The factors contributing to the greatness of a first-rank liberal arts college are difficult to analyze. Hidden from view in the mysteries of tradition and institutional aura, the insistent questions remain: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark uses a developmental approach to formal organization to seek out answers to these questions. The author begins with a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore. He describes in detail how broad institutional innovations were introduced and made to endure. He then carefully notes the unique events, special conditions, and unusual features that are the components of each institution's fabric. Each of the three narratives is guided by comparative categories, that produce analytical and theoretical insights into organizational development. From the above data Clark develops the concept of the "organizational saga" as the central ingredient in the making of the distinctive college. He explains this concept in terms of organizational role and mission, using the historical narratives of the first section to suggest the bases for the development of sagas. In its empirical findings and conceptual formulations, The Distinctive College, first published in 1970, has played an important role in the analysis and understanding of college culture in contemporary America. It is a study of leadership, as well as an examination of how values are realized in the everyday routine of participants in the life of educational organizations. It remains the premier sociological study of institution building in American higher education.

The factors contributing to the greatness of a first-rank liberal arts college are difficult to analyze. Hidden from view in the mysteries of tradition and institutional aura, the insistent questions remain: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark uses a developmental approach to formal organization to seek out answers to these questions. The author begins with a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore. He describes in detail how broad institutional innovations were introduced and made to endure. He then carefully notes the unique events, special conditions, and unusual features that are the components of each institution's fabric. Each of the three narratives is guided by comparative categories, that produce analytical and theoretical insights into organizational development. From the above data Clark develops the concept of the "organizational saga" as the central ingredient in the making of the distinctive college. He explains this concept in terms of organizational role and mission, using the historical narratives of the first section to suggest the bases for the development of sagas. In its empirical findings and conceptual formulations, The Distinctive College, first published in 1970, has played an important role in the analysis and understanding of college culture in contemporary America. It is a study of leadership, as well as an examination of how values are realized in the everyday routine of participants in the life of educational organizations. It remains the premier sociological study of institution building in American higher education.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1984.

The first scholarly treatment of private education outside the United States.

Widely acknowledged as one of the great sociologists of higher education, Burton R. Clark has made substantial contributions to virtually every area in the field, thereby defining its study for generations. This collection of essays makes available a lifetime of research, scholarship, and insight from a giant in higher education and reveals how his perspectives, concepts, and research methods evolved over half a century. The result is a compelling look at the career of one of the world's leaders in higher education research.

The volume presents Clark's early research studies underpinning his theories of the "cooling-out" function and organizational saga. It includes his landmark 1973 essay "Development of the Sociology of Higher Education" and other work that reflects his line of inquiry into the American national system. Essays also follow Clark's shift from organizational studies of American higher education to international comparative analysis of national systems of higher education. These selections reflect the interdisciplinary approach characterizing subsequent work. The book concludes with his most recent research on the important question of how modern universities evolve by developing the infrastructure and tools to bring about meaningful change.

At once a monumental achievement and testament to an extraordinary career, "On Higher Education" is an invaluable resource for students, scholars, and practitioners of higher education.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1985.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1985.

This text explores one of the major issues in university education today: the relationship between research, teaching and study. Based on cross-national research on the university systems of Germany, Britain, France, the United States and Japan, this book offers in-depth comparative analysis and draws provocative conclusions about the future of the research-teaching-study nexus. The book identifies the main features and limitations of each national system: governmental and industrial dominance in Japan, for example, and England's collegiate form of university. It examines the forces drawing research, teaching and study apart and those binding them together. Highlighting the fruitful integration of teaching and research in the American graduate school, Clark decries the widely held view that these are antithetical activities. Rather, he demonstrates that research provides a rich basis for instruction and learning. Universities, he maintains, are places of inquiry, and the future lies with institutions firmly grounded in this belief.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1993.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1993.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1968.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1984.

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1968.

Based on field research carried out over a two year period, this book describes processes of transformation that took place over a fifteen year period in five European universities. Five common features identified - described as "organizational pathways of transformation" - are highlighted and used to frame the case-study accounts. These pathways consist of: a strengthened steering core; an extended developmental periphery; a diversified funding base; a stimulated academic heartland; and an entrepreneurial culture. Taken together, these elements help universities overcome the growing imbalance between environmental demands and university capacity to respond that is now occurring in universities internationally. As universities come under greater pressure to change their traditional character and become more innovative and entrepreneurial, the successful implementation of new managerial perspectives is important if they are to succeed. Reconciling these changes with traditional academic values provide the concepts on which the case studies are based.

How can we compare national systems of higher education, since their organization varies from country to country? This title identifies the basic elements common to all such systems, and includes thematic comparisons among a number of countries.