As the nature of education generally, and higher education in
particular, changes irrevocably, it is crucial to understand the
informed opinions of those closest to the institutions of learning.
This book, based on a survey of academics in 19 nations and
conducted by leading global scholars, is a thorough sounding of the
attitudes of academics to their working environment. As the
post-WWII liberal consensus crumbles, higher education is
increasingly viewed as a private and personal investment in
individual social mobility rather than as a public good and, "ipso
facto," a responsibility of public authorities. The incursion of
corporate culture into academe, with its stakeholders, performance
pay and obsession with competitiveness is a matter of bitter
debate, with some arguing that short-termism is obviating
epoch-making research which by definition requires patience and
persistence in the face of the risk of failure.
This book highlights these and many other key issues facing the
academic profession in the US and around the world at the beginning
of the 21st century and examines the issues from the perspective of
those who are at the front line of change. This group has numerous
concerns, not least in the US, where government priorities are
shifting with growing budget pressures to core activities such as
basic education, health and welfare. Drawing too on comparable
surveys conducted in 1992, the book charts the actual contours of
change as reflected in the opinions of academics. Critically, the
volume explicitly compares and contrasts the situation of American
academics with that of academics in other advanced and developing
economies. Such an assessment is critical both for Americans to
chart the future of their indigenous tertiary enterprise, but also
for shaping the response of the nations around the world who
contemplate applying the American model to their own national
systems.
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