Higher education as a field of study: Its origins, programs, and purposes, 1893–1960

Goodchild, Lester F.

doi:10.1002/he.36919917604

Cited by 13 publications

(9 citation statements)

References 11 publications

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“…These included Ohio State University, Teachers College of Columbia University, the University of Chicago, the University of Pittsburgh, the University of California at Berkeley, and the University of Michigan (Goodchild, 1991). By 1960, major centers or institutes for the study of higher education had been established at Teachers College of Columbia University, the University of California at Berkeley, and the University of Michigan.…”

Section: From 1960 To the Mid-1970smentioning

confidence: 98%

Legacy of the post‐WWII growth years for community college leadership programs

Young¹

1996

New Drctns Community Coll

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This chapter discusses the interplay between developments in the field and the emergence of graduate and continuing education programsfor community college leaders in the thirty yearsfollowing World War rr.It concludes with a critical analysis of the legacy of those programs. Legacy of the P o s t -W I I Growth Years for Community College Leadership ProgramsRaymond J. YoungIn the first three decades following World War 11, a primary focus of public education policymakers was the proper establishment of publicly controlled community colleges. It was in this era of rapid institutional growth and attendant uncertainty that university-based graduate programs for community college leaders emerged, taking the form with which we are familiar today. This chapter provides an overview of the key factors and circumstances that led to the development of these programs. The intent is to provide the reader with a sense of the interplay between developments in the field and the initial development and emergence of graduate and continuing education programs for community college leaders. The chapter covers events from 1945 through 1975 and concludes with an interpretive analysis of the legacy of those years, focusing especially on the impact of philanthropic foundations (such as the W K. Kellogg Foundation) that supported the development of graduate programs in community college leadership. The Early P o s t -W I I Years to 1960Up until the mid-1950s, the development of public two-year colleges had been erratic, haphazard, and largely without plan. College establishment was subject to the special economic and altruistic motives of local communities, the political whims of legislators, and the missionary work of a few public university personnel. Most of the new colleges were upward extensions of high schools and some, particularly in California, Texas, and Mississippi, were

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Section: From 1960 To the Mid-1970smentioning

confidence: 98%

Legacy of the post‐WWII growth years for community college leadership programs

Young¹

1996

New Drctns Community Coll

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“…By the 1960s higher education research began to internationalize driven by Western researchers (Dressel and Mayhew 1974). This field has encompassed a growing number of professors of higher education, university departments and centers or institutes of higher education that offer degree programs, a burgeoning academic literature on higher education, and increasing numbers of quasi-educational organizations researching higher education (Goodchild 1991). Until recently, higher education research has tended to be more methodologically and theoretically mature in the United States and Western Europe compared to other regions of the world (Tight 2007), including East Asia (Wang 2010).…”

Section: Emergence Of a Research Communitymentioning

confidence: 99%

Internationalization of Higher Education Research in East Asia

Postiglione¹,

Wright²

2017

Encyclopedia of International Higher Education Systems and Institutions

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“…A core curriculum representing the core knowledge and values of a field is necessary to solidify the status as an academic discipline (Bray, 2007;Goodchild, 1991). Consensus around such Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute.…”

Section: Introductionmentioning

confidence: 99%

Is there a Core Curriculum across Higher Education Doctoral Programs?

Card

Chambers

Freeman

2016

IJDS

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Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education's core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.

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Higher education as a field of study: Its origins, programs, and purposes, 1893–1960

Cited by 13 publications

References 11 publications

Legacy of the post‐WWII growth years for community college leadership programs

Legacy of the post‐WWII growth years for community college leadership programs

Internationalization of Higher Education Research in East Asia

Is there a Core Curriculum across Higher Education Doctoral Programs?

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