scholarly journals The Changing Role of Public Policy and Governance in American Higher Education

2013 ◽  
pp. 27-34
Author(s):  
T. R. Horgan ◽  
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
American Higher Education ◽  
Changing Role

What Should the Right to Higher Education Look Like?

2021 ◽  
pp. 187-218
Author(s):  
Christopher Martin
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Higher Education Policy ◽  
Growth And Development ◽  
Compulsory Education ◽  
Human Welfare ◽  
Institutional Practice ◽  
Higher Education Systems ◽  
The Right

This chapter addresses some key objections to the right to higher education and provides a fuller picture of what this right can look like at the level of public policy and institutional practice. First, the chapter revisits the broader rationale for the argument in order to show how a rights-based conception of can better inform public debate about the justice, fairness, and purposes of higher education. Second, it applies this account to Martin Trow’s famous conceptualization of higher education systems into “elite,” “mass,” and “universal” stages of growth and development in order to demonstrate how the right to higher education can inform higher education policy. Finally, it addresses the worry that the right to higher education overstates the importance of post-compulsory education for a liberal society. Here the chapter engages with issues about the role of higher education in the promotion of human welfare and the level of “idealization” built into the argument.

Teaching Religious Studies

2018 ◽  
Author(s):  
Eugene V. Gallagher
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Religious Studies ◽  
Religious Literacy ◽  
American Higher Education ◽  
Contemplative Pedagogy ◽  
Multiple Contexts ◽  
Teaching About Religion ◽  
The Ideal

Teaching about religion in American higher education has been shaped by multiple contexts, from the personal and institutional through the national and international. One persistent question concerns the purposes of teaching about religion, from Christian character formation to broad religious literacy as a prerequisite for informed citizenship. As the number of departments grew throughout the twentieth century, fundamental disagreements about the purposes of collegiate study of religion, the ideal curriculum, and the role of the teacher persisted. Contemporary movements, like advocating for religious literacy, “contemplative pedagogy,” and the push for infusing “spirituality” into higher education actually reprise earlier arguments. The field remains divided on several fundamental issues.

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