By David L. Stocum
This can be an opinion piece from a hugely certified professor of technological know-how who has served in management highlights the necessity for reform in our public larger schooling learn associations. during this well-researched reference, Dr. Stocum illustrates how the contest one of the public flagship universities for extra money, examine status, and tool, and the imposition of undertaking differentiation on public universities, is dangerous to the tutorial wishes of twenty first century. The objective of the paintings is to reveal the problems that exist, provide a voice to under-recognized associations and to supply feedback for more suitable schooling procedure relocating ahead.
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Extra resources for Killing Public Higher Education: The Arms Race for Research Prestige
66, 507À542. Hattie J and Marsh H (2004) One journey to unravel the relationship between research and teaching. Research and Teaching: Closing the Divide? An International Colloquium, Winchester, Hampshire, March 18À19. nz. , 2010. Opportunity adrift. The Education Trust, January. , 2011. When systems evolve. Inside Higher Ed, June 3. , 2012. Has higher education become an engine of inequality? The Chronicle of Higher Education Review, June 6. , 2010a. DIYU. Chelsea Green Publishing, White River Jct, VT.
One can imagine schemes arising to preserve the state name on the privatized university, such as the state contributing a dollar per year in support of the university. Although clever, there would be an absurdity factor to such schemes that would need to be considered. We can expect to see many schemes designed to perpetuate the status quo by public flagships that will cite fear of a loss of flagship research quality (especially in STEM areas) and global US research competitiveness. China is often cited as the nation likely to overtake us as they follow our lead in pouring government money into research universities.
Martin writes: “Biologically, humans are not all that special. it is culturally that human beings are very special indeed. ” Martin asks, what do we in the academic community stand for? He answers, “We stand for learning. for its own sake. and we insist that nothing else is so relevant. ‘Relevant to what’ we may be asked? Relevant to all aspects of human life is the answer we should give. Learning. instills some important values. It instills honesty, because there is no such thing as dishonest learning.
Killing Public Higher Education: The Arms Race for Research Prestige by David L. Stocum