Class and Corporate Relations with the Private College System

TLDR: It is generally agreed that higher education performs essential services for American business and is seen as decisive for the growth and profitability of industry (Gordon and Howell, 1959; Patrick and Eells, 1969) as mentioned in this paper.

Abstract: It is generally agreed that higher education performs essential services for American business. Scientific research and a properly educated labor force are seen as decisive for the growth and profitability of industry (Gordon and Howell, 1959; Patrick and Eells, 1969). Analysts divide on whether the interests of institutions other than business have been equally well served by the college system. Structural-functionalists and kindred analysts lean toward the conclusion that higher education contributes to the collective interests of the entire society (Parsons and Platt, 1973), while Marxists generally conclude that business is disproportionately benefitted (Miliband, 1969; Bowles and Gintis, 1976). Nonetheless, both theoretical traditions emphasize the role of higher education in meeting the knowledge and training demands of modern industry. While education may be a &dquo;vital working tool of business&dquo; (Patrick and Eells, 1969: 22), business has also been vital to the support of higher education. Business has played an important role in shaping public opinion and legislation favorable to the college system, and it has been a major source of private contributions. It would appear that a central feature of the relationship between business and higher education is an exchange of essential re-