DOCSLIB.ORG

Indian Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Indian Higher Education This article was downloaded by: 10.3.98.104 On: 29 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK Routledge Handbook of Education in India Debates, Practices, and Policies Krishna Kumar Indian higher education Publication details https://www.routledgehandbooks.com/doi/10.4324/9781315107929.ch13 Philip G. Altbach Published online on: 17 Oct 2017 How to cite :- Philip G. Altbach. 17 Oct 2017, Indian higher education from: Routledge Handbook of Education in India, Debates, Practices, and Policies Routledge Accessed on: 29 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9781315107929.ch13 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Part IV Universities and society The advent of universities in India is a major facet of modernity and institutionalised education. Universities are crucial to the modern occupational structure and forms of knowledge that arose under colonial conditions in India. Although universities existed in India, we do not have precise knowledge about how they functioned, and even less about their relationship with society. In any case, a vast chronological break – with obvious implications for society – separ- ates those ancient institutions from India’s present- day universities. The latter were formally set up to serve the emerging colonial state apparatus and the limited social needs this apparatus recognised in the mid- nineteenth century. This section opens with Philip Altbach’s chapter on the development of universities in India since that time. For a while, universities performed mainly as examining and degree- granting roles; teaching was added later, and research later still. Thus, knowledge generation as an aspect of the higher education system has a relatively short history in modern India. The question Altbach focuses on is why excellence in this role con- tinues to elude India despite its growing importance in the global economy. This chapter also draws the reader’s attention to the institutional diversity that prevails in higher education (paral- lels with school education, discussed in Part I, are obvious). The policy- related matters this chapter discusses need to be considered in conjunction with conceptual issues raised in the context of curriculum design and the pedagogic and examining practices discussed in Part II. A larger theoretical perspective on knowledge and its generation is required to appreciate why so few universities in India meet the standards of quality that are commonly applied for inter- national comparison. The other three chapters included in this section explore the social base of higher education in India. This, by itself, can be regarded as a factor of quality in the experience of learning pro- vided by institutions of higher education. However, that is not the way the debate on quality in higher education is normally looked at. Customarily, issues of access are considered different from issues of quality. This kind of separation permits the discussion of inclusivity as a moral goal. Apparently, the higher education sector in India has remained largely bereft of reflection and research on the role that pedagogic issues such as the social composition of the classroom or the medium of interaction play in determining the quality of teaching and learning. The Indian university has remained remarkably unchanged as far as its role as an examining body is con- cerned. In the matter of language, too, English has maintained its dominance. What has changed 203 Downloaded By: 10.3.98.104 At: 16:58 29 Sep 2021; For: 9781315107929, chapter13, 10.4324/9781315107929.ch13 Universities and society is the composition of the clientele, and the two main reasons to which this change is related are expansion of school education and the policy of reservation for the Scheduled Castes, the Scheduled Tribes, and the Other Backward Classes. In terms of their presence in the classroom, universities and colleges have become more inclusive. To an extent, the curriculum and syllabi in certain areas have accommodated larger social concerns, but this kind of change is restricted to a handful of institutions. This bigger picture of an institutional set-up helps us grasp both the nature of the problem that higher education faces in India and also enables us to assess more objectively the relevance of new remedies such as online or distance education and private universities. These remedies bypass the core problem that has to do with the social base of universities and the manner in which the extant narrow base keeps the pedagogic environment stagnant. The chapters included in this part are aimed at assisting the reader to assess the size of the social base and the change it has undergone in the recent past. The chapter by Karuna Chanana focuses on the participation of women in higher education. She looks at both the presence of women and the areas of knowledge in which it occurs. The chapter underscores the practice of associating certain areas of knowledge with men and others with women. The chapter by Satish Deshpande examines university enrolment and performance from the perspective of social justice. More specifically, this chapter examines the provision of caste quotas as a means of pur- suing the Constitutional goal of equality with social justice in higher education. The other chapter on this theme in this part discusses the experience of tribal groups in obtaining higher education. Here, Virginius Xaxa examines the status of higher education among the Scheduled Tribes of India. Xaxa locates the problem in the meagre expansion of the sector. Owing to limited expansion, higher education has become a site of intense competition. Data show that tribal groups continue to be a victim of deprivation of opportunities for knowledge and mobility that higher education is supposed to provide to all sections of society on an equitable basis. In as much as inclusivity is a factor of quality of educational experience at any level, these chapters demonstrate how large a constraint is placed upon the quality of higher education by the inequit- able distribution of higher education among women, lower caste strata, and tribes. Inequitable distribution is also an indicator of the limited role that universities and colleges have been able to play in building a democratic social order. 204 Downloaded By: 10.3.98.104 At: 16:58 29 Sep 2021; For: 9781315107929, chapter13, 10.4324/9781315107929.ch13 13 Indian higher education Twenty- first-century challenges1 Philip G. Altbach The saga of Indian higher education since the 1960s is complex, variegated, and reflects the country’s development over time. The country’s education development has, for much of this period, lagged behind economic and social development. Like India itself, higher education realities are contradictory. India, in 2015, has the world’s second-largest higher education system in terms of student numbers, having recently overtaken the United States in enrolments, with 20 million students enrolled in post- secondary education, attending more than 35,500 colleges and 574 universities. It is estimated that more than half of the world’s post-secondary institutions are located in India – many of the colleges are uneconomically small. Approximately 20 per cent of the 18–22-year- old age cohort is in post- secondary education – with a goal of enrolling 25 per cent by 2017 and 32 per cent by 2022 – an extremely ambitious target (Rashtriya Uchchtar Shiksha Abhiyan 2013). Dropout rates are high, with many of those who enter the system failing to complete a degree. Quality is generally poor – although there are significant islands of excel- lence, the system overall is a sea of mediocrity – and none of India’s universities score well on any of the international higher education rankings (Altbach 2006). India, like many developing countries, has been swamped by massification – the rapid expan- sion of higher education enrolments that is the result of an unstoppable demand by growing segments of the population for access. India’s challenges have been magnified by increased demand for access, combined with overall population growth. In no country has rapid expan- sion been accompanied by improvement in overall quality, and in this respect India is no differ- ent than many other countries (Carnoy et al. 2013). India had several advantages at the time of Independence in 1947, but was unable to capital- ise on them. English was the near-universal medium of higher education, giving India imme- diate links to the outside world, access to scientific information, and textbooks. Although fairly small, India had developed a fairly mature higher education system, with several reputable uni- versities and specialised institutions at the top, and a respectable number of undergraduate col- leges, a few of which were of international standard. While access was limited to a small urban elite and most higher education institutions were located in metropolitan areas, colleges and universities could be found throughout India. Though the system grew fairly rapidly throughout most of the post-Independence period, population growth and an expansion of primary and secondary education meant that higher 205 Downloaded By: 10.3.98.104 At: 16:58 29 Sep 2021; For: 9781315107929, chapter13, 10.4324/9781315107929.ch13 Philip G.
Load more

Recommended publications
  • Global Trends in Higher Education
    Invitation for Lecture - Discussion on Global Trends in Higher Education by Prof. Philip Altbach Research Professor Founding Director, Center for International Higher Education Boston College, USA Chaired by Prof.(Dr.) Nitin Karmalkar Vice-Chancellor Jointly organized by the International Centre & IQAC Cell Savitribai Phule Pune University Day & Date: Tuesday, 19th December, 2017 Time: 4:00 p.m. to 5:30 p.m. Venue: PUMBA Auditorium, Savitribai Phule Pune University, Ganeskhind, Pune-411 007 Prof.(Dr.) Prafulla Pawar Prof.(Dr.) Vijay Khare Professor & Head Director Department of Management International Centre Sciences, SPPU SPPU Philip G. Altbach is Research Professor and Founding Director of the Center for International Higher Education at Boston College, where from 1994 to 2015 he was the Monan University Professor. He was the 2004-2006 Distinguished Scholar Leader for the New Century Scholars initiative of the Fulbright program, was given the Houlihan award for distinguished contributions to international education by NAFSA: Association of International Educators, the Bowen distinguished career award by the Association for the Study of Higher Education, and has been a senior associate of the Carnegie Foundation for the Advancement of Teaching. In 2010, he was Erudite Scholar of the Government of Kerala. He has taught at Harvard University, the University of Wisconsin, and the State University of New York at Buffalo. He is author of Global Perspectives on Higher Education, Turmoil and Transition, Student Politics in America, among other books. He also co- edited (with Jamil Salmi) The Road to Academic Excellence, (with Michael Bastedo and Patricia Gumport) American Higher Education in the 21st Century, the International Handbook of Higher Education, World Class Worldwide: Transforming Research Universities in Asia and Latin America and other books.
    [Show full text]
  • Number 105 Winter 2021
    NUMBER 105 WINTER 2021 INTERNATIONAL HIGHER EDUCATION THE BOSTON COLLEGE CENTER FOR INTERNATIONAL HIGHER EDUCATION Issue #105 China–Global Developing System- Relations: A Higher Impact of COVID-19 on Wide Approaches to Education Cold War? Higher Education from Teaching Excellence an Equity Perspective LIZHOU WANG AND WEN PAUL ASHWIN WEN JAMIL SALMI 5 9 13 Doctoral Education: Emerging from the Mist: Global Perspectives French Universities and Global Rankings VICTOR RUDAKOV AND MARIA YUDKEVICH 23 LUDOVIC HIGHMAN 37 The complete table of contents can be found on page 2. CONTENTS | INTERNATIONAL HIGHER EDUCATION The Boston College Center for THE POST-COVID-19 DOCTORAL International Higher Education WORLD EDUCATION: A GLOBAL brings an international consciousness 3 Fighting for Funding and against RECONSIDERATION to the analysis of higher education. We Inequality post COVID-19 believe that an international perspective 23 Doctoral Education: Global will contribute to enlightened policy and HANS DE WIT AND PHILIP G. ALTBACH Perspectives practice. To serve this goal, the Center VICTOR RUDAKOV AND 5 Impact of COVID-19 on Higher publishes the International Higher Educa- MARIA YUDKEVICH tion quarterly publication, a book series, Education from an Equity and other publications; sponsors confer- Perspective 25 Africa: Resource Challenges to ences; and welcomes visiting scholars. JAMIL SALMI Doctoral Education Opinions expressed here do not neces- WONDWOSEN TAMRAT AND 7 “Futurology” and Higher sarily reflect the views of the Center for GETNET TIZAZU FETENE International Higher Education. Education in the Post-COVID-19 The Center is closely related to the grad- Environment 27 Japan: Decline of Doctoral uate program in higher education at the WILLIAM LOCKE Applicants—Crisis for Innovation? Lynch School of Education and Human YUKIKO SHIMMI Development, Boston College.
    [Show full text]
  • The Student Internationals. an Analysis of International and Regional Student Organizalions
    DOCUMENT RESUME ED 040 091 24 SO 000 938 AUTHOR Altbach, Philip G. TIT,LE The Student Internationals. An Analysis of International and Regional Student OrganizaLions. Final Report. INSTITUTION Wisconsin Univ., Madison. Dept. of Educational Policy Studies. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau of Research. BUREAU NO BR-8-E-146 PUB CATE Oct 70 GRANT OEG-5-70-0006(010) NOTE 124p. EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS *Activism, Cocurricular Activities, College Students, Foreign Relations, *International Organizations, Political Attitudes, *Political Power, Social Change, *Student Organizations, *World Affairs IDENT3FIERS *United States ABSTRACT The work is a report of a historical study of several international student organizations in their political and educational contexts to learn whether they, in fact, constitute a real student movement on a world scale. After tracing the growth of such organizations as the Intey:national Union of Students and the International Student Conference and analyzing the current activities of these groups, the author concluded that no student movement had emerged. Instead the groups often spent time and efforts on issues of the Cold War from either the Russian or the American perspective. Some cooperation was found on an informal scale through such things as conferences and publications, but the major focus of *Jost groups was toward some national view of the world politics and affairs. A special chapter is devoted to the student organizations in the United States. A bibliography is appended. (CWB) f- U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE -7,9 ay OFFICE DE EDUCATION THIS DOCUMENT HAS BEENREPRO- OUCED EXACTLY AS RECEIVEDFROM ME PERSON OR ORGANIZATIONORIG- INATING 0 POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFNCIAL OFFICE OF EDLI- CATION POSITION OR POLICY.
    [Show full text]
  • About the Contributors
    ABOUT THE CONTRIBUTORS EDITORS Georgiana Mihut is a Research Assistant at the Center for International Higher Education and a doctoral candidate in Higher Education at Boston College. In addition to international higher education, her primary research interests include the impact of university reputation on graduate employability and quality assurance in higher education. She recently published the article What Germany and Romania have in common: The impact of university prestige on graduate employability, coauthored the ACE and CIHE report Internationalizing higher education worldwide: National policies and programs, and published the article International advisory councils and internationalization of governance. A qualitative analysis. Georgiana holds an Erasmus Mundus Joint Master’s degree in Research and Innovation in Higher Education, a Master of Arts degree in Education and Globalization from University of Oulu, Finland, and a Bachelor of Political Science degree from Babes-Bolyai University, Romania. Philip G. Altbach is research professor and the founding director of the Center for International Higher Education at Boston College. He was the Monan University Professor at Boston College for two decades. He has held appointments at Harvard University, the University of Wisconsin at Madison, and the State University of New York at Buffalo and has been a visiting scholar at Stanford University and the University of California at Berkeley. He was Distinguished Scholar Leader of the Fulbright New Century Scholars Program and was Fulbright Research Professor at the University of Mumbai, India. He is a Fellow of the American Education Research Association and was given the Houlihan Award by NAFSA: Association of International Educators and the Howard Bowen Research Award by the Association for the Study of Higher Education.
    [Show full text]
  • 1 Executive Summary Paying the Professoriate a Comparison Of
    Executive Summary Paying the Professoriate A Comparison of Academic Remuneration and Contracts in 28 Countries Philip Altbach et.al. Universities are a privileged space for the production and dissemination of knowledge, and university teachers and researchers are key actors in this process. In a globalized world where the knowledge shapes the international economy, it might be expected that the academic profession would be highly appreciated, as well as generously compensated; usually, this is not the case. This study is an effort to answer the question: How are professors paid? However, it goes beyond a simple comparison of salaries. The survey also covers nonsalary (fringe) benefits, moonlighting (supplementary employment), and academic contracts—three elements that can make an important difference in the university professors’ remuneration and quality of life. This study is the first comparative analysis of global faculty salaries, remuneration, and terms of employment. KEY FINDINGS The table below illustrates the main findings in terms of highest and lowest salaries in public universities. Canada ranks first—with the top salary at entry- 1 level, top-level, and overall average. China had the lowest entry-level salary, but Armenia had the lowest top-level salary and lowest overall average. These values are pretax, which can make a difference in favoring countries with low or no income taxes, such as Saudi Arabia. Table 1 Highest and sowest Salaries in US PPP$ Employment level Comparative Monthly salary Country standing (PPP$) Highest Canada 5,733 Entry-level Lowest China 259 Highest Canada 7,196 Overall average Lowest Armenia 538 Top-level Highest Canada 9,485 The list of the 28 countries with the average salaries for entry-level, top- level, and overall average, is presented below on table 2.
    [Show full text]
  • Philip Altbach
    Philip Altbach Philip G. Altbach is J. Donald Monan, S.J. University Professor and director of the Center for International Higher Education in the Lynch School of Education at Boston College. He was the 2004–2006 Distinguished Scholar Leader for the New Century Page | 4 Scholars initiative of the Fulbright program. He has been a senior associate of the Carnegie Foundation for the Advancement of Teaching, and served as editor of various academic journals. His most recent book is World Class Worldwide: Transforming Research Universities in Asia and Latin America. Dr. Altbach holds the B.A., M.A. and Ph.D degrees from the University of Chicago. He has taught at the University of Wisconsin-Madison and the State University of New York at Buffalo, was a postdoctoral fellow and lecturer on education at Harvard University, and a visiting professor at Stanford University. He has extensive international experience from China (Shanghai Jiao Tong University and Institute of Higher Education at Peking University), France (the Institut de Sciences Politique), India (the University of Bombay), Malaysia (Fulbright scholar) and Singapore (Fulbright scholar). He has had awards from the Japan Society for the Promotion of Science and the German Academic Exchange Service (DAAD), has been an Onwell Fellow at the University of Hong Kong, and a senior scholar of the Taiwan government. In your view, what is the most probable or desirable future scenario for higher education governance? This question is too complicated to briefly answer. The likely future scenario is continuing massification in most countries and a resulting decline in standards and increased bureaucratication.
    [Show full text]
  • Curriculum Vitae
    Curriculum vitae SHEILA SLAUGHTER Institute for Higher Education Meigs Hall University of Georgia Athens, GA 520-621-8468 • [email protected] EDUCATION 1975 - Ph.D. University of Wisconsin, Madison Educational Policy Studies 1968 - M.A. University of Wisconsin, Madison English Literature 1967 - B.A. University of Wisconsin, Madison English Literature PROFESSIONAL EXPERIENCE 2005- Louise McBee Professor of Higher Education, Institute for Higher Education, University of Georgia 2004-2005 Visiting Scientist, National Science Foundation Program Direction Societal Dimensions of Engineering, Science and Technology 1989-2003 Professor, Higher Education, The University of Arizona 1993 Acting Department Head, Higher Education, The University of Arizona 1986-1989 Associate Professor, Higher Education, The University of Arizona 1986-1988 Division Head, Educational Foundations and Administration, The University of Arizona 1983-1986 Associate Professor, State University of New York at Buffalo, Department of Educational Organization, Administration and Policy, School of Education Slaughter – 1 1981-1983 Assistant Professor, State University of New York at Buffalo, Department of Higher Education 1978-1981 Assistant Professor, Sociology of Education, College of Education, Virginia Polytechnic Institute and State University 1976-1978 President’s Staff Assistant for Special Programs, Mount Wachusett Community College, Gardner, MA 1976 Lecturer, Boston University, Department of Sociology 1976 Lecturer, Boston College, Department of Higher Education PUBLICATIONS Books Sheila Slaughter and Barrett J. Taylor (Eds). 2016. Higher education, Stratification, and workforce development: Competitive advantage in Europe, the US, and Canada. Switzerland: Springer International Publishing. Sheila Slaughter and Gary Rhoades. 2010 (2004). Academic capitalism and the new economy: Markets, State and Higher Education. Translated to Japanese, Hosei University Press Press.
    [Show full text]
  • 2020 Phd in International Education Development (IED)
    Doctoral Programme International Education Development Peking University Admissions Guide 2020 Joop Hartog IED PhD Program Emeritus Professor Economics Amsterdam School of Economics University of Amsterdam Where better prepare for a career in management of WHY PKU? education as a tool for development than in China, where education has been developed in recent decades at an unprecedented pace, in tandem with unprecedented economic Simon Marginson growth? Where better than at the intimate campus of PKU, in a Professor of Higher Education school of internationally recognised quality, under the guidance Department of Education and Linacre College of teachers who earned their reputation both within China and University of Oxford in top-level international organisations? Peking University provides a scholarly environment unparalleled in China for intellectual depth and productive diversity. Renowned for fostering critical and original thinking. With the roll out of the Belt and Road programmes, China is a major partner in many education-for-development projects in Asia, Gilberto Antonelli Professore Africa and the Americas and brings a unique non-European non- Dipartimento di Scienze Giuridiche colonial perspective to modernisation in emerging countries. Università di Bologna With secondary and tertiary educational participation growing rapidly there are In my opinion Peking University is a good place to study tremendous challenges in societies in which there are never enough resources for all the needs International Education Development for at least two reasons: the of modernisation. The focus in international education development has swung from the irst is general and the second speciic. The general reason is that interests of funders and the world-views of ‘developed’ countries to building individual and Peking University ranks top in international universities rankings.
    [Show full text]
  • The Boston College Center for International Higher Education, Year in Review, 2019–2020
    CIHE Perspectives No.16 The Boston College Center for International Higher Education, Year in Review, 2019–2020 Tessa DeLaquil and Hans de Wit (Eds.) CIHE Perspectives No.16 The Boston College Center for International Higher Education Year in Review, 2019–2020 Tessa DeLaquil Hans de Wit CIHE Perspectives No.16 The Boston College Center for International Higher Education Year in Review, 2019–2020 Tessa DeLaquil Hans de Wit CIHE Perspectives This series of studies focuses on aspects of research and analysis undertaken at the Boston College Center for International Higher Education. The Center brings an international consciousness to the analysis of higher education. We believe that an international perspective will contribute to enlightened policy and practice. To serve this goal, the Center produces International Higher Education (a quarterly publication), books, and other publications; sponsors conferences; and welcomes visiting scholars. We have a special concern for academic institutions in the Jesuit tradition worldwide and, more broadly, with Catholic universities. The Center promotes dialogue and cooperation among academic institutions throughout the world. We believe that the future depends on effective collaboration and the creation of an international community focused on the improvement of higher education in the public interest. Center for International Higher Education Campion Hall Boston College Chestnut Hill, MA 02467 USA www.bc.edu/cihe ©2020 Boston College Center for International Higher Education. All Rights Reserved 1
    [Show full text]
  • Beyond the Apex
    Beyond the Apex: Toward a System Level Approach to Higher Education Reform in Vietnam July 2010 *** DRAFT: Please do not circulate or quote without permission of the authors. Please send comments to Ben Wilkinson ([email protected]) and Laura Chirot ([email protected]).*** This publication is a joint collaboration between the New School, the Harvard Kennedy School, and the Fulbright Economics Teaching Program (FETP) in Ho Chi Minh City, under a contract agreement with the United Nations Development Programme (UNDP) to provide a White Paper on the Future of Higher Education in Vietnam. It does not necessarily reflect the views of the United Nations Development Programme, its Executive Board or its Member States, neither does it necessarily reflect the views of the New School, the Harvard Kennedy School or Harvard University. Beyond the Apex July 2010 Page 2 of 151 Preface This is the second of two white papers produced by The New School and the Vietnam Program at the Harvard Kennedy School‘s Ash Center for Democratic Governance and Innovation with funding from the United Nations Development Programme (UNDP) in Vietnam. The first paper, ―The Intangibles of Excellence: Governance and the Quest for a Vietnamese Apex Research University‖ was completed in June 2009 and revised in January 2010; the key findings of this paper are included in an appendix. Both the first paper and the present study draw intellectual inspiration from a path-breaking study conducted ten years ago by the Task Force on Higher Education and Society, a blue- ribbon commission convened by the World Bank and the United Nations Education, Scientific, and Cultural Organization (UNESCO), and chaired by Professor Henry Rosovsky of Harvard University and Professor Mamphela Ramphele of Cape Town University.
    [Show full text]
  • Perspectives on Comparative Higher Education: Essays on Faculty, Students and Reform
    DOCUMENT RESUME ED 315 014 HE 023 180 AUTHOR Altbache Philip G. TITLE Perspectives on Comparative Higher Education: Essays on Faculty, Students and Reform. Special Studies in Comparative Education No. 22. INSTITUTION State Univ. of New York, Buffalo. Comparative Education Center. REPORT NO ISBN-0-937033-12-X PUB DATE Oct 89 NOTE 79p. AVAILABLE FROMComparative Education Center. 428 Christopher Baldy Hall, SUNY-Buffalo, Buffalo, NY 14260 ($6.00). PUB TYPE Viewpoints (120) EDRS PPICE MF01/PC04 Plus Postage. DESCRIPTORS Accountability; *College Faculty; *Comparative Education; Developed Nations; *Developing Nations; *Educational Change; *Educational Trends; Faculty Promotion; Higher Education; Political Attitudes; *Professors; Sociocultural Patterns; Student Attitudes; Trend Analysis ABSTRACT Three essays by the Director of the Comparative Education Center at the State University of New York (Buffalo) have the following titles: "Comparative Perspectives on the Academic Profession," "Student Political Activism," and "University Reform". The first essay discusses the role of the academic profession in the university, stressing the professoriate is the most important single element in the university. Topics considered are autonomy, accountability and the professoriate; the professoriate under stress; historical perspectives; the sociology of the professoriate; promotion and remuneration; national case studies; and the professoriate as an international community. The second essay offers some general perspectives on student politics including the historical context, the impossibility of a "permanent revolution" in the university, responses to activism, who the activistsare, the impact of activism, and differences in student activism in the industrial nations and the Third World. The final essay lookt at the sources and nature of reform in the university in a discussion of difficulties of reform, the need for reform, the impetus for reform, the process of reform, trends in the 1960s, the 1970s and beyond,and future directions.
    [Show full text]
  • Of the Effort to Integrate the Conclusions
    - oft C t 4 F .. T 2rC 1-4 F CG 002 757 ED 023 108 24 By -Lipset,Seymour Martin Comparative Analysis of StudentActivism Final Report. International Af fairs. Harvard Univ., Cambridge,Mass. Center for Washington, D C.Bureau of Research. Spons Agency -Office ofEducation (DHEW), Bureau No -BR -7 -8289 Pub Date 20 May 68 Grant -0EG -1 -7 -078298-3144 Note -70p. EDRS Price MF -$050 HC-$360 *Student Mienation, Reports, Political Attitudes,Political Influences,Social Factors, Descriptors -Conference Student Role *Student College Relationship,*Student Participation, University conference on 'Studentsand Politics" heldat the This is a report on a the conference San Juan fromMarch 27-31.1967.The purpose of of Puerto Rico in counstries whohave beendoing was tobring togetherscholars from various participation in and causalbackground ofuniversity student research on the nature conference. A listof participant,:and politics. Some 36 papers werepresented at the of the presented is attached asanappendix. The varioussessions the papers different regions.The followingrepresents an conference were set upto discuss and thediscussion. effort to integratethe conclusionsdrawn from the papers (Author) - US. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NRESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. FINAL REPORT PROJECT NO. 7-8289 GRANT NO. OEG-1-7-078298-3144 COMPARATIVE ANALYSIS OF STUDENT ACTIVISM Seymour Martin Lipset Philip G. Altbach Harvard Un ivers i ty Cambridge, Mass.02138 May 20, 1968 U. S. DEPARTMENT OF HEALTH, EDUCAT1ON,AND WELFARE Office of Education $ureau of Research TABLE OF CONTENTS Introduction Research on Students and Politics Bibliography Appendix Introduction This.is a report on a conference on "Stmients andPolitics" held at the University of Puerto Rico in San Juanin San Juan from March 27 to 31, 1967.
    [Show full text]