Hugendubel.info - Die B2B Online-Buchhandlung 

Merkliste
Die Merkliste ist leer.
Bitte warten - die Druckansicht der Seite wird vorbereitet.
Der Druckdialog öffnet sich, sobald die Seite vollständig geladen wurde.
Sollte die Druckvorschau unvollständig sein, bitte schliessen und "Erneut drucken" wählen.

Scholars in the Changing American Academy

E-BookPDF1 - PDF WatermarkE-Book
276 Seiten
Englisch
Springer Netherlandserschienen am02.12.20112012
As the nature of education generally, and higher education in particular, changes irrevocably, it is crucial to understand the informed opinions of those closest to the institutions of learning. This book, based on a survey of academics in 19 nations and conducted by leading global scholars, is a thorough sounding of the attitudes of academics to their working environment. As the post-WWII liberal consensus crumbles, higher education is increasingly viewed as a private and personal investment in individual social mobility rather than as a public good and, ipso facto, a responsibility of public authorities. The incursion of corporate culture into academe, with its 'stakeholders', 'performance pay' and obsession with 'competitiveness' is a matter of bitter debate, with some arguing that short-termism is obviating epoch-making research which by definition requires patience and persistence in the face of the risk of failure.


This book highlights these and many other key issues facing the academic profession in the US and around the world at the beginning of the 21st century and examines the issues from the perspective of those who are at the front line of change. This group has numerous concerns, not least in the US, where government priorities are shifting with growing budget pressures to core activities such as basic education, health and welfare. Drawing too on comparable surveys conducted in 1992, the book charts the actual contours of change as reflected in the opinions of academics. Critically, the volume explicitly compares and contrasts the situation of American academics with that of academics in other advanced and developing economies. Such an assessment  is critical both for Americans to chart the future of their indigenous tertiary enterprise, but also for shaping the response of the nations around the world who contemplate applying the American model to their own national systems.mehr
Verfügbare Formate
BuchGebunden
EUR106,99
BuchKartoniert, Paperback
EUR106,99
E-BookPDF1 - PDF WatermarkE-Book
EUR96,29

Produkt

KlappentextAs the nature of education generally, and higher education in particular, changes irrevocably, it is crucial to understand the informed opinions of those closest to the institutions of learning. This book, based on a survey of academics in 19 nations and conducted by leading global scholars, is a thorough sounding of the attitudes of academics to their working environment. As the post-WWII liberal consensus crumbles, higher education is increasingly viewed as a private and personal investment in individual social mobility rather than as a public good and, ipso facto, a responsibility of public authorities. The incursion of corporate culture into academe, with its 'stakeholders', 'performance pay' and obsession with 'competitiveness' is a matter of bitter debate, with some arguing that short-termism is obviating epoch-making research which by definition requires patience and persistence in the face of the risk of failure.


This book highlights these and many other key issues facing the academic profession in the US and around the world at the beginning of the 21st century and examines the issues from the perspective of those who are at the front line of change. This group has numerous concerns, not least in the US, where government priorities are shifting with growing budget pressures to core activities such as basic education, health and welfare. Drawing too on comparable surveys conducted in 1992, the book charts the actual contours of change as reflected in the opinions of academics. Critically, the volume explicitly compares and contrasts the situation of American academics with that of academics in other advanced and developing economies. Such an assessment  is critical both for Americans to chart the future of their indigenous tertiary enterprise, but also for shaping the response of the nations around the world who contemplate applying the American model to their own national systems.

Inhalt/Kritik

Inhaltsverzeichnis
1;Scholars in the Changing American Academy;3
1.1;Preface;5
1.2;Acknowledgments;9
1.3;Contents;11
1.4;List of Tables;17
1.5;Chapter 1: The Changing Academic Profession in the USA;29
1.5.1;1.1 Introduction;29
1.5.2;1.2 The Changing Context for Academic Work;29
1.5.3;1.3 Impact on the Academic Profession;31
1.5.4;1.4 Two Types of Academies;31
1.5.5;1.5 The Concept of the Academic Profession;32
1.5.6;1.6 The Development and Stratification of Three Global Models of the University;33
1.5.7;1.7 Twentieth-Century Massification of Higher Education in the USA;35
1.5.8;1.8 The Transformation of Management and Governance;35
1.5.9;1.9 Inquiry on the American and Global Academic Profession(s);37
1.5.10;1.10 The 2007 Changing Academic Profession Study;38
1.5.11;1.11 Core Themes of the CAP Project;38
1.5.11.1;1.11.1 Relevance;39
1.5.11.2;1.11.2 Internationalization;39
1.5.11.3;1.11.3 Managerialism;40
1.5.12;1.12 The Purpose and Organization of This Volume;40
1.5.13;References;42
1.6;Chapter 2: Concepts and Methods;43
1.6.1;2.1 Introduction;43
1.6.2;2.2 Conceptual Framework: A General Systems Model;43
1.6.3;2.3 Research Questions Addressed;44
1.6.4;2.4 Participating Countries;44
1.6.5;2.5 Sample Design of the National Surveys;45
1.6.5.1;2.5.1 Analytic Goals;45
1.6.5.2;2.5.2 Design Options;45
1.6.5.3;2.5.3 Structure of Higher Education;46
1.6.5.4;2.5.4 Selection of the US Sample;47
1.6.6;2.6 Development of the Survey Instrument;47
1.6.7;2.7 Data Collection;49
1.6.7.1;2.7.1 Response Rate;49
1.6.8;2.8 Data Coding and Analysis;50
1.6.8.1;2.8.1 Coding;50
1.6.8.2;2.8.2 Data Analysis;51
1.6.8.3;2.8.3 Missing Data;51
1.6.9;2.9 Summary;52
1.6.10;References;52
1.7;Chapter 3: The Balance Between Teaching and Research in the Work Life of American Academics;54
1.7.1;3.1 Introduction: The Arbiters of Faculty Work Life;54
1.7.2;3.2 Purpose of the Proposed Study;56
1.7.3;3.3 Data Source and Method;56
1.7.3.1;3.3.1 Dependent Variables;57
1.7.3.2;3.3.2 Independent Variables;57
1.7.3.3;3.3.3 Data Analysis;58
1.7.4;3.4 Prologue to Results: Trends in Academic Work, 1970-1992;58
1.7.5;3.5 Findings;59
1.7.5.1;3.5.1 Descriptive Results;59
1.7.5.1.1;3.5.1.1 Institutional Type;59
1.7.5.1.2;3.5.1.2 Academic Discipline;60
1.7.5.1.3;3.5.1.3 Gender;64
1.7.5.1.4;3.5.1.4 Type of Appointment;64
1.7.5.2;3.5.2 Inferential Results;73
1.7.6;3.6 Discussion and Conclusions;76
1.7.7;References;77
1.8;Chapter 4: Comparing the Research Productivity of US Academics;78
1.8.1;4.1 Introduction;78
1.8.2;4.2 The USA as Number One?;78
1.8.3;4.3 The Data and Its Limitations;80
1.8.4;4.4 The Recent Pattern;81
1.8.5;4.5 Accounting for Individual Productivity;81
1.8.5.1;4.5.1 Model;82
1.8.5.1.1;4.5.1.1 Dependent Variable;83
1.8.5.1.2;4.5.1.2 Independent Variables and Data;83
1.8.5.1.3;4.5.1.3 Summary Statistics;84
1.8.5.2;4.5.2 Comparing the Regression Coefficients;84
1.8.6;4.6 Looking Backward;86
1.8.7;4.7 Conclusion;88
1.8.8;References;88
1.9;Chapter 5: The Glass Ceiling Effect: Does It Characterize the Contemporary US Academy?;90
1.9.1;5.1 Introduction;90
1.9.2;5.2 Equity or Discrimination: The Analytical Question;91
1.9.3;5.3 The Determinants of Advancement in Academia;92
1.9.4;5.4 The Dependent Variable: Rank;93
1.9.5;5.5 Independent Variables;93
1.9.5.1;5.5.1 Sociodemographic;93
1.9.5.1.1;5.5.1.1 Gender;93
1.9.5.1.2;5.5.1.2 Minority Status;93
1.9.5.1.3;5.5.1.3 Foreign Born;94
1.9.5.2;5.5.2 Other Personal Factors;94
1.9.5.2.1;5.5.2.1 Family Status;94
1.9.5.2.2;5.5.2.2 Cultural Capital;95
1.9.5.2.3;5.5.2.3 Educational Background or Training;95
1.9.5.2.3.1; Foreign Trained;95
1.9.5.2.4;5.5.2.4 Age;95
1.9.5.3;5.5.3 Organizational Variables;96
1.9.5.3.1;5.5.3.1 Research University;96
1.9.5.3.2;5.5.3.2 Appointment Type;96
1.9.5.4;5.5.4 Professional and Disciplinary Variables;97
1.9.5.4.1;5.5.4.1 Discipline;97
1.9.5.4.2;5.5.4.2 Previous Academic Experience;97
1.9.5.4.3;5.5.4.3 Nonacademic Work Experience;97
1.9.5.4.4;5.5.4.4 Time on Task;98
1.9.5.4.5;5.5.4.5 Research Productivity;98
1.9.6;5.6 Interactions;98
1.9.7;5.7 The Basic Academic Advancement Model;98
1.9.7.1;5.7.1 The Impact of Discipline;99
1.9.7.2;5.7.2 Gender and Advancement;100
1.9.7.3;5.7.3 Advancement of Minorities in the US Academy;100
1.9.7.4;5.7.4 Advancement of the Foreign Born in the US Academy;101
1.9.7.5;5.7.5 Lingering Discrimination?;102
1.9.8;5.8 Conclusion;103
1.9.9; Appendix: Variables Included in 2007 Regressions;104
1.9.10;References;104
1.10;Chapter 6: The Internationalization of the US Academy: A Disciplinary Perspective;106
1.10.1;6.1 Introduction;106
1.10.2;6.2 The Background of Academic Internationalization;106
1.10.2.1;6.2.1 Internationalization of Research Universities;107
1.10.2.2;6.2.2 Expanding to the Professions;108
1.10.2.3;6.2.3 Reaching Out to Liberal Arts Colleges and School;108
1.10.2.4;6.2.4 Individual Characteristics;109
1.10.3;6.3 Research Questions;109
1.10.4;6.4 Methods;110
1.10.5;6.5 Level of Interest;110
1.10.5.1;6.5.1 2007 Level Compared to Other Nations;110
1.10.5.2;6.5.2 2007 Level Compared to 1992 Level;110
1.10.6;6.6 A Model of Academic Internationalization;112
1.10.7;6.7 Some Factors Accounting for Differential Interest in 2007;113
1.10.7.1;6.7.1 University Type;113
1.10.7.2;6.7.2 Academic Field;113
1.10.7.3;6.7.3 Academic Rank;116
1.10.8;6.8 Discussion and Implications;117
1.10.9;References;118
1.11;Chapter 7: Internationalization of Work Content and Professional Networks;119
1.11.1;7.1 Introduction;119
1.11.2;7.2 Theoretical Framework;120
1.11.2.1;7.2.1 Independent or Predictor Variables;121
1.11.2.2;7.2.2 Data Analysis;125
1.11.3;7.3 Logistic Regression Analysis;125
1.11.3.1;7.3.1 Dependent Variable: Collaborate with International Colleagues in Research;126
1.11.3.2;7.3.2 Dependent Variable: Coauthor with Foreign Colleagues;128
1.11.3.3;7.3.3 Dependent Variable: Primary Research Emphasis This Year Is International in Scope;129
1.11.4;7.4 Discussion and Conclusion;131
1.11.5; Appendix: Coding Summary of Variables in the Study;133
1.11.6;References;135
1.12;Chapter 8: Historical and Comparative Perspectives on the Faculty Role in Governance;136
1.12.1;8.1 Introduction;136
1.12.2;8.2 The Current Study;137
1.12.2.1;8.2.1 Dependent Variables;137
1.12.3;8.3 Support for Academic Work;138
1.12.4;8.4 Decision-Making in Academia;139
1.12.4.1;8.4.1 Faculty Perceptions of the Influence of Internal and External Stakeholders in Five Decision Areas;139
1.12.4.2;8.4.2 Faculty Self-Reported Involvement and Influence in Governance;142
1.12.4.3;8.4.3 Perceptions of Administrative Competence and Faculty Engagement;143
1.12.5;8.5 The Cap Governance Findings in Comparison to Other US National Surveys;145
1.12.5.1;8.5.1 The 2007 CAP Survey Compared to the 2001 Kaplan and the 2002 USC Survey;145
1.12.5.2;8.5.2 Faculty Role in Decision-Making;145
1.12.5.3;8.5.3 Trends in Governance Roles, 1981-2001;148
1.12.5.4;8.5.4 Faculty Engagement and Faculty-Administrative Communication;148
1.12.6;8.6 The US CAP Survey Data in Comparative Perspective;149
1.12.7;8.7 Summary and Conclusions;152
1.12.8;References;154
1.13;Chapter 9: Declining Institutional Loyalty;155
1.13.1;9.1 Introduction;155
1.13.2;9.2 The Multidimensional Nature of Academic Work;156
1.13.2.1;9.2.1 The Perception of Relative Benefits;156
1.13.3;9.3 Which Factors Have the Greatest Influence on Institutional Loyalty?;157
1.13.4;9.4 Recent Trends in the Commitments of US Academics;158
1.13.5;9.5 Findings from Correlation Analysis;158
1.13.6;9.6 Findings from Multiple Regression;161
1.13.7;9.7 Implications for Academic Work;161
1.13.8;9.8 Conclusions;163
1.13.9;References;163
1.14;Chapter 10: Conclusion: New Rules and Roles;165
1.14.1;10.1 Introduction;165
1.14.2;10.2 What Have We Learned About the Contours of Change?;166
1.14.2.1;10.2.1 Teaching and Research;166
1.14.2.2;10.2.2 Internationalization;166
1.14.2.3;10.2.3 Faculty Demographics and Careers;167
1.14.2.4;10.2.4 Faculty Governance and Institutional Engagement;168
1.14.2.4.1;10.2.4.1 Governance Trends;168
1.14.2.4.2;10.2.4.2 Declining Salience of Institutional Type;169
1.14.2.4.3;10.2.4.3 The USA in Comparative Perspective;169
1.14.3;10.3 What Do These Changes Portend?;170
1.14.3.1;10.3.1 Establishing Some Basic Parameters and Distinctions;171
1.14.3.2;10.3.2 Implications for Faculty as Individuals;172
1.14.3.3;10.3.3 Implications for Institutional Functioning;172
1.14.4;10.4 Putting Change in the Academy in Perspective;173
1.14.5;10.5 The Search for Indicators or Benchmarks;173
1.14.6;References;174
1.15;Chapter 11: Appendices;176
1.15.1;11.1 The Changing Academic Profession (CAP) Survey;176
1.15.1.1;11.1.1 The Changing Academic Profession, 2007-2008: The US Component of an International Survey;176
1.15.2;11.2 CAP Letter of Solicitation;193
1.15.2.1;11.2.1 An Invitation to Participate in a New Global Initiative;193
1.15.3;11.3 The Changing Academic Profession (CAP);195
1.15.4;A. Career and Professional Situation;203
1.15.5;B. General Work Situation and Activities;229
1.15.6;C. Teaching;239
1.15.7;D. Research;244
1.15.8;E. Management;260
1.15.9;F. Personal Background and Professional Preparation;273
1.15.10;N. New Variables;284
1.16;About the Authors;292
1.17;Index;294mehr