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Showing papers on "Higher education published in 1970"


Journal ArticleDOI
TL;DR: In this article, a model based on Durkheim's theory of suicide provides a fruitful vehicle for summarizing a large proportion of current research, and focusing future attention on the interaction between student attributes (i.e., dispositions, interests, attitudes, and skills) and the influences, expectations, and demands imposed by various sources in the university environment.
Abstract: The dropout process from higher education is examined from a variety of operational definitions and intellectual perspectives. A methodological analysis, critique, and synthesis of the empirical literature suggest that a more rigorous interdisciplinary approach must be attempted. A model based on Durkheim's theory of suicide provides a fruitful vehicle for summarizing a large proportion of current research, and focusing future attention on the interaction between student attributes (i.e., dispositions, interests, attitudes, and skills) and the influences, expectations, and demands imposed by various sources in the university environment. Both the academic and social systems of the university are regarded as important frameworks from which the dropout process must be examined. An empirical analysis operationalizing the variables in the model will be presented in the sequel to this paper.

1,360 citations


Book
01 Jan 1970
TL;DR: Clark used a developmental approach to formal organization to seek out answers to the questions: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark as mentioned in this paper, the author presented a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore, and carefully noted the unique events, special conditions, and unusual features that are the components of each institution's fabric.
Abstract: The factors contributing to the greatness of a first-rank liberal arts college are difficult to analyze. Hidden from view in the mysteries of tradition and institutional aura, the insistent questions remain: How has it been done? Can it still be done? In an intensive analysis of three highly regarded liberal arts colleges, Burton R. Clark uses a developmental approach to formal organization to seek out answers to these questions. The author begins with a presentation of the historical development of three colleges, Antioch, Reed, and Swarthmore. He describes in detail how broad institutional innovations were introduced and made to endure. He then carefully notes the unique events, special conditions, and unusual features that are the components of each institution's fabric. Each of the three narratives is guided by comparative categories, that produce analytical and theoretical insights into organizational development. From the above data Clark develops the concept of the "organizational saga" as the central ingredient in the making of the distinctive college. He explains this concept in terms of organizational role and mission, using the historical narratives of the first section to suggest the bases for the development of sagas. In its empirical findings and conceptual formulations, The Distinctive College, first published in 1970, has played an important role in the analysis and understanding of college culture in contemporary America. It is a study of leadership, as well as an examination of how values are realized in the everyday routine of participants in the life of educational organizations. It remains the premier sociological study of institution building in American higher education.

278 citations




Journal ArticleDOI
TL;DR: Stigler as discussed by the authors argued that knowledge must be a requisite to important communication and economically acquired and argued that economics belongs in everyone's education once we have learned how to teach it.
Abstract: To be essential “for the literate man,” knowledge must be a requisite to important communication and economically acquired. Therefore, argues Stigler, “… economics belongs in everyone's education once we have learned how to teach it.” He then goes on to illustrate the difficulty of conveying essential economic understanding, including the important difficulty economists have had in grasping their own subject.

74 citations


Journal Article
01 Jun 1970
TL;DR: The role of government in education and the role of private, voluntary, and competitive education funded by families, churches, and philanthropies was examined in this article, where the authors argued that the state system of education was superimposed upon successful private efforts, thereby suppressing an emerging and increasingly robust structure of private and voluntary education.
Abstract: "Education and the State" first appeared in 1965 and was immediately hailed as one of the century's most important works on education In the thirty years that have followed, the questions this book raised concerning state-run education have grown immeasurably in urgency and intensity "Education and the State" re-examines the role of government in education and challenges the fundamental statist assumption that the state is best able to provide an education for the general population West explores the views on education of the nineteenth-century British reformers and classical economists who argued the necessity of state education He demonstrates that by the Foster Act of 1870 the state system of education was superimposed upon successful private efforts, thereby suppressing an emerging and increasingly robust structure of private, voluntary, and competitive education funded by families, churches, and philanthropies This new and expanded edition of "Education and the State" addresses the American situation in education, applying the lessons learned from the study of British institutions It also broadens their application from education to the conduct of democracy as a political system

71 citations


Book Chapter
01 Jan 1970

70 citations








Book
01 Jan 1970

Journal ArticleDOI
TL;DR: McGrath as discussed by the authors stated that students entering a predominantly black college or university are generally less well prepared for college as indicated by standard test scores, and also pointed out that on any characteristic, such as library facilities, faculty competence, or physical equipment, the predominantly black institutions are spread over a considerable range.
Abstract: Attention has recently been focused on the predominantly Negro colleges and the role they have played or should play in higher education. As late as 1965, McGrath reported that the predominantly Negro institutions accounted for less than 3% of the country's college students, but provided a higher education for more than half of the Negro college students (McGrath, 1965). Taken as a group, predominantly Negro colleges do not compare favorably to predominantly white institutions in such things as financial resources and faculty qualifications. The Commission on Higher Educational Opportunity in the South, in summarizing data gathered on the South's 104 traditionally Negro colleges, stated: "While they have made important contributions to the advancement of the Negro in American life in the past, it has been well-documented that-as a group and for many reasons-these institutions do not provide equal higher educational opportunity for their students" (Southern Regional Education Board, 1967, p. 1). McGrath (1965) stated that if all higher educational institutions were ranked on various features, more of the Negro colleges and universities would fall in the lower than in the upper 50%. McGrath also pointed out, however, that on any characteristic, such as library facilities, faculty competence, or physical equipment, the predominantly Negro institutions are spread over a considerable range. Students entering a predominantly Negro college or university are generally less well prepared for college as indicated by standard


Journal ArticleDOI
TL;DR: The authors examined the degree to which measures of aptitude and undergraduate preparation obtained before the beginning of doctoral study are predictive of the success of psychology graduate students, and concluded that the overall success of each student was made six years after their beginning of graduate work, when all students in the research either had completed a Ph.D. or not.
Abstract: THIS study examines the degree to which measures of aptitude and undergraduate preparation obtained before the beginning of doctoral study are predictive of the &dquo;success&dquo; of psychology graduate students. Criterion measures were taken at two points in time. At the end of the first year of graduate study, the general progress and potential of each student was rated, and first-year course grades were obtained. Judgments of the overall success of each student were made six years after the beginning of graduate work, when all students in the research either had completed a Ph.D. or









Book
01 Jan 1970
TL;DR: The purpose of this study was to describe the degree of accessibility of all higher education institutions in the country and to estimate the proportion of various ponulations living within commuting distance of those colleges judged Lasily accessible or free-access institutions.
Abstract: The purpose of this study was to describe the degree of accessibility of all higher education institutions in the country and to estimate the proportion of various ponulations living within commuting distance of those colleges judged Lasily accessible or free-access institutions. The main idea was to put together an analysis of educational resources and demographic characteristics as one additional way of judging how higher education serves the population. Chapter 1 discusses the new meaning of equal opportunity and the developments of the 1960's that affected college admissions. Chapter 2 describes the procedure with which the degree of accessibility of all colleges was rated with respect to selectivity and cost, and how each free-access college with an appropriate commuting radius was plotted on detailed state maps. Chapter 3 is concerned with the colleges themselves -how many and what types there are at each level of accessibility and where they are located. Chapter 4 describes the populations living within commuting distance of the free-access colleges. Chapter 5 describes the accessibility of higher educaticn in each state, and the implication of the state profiles are discussed in Chapter 6. Chapter 7 considers the problem of relevance and suggests a framework for improving relevant educational opportunity. The final chapter summarizes the study. (AF) Free-access higher education Warren W. Willingham



Journal ArticleDOI
01 Mar 1970-Nature
TL;DR: DecDecision Models for Educational Planning By Peter Armitage, Cyril Smith and Paul Alper as discussed by the authors, LSE Studies on Education, from the Higher Education Research Unit of the London School of Economics and Political Science.
Abstract: Decision Models for Educational Planning By Peter Armitage, Cyril Smith and Paul Alper. (LSE Studies on Education, from the Higher Education Research Unit of the London School of Economics and Political Science.) Pp. ix + 124. (Allen Lane (The Penguin Press): London, December 1969.) 15s.