Why Most Academic Advertising Is Immoral Bullshit

Author(s):  
Jason Brennan ◽  
Phillip Magness

This chapter criticizes how universities and colleges market themselves to potential students. In particular, it examines how they promise (or at least strongly insinuate) that they will transform students, teach them to think, and turn them into leaders. The problem is that very little evidence exists that universities succeed in doing any of these things. Thus, universities engage in, if not quite false advertising, what might instead be called negligent advertising. They are not exactly lying, but selling snake oil. There is no proof that universities deliver, or are capable of making good, on most of their promises. Universities do not just engage in unethical marketing. Rather, they seem to not even do much educating.

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Windy Y. Lawrence ◽  
Zach Justus ◽  
Leah A. Murray ◽  
Barbara A. Brown

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
David Dean ◽  
John C. Walsh

AbstractThis article offers a reflection on the state of public history in Canada today. The authors focus on four particularly significant and related developments: the growth of the field within universities and colleges; the ways in which public history has helped re-shape research agendas; the influence of public history work outside academia; and Canada’s role in the ongoing process of what has been dubbed ‘the internationalization’ of public history. These developments reveal an intellectually rigorous, politically aware, and socially engaged public history that challenges boundaries in exciting and productive ways. The authors offer links so readers can explore recent controversies, issues, and debates in Canadian public history.


2001 ◽  
Vol 26 (3) ◽  
pp. 8-13 ◽  
Author(s):  
Aniko L. Halverson ◽  
Joye Volker

Two libraries, the National Institute of the Arts at the Australian National University and California Institute of the Arts in Southern California, describe how each has an interdependent relationship with the information technology or network services units in their respective institutions. Major considerations for both are the introduction of electronic full-text art information on the Web and its pedagogical implications, issues faced by arts libraries in the integration of computer services with library services in universities and colleges, and the changing roles of arts librarians and libraries.


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