Showing papers on "Higher education published in 1968"

The academic revolution

Abstract: The Academic Revolution describes the rise to power of professional scholars and scientists, first in America's leading universities and now in the larger society as well. Without attempting a full-scale history of American higher education, it outlines a theory about its development and present status. It is illustrated with firsthand observations of a wide variety of colleges and universities the country over-colleges for the rich and colleges for the upwardly mobile; colleges for vocationally oriented men and colleges for intellectually and socially oriented women; colleges for Catholics and colleges for Protestants; colleges for blacks and colleges for rebellious whites. The authors also look at some of the revolution's consequences. They see it as intensifying conflict between young and old, and provoking young people raised in permissive, middle-class homes to attacks on the legitimacy of adult authority. In the process, the revolution subtly transformed the kinds of work to which talented young people aspire, contributing to the decline of entrepreneurship and the rise of professionalism. They conclude that mass higher education, for all its advantages, has had no measurable effect on the rate of social mobility or the degree of equality in American society. Jencks and Riesman are not nostalgic; their description of the nineteenth-century liberal arts colleges is corrosively critical. They maintain that American students know more than ever before, that their teachers are more competent and stimulating than in earlier times, and that the American system of higher education has brought the American people to an unprecedented level of academic competence. But while they regard the academic revolution as having been an historically necessary and progressive step, they argue that, like all revolutions, it can devour its children. For Jencks and Riesman, academic professionalism is an advance over amateur gentility, but they warn of its dangers and limitations: the elitism and arrogance implicit in meritocracy, the myopia that derives from a strictly academic view of human experience and understanding, the complacency that comes from making technical competence an end rather than a means.

Experience or education

Abstract: My work includes writing cryptographic specifications for Thales products , providing assistance to development teams, technology watch, writing scientific reports to external clients, and operational software development. The title of my thesis was \" Gaussian Sampling in Lattice-Based Cryptography \" , and I was directed by Vadim Lyubashevsky (ÉNS) and Sylvain Lachartre (Thales). I used algorithmic, statistical and algebraic tools to make lattice-based cryptography more practical and also worked on efficient implementations of it. I developped and qualified a cryptographic library, directed by Sylvain Lachartre and Olivier Orcière. I worked on improving the polynomial selection for the NFS sieve, directed by Paul Zimmermann. My work was integrated in the CADO-NFS project and led to the publication of a research article. I studied elliptic curves and their applications in cryptography, directed by Marc Hindry.

Education for Development

Abstract: The relationship between international organization and developing countries is one of interdependence: developing countries place hope in disinterested help through international agencies; and the needs of the developing world provide stimulus to the expansion of international organization. Yet these two contemporaneous processes of political development—the growth of international organization and nation building in developing areas—may not always be in step. Education is a convenient viewpoint from which to examine this relationship, with its element of discord and of convergence of interest. Education is a prominent aspiration of governments and people in developing countries and is widely considered to be a most efficacious instrument for modernization. This subject-matter limitation also makes it possible to focus on two international organizations: the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the agency primarily responsible for educational systems; and the International Labor Organization (ILO) because of its recent emphasis both on training in occupational skills and on the relevancy of the manpower factor for educational policy.

This is the community college

Abstract: (1969). This is the Community College. The Journal of Higher Education: Vol. 40, No. 5, pp. 410-411.

Institutionalization of Innovations in Higher Education: Four Models

Abstract: The purpose of this paper is to systematize some of the contrasting conceptual schemes which have been used, more often implicitly than explicitly, by previous writers concerned with the institutionalization of innovations in higher education. Most studies have essentially utilized one of three models: the organic growth model, the differentiation model, or the diffusion model. Each of these can contribute to a greater understanding of certain institutionalization processes, but a fourth, here called the combined-process model, is more appropriate for many situations. Terry N. Clark is assistant professor of sociology at the University of Chicago.

The American University: How It Runs, Where It Is Going.

Abstract: When it was published in 1968, a year noted for historic student protests on campuses across the country, The American University spoke in Jacques Barzun's characteristically wise and lucid voice about what colleges and universities were really meant to do--and how they actually worked. Drawing on a lifetime of extraordinary accomplishment as a teacher, administrator, and scholar, Barzun here describes the immense demands placed on the university by its competing constituencies--students, faculty, administrators, alumni, trustees, and the political world around it all. "American higher education is fortunate to have had a scholar and intellectual of Jacques Barzun's stature give so many years of service to the daily bread-and-butter details of running a great university and then share his reflections with us in a literate, humane, and engaging book."--Charles Donovan, America

Considerations on the American academic system

Abstract: The American academic system of the twentieth century is unique by virtue of its large size, the wide variety of its substantive activities and the quality of their performance, as well as for the dispersion of authority throughout the system as a whole. In the following paper, we touch upon the unity of this highly differentiated system and show how, despite the dispersion of authority, the various sectors of the system maintain effective contact with each other. We shall attempt to explain why a society often charged by critics with being concerned primarily with material things supports such a costly system of higher learning. In the numbers of persons of the relevant age classes who participate in the American system, it exceeds at present, and has for a long time, any other country in the world.1 In the numbers of units classed as institutions of higher education, it is likewise unique, as well as in the numbers of teachers and research workers. It contains many of the largest universities in the world. In quality it contains some of the very greatest in the history of universities, and in the range of dispersion of quality of what is taught and discovered, it is likewise exceptional. Few countries possess universities which are the equal of its greatest, while in those countries whose universities are as poor as many of the poorer American institutions of higher education, e.g., India, the Philippines or the Latin American countries, there is none which remotely approximates the peaks reached by the most eminent American universities. Few countries have such a dispersed system of authority in their higher educational system. Japan and the Philippines each has a larger proportion of independent private universities but the number in America

Scientific Training and the Persistence of Traditional Beliefs among West African University Students

Abstract: IT is often taken for granted that education in general, and especially scientific training1,2, can eliminate the traditional supernatural beliefs widely held in African cultures. The outcome of extensive anthropological studies in this sphere, as discussed, for example, by Horton3, lends little support to this; on the contrary, it shows that such beliefs are deeply rooted in systems of social relations. If, as has been suggested4, a magico-mythical world view is an obstacle to the emergence of creative scientists (as distinct from competent practitioners of scientific techniques), then the issue is an important one. There is some evidence regarding primary and secondary schooling5,6 which indicates that education is far less effective in this respect than is usually assumed. Little seems to be known about higher education in this context, so a study was carried out at the University of Ghana.

Resources for Higher Education: An Economist's View

Abstract: It would be convenient, in good grace, and not too difficult to make a strong case for more funds for higher education. Such a case could be made convincing by simply projecting the recent high rate of increase in higher education, with student enrolment and the cost per student continuing to rise, by proclaiming that soon virtually every high school graduate will require some higher education. This would set the stage for universal higher education with the implication that it should become more nearly free to students and would stress the necessity of supporting more quantity and more quality everywhere. Thus, it would seem that there are reasons aplenty for more federal funds, preferably without public control, and for a public package that would finance everybody. But I would serve you badly by making such a case. The problems here that await solution cannot be treated in so convenient a manner. Even the preliminary task of identifying the problems that matter is a major undertaking. I am attracted to Professor Shackle's (1966) distinction between poetry as a search for beauty and policy as a search for solutions to problems. Our search is for solutions to the problem of financing higher education. Raising money falls on the President, whereas the task of finding beauty is left to students. While bards with beards protest, poets command a low price. University administrators who are successful financiers are scarce and dear. Although poetry is an art, not all of financing is problem solving; for it seems to be true that it has many of the earmarks of an art, subject to convention and tradition, as is the art of the poet in his use of words. It

Goals of Engineering Education, Final Report of the Goals Committee.

Abstract: OF EN61NEERIN6 EDUCATION The Final Report of the Goals of Engineering Education study is published in the Journal of Engineering Education so that every member of the American Society for Engineering Education will have a copy and will be made aware of the importance of the report as it relates to trends for the future. It is also the hope of the Goals Committee that the report will generate constructive discussion. Eric A. Walker, Director of the Goals study, says, "This Final Report will remain on the desk of every engineering teacher for many years to come. Like the previous studies of engineering education, it will have an impact on curricula, staff, and students, as well as on industry and government, the employers of our graduates."

A review of the nature and uses of examinations in medical education

Abstract: A review of the nature and uses of examinations in medical education , A review of the nature and uses of examinations in medical education , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی

The Academic Deanship in American Colleges and Universities

Abstract: (1968). The Academic Deanship in American Colleges and Universities. The Journal of Higher Education: Vol. 39, No. 9, pp. 532-532.