher Education Policy: Implications for Gender-Balancing the Curriculum

1983 ◽  
Vol 36 ◽  
pp. 12-13
Author(s):  
Thomas A. Mulkeen
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
The United States ◽  
Policy Implications ◽  
Industrial Society ◽  
Public Higher Education ◽  
Agriculture Industry ◽  
Scientific Principles ◽  
Industry And Commerce ◽  
New Institutions

American higher education has been molded by forces outside the educational community. From the Civil War through the mid-1970's our political leadership considered investment in education good for the economy and, therefore, good public policy. This link between schooling and the economic system developed as the United States moved from an agrarian to an industrial economy. Industrialization demanded skills that neither the family nor the church could provide, and tax-supported public higher education was to assist the transformation to an industrial society. The catalyst for this transformation came in 1862 with the passage of the Morrill Act establishing the land grant colleges. These new institutions emphasized the development of technical skills and the application of scientific principles to agriculture, industry and commerce.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

Scholarship and Supercomplexity

2020 ◽  
pp. 263-282
Author(s):  
Kerri-Lee Krause
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Work ◽  
Policy Implications ◽  
Policy Makers ◽  
Education Environment

In this chapter, links between the constructs of scholarship and supercomplexity in higher education are examined, along with policy implications. Boyer's holistic, joined-up conceptualization of scholarship is recognised as seminal, yet in many cases, application of his work has led to fragmentation of academic work in an already-fractured, supercomplex higher education environment. The scene is set by considering a range of dimensions of the scholarship construct within higher education. Particular emphasis is placed on scholarship as it relates to academic roles and identities. In this section, account is also taken of the challenges encountered by faculty, managers, and policy-makers alike in drawing connections and distinctions between scholarship and research in academic work. Consideration then shifts to implications for higher education policy and policy-makers at the macro – national and international, meso-institutional, and micro-departmental and individual levels.

scholarly journals Massification in Higher Education Institutions in Africa: Causes, Consequences and Responses

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Goolam Mohamedbhai
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Sub Saharan Africa ◽  
Limited Attention ◽  
Public Higher Education ◽  
Negative Consequences ◽  
World Region ◽  
Sub Saharan ◽  
New Institutions

Most public higher education institutions in Africa, in response to historical conditions, have enrolled students in excess of their capacity, resulting in massification and negative consequences on educational quality. Increased enrolment has addressed issues of equity; but the equally important issue of ensuring equity in success for the enrolled students has received limited attention. Apparently graduation rates in higher education in Africa remain fairly low. Higher education institutions have taken several corrective measures to address the consequences of massification. Governments have also created new institutions and put quality assurance systems in place. There have also been continental responses. Sub-Saharan Africa has the lowest tertiary enrolment of any world region, a handicap in its development. It must also meet the demands of its rapidly increasing secondary school graduates. There is a compelling need to further increase tertiary enrolment, a situation that challenges both institutions and countries. The growth in private higher education, if regulated and quality-controlled, could relieve this pressure.  Pour des raisons historiques, la majorité des établissements d’enseignement supérieur d’Afrique admet plus d’étudiants qu’elle ne peut en accueillir. Ceci conduit à la massification de l’enseignement supérieur et a des conséquences négatives sur sa qualité. L’augmentation de la participation a permis de répondre à des problèmes d’équité, mais la tout aussi importante question de l’équité dans la réussite des étudiants admis a reçu une attention limitée. Le taux de réussite dans l’enseignement supérieur en Afrique reste faible. Les établissements d’enseignement supérieur ont mis en place plusieurs mesures visant à corriger les conséquences néfastes de la massification. Les gouvernements ont aussi créé de nouvelles institutions et mis en place des systèmes d’assurance qualité. Des réponses ont par ailleurs été proposées à l’échelle du continent. Cependant, l’Afrique sub-saharienne a le plus faible taux d’inscription dans l’enseignement supérieur du monde, un handicap pour son développement. Elle doit aussi répondre aux demandes d’une population de diplômés du secondaire qui augmente rapidement. Il est impossible de nier la nécessité d’augmenter les admissions dans l’enseignement supérieur, une situation qui pose des problèmes aussi bien aux établissements qu’aux nations. La croissance des établissements privés pourrait permettre de relâcher la pression, s’ils sont correctement régulés et contrôlés en termes de qualité.

scholarly journals Making It: Institutionalizing Collaborative Innovation in Public Higher Education

2018 ◽  
Author(s):  
Sean McCarthy ◽  
Audrey Barnes ◽  
Keith S Holland ◽  
Erica Lewis ◽  
Patrice Ludwig ◽  
...  
Keyword(s):  
Higher Education ◽  
The United States ◽  
Public Higher Education ◽  
James Madison ◽  
Descriptive Case Study ◽  
Collaborative Innovation ◽  
Digital Production ◽  
Production Technologies ◽  
Opening Paragraph

This descriptive case study provides a broad overview of JMU X-Labs, an academic maker space (in other words, a teaching lab with fabrication and digital production technologies) that hosts team-taught, project-driven multidisciplinary courses. The JMU X-Labs serves the students and faculty of James Madison University[MSR-m1] , a mid-sized, public, and undergraduate-focused university in the United States. The narrative proceeds from two different but overlapping points of view: how courses at JMU X-Labs are designed and taught; and how administration of JMU X-Labs supports them. The authors refer to specific courses, pedagogical methods, and problem-solving strategies to illustrate the narrative, and they argue throughout that pedagogy and administration are indelibly intertwined in how the organization operates. Gesturing to the broad applicability and transferability of the JMU X-Labs model, the authors mark some of areas of further research that would benefit a more robust understanding of how the organization operates and grows. Finally, the authors speculate how the dynamics of this young and growing organization may answer some core and difficult questions pertaining to innovation in higher education.[MSR-m1]James Madison University (JMU) Clearlyl referenced in abstract and opening paragraph below to explain institutional context as per reviewer request. 

If Higher Education Is a Right, and Distance Education Is the Answer, Then Who Will Pay?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
The United States ◽  
State Governments ◽  
Public Higher Education ◽  
The People ◽  
Cost Efficiencies ◽  
Negative Conclusion ◽  
The U.S

If higher education is a right, and distance education is the avenue for making higher education universally available, then who shall pay? This article asks (1) can state governments in the United States afford to fund this initiative and (2) can public higher education institutions in the U.S. fund this effort through capitalizing on cost-efficiencies of online learning? To answer the first question, data on funding of higher education by states are reviewed and a negative conclusion reached. To answer the second question, research on methods for achieving cost-efficiencies through online learning is reviewed and a cautious positive conclusion is reached, assuming states and institutions are willing to invest in the people and processes, and the time, effort, and will, that makes achieving efficiencies possible.

The Political Economy of Public Universities in the United States: A Review Essay

2007 ◽  
Vol 7 (3) ◽  
pp. 303-324 ◽  
Author(s):  
Robert C. Lowry
Keyword(s):  
Higher Education ◽  
Nonprofit Organizations ◽  
Public Universities ◽  
Public Services ◽  
State Level ◽  
The United States ◽  
State Governments ◽  
Public Higher Education ◽  
The Public ◽  
Trade Offs

Scholars of state politics and policy have devoted little attention to the public universities where so many of them work. Public higher education is organized at the state level, and its funding and governance have been debated at length in many states in recent years. Moreover, these universities provide opportunities for contributions to a variety of theoretically-grounded research, including the decision to make or buy public services, principal-agent issues and institutional arrangements for governance, the politics of institutional reform, the determinants of government appropriations and budgetary trade-offs, and internal decisionmaking in state-owned enterprises, public bureaucracies, and nonprofit organizations. Research on these issues could not only generate insights relevant to many types of institutions and public services but also contribute to ongoing policy debates over relations between state governments and higher education.

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