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Universities and colleges often operate between two worlds: higher
education and economic systems. With a mission rooted in research,
teaching, and public service, institutions of higher learning are
also economic drivers in their regions, under increasing pressure
to provide skilled workers to local companies. It is impossible to
understand how current developments are affecting colleges without
attending to the changes in both the higher education system and in
the economic communities in which they exist. W. Richard Scott,
Michael W. Kirst, and colleagues focus on the changing relations
between colleges and companies in one vibrant economic region: the
San Francisco Bay Area. Colleges and tech companies, they argue,
share a common interest in knowledge generation and human capital,
but they operate in social worlds that substantially differ, making
them uneasy partners. Colleges are a part of a long tradition that
stresses the importance of precedent, academic values, and liberal
education. High-tech companies, by contrast, value innovation and
know-how, and they operate under conditions that reward rapid
response to changing opportunities. The economy is changing faster
than the post-secondary education system. Drawing on quantitative
and historical data from 1970 to 2012 as well as 10 case studies of
colleges, this book describes a rich and often tense relationship
between higher education and the tech industry. It focuses on the
ways in which various types of colleges have endeavored-and often
failed-to meet the demands of a vibrant economy and concludes with
a discussion of current policy recommendations, suggestions for
improvements and reforms at the state level, and a proposal to
develop a regional body to better align educational and economic
development.
Between 1945 and 1990 the United States built the largest and most
productive higher education system in world history. Over the last
several decades, however, dramatic budget cuts to public academic
services and skyrocketing tuition have made college completion more
difficult for many. Nevertheless the democratic promise of
education and the global competition for educated workers mean ever
growing demand. "Remaking College" considers this changing context,
arguing that a growing accountability revolution, the push for
greater efficiency and productivity, and the explosion of online
learning is dramatically changing the character of higher
education.
Writing from a range of disciplines and professional backgrounds,
the contributors each bring a unique perspective to the fate and
future of U.S. higher education. By directing their focus on
schools which do the lion's share of undergraduate
instruction--community colleges, comprehensive public universities,
and for-profit institutions--they imagine a future unencumbered by
dominant notions of the "traditional" student, linear models of
student achievement, and college as a four-year residential
experience. The result is a collection rich with new tools for
helping people make more informed decisions about college--for
themselves, for their children, and for American society as a
whole.
Between 1945 and 1990 the United States built the largest and most
productive higher education system in world history. Over the last
several decades, however, dramatic budget cuts to public academic
services and skyrocketing tuition have made college completion more
difficult for many. Nevertheless the democratic promise of
education and the global competition for educated workers mean ever
growing demand. "Remaking College" considers this changing context,
arguing that a growing accountability revolution, the push for
greater efficiency and productivity, and the explosion of online
learning is dramatically changing the character of higher
education.
Writing from a range of disciplines and professional backgrounds,
the contributors each bring a unique perspective to the fate and
future of U.S. higher education. By directing their focus on
schools which do the lion's share of undergraduate
instruction--community colleges, comprehensive public universities,
and for-profit institutions--they imagine a future unencumbered by
dominant notions of the "traditional" student, linear models of
student achievement, and college as a four-year residential
experience. The result is a collection rich with new tools for
helping people make more informed decisions about college--for
themselves, for their children, and for American society as a
whole.
Originally published in 1992, this landmark study on "convert
Buddism" in Victorian America is a fascinating cultural history
that explores the ways Buddism was adopted and understood by a
variety of Americans including intellectuals, travellers, and
critics. This new edition has a preface that places the book in the
context of Buddism's growing influence in American culture
today.
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