Crisis, what crisis? Rhetoric and reality in higher education
01 Dec 1994-British Journal of Educational Studies (Taylor & Francis Group)-Vol. 42, Iss: 4, pp 363-374
TL;DR: While the idea of crisis is prevalent in the post-war literature an higher education, it can also be argued that our higher education systems have achieved a great deal during this period as discussed by the authors.
Abstract: While the idea of crisis is prevalent in the post‐war Anglo‐American literature an higher education, it can also be argued that our higher education systems have achieved a great deal during this period. We need to ask, therefore, whether the identified crises are real or not. And, if not, we should consider why academics prefer to see crisis in so muck of what they do.
Citations
More filters
TL;DR: The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers, and educators as mentioned in this paper, but it is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future.
Abstract: The learning society has been advocated as an answer to current economic, political and social problems by a wide coalition of interests, including politicians, employers and educators. Here we critically analyse the concept as a myth; that is, as an idea which may or may not have validity, but which many people believe in. For the purpose of this analysis, the learning society is set alongside four other myths upon which it builds: those of productivity, change, lifelong education and the learning organisation. It is argued that the United Kingdom cannot currently be considered to be a learning society, nor is it likely to become one in the foreseeable future. But the idea of the learning society retains an important role as a myth, in drawing together and channelling energies in directions sought by policy‐makers.
122 citations
TL;DR: This article argued that debates in the House of Commons are largely lifeless, for the matters under discussion have already been thoroughly thrashed out in private party meetings, and that the Parliamentary timetable and limitation of debate are largely at the mercy of the Government of the day.
Abstract: Probably the criticisms now most frequently heard about the House of Commons revolve around its loss of control over the Government. Debates, it is argued, are largely lifeless, for the matters under discussion have already been thoroughly thrashed out in private party meetings. Furthermore, the Parliamentary timetable and limitation of debate are largely at the mercy of the Government of the day.
43 citations
TL;DR: In this article, the authors explore the question of whether there was ever a golden age of academe: a time when academics were able to pursue their own interests, had relatively light and undemanding teaching responsibilities, and enjoyed widespread respect from both the general public and policy makers.
Abstract: Was there ever a golden age of academe: a time when academics were able to pursue their own interests, had relatively light and undemanding teaching responsibilities, and enjoyed widespread respect from both the general public and policy makers? This article explores that question, primarily in the context of the United Kingdom, but with some reference to other systems as well. It attempts to separate the mythical elements of the golden age from the reported memories and analyses of both those who were there at the time and subsequent authors.
34 citations
TL;DR: In this paper, the authors argue that cooperative inquiry, an action-based methodology, can help foster connectedness and contribute to healing the university-society schism by engaging in dialectics with practitioners, a process mediated both by democratic aspirations and claims of authority.
Abstract: There has been rising concern about the disconnect between universities, their communities and society at large. This is of special interest to professional schools, whose missions are founded on connecting practice and theory. We argue that cooperative inquiry, an action-based methodology, can help foster connectedness and contribute to healing the university-society schism. Doing this requires more than mere replication of the methodology; it entails engaging in dialectics with practitioners, a process that is mediated both by democratic aspirations and claims of authority. We share our experience working with social change practitioners on collaborative research about leadership, highlighting the dialectics and implications for academics wishing to capitalize on cooperative inquiry for connectedness.
32 citations
Cites background from "Crisis, what crisis? Rhetoric and r..."
...Commentators have exposed reasons for why universities have become less than committed to their communities and society at large: increasing corporatization and commercialization of universities; declining research relevance in the face of complex real-life problems; and overwhelming attendance to labor market needs rather than needs of society as a whole are but a few examples (De Sousa Santos 1998; Kezar, Chambers, and Burkhardt 2005; O’Hara 2007; Shapiro 2005; Tight 1994)....
[...]
...…universities; declining research relevance in the face of complex real-life problems; and overwhelming attendance to labor market needs rather than needs of society as a whole are but a few examples (De Sousa Santos 1998; Kezar, Chambers, and Burkhardt 2005; O’Hara 2007; Shapiro 2005; Tight 1994)....
[...]
References
More filters
Book•
01 Jan 1852
TL;DR: The idea of higher education has been the focus of much discussion from Newman's time to our own as discussed by the authors, and the issues that John Henry Newman raised -the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion, and science -have provoked discussion.
Abstract: Since its publication almost 150 years ago, "The Idea of a higher education. The issues that John Henry Newman raised - the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science - have provoked discussion from Newman's time to our own. This edition of "The Idea of a University" includes the full text of "University Teaching" and four selections from "University Subjects", together with five essays by leading scholars that explore the background and the present day relevance of Newman's themes. In the essays Martha Garland discusses the character and organization of the early 19th-century English universities upon which Newman based much of his vision; Frank M. Turner traces the impact of Newman's influence during the vast expansion of higher education since World War II; George Marsden investigates how the decreasing emphasis on religion has affected higher education; Sara Castro Klaren examines the implication of Newman's views on education and literature for current debates between proponents of a curriculum based on western civilization and one based on multiculturalism; and George Landow considers what the advent of electronic communication will mean to university teaching, research and community. To aid accessibility, the edition also includes an analytical table of contents, a chronology and biographical sketch of Newman's life, questions for discussion, expanded notes, and a glossary of names, all of which should help make this the standard teaching text of Newman's work.
941 citations
Book•
01 Jan 1988
TL;DR: The closing of the American mind as mentioned in this paper is one of the best-sellers in history, and Bloom's sweeping analysis is essential to understanding America today, and it has fired the imagination of a public ripe for change.
Abstract: "The Closing of the American Mind, " a publishing phenomenon in hardcover, is now a paperback literary event. In this acclaimed number one national best-seller, one of our country's most distinguished political philosophers argues that the social/political crisis 20th-century America is really an intellectual crisis. Allan Bloom's sweeping analysis is essential to understanding America today. It has fired the imagination of a public ripe for change.
662 citations
Book•
01 Jan 1985
TL;DR: In this article, the authors look at the future of education for all countries, focusing in particular on the lower-income developing countries, identifying and examining such critical future issues as the worldwide growth of learning neeeds and how to meet them; the growing financial squeeze and inequalities between and within countries; growing opportunities, educational reforms, innovations and new technologies and possible ways of coping with these issues through new forms of international cooperation.
Abstract: Drawing on evidence from many sources, the author looks at the future of education for all countries, focusing in particular on the lower-income developing countries. He identifies and examines such critical future issues as the worldwide growth of learning neeeds and how to meet them; the growing financial squeeze and inequalities between and within countries; the growing opportunities , educational reforms, innovations and new technologies and possible ways of coping with these issues through new forms of international cooperation.
428 citations
Book•
01 Jan 1992
TL;DR: Halsey as discussed by the authors argues that despite the subsequent expansion of higher education, this initiative represented a failed thrust towards mass higher education and shows how the rise of liberal economic policies was irrelevant to the long-term decline of academic power and demonstrates how power has ebbed away from academics towards government, and towards students and industry as consumers of education and research.
Abstract: British higher education is internationally perceived as being in crisis. In this book A. H. Halsey examines how the present-day situation developed. Beginning with the 1963 Robbins Report, he argues that, despite the subsequent expansion of higher education, this initiative represented a failed thrust towards mass higher education. He shows how the rise of liberal economic policies was irrelevant to the long-term decline of academic power and demonstrates how power has ebbed away from academics towards government, and towards students and industry as consumers of education and research. Professor Halsey's arguments are buttressed by extensive surveys, carried out in 1964, 1976, and 1989, which chart the development of academic opinion in universities and polytechnics. The survey reveals low morale, disappointment, and resentment; but these feelings are still combined with a persistent belief in the British idea of university. Professor Halsey's discussion and analysis provide vital information about the current state of Britain's higher education system and offer an important contribution to the fierce debate about educational and training policies which is currently one of the central topics of British political debate.
282 citations