Higher education cannot escape history: The 1990s

Kerr, Clark

doi:10.1002/he.36919907003

Cited by 40 publications

(48 citation statements)

References 2 publications

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“…Also, the 'liberal curriculum' became a constant topic for discussion and inquiry in higher education as the proponents of the humanities curriculum continued to exert influence in this regard (for instance, see Bennet 1995; Kerr 1994). Therefore, new perspectives emerged, one being that the curriculum is to be observed as a 'living' entity and not merely a plan of learning events or activities.…”

Section: Curriculum Inquiry In Higher Education Abroadmentioning

confidence: 99%

Inquiring the Curriculum in Higher Education

Bitzer¹

2010

Curriculum Inquiry in South African Higher Education

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Section: Curriculum Inquiry In Higher Education Abroadmentioning

confidence: 99%

Inquiring the Curriculum in Higher Education

Bitzer¹

2010

Curriculum Inquiry in South African Higher Education

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“…Colleges and universities have been notoriously slow in responding to the changing expectations of society and the workplace (Kerr, 1994;Pew Higher Education Research Program, 1991. The pressures of vocationalism, technology, and privatization are stimuli for change in higher education as well as potential threats to the continued existence of change-resistant institutions (Pew Higher Education Research Program, 1994).…”

mentioning

confidence: 99%

Changing the Channel: Community Colleges in the Information Age

Langhorst

1997

Community College Review

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Community college practitioners often use ambiguous metaphors. Just as channels can refer to both rivers and televisions, community college missions, purposes, and curricular objectives have always been very fluid and attuned to the latest academic modalities. But academic times and fortunes have been shifting, and community colleges, along with other sectors of American higher education, are in danger of running aground or losing the signal. Depending on your choice of metaphor, the old channels are silting over or becoming very snowy. Those who ride on the river or the airwaves are not likely to notice degradation of the channel until it is too late, for there is comfort and stability in the old ways. However, if community colleges are to truly adapt and respond to their constituent communities, a hallmark of their raison d' etre, then they must change channels. Community college leaders must chart a new course using technology to navigate through the shoals of access, accountability, diversity, and quality. Doing so will require examining community college philosophy, mission, purposes, and curriculum against the backdrop of living, learning, and earning in the information age.Such fundamental values are not easily broached. How can our success as community colleges be a sign that we need to do something different? What has worked before will surely work again. Now

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“…From 1971From -1997, the number of Americans with a college degree grew from 12 million to 41 million (Digest of Educational Statistics, 1997). The demand for postsecondary education continues to grow, and society's expectation ofhigher education to provide affordable, quality educational opportunities with universal access has risen proportionately with these demands (Kerr, 1994). …”

Section: The Involvement Of Higher Education In Economic and Workforcmentioning

confidence: 99%

“…If the American labor force is to adapt to the new economy, compete globally, and use technology effectively, higher education and the business community will again need to find appropriate and systematic ways to work together to meet the growing demand for education and training (Carnevale, et al, 1990;Cervero and Scanlan, 1985;Davis and Botkin, 1994;Fairweather, 1988;Kerr, 1994;Lynton, 1984). Otherwise, the negative effects on the American economy and the workforce will be far-reaching.…”

Section: Corporate Commitment To Training Increasesmentioning

confidence: 99%

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The Role of Universities in Corporate Contract Training and Development

Hasseltine

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The current economic transformation from an industrial-to an information economy requires that workers achieve an increasingly higher level of formal education and pursue on-going, continuous training and development throughout their careers. This in tum has created an ever-increasing demand for workforce development and training services. Local, state, and federal governments and the business community are searching for partners to help address the business sector demand for training services. The business community and government sector are pressuring higher education to play a larger role, especially since universities possess the important catalysts of the information economy, technology development, knowledge and human resource development, and have an infrastructure to provide training services. Seventy-five percent of community colleges were found to be participating in contract training, however, universities have remained equivocal about their involvement in economic development initiatives. This descriptive study was designed to examine what role, if any, universities were playing in providing training and development services to business and industry. To gain the broadest and most comprehensive view, this study analyzed this issue from a university continuing education unit perspective. The purpose of the study was to improve the understanding of what kind, to whom, and how often university continuing education units were providing corporate training services. The barriers and benefits were also included in the study. Seventeen research questions were developed to examine this issue. 195 of236 doctoralgranting institutions were identified as having centralized continuing education units and were asked to complete a 31-item survey regarding their involvement in corporate training and development. 111 completed and returned the survey, for a participation rate of 56 percent. The findings were presented in tabular and narrative formats. Institutional comparisons of findings were conducted based on type, enrollment size, Carnegie classification, and geographic location. This study found that university continuing education units were viable and active providers of contract training, especially large public universities, located in urban areas. Seventy-five percent of respondents reported supporting a contract training program. This study found that contract training programs provide revenue, enhance internal and external visibility, and improve the university business relationship with the business community. To my mom, Jean, and my late father, Ron, for their love and for instilling in me the will to succeed. This project required all of the perseverance and personal discipline that I could muster. It was the early life lessons that were learned at home that helped me see this project to its conclusion.

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Higher education cannot escape history: The 1990s

Abstract: The 1990s will be a decade of major changes and conflicts, the scenarios of which are rooted in history, often external in origin, and sometimes beyond direct control of higher education.

Cited by 40 publications

References 2 publications

Inquiring the Curriculum in Higher Education

Inquiring the Curriculum in Higher Education

Changing the Channel: Community Colleges in the Information Age

The Role of Universities in Corporate Contract Training and Development

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