Remaking College

The Changing Ecology of Higher Education
Herausgeber: Stevens, Mitchell; Kirst, Michael W

• Broschiertes Buch

Produktbeschreibung

Michael W. Kirst is Professor Emeritus of Education and Business Administration at Stanford University and the current President of the California State Board of Education. Mitchell L. Stevens is Associate Professor of Education at Stanford University and (by courtesy) Business and Sociology at Stanford University.

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Produktdetails

• Verlag: Stanford University Press
• Seitenzahl: 336
• Erscheinungstermin: 7. Januar 2015
• Englisch
• Abmessung: 226mm x 150mm x 23mm
• Gewicht: 454g
• ISBN-13: 9780804793292
• ISBN-10: 0804793298
• Artikelnr.: 41122852

Autorenporträt

Michael W. Kirst is Professor Emeritus of Education and Business Administration at Stanford University and the current President of the California State Board of Education. Mitchell L. Stevens is Associate Professor of Education at Stanford University and (by courtesy) Business and Sociology at Stanford University.

Inhaltsangabe

Contents and Abstracts
Introduction
chapter abstract
1Higher Education in America: Multiple Field Perspectives
chapter abstract
Higher education is a complex organization field in which many actors
besides colleges and universities support and constrain each other. The
field perspective provides historical, structural, and cultural context to
recent developments in higher education such as the rise of digital
learning, increasing costs, and concerns over learning and completion. The
chapter focuses on three distinct field models of higher education as (1)
an institutional field; (2) an arena of strategic action; (3) a
demand-generated outcome.
2DIY U: Higher Education Goes Hybrid
chapter abstract
The chapter specifies five ways in which digitally mediated instruction
helps fulfill the traditional mission of broad-access schools and the needs
of a wide variety of learners. Online learning (1) enables students to
learn when and where it is most convenient for them; (2) lowers costs; (3)
creates new pathways through college; (4) enables greater personalization
and customization of learning; (5) facilitates new connections among
students, instructors, and employers.
3Boom. Regulate. Cleanse. Repeat: For-Profit Colleges' Slow But Inevitable
Drive toward Acceptability
chapter abstract
The chapter chronicles the expansion of the for-profit college sector in
recent decades and the cycles of federal regulation and sector expansion
that have characterized this growth. The authors suggest a cycle in which
rising enrollments are followed by regulatory action spurred by concerns
over perceived exploitation of students and government funds. Regulatory
crackdown results in a reduced enrollment until entrepreneurial providers
find new ways to grow, creating the cycle.
4The Classification of Organizational Forms: Theory and Application to the
Field of Higher Education
chapter abstract
This chapter critiques current classification schemes in higher education,
which tend to privilege four-year colleges and universities with
liberal-arts curricula. The authors demonstrate a new strategy for
delineating organizational categories in higher education using
probabilistic topic models and readily available data on students and
schools in the United States. This strategy better reveals the wide
diversity of forms in this organizational field.
5The New Landscape of Early Adulthood: Implications for Broad-Access Higher
Education
chapter abstract
This chapter describes fundamental changes in early adulthood in recent
decades and discusses their implications for higher education. Contemporary
young adulthood is defined by the need to manage uncertainty, and the need
for interdependence with (rather than independence from) others. Under such
conditions, strengthening the transition to adulthood requires
strengthening pathways into and through higher education, especially
broad-access schools.
6The "Traditional" College Student: A Smaller and Smaller Minority and Its
Implications for Diversity and Access Institutions
chapter abstract
This chapter illustrates how the majority of students attending college in
the US do not match conventional images of "ideal" or "traditional" college
students. Most US college students are older, more often employed, and less
likely to live on campus than popular conceptions imply. Clinging to
inaccurate notions college students creates a marginalized majority and has
important implications for how we think key policy issues such as college
persistence. This chapter calls for a broader conception of diversity in
college so that it recognizes the wide variation in life circumstances that
characterizes the college-going population.
7Measuring College Performance
chapter abstract
This chapter specifies the normative and technical aspects of assessment in
higher education. Deciding what to measure is a political decision informed
by prevailing cultural values and particular understandings of the purposes
of higher education. The authors also consider the technical strengths and
limitations of various accountability metrics available to policymakers
today. The analysis has important implications broad-access colleges
because the choice of certain outcomes and measurement strategies
privileges some types of schools while disadvantaging others.
8Explaining Policy Change in K-12 and Higher Education
chapter abstract
This chapter describes the characteristics of US education politics that
have variably driven the development of policy for K-12 and higher
education, paying particular attention to how the politics of each sector
have been shaped by public opinion. The authors offer accounts from
multiple theoretical perspectives on how policy is developed in each
sector, and leverage the comparison to describe what changes in public
opinion might need to occur if higher education is to undergo substantial
reorganization.
9Understanding Human Resources in Broad-Access Higher Education
chapter abstract
This chapter uses extant research and descriptive data to identify
important research agendas for understanding human capital in broad-access
schools. The authors consider the recruitment, assignment, development and
retention of instructors; the role of managers in these processes; and how
the roles of managers differ between K-12 and higher education.
10Improving Collegiate Outcomes at Broad-Access Institutions: Lessons for
Research and Practice
chapter abstract
This chapter outlines how colleges can utilize data to identify and
evaluate promising practices to improve college completion. The authors
focus on using readily available institutional data as the basis for
tractable research that might routinely inform better organizational
decision-making. The chapter theme is illustrated through an example using
data from the California State University system.
11A Research Framework for US Higher Education
chapter abstract
The chapter offers a matrix for organizing existing research and deriving
questions for future scholarship.