Over the last few decades, globalization and ever-increasing demands of the knowledge-based economy have caused higher education in most countries around the world to undergo significant ...transformation. Notwithstanding the dramatic changes in higher education, it is clearly noticed that the influence of the European higher education models is still present despite the fact that the American model has then become dominant on higher education in Europe or even worldwide. The changes have been seen in the evolutionary roles of universities, which share the common trend from traditional missions of teaching and research to the third mission for economic development. Despite various viewpoints about the third mission, the common one concerns the entrepreneurial role of university for socio-economic development, underlying the concept of entrepreneurial university in which the collaboration between university and external stakeholders is emphasized. This paper is aimed to present a review of the taxonomy of the three European higher education models, namely the Humboldtian, Napoleonic, and Anglo-Saxon model, which is followed by a discussion on the emergence of the Anglo-American model of higher education. The paper then presents the third mission in relation to the roles of a university in developed countries, which is followed by the elaboration on the transformation from mode 1 to mode 2 in knowledge production, and a pathway toward entrepreneurial universities.
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Black college football began during the nadir of African American life after the Civil War. The first game occurred in 1892, a little less than four years before the Supreme Court ruled segregation ...legal inPlessy v. Ferguson. In spite of Jim Crow segregation, Black colleges produced some of the best football programs in the country. They mentored young men who became teachers, preachers, lawyers, and doctors--not to mention many other professions--and transformed Black communities. But when higher education was integrated, the programs faced existential challenges as predominately white institutions steadily set about recruiting their student athletes and hiring their coaches.Blood, Sweat, and Tears explores the legacy of Black college football, with Florida A&M's Jake Gaither as its central character, one of the most successful coaches in its history. A paradoxical figure, Gaither led one of the most respected Black college football programs, yet many questioned his loyalties during the height of the civil rights movement. Among the first broad-based histories of Black college athletics, Derrick E. White's sweeping story complicates the heroic narrative of integration and grapples with the complexities and contradictions of one of the most important sources of Black pride in the twentieth century.
Stand and prosper Drewry, Henry N; Doermann, Humphrey
2001, 20120329, 2012, 2001-00-00, 2001-01-01
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Stand and Prosperis 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 inBrown v. Board of Educationbrought 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 Prosperoffers 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.
Although the literature on university–industry links has begun to uncover the reasons for, and types of, collaboration between universities and businesses, it offers relatively little explanation of ...ways to reduce the barriers in these collaborations. This paper seeks to unpack the nature of the obstacles to collaborations between universities and industry, exploring influence of different mechanisms in lowering barriers related to the orientation of universities and to the transactions involved in working with university partners. Drawing on a large-scale survey and public records, this paper explores the effects of collaboration experience, breadth of interaction, and inter-organizational trust on lowering different types of barriers. The analysis shows that prior experience of collaborative research lowers orientation-related barriers and that greater levels of trust reduce both types of barriers studied. It also indicates that breadth of interaction diminishes the orientation-related, but increases transaction-related barriers. The paper explores the implications of these findings for policies aimed at facilitating university–industry collaboration.
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Neoliberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has ...been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. This paper critically examines these developments in institutions and draws on evidence from universities across the sector and a detailed case study in one university to identify the impacts of these changes on academic work. Given its ubiquity and the link of academic productivity to institutional experience, the paper argues that assumptions underpinning academic performance management need to be rethought to recognise the fundamentally intrinsic motivational nature of academic work. The paper explores the effects of performance management on individual academics as a case study in one institution and proposes a re-design of academic performance management to improve productivity based on the evidence.
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High school and college students are inundated by indicators and rankings supposedly designed to help them decide where to go to college and what to study once they arrive. In "Metrics That Matter," ...coauthors Zachary Bleemer, Mukul Kumar, Aashish Mehta, Chris Muellerleile, and Christopher Newfield take a critical look at these metrics and find that many of the most popular ones are confusing, misleading, and--most importantly--easily replaceable by more helpful alternatives. "Metrics That Matter" explores popular metrics used by future and current college students, with chapters focusing on colleges' return on investment, university rankings, average student debt, average wages by college major, and more. Written for students, their families, and the counselors who advise them, each chapter explains a common metric's fundamental flaws when used as a basis for making important educational decisions. The authors then draw on decades of scholarship from many academic fields to pair each metric with a concrete recommendation for alternative information, both qualitative and quantitative, that would be more useful and meaningful for students to consider. They emphasize that students should be thinking beyond solely using metrics when making college decisions--students should focus on their intellectual and academic education goals, not just vocational or monetary ones. Students' reliance on certain metrics has skewed universities away from providing high-quality education and distorted the perception of higher education's purpose, overemphasizing private financial returns over the broader economic and social benefits of universities. This book aims to facilitate important student decisions while reorienting public perceptions of higher education's values and how universities should measure their own success.
Even as lawsuits challenging its admissions policies made their way through the courts, the University of Michigan carried the torch for affirmative action in higher education.
In June 2003, the ...Supreme Court vindicated UM's position on affirmative action when it ruled that race may be used as a factor for universities in their admissions programs, thus confirming what the UM had argued all along: diversity in the classroom translates to a beneficial and wide-ranging social value. With the green light given to the law school's admissions policies, Defending Diversity validates the positive benefits gained by students in a diverse educational setting.
Written by prominent University of Michigan faculty, Defending Diversity is a timely response to the court's ruling. Providing factual background, historical setting, and the psychosocial implications of affirmative action, the book illuminates the many benefits of a diverse higher educational setting -- including preparing students to be full participants in a pluralistic democracy -- and demonstrates why affirmative action is necessary to achieve that diversity.
Defending Diversity is a significant contribution to the ongoing discussion on affirmative action in higher education. Perhaps more important, it is a valuable record of the history, events, arguments, and issues surrounding the original lawsuits and the Supreme Court's subsequent ruling, and helps reclaim the debate from those forces opposed to affirmative action.
Patricia Gurin is Professor Emerita, Department of Psychology, University of Michigan. Jeffrey S. Lehman, former Dean of the University of Michigan Law School, is President of Cornell University. Earl Lewis is Dean of Rackham Graduate School, University of Michigan.
The purpose of this study is to analyze how China has strived to develop its world-class research universities and what are distinguishing characteristics of China's efforts to form these ...universities for the last decades. This study begins with a review of literature and research questions. It then touches on the background and rationale of creating China's world-class university. In the third section, it examines national policies and strategies of building China's world-class research university since the mid-1990s. In the fourth section, based on national documentation and institutional strategies as well as major findings from the international survey of the Changing Academic Profession which was exercised in China in 2007, the study presents what has been achieved in the effort launched to create Chinese world-class research university and challenges facing China in this regard. The study concludes by arguing the following aspects: firstly, China has made an impressive progress of forming its world-class research university and national policies and strategies are effective; secondly, differing from the world-class research universities in the USA and the UK, the Chinese path to building a world-class research university is characterized with a top-down policy, accompanied by the growth in intensive funding from both national government and especially local authorities on few selected elite universities; and finally, the Chinese way is still receptive to Western influence and external international ranking systems or organizations; therefore, there is still a long way for China to become an internationally influential part of the higher education landscape.(HRK / Abstract übernomen)
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How does graduate admissions work? Who does the system work for, and who falls through its cracks? More people than ever seek graduate degrees, but little has been written about who gets in and why. ...Drawing on firsthand observations of admission committees and interviews with faculty in 10 top-ranked doctoral programs in the humanities, social sciences, and natural sciences, education professor Julie Posselt pulls back the curtain on a process usually conducted in secret. "Politicians, judges, journalists, parents and prospective students subject the admissions policies of undergraduate colleges and professional schools to considerable scrutiny, with much public debate over appropriate criteria. But the question of who gets into Ph.D. programs has by comparison escaped much discussion. That may change with the publication ofInside Graduate Admissions…While the departments reviewed in the book remain secret, the general process used by elite departments would now appear to be more open as a result of Posselt's book." -Scott Jaschik,Inside Higher Ed "Revealing…Provides clear, consistent insights into what admissions committees look for." -Beryl Lieff Benderly,Science
En este artículo se analiza la difusión, en el contexto académico latinoamericano y caribeño, de la concepción de universidad de clase mundial o de excelencia elaborada y difundida por el Banco ...Mundial y por los rankings académicos internacionales. En este sentido, son cuestiones orientadoras: ¿estarían las universidades de fuera del eje dinámico del capital inscritas en la carrera por el status de excelencia y / o mejores colocaciones en los rankings internacionales? ¿Qué indica esto en términos de tendencias para la educación superior en la región? Con el objetivo de responder a estas cuestiones, en términos metodológicos, se utiliza el levantamiento bibliográfico y de datos, así como el análisis documental como herramienta para el análisis los Planes de Desarrollo Institucional (PDI) de las instituciones de educación superior latinoamericanas y caribeñas que vienen destacándose en los principales rankings mundiales. Como resultado, nuestras investigaciones vinieron mostrando que el modelo / concepción de UCM es utilizado como un arquetipo, más o menos explícito de cómo las universidades latinoamericanas deben ‘portarse’ para alcanzar ese ‘desideratum’.
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