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Moving Towards the End of Mass HE

Moving Towards the End of Mass HE. Changes in HE. Reagan Era – decreased federal social spending Affirmative Action – 1960s effort to remedy lack of minorities in federal contract awards and employment Affirmative in H.E. Increased women faculty: 23% in 1970 to 40% in 1995

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Moving Towards the End of Mass HE

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  1. Moving Towards the End of Mass HE

  2. Changes in HE • Reagan Era – decreased federal social spending • Affirmative Action – 1960s effort to remedy lack of minorities in federal contract awards and employment • Affirmative in H.E. • Increased women faculty: 23% in 1970 to 40% in 1995 • Student enrollment: Asian Americans saw largest enrollment gains while Hispanics had the least gains • Legality of Affirmative Action in college admissions • Law/medical school • 1967-1974: Enrollment of Blacks in HE increased by 33% at PWCU and by 34% in HBCUs • 1987: HBCUs enroll 20% of Blacks in HE; more likely to attend PWCU • 1987-1990: Enrollment of Blacks at HBCUs increases, enrollment in PWCUs declines

  3. Issues in H.E. • Corporate Academe -Followed federal govt. investment practices -Occurred as institutions became more business like: complex, budgeting, cost effectiveness, market research, specialization of labor -Significance: HE not isolated from commerce -HE follows a free market system of competition external and internal • Operates like business: Athletics; brand name • Discrimination • Age: over 35, not admitted into medical school • Ability/disability: hearing and visually impaired • Race/ethnicity • 1978 Bakke case: quotas • U. of Maryland (1995): scholarships to Blacks • Scholarships to resident aliens and illegal immigrants

  4. Issues in H.E. • Student Behavior • Hazing • Faculty Tenure & Academic Freedom • Remediation • Multiculturalism • Curriculum other than Western Studies • Ethnic Studies • Women’s Studies • these studies “violated the tradition of cognitive rationality because they were based more on a political or social service agenda than on the reasoned research that had become the hallmark or higher education” p. 360

  5. Issues in H.E. • Institutional Control • State vs. Public institutions • Growth of State Higher Education coordinating boards • Most report to Governor • Reasons for Coordinating boards • Insufficient budget • Issue of access to higher education • Institution/legislative clashes and lack of clarification of roles between the state and the institutions over governance • Accreditation: Six regional associations • Establishes standards for the institutions or programs • Outcomes: • Common general education requirement • Faculty teaching credentials • Teach in discipline • Degree requirements

  6. Junior Colleges • Two great American institutions of HE: Land Grants and Junior Colleges Beginnings: • 1.Industrialization= trained workers • 2. Improved public education, increase HS grads • 3. Emergence of research universities • 5 generations/stages in development of JC • Extension of HS (1900-1930) • Increased HS grad rates, education beyond HS, Harper (Chicago) urges HS to offer 2 yrs of post secondary instruction. 1901 Joliet HS does; 1911 Fresno – 2 year college as part of HS district-still operating • Control: school board/state board of education • Purpose: access remediation; vocational; liberal arts/general education • Funded by state as HS • Open admissions

  7. Junior Colleges • 5 generations/stages in development of JC, Con’t. • Depression and WWII (1930-1950) Generation 2 1936: CA 42 JC, nationally 259; 1950: 299 Focus vocational training; vets back American Assoc. of JCs-DC: presence (lobbyists) Walter Eels (JC advocate) Mission: terminal degree, general education, transfer/career guidance services, transfer programs, adult education, deficiencies Began as extension of HS; move toward free standing, local boards for taxation, identify w/HS but begin to separate from HS; faculty as HS based: unions/lacked peer review— Budgets: 30 m US; 1947 CA 16 m (sources: 23% state, 30% fed govt.; 47% local) General education (Transfer) becomes more impt; JCs compete w/HS for adult education 1937 study: 2/3 instruction in transfer education but 75% did not go beyond 2 year (Remains a concern) JC begin to develop relationships with area business to provide trained employees

  8. Junior Colleges • Generation 3 1950-1970 Era of Growth • Carnegie Commission: “most striking recent development in HE has been phenomenal growth of CCs” Student enrollment 1950: ½ m, 1970: 2m • Governance structure: local boards; multi inst.; part of univ system Moves from HS to adjunct of HE system/ Separate from school system States develop formula to fund; funding becomes stable Period of facility building • “Cooling out function” – term coined by Burton Clark – reducing of aspirations • Faculty identify w/ HE, not HS • Criticized for trying to do too much • Junior colleges or community colleges?? JC=first 2 yrs of college; CC= education in service to community

  9. Community Colleges • 5 generations/stages in development of CC • Comprehensive CCs 1970-mid-1980s • Marked by decrease in building but increase in students • Decrease funding from states; increase in lobbying by CC faculty • Students could meet their diverse needs at a single place 2 general criticism this period: preparation of transfers neglected & CC doing things left to other social agencies (expanding mission) • 5th generation (Mid 80s on) • CC issues: decreased financial support; increased expectation; increased accountability; adults need retraining; • CC meets needs of local community not national agenda; CC and distance learning; face aging facilities; 4 yr degrees - Need to define themselves CCs train a lot of nurses

  10. End of Mass HE • The era of mass HE ends w/much less excitement that when it began • Loss of confidence and high tuition in HE: Hesburgh: “The worst results of the happenings of the sixties were the crisis of confidence and loss of nerve they produced in the universities, coupled with a growing disdain and even contempt for the universities on the part of those who had loved them most: parents, alumni, benefactors, legislators, students too.” Carnegie Commission on HE (1968-1973 reports 118 vols.) summary recommendations (HE Valuable national resource and should be supported; students should pay more because the benefit [public/private benefit of HE debate]; array of inst—CC to research inst & public and private IHE-- should be sustained)

  11. Era Ends: What is the future? • Cohen’s Sense • Few new alternatives to the existing structure are being presented • HE has not been an agent for social change • HE is like other social institutions, perhaps too much like govt & business—the ties are too close • HE as a supertanker moving through waves—too big to be bothered • Any person, any study, any place/ all things to all people • The System • National, removed from government control; own set of rules, shared beliefs and expectations. A common currency: recognize and accept credits/degrees - - (for example: work done at proprietary trade schools not recognized by colleges but students can get fed aid to study at those places) • Wide range of cultural differences between IHE/system is not seamless • Measures of success: 2.1 m freshman (renewal), 190 B expenses each year

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