Exploring the current state of relationships between public
universities, government leaders, and the citizens who elect them,
this book offers insight into how to repair the growing rift
between higher education and its public. Higher education gets a
bad rap these days. The public perception is that there is a
growing rift between public universities and the elected officials
who support them. In What's Public about Public Higher Ed?, Stephen
M. Gavazzi and E. Gordon Gee explore the reality of that supposed
divide, offering qualitative and quantitative evidence of why it's
happened and what can be done about it. Critical problems, Gavazzi
and Gee argue, have arisen because higher education leaders often
assumed that what was good for universities was good for the public
at large. For example, many public institutions have placed more
emphasis on research at the expense of teaching, learning, and
outreach. This university-centric viewpoint has contributed
significantly to the disconnect between our nation's public
universities and the representatives of the people they are
supposed to be serving. But this gulf can only be bridged, the
authors insist, if people at the universities take the time to
really listen to what the citizens of their states are asking of
them. Gavazzi and Gee draw on never-before-gathered survey data on
public sentiment regarding higher education. Collected from
citizens residing in the four most populous states-California,
Florida, New York, and Texas-plus Ohio and West Virginia, the
authors' home states, this data reflects critical issues, including
how universities spend taxpayer money, the pursuit of national
rankings, student financial aid, and the interplay of international
activities versus efforts to create "closer to home" impact. An
unflinching, no-holds-barred exploration of what citizens really
think about their public universities, What's Public about Public
Higher Ed? also places special emphasis on the events of
2020-including the COVID-19 pandemic and the worst racial unrest
seen in half a century-as major inflection points for understanding
the implications of the survey's findings.
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