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Stand and Prosper
Stand and Prosper is the first authoritative history in decades of black colleges and universities in America. It tells the story of educational institutions that offered, and continue to offer, African Americans a unique opportunity to transcend the legacy of slavery while also bearing its burden. Henry Drewry and Humphrey Doermann present an up-to-date and comprehensive assessment of their past, present, and possible future. Black colleges fully got off the ground only after the Civil War--more than two centuries after higher education formally began in British North America. Despite horrendous obstacles, they survived and even proliferated until well past the mid-twentieth century. As the authors show, however, the 1954 U.S. Supreme Court ruling in Brown v. Board of Education brought them to a crucial juncture. While validating the rights of blacks to pursue opportunities outside racial and class lines, it drew the future of these institutions into doubt. By the mid-1970s black colleges competed with other colleges for black students--a welcome expansion of choices for African-American youth but a huge recruitment challenge for black colleges. The book gradually narrows its focus from a general history to a look at the development of forty-five private black colleges in recent decades. It describes their varied responses to the changes of the last half-century and documents their influence in the development of the black middle class. The authors underscore the vital importance of government in supporting these institutions, from the Freedman's Bureau during Reconstruction to federal aid in our own time. Stand and Prosper offers a fascinating portrait of the distinctive place black colleges and universities have occupied in American history as crucibles of black culture, and of the formidable obstacles they must surmount if they are to continue fulfilling this important role.
eBook
Rethinking the public-private mix in higher education : global trends and national policy challenges
In recent decades, we have seen the emergence of private higher education as a global reality. Although there are specific reasons for its appearance in each system, there is also a significant degree of commonality in the context and purposes surrounding the rise of private higher education as an important factor in many systems. The analysis of private higher education has tended to be focused at the national level, often highlighting national peculiarities and variations. In this volume the authors move forward by proposing a unifying and coherent, but flexible, theoretical framework that may be applied in different countries and diverse systems. Hence, the overall goal of this book is to provide a framework for a better understanding of the public-private mix of higher education and a set of policy guidelines in dealing with the expansion of private higher education from a comparative perspective. Publisher.
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The challenge of establishing world-class universities
Governments are becoming increasingly aware of the important contribution that high performance, world-class universities make to global competitiveness and economic growth. There is growing recognition, in both industrial and developing countries, of the need to establish one or more world-class universities that can compete effectively with the best of the best around the world. Contextualizing the drive for world-class higher education institutions and the power of international and domestic university rankings, this book outlines possible strategies and pathways for establishing globally competitive universities and explores the challenges, costs, and risks involved. Its findings will be of particular interest to policy makers, university leaders, researchers, and development practitioners.
eBook
Positioning higher education institutions : from here to there
Higher education is of growing public and political importance for society and the economy. Globalisation is transforming it from a local and national concern into one of international significance. In order to fulfil societal, governmental and business sector needs, many universities are aiming to (re-)position themselves. The book initially considers their \"compass\". They aspire to transformational planning, mission and strategy in which social justice is important, people are not treated as mere means to an end, and traditional moral positions are respected. This transformational urge is sometimes vitiated by blunt demands of new public management that overlook universities? potential for serving the public good. The volume then addresses universities? success in meeting their targets. Often the challenge in evaluation is the need to reconcile tensions, for example between structure and pastoral care of students; institutional competition and collaboration; roles of academics and administrators; performance-based funding versus increased differentiation. Measurement is supposed to provide discipline, align institutional and state policy, and provide a vital impetus for change. Yet many of these measurement instruments are not fully fit for purpose. They do not take sufficient account of institutional missions, either of \"old\" or of specialist universities; and sophisticated measurement of the student experience requires massive resources. Change and positioning have become increasingly key elements of a complex but heterogeneous sector requiring new services and upgraded instruments.
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No longer separate, not yet equal
Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and \"selective admission enhancement strategies\"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.
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Socrates in the boardroom
Socrates in the Boardroom argues that world-class scholars, not administrators, make the best leaders of research universities. Amanda Goodall cuts through the rhetoric and misinformation swirling around this contentious issue--such as the assertion that academics simply don't have the managerial expertise needed to head the world's leading schools--using hard evidence and careful, dispassionate analysis. She shows precisely why experts need leaders who are experts like themselves. Goodall draws from the latest data on the world's premier research universities along with in-depth interviews with top university leaders both past and present, including University of Pennsylvania President Amy Gutmann; Derek Bok and Lawrence Summers, former presidents of Harvard University; John Hood, former vice chancellor of the University of Oxford; Cornell University President David Skorton; and many others. Goodall explains why the most effective leaders are those who have deep expertise in what their organizations actually do. Her findings carry broad implications for the management of higher education, and she demonstrates that the same fundamental principle holds true for other important business sectors as well.
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Faculty Development in the Age of Evidence
The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated-demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses.For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers' \"signature programs,\" and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the o
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