Throughout his long and prolific career, Edward Shils brought an extraordinary knowledge of academic institutions to discussions about higher education. The Calling of Education features Shils's most illuminating and incisive writing on this topic from the last twenty-five years of his life. The first essay, "The Academic Ethic," articulates the unique ethical demands of the academic profession and directs special attention to the integration of teaching and research. Other pieces, including Shils's renowned Jefferson lectures, focus on perennial issues in higher learning: the meaning of academic freedom, the connection between universities and the state, and the criteria for appointing individuals to academic positions.
Edward Shils understood the university as a great symphonic conductor comprehends the value of each instrument and section, both separately and in cooperation. The Calling of Education offers Shils's insightful perspective on problems that are no less pressing than when he first confronted them.
Edward Shils (1910-1995) was distinguished service professor in the Committee on Social Thought and the department of sociology at the University of Chicago. Among his many books published by the University of Chicago Press are Portraits: A Gallery of Intellectuals and the three-volume Selected Papers of Edward Shils.
Discusses an important yet often misunderstood topic in American history
Camp Chase, located four miles west of Columbus, Ohio, started, as did so many other prisons, as a training camp for eager Union recruits. By late 1861 it was also housing Confederate prisoners. It was also used as quarters for Union soldiers who had been taken prisoner by the Confederacy and released on parole or exchanged. During the four years of the war, Camp Chase developed as a prison camp, reflecting the efforts of both civilian and military officials to fashion a coherent prison policy.
Camp Chase and the Evolution of Union Prison Policy is a careful, thorough, and objective examination of the history and administration of the camp and is of true significance in the literature on the Civil War.
Current mainstream books and publicity about management and administration in health care are concerned with the takeover of health care by managed-care organizations. Many provide lots of quick and externally focused answers. Many of them are economically driven, to the exclusion of humans, values, ethics, and the human spirit of all those who pass through systems as deliverers and receivers of care. On the other hand, there is a new generation of works that address new forms of administration and leadership-works that inspire and evoke foundational changes in health care and forms of organizational leadership and management. This work by Dr. Jan Nyberg is guided by a lifelong career of administration and management that is informed by deeper human dimensions of caring, and more lasting approaches to change than quick-fix, economic takeovers.
Jan Nyberg, an experienced nursing administrator, scholar, and educator, knows another way-from the inside out rather than the outside in. She brings forth her wisdom and knowledge, experiences, and insights so that others may now grasp another way to transform systems for delivery of human caring and healing. This work informs, instructs, and inspires; it invites nurse leaders and other health administrators to reach for what might be, rather than succumbing to what already is.
The authors examine a broad range of Catholic high schools to determine whether or not students are better educated in these schools than they are in public schools. They find that the Catholic schools do have an independent effect on achievement, especially in reducing disparities between disadvantaged and privileged students. The Catholic school of today, they show, is informed by a vision, similar to that of John Dewey, of the school as a community committed to democratic education and the common good of all students.
The increasing corporatization of education has served to expose the university as a business—and one with a highly stratified division of labor. In Chalk Lines editor Randy Martin presents twelve essays that confront current challenges facing the academic workforce in U.S. colleges and universities and demonstrate how, like chalk lines, divisions between employees may be creatively redrawn. While tracing the socioeconomic conditions that have led to the present labor situation on campuses, the contributors consider such topics as the political implications of managerialism and the conceptual status of academic labor. They examine the trend toward restructuring and downsizing, the particular plight of the adjunct professor, the growing emphasis on vocational training in the classroom, and union organizing among university faculty, staff, and graduate students. Placing such issues within the context of the history of labor movements as well as governmental initiatives to train a workforce capable of competing in the global economy, Chalk Lines explores how universities have attempted to remake themselves in the image of the corporate sector. Originally published as an issue of Social Text, this expanded volume, which includes four new essays, offers a broad view of academic labor in the United States. With its important, timely contribution to debates concerning the future of higher education, Chalk Lines will interest a wide array of academics, administrators, policymakers, and others invested in the state—and fate—of academia.
Contributors. Stanley Aronowitz, Jan Currie, Zelda F. Gamson, Emily Hacker, Stefano Harney, Randy Martin, Bart Meyers, David Montgomery, Frederick Moten, Christopher Newfield, Gary Rhoades, Sheila Slaughter, Jeremy Smith, Vincent Tirelli, William Vaughn, Lesley Vidovich, Ira Yankwitt
During his fifteen years as chancellor, Dr. Ralph Snyderman helped create new paradigms for academic medicine while guiding the Duke University Medical Center through periods of great challenge and transformation. Under his leadership, the medical center became internationally known for its innovations in medicine, including the creation of the Duke University Health System—which became a model for integrated health care delivery—and the development of personalized health care based on a rational and compassionate model of care. In A Chancellor's Tale Snyderman reflects on his role in developing and instituting these changes.
Beginning his faculty career at Duke in 1972, Snyderman made major contributions to inflammation research while leading the Division of Rheumatology and Immunology. When he became chancellor in 1989, he learned that Duke’s medical center required bold new capabilities to survive the advent of managed care and HMOs. The need to change spurred creativity, but it also generated strong resistance.
Among his many achievements, Snyderman led ambitious institutional growth in research and clinical care, broadened clinical research and collaborations between academics and industry, and spurred the fields of integrative and personalized medicine. Snyderman describes how he immersed himself in all aspects of Duke’s medical enterprise as evidenced by his exercise in "following the sheet" from the patient's room to the laundry facilities and back, which allowed him to meet staff throughout the hospital. Upon discovering that temperatures in the laundry facilities were over 110 degrees he had air conditioning installed. He also implemented programs to help employees gain needed skills to advance. Snyderman discusses the necessity for strategic planning, fund-raising, and media relations and the relationship between the medical center and Duke University. He concludes with advice for current and future academic medical center administrators.
The fascinating story of Snyderman's career shines a bright light on the importance of leadership, organization, planning, and innovation in a medical and academic environment while highlighting the systemic changes in academic medicine and American health care over the last half century. A Chancellor's Tale will be required reading for those interested in academic medicine, health care, administrative and leadership positions, and the history of Duke University.
Change and Harmonization in European Education was first published in 1971. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.Changes are taking place in European education, changes which, in many respects, point to a trend toward harmonization or integration of educational policies among various countries of Europe. Professor Beck surveys these developments in secondary and higher education in both Western and Eastern Europe and shows how common challenges and goals are being identified and met. The study is based on extensive travel and research.As the author explains, Europeans, whether they live in England or in the Soviet Union, are committed to such goals as equality of educational opportunity, whatever one’s sex, place of residence, or family background. At the same time, Europeans are aware of such common problems as the difficulty of providing places in colleges or universities for all who would like to attend them. There is a common awareness among the different nationals of the desirability of making vocational-technical education more prestigious than it has been in the past, and of the need to temper the chauvinism that has characteristically run through much of the teaching until recently.Changes in the educational systems of West Germany and Sweden receive especially close scrutiny in this study, and there is emphasis on the influence which several international agencies and organizations have exerted on the process of educational harmonization, among them, the Organization for Economic Cooperation and Development, the Council for Cultural Cooperation (of the Council of Europe), the European Institute for University Studies, and the Comparative Education Society in Europe.
In many school districts in America, the majority of students in preschools are children of recent immigrants. For both immigrant families and educators, the changing composition of preschool classes presents new and sometimes divisive questions about educational instruction, cultural norms and academic priorities. Drawing from an innovative study of preschools across the nation, Children Crossing Borders provides the first systematic comparison of the beliefs and perspectives of immigrant parents and the preschool teachers to whom they entrust their children. Children Crossing Borders presents valuable evidence from the U.S. portion of a landmark five-country study on the intersection of early education and immigration. The volume shows that immigrant parents and early childhood educators often have differing notions of what should happen in preschool. Most immigrant parents want preschool teachers to teach English, prepare their children academically, and help them adjust to life in the United States. Many said it was unrealistic to expect a preschool to play a major role in helping children retain their cultural and religious values. The authors examine the different ways that language and cultural differences prevent immigrant parents and school administrations from working together to achieve educational goals. For their part, many early education teachers who work with immigrant children find themselves caught between two core beliefs: on one hand, the desire to be culturally sensitive and responsive to parents, and on the other hand adhering to their core professional codes of best practice. While immigrant parents generally prefer traditional methods of academic instruction, many teachers use play-based curricula that give children opportunities to be creative and construct their own knowledge. Worryingly, most preschool teachers say they have received little to no training in working with immigrant children who are still learning English. For most young children of recent immigrants, preschools are the first and most profound context in which they confront the conflicts between their home culture and the United States. Policymakers and educators, however, are still struggling with how best to serve these children and their parents. Children Crossing Borders provides valuable research on these questions, and on the ways schools can effectively and sensitively incorporate new immigrants into the social fabric.
In Chocolate Islands: Cocoa, Slavery, and Colonial Africa, Catherine Higgs traces the early-twentieth-century journey of the Englishman Joseph Burtt to the Portuguese colony of São Tomé and Príncipe—the chocolate islands—through Angola and Mozambique, and finally to British Southern Africa. Burtt had been hired by the chocolate firm Cadbury Brothers Limited to determine if the cocoa it was buying from the islands had been harvested by slave laborers forcibly recruited from Angola, an allegation that became one of the grand scandals of the early colonial era. Burtt spent six months on São Tomé and Príncipe and a year in Angola. His five-month march across Angola in 1906 took him from innocence and credulity to outrage and activism and ultimately helped change labor recruiting practices in colonial Africa.
This beautifully written and engaging travel narrative draws on collections in Portugal, the United Kingdom, and Africa to explore British and Portuguese attitudes toward work, slavery, race, and imperialism. In a story still familiar a century after Burtt’s sojourn, Chocolate Islands reveals the idealism, naivety, and racism that shaped attitudes toward Africa, even among those who sought to improve the conditions of its workers.
Historians of colonial Africa have largely regarded the decade of the Great Depression as a period of intense exploitation and colonial inactivity. In Colonial Meltdown, Moses E. Ochonu challenges this conventional interpretation by mapping the determined, at times violent, yet instructive responses of Northern Nigeria’s chiefs, farmers, laborers, artisans, women, traders, and embryonic elites to the British colonial mismanagement of the Great Depression. Colonial Meltdown explores the unraveling of British colonial power at a moment of global economic crisis.
Ochonu shows that the economic downturn made colonial exploitation all but impossible and that this dearth of profits and surpluses frustrated the colonial administration which then authorized a brutal regime of grassroots exactions and invasive intrusions. The outcomes were as harsh for Northern Nigerians as those of colonial exploitation in boom years.
Northern Nigerians confronted colonial economic recovery measures and their agents with a variety of strategies. ColonialMeltdown analyzes how farmers, women, laborers, laid-off tin miners, and Northern Nigeria’s emergent elite challenged and rebelled against colonial economic recovery schemes with evasive trickery, defiance, strategic acts of revenge, and criminal self-help and, in the process, exposed the weak underbelly of the colonial system.
Combined with the economic and political paralysis of colonial bureaucrats in the face of crisis, these African responses underlined the fundamental weakness of the colonial state, the brittleness of its economic mission, and the limits of colonial coercion and violence. This atmosphere of colonial collapse emboldened critics of colonial policies who went on to craft the rhetorical terms on which the anticolonial struggle of the post–World War II period was fought out.
In the current climate of global economic anxieties, Ochonu’s analysis will enrich discussions on the transnational ramifications of economic downturns. It will also challenge the pervasive narrative of imperial economic success.
Colonialism, Antisemitism, and Germans of Jewish Descent in Imperial Germany examines the relationship between the colonial and antisemitic movements of modern Germany from 1871 to 1918, examining the complicated ways in which German antisemitism and colonialism fed off of and into each other in the decades before the First World War. Author Christian S. Davis studies the significant involvement with and investment in German colonialism by the major antisemitic political parties and extra-parliamentary organizations of the day, while also investigating the prominent participation in the colonial movement of Jews and Germans of Jewish descent and their tense relationship with procolonial antisemites.
Working from the premise that the rise and propagation of racial antisemitism in late-nineteenth-century Germany cannot be separated from the context of colonial empire, Colonialism, Antisemitism, and Germans of Jewish Descent in Imperial Germany is the first work to study the dynamic and evolving interrelationship of the colonial and antisemitic movements of the Kaiserreich era. It shows how individuals and organizations who originated what would later become the ideological core of National Socialism---racial antisemitism---both influenced and perceived the development of a German colonial empire predicated on racial subjugation. It also examines how colonialism affected the contemporaneous German antisemitic movement, dividing it over whether participation in the nationalist project of empire building could furnish patriotic credentials to even Germans of Jewish descent. The book builds upon the recent upsurge of interest among historians of modern Germany in the domestic impact and character of German colonialism, and on the continuing fascination with the racialization of the German sense of self that became so important to German history in the twentieth century.
This volume is intended as a contribution to the study of administration. The contributors represent several branches of social and behavioral sciences, including anthropology, economics, industrial management, sociology, and social psychology. The data for the empirical studies were gathered in the United States, Germany, Great Britain, Norway, West Africa, and the Fox Indian society, and from different types of organizations, including manufacturing, mining, shipping, higher education, hospitals, the military, and social welfare agencies.
Contributors: Frederick L. Bates; Warren G. Bennis; Frank A. Cassell; Rose Laub Coser; William R. Dill; Frederick H. Harbison; Ernst Köchling; Walter B. Miller; Stephen A. Richardson; Heinrich C. Ruebmann; Edward J. Thomas; and the editors.
Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion.
Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action.
Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.
Creating a Class
Mitchell L Stevens Harvard University Press, 2007 Library of Congress LB2351.2.S755 2007 | Dewey Decimal 371.1610973
In real life, Stevens is a professor at Stanford University. But for a year and a half, he worked in the admissions office of a bucolic New England college known for its high academic standards, beautiful campus, and social conscience. Ambitious high schoolers and savvy guidance counselors know that admission here is highly competitive. But creating classes, Stevens finds, is a lot more complicated than most people imagine.
The essays in Creating Culture through Health Leadership focus on community organizing, building and resourcing through community action, organizing, and education. The contributors share their experiences of building networks and working with local groups to create public goods and improve their communities. Offering practical tools and strategies to make today’s research and practicum in health administration more attuned to the ground level needs, the contributors include steps on how to build these relationships, how to avoid common pitfalls, and how to create effective strategies for partnerships. Drawing on case studies in both rural and urban environments, this book provides useful tools, techniques, and strategies at the intersection of health, wealth and disparity.
Bridging gaps between intellectual history, biography, and military/colonial history, Barnett Singer and John Langdon provide a challenging, readable interpretation of French imperialism and some of its leading figures from the early modern era through the Fifth Republic. They ask us to rethink and reevaluate, pulling away from the usual shoal of simplistic condemnation. In a series of finely-etched biographical studies, and with much detail on both imperial culture and wars (including World War I and II), they offer a balanced, deep, strong portrait of key makers and defenders of the French Empire, one that will surely stimulate much historical work in the field.