Showing papers on "Higher education published in 1973"
TL;DR: The authors performed multidimensional scaling on scholars' judgments about the similarities of the subject matter of different academic areas and found that three dimensions were common to the solutions of both samples: existence of a paradigm, concern with application, and concern with life systems.
Abstract: Multidimensional scaling was performed on scholars' judgments about the similarities of the subject matter of different academic areas. One hundred sixty-eight scholars at the University of Illinois made judgments about 36 areas, and 54 scholars at a small western college judged similarities among 30 areas. The method of sorting (Miller, 1969) was used in collecting data. Three dimensions were common to the solutions of both samples: (a) existence of a paradigm, (b) concern with application, and (c) concern with life systems. It appears that these dimensions are general to the subject matter of most academic institutions.
1,651 citations
TL;DR: In this article, a theory of independent learning and teaching is proposed for higher education, with a focus on the individual learner and the teacher, and a framework for independent learning.
Abstract: (1973). Toward a Theory of Independent Learning and Teaching. The Journal of Higher Education: Vol. 44, No. 9, pp. 661-679.
420 citations
395 citations
Book•
01 Jan 1973
TL;DR: In this paper, the carnegie commission on higher education is a good habit; it will not make it as disturbing activities or as boring activity and it can gain many benefits and importances of reading.
Abstract: Will reading habit influence your life? Many say yes. Reading the carnegie commission on higher education is a good habit; you can develop this habit to be such interesting way. Yeah, reading habit will not only make you have any favourite activity. It will be one of guidance of your life. When reading has become a habit, you will not make it as disturbing activities or as boring activity. You can gain many benefits and importances of reading.
319 citations
142 citations
Journal Article•
129 citations
TL;DR: The use of computers in instruction in secondary schools is discussed in this article, where the authors make recommendations for secondary school educators interested in the new media and the Fourth Revolution: Instructional Technology in Higher Education.
Abstract: Warren J. Koch is principal of Half Hollow Hills High School in Dix Hills, N.Y., and author of The Use of Computers in Instruction in Secondary Schools, a new NASSP monograph available from NASSP at $1.50 per copy. (Orders must be prepaid. ) SECONDARY school administrators interested in educational technology will find The Fourth Revolution: Instructional Technology in Higher Education very informative. Although the report has as its purpose higher education, the findings and recommendations will be of concern to secondary school educators, especially those interested in the new media.
116 citations
Book•
01 Jan 1973
TL;DR: The emergence of the social sciences in the French system of higher education has been discussed in detail in this paper, where the authors present a perspective on the evolution of the French social sciences.
Abstract: Prologue: Perspectives on the Emergence of the Social Sciences Part I: Organization and Innovation in the French System of Higher Education Introduction 1. The French System of Higher Education: Basic Institutional Structures 2. Patrons and Clusters: The Informal Structure of the French University System Part II: The Institutionalization of the Social Sciences Introduction 3. Prophetic Precursors: Positivists, Le Playists, and Anthropologists 4. The Social Statisticians 5. The International Sociologists 6. The Durkheimians and the University Part III: Continuities and Discontinuities Introduction 7. French Social Science Since 1914 8. Conclusion Appendixes: Social Recruitment and Traditions of Research Appendix I. Social Characteristics and Institutional Affiliations Appendix II. Three Approaches to Research: Descriptive, Impressionistic, and Systematic Appendix III. Technical Note on Content Analysis Procedures Index
116 citations
01 Jan 1973
TL;DR: The Doña Ana County Occupational Education Branch of New Mexico State University (DCEB) as discussed by the authors was proposed by the Gadsden, Hatch, and Las Cruces school districts.
Abstract: In 1965, Doña Ana County was designated by the New Mexico Department of Education as an appropriate site in southern New Mexico for an area vocational-technical school. In 1971, the boards of education of the Gadsden, Hatch, and Las Cruces school districts requested that New Mexico State University establish a branch community college located on its campus in Las Cruces to offer postsecondary vocationaltechnical education in Doña Ana County. The NMSU Board of Regents approved the request in 1972, and the voters in Doña Ana County approved an operational mill levy in May 1973. The institution became an official entity on July 1, 1973. It began offering vocational training programs on September 4, 1973, as the Doña Ana County Occupational Education Branch of New Mexico State University.
TL;DR: A sociology of higher education has emerged in the quarter-century since World War II as mentioned in this paper, and it is now a field with several important streams of interest: the two major foci of educational inequality beyond the secondary level and the social-psychological effects of college on students; and smaller literatures on the academic profession and governance and organization.
Abstract: A sociology of higher education has emerged in the quarter-century since World War II. It is now a field with several important streams of interest: the two major foci of educational inequality beyond the secondary level and the social-psychological effects of college on students; and smaller literatures on the academic profession and governance and organization. In the 1970s, some parts of the field face the danger of expensive trivialization, others of substituting playful journalism for scholarly discipline. Encouraging prospects for the near future include more extensive development of comparative studies and analyses with historical depth. A useful additional step would be to counter the dominant instrumental definitions of education with approaches that center on the values, traditions, and identities-the expressive components-of educational social systems.
TL;DR: Evidence suggests that MI meets the needs of today's students more adequately than traditional instruction both with respect to the quality of learning and the content, however, certain problems may arise in implementing MI.
Abstract: The principles and purposes of modular instruction (MI), its advantages for both students and instructors, and a comparison between the conventional and modular approach are presented. Separate sections deal with implementation and management of MI and include a discussion of evaluation and cost. Several examples of modular formats in use at North American universities are described.
TL;DR: In this article, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Abstract: DOCUMENT RESUME
TL;DR: The greater articulation of scientific fields with well-developed paradigms is viewed as facilitating scientific activities within those fields as discussed by the authors, and earlier research reported greater consensus in the physical sciences, greater willingness to work with graduate students, and large advantages in research support and funding as compared to the social sciences.
Abstract: The greater articulation of scientific fields with well-developed paradigms — in Kuhn's sense of the term — is viewed as facilitating scientific activities within those fields. Contrasting two physical science with two social science fields, earlier research reported greater consensus in the physical sciences, greater willingness to work with graduate students, and large advantages in research support and funding as compared to the social sciences.
TL;DR: The United Nations University (UNU) as mentioned in this paper is the only institution in the world that can grant academic degrees to its students, which enables them to access first-hand research experience at the heart of the United Nations.
Abstract: community as the only United Nations organ mandated by the General Assembly to grant academic degrees. This enables UNU to provide a unique educational opportunity unavailable anywhere else in the world: students are offered first-hand research experience at the heart of the United Nations. The University offers a growing range of master’s and doctoral degree programmes that equip the leaders of tomorrow with the necessary academic foundations to effectively address pressing global problems. UNU postgraduate programmes are interdisciplinary and problem-focused. Over the course of their studies, students will undertake research that links directly with the work of the United Nations and its specialized agencies, as well as with numerous intergovernmental processes. The University brings together scholars from both developing and developed countries to form a truly international academic community. Together with UNU’s global student body, this vibrant community ensures an uninterrupted flow of ideas and knowledge across borders, pushing the boundaries of sustainable thinking. UNU is headquartered in Tokyo, Japan, and includes 15 issue-oriented research and training institutes in 13 countries. For more information about UNU degree programmes, we invite you to visit us at unu.edu. United Nations University
TL;DR: It is suggested that “students are less than perfect judges of teaching effectiveness”—at least if teaching effectiveness is measured by how much students learn.
Abstract: Rodin and Rodin point out that there are two ways of judging teaching through students—ascertaining how much students have learned and obtaining student evaluations of teacher effectiveness Some commonly accepted notions regarding student evaluations are challenged in this article, which comments on the results obtained in a number of studies The authors suggest that “students are less than perfect judges of teaching effectiveness”—at least if teaching effectiveness is measured by how much students learn This paper, reprinted from Science, helps to set the stage for the remaining articles in this issue
TL;DR: In fact, there are some who fear that the college student, by virtue of the apparent increasing emphasis on student ratings of professors, could become the "Godfather" of the academic community as mentioned in this paper.
Abstract: T are some who fear that the college student, by virtue of the apparent increasing emphasis on student ratings of professors, could become the "Godfather" of the academic community. More exactly, they fear that too much emphasis could be put on these ratings and that, generally speaking, the power that students might acquire would not be in the best interest of the academic community. One can, in fact, point to the medieval universities as an example of unreasonable student influence over teachers. As Rashdall (1936) notes in his writings about the medieval European universities, students at the University of Bologna not only paid teachers a "collecta" or fee (which apparently was determined by a teacher's ability to haggle), but they also could report teacher irregularities to the rector. For example, law texts were divided into segments, and each instructor was required to cover a particular segment by a specific date; to enforce this statute, the rector appointed a committee of students to report on dilatory professors, who were then required to pay a fine for each day that they had fallen behind.