1. The Complexity of Higher Education: a Career in Academics and Activism Philip G. Altbach.- 2. Advancing an Intersectionality Framework in Higher Education: Power and Latino Postsecondary Opportunity Anne-Marie Nunez.- 3. Student Veterans in Higher Education David T. Vacchi and Joseph B. Berger.- 4. The Changing Nature of Cultural Capital Jenna R. Sablan and William G. Tierney.- 5. The Culturally Engaging Campus Environments (CECE) Model: A New Theory of Success among Racially Diverse College Student Populations Samuel D. Museus.- 6. Organizational Identity in Higher Education: Conceptual and Empirical Perspectives David J. Weerts, Gwendolyn H. Freed and Christopher C. Morphew.- 7. Student Ratings of Instruction in College and University Courses Stephen L. Benton and William E. Cashin.- 8. College Enrollment: an Economic Analysis Leslie S. Stratton.- 9. The Welding of Opposite Views: Land-Grant Historiography at 150 Years Nathan M. Sorber and Roger L. Geiger.- 10. The Completion Agenda: The Unintended Consequences for Equity in Community Colleges Jaime Lester.- 11. Using IPEDS for Panel Analyses: Core Concepts, Data Challenges, and Empirical Applications Ozan Jaquette and Edna E. Parra.- 12. Toward a Better Understanding of Equity in Higher Education Finance and Policy Luciana Dar.

Higher education : handbook of theory and research

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.

Invisible colleges : diffusion of knowledge in scientific communities

The paper explores the dynamics of competition in higher education. National competition and global competition are distinct, but feed into each other. Higher education produces ‘positional goods’ (Hirsch 1976) that provide access to social prestige and income-earning. Research universities aim to maximise their status as producers of positional goods. This status is a function of student selectivity plus research performance. At system-level competition bifurcates between exclusivist elite institutions that produce highly value positional goods, where demand always exceeds supply and expansion is constrained to maximise status; and mass institutions (profit and non-profit) characterised by place-filling and expansion. Intermediate universities are differentiated between these poles. In global competition, the networked open information environment has facilitated (1) the emergence of a world-wide positional market of elite US/UK universities; and (2) the rapid development of a commercial mass market led by UK and Australian universities. Global competition is vectored by research capacity. This is dominated by English language, especially US universities, contributing to the pattern of asymmetrical resources and one-way global flows. The paper uses Australia as its example of system segmentation and global/national interface. It closes by reflecting on a more balanced global distribution of capacity.

Dynamics of National and Global Competition in Higher Education

Table 1 Correlations between institutional mean scores of NSSE clusters of effective educational practices and institutional graduation rates (N=680 4-year colleges and universities) .

https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

What Matters to Student Success: A Review of the Literature

A perennial challenge for universities and colleges isto keep pace with knowledge change by reconsideringtheir structural and resource commitments to variousknowledge areas. Reflecting upon changes in theacademic landscape of public higher education in theUnited States over the past quarter of a century, theauthor diagnoses a macro-trend whereby the dominantlegitimating idea of public higher education haschanged from higher education as a social institutionto higher education as an industry. Threeinterrelated mechanisms are identified as havingadvanced this process: academic management, academicconsumerism, and academic stratification. This pattern of academic restructuring reflects multiple institutional pressures. Whilepublic universities and colleges have increasinglycome to rely on market discourse and managerialapproaches in order to demonstrate responsiveness toeconomic exigencies, they may end up losing legitimacyas they move away from their historical character,functions, and accumulated heritage as educationalinstitutions. Thus, responsiveness to compellingeconomic pressures that dominate contemporaryorganizational imperatives in an attempt to gainlegitimacy in one dimension may result in loss for another.Wholesale adaptation to market pressures and managerialrationales could thereby subsume thediscourse about the future of colleges anduniversities within a logic of economic rationality ata detriment to the longer-term educational legaciesand democratic interests that have long characterizedAmerican public education.

https://www.jstor.org/stable/pdfplus/3447907.pdf

Academic restructuring: Organizational change and institutional imperatives

First published in 1998, American Higher Education in the Twenty-First Century offers a comprehensive entree to the central issues facing American colleges and universities today. This thoroughly revised edition brings the volume up to date on key topics of enduring interest. Placing higher education within its social and political contexts, leading scholars discuss finance, federal and state governance, faculty, students, curriculum, and academic leadership. Contributors also address major changes in higher education, especially the influence and incorporation of the latest technologies and growing concern about the future of the academy in a post-Iraq War setting. No other book covers such wide-ranging issues under the broader theme of higher education's relationship to society. Highly acclaimed and incorporating cutting-edge research, American Higher Education in the Twenty-First Century remains the standard reference in the field. Contributors: Philip G. Altbach, Benjamin Baez, Michael N. Bastedo, Robert O. Berdahl, Marjorie A. E. Cook, Melanie E. Corrigan, Judith S. Eaton, Peter D. Eckel, Gustavo Fischman, Roger L. Geiger, Lawrence E. Gladieux, Sara Goldrick-Rab, Patricia J. Gumport, Fred F. Harcleroad, D. Bruce Johnstone, Adrianna Kezar, Jacqueline E. King, Aims C. McGuinness Jr., Amy Scott Metcalfe, Michael Mumper, Michael A. Olivas, Robert M. O'Neil, Gary Rhoades, Frank A. Schmidtlein, Sheila Slaughter, Daryl G. Smith, John Willinsky

American Higher Education in the Twenty-First Century: Social, Political and Economic Challenges.

Academic policy initiatives have long been apowerful lever for mission differentiationwithin U.S. public higher education. Althoughthe higher education literature has examinedbasic issues in the design of public systems,the tension between access and differentiationhas not been explored. Drawing uponcomparative case studies of public highereducation in Massachusetts and New York, thisarticle examines recent policy initiatives toterminate academic programs, eliminate remedialeducation, and promote honors colleges withineach state system. The analysis depicts howthese policies contribute to increasedstratification of programs and students withina state system as well as within particularcampuses in a system. The authors argue thatpolicy analysis in higher education shoulddevelop a more refined conceptualization ofaccess that examines the cumulative impact ofcontemporary policies on the stratification ofstudent opportunity.

Access to What? Mission Differentiation and Academic Stratification in U.S. Public Higher Education.

which decisions are based, when quality and centrality are not operationalized to the satisfaction of groups of organizational participants, when decisions appear to have been reached privately by the judgments of a few administrators, or when the decisions seem arbitrary and capricious because they contradict widely cherished meritocratic assumptions that rewards and sanctions are allocated on the basis of academic performances. 7 The United States was at war in the Gulf at the time, so these terms of battle were especially timely. 8 One consequence of production function thinking was that a Academic program reduction has become a common retrenchment strategy for coping with the economic recession of the early 1990s, especially for public research universities struggling with the tripartite mission of service, teaching, and research |17, 20, 45, 48, 63, 66, 68~. One recent report estimates that up to two-thirds of American public research universities have faced substantial budget cuts in the 1991-92 academic year alone |36~. Additive solutions are no longer a viable approach to resolving conflicting views over what knowledge to include in a campus curriculum, as was previously done with women's studies and ethnic studies during the 1970s. In these times of fiscal constraint, long-existing academic programs with tenured faculty can be targeted for reduction or dismantling, as occurred in the 1980s with occasional retrenchment of semiprofessional schools such as nursing and education as well as departments such as geography and sociology |14, 46, 49, 52, 51, 59, 62, 83, 84, 96~. That academic program reduction entails intraorganizational turmoil is an undisputed empirical finding.(1) However, the nature of that turmoil warrants further scholarly attention to account for ideological patterns among professional subgroups that may not be as apparent in times of abundance. Specifically, we need to identify and account for a confluence of interests and alignments that surface across campuses. This article seeks to make a conceptual and empirical contribution by examining academic program reduction as a site of contested terrain, where campuses are seen as arenas of organizational struggle among groups to define and control professional work |46, 79, 80, 85~. The exploratory investigation draws on interview data from case studies of two public research universities, each the flagship campus in its state, where administrators proposed retrenchment as a primary strategy for adapting to substantial cutbacks in state appropriations (in the 10-15 percent range over two years, in the 20-25 percent range over three years.)(2) Semistructured interviews with forty faculty and twenty administrators captured how they, as both informants and respondents, made sense of organizational actors' interests in the budget crisis. Analyzing metaphorical imagery |56, 67, 77, 90~, I focus on explicit and implicit alignments, that is, with whom the interviewees aligned themselves to justify their location and to whom they appealed for legitimacy.(3) Five major patterns of language, and thus groups, surfaced among organizational participants, each with distinctive appeals to external referents for legitimacy. First, executive administrators on campus spoke in a corporate language of alterations (for example, downsizing, consolidation) calling for swift, centralized decision making in order to adapt to mandates from the state and the market. Second, subordinate administrators (for example, deans) in the tier below the executive decision makers aligned themselves with the top tier's discourse of alterations and, in a language of rationalization, tried to make sense of the content and process of budget decisions. Third, faculty research stars aligned themselves with the administrative language of alterations and justified their own entrepreneurial orientations with the language of the meritocracy in the context of national science policy. …

The Contested Terrain of Academic Program Reduction.

In this volume, Patricia Gumport and other leading scholars examine the sociology of higher education as it has evolved since the publication of Burton Clark's foundational article in 1973. They trace diverse conceptual and empirical developments along several major lines of specialization and analyze the ways in which wider societal and institutional changes in higher education have influenced this vital field of study. In her own chapters, Gumport identifies the factors that constrain or facilitate the field's development, including different intellectual legacies and professional contexts for faculty in sociology and in education. She also considers prospects for the future legitimacy and vitality of the field. Featuring extensive reviews of the literature, this volume will be invaluable for scholars and students of sociology and higher education.

Patricia J. Gumport

Papers

Academic restructuring: Organizational change and institutional imperatives

American Higher Education in the Twenty-First Century: Social, Political and Economic Challenges.

Access to What? Mission Differentiation and Academic Stratification in U.S. Public Higher Education.

The Contested Terrain of Academic Program Reduction.

Sociology of Higher Education: Contributions and Their Contexts