The Education of Andrew Carnegie: Strategic Philanthropy in American Higher Education, 1880–1919

Ris, Ethan W.

doi:10.1080/00221546.2016.1257308

Cited by 8 publications

(10 citation statements)

References 10 publications

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“…Had they gone into active work during the years spent at college they would have been better educated men in every true sense of that term. (Carnegie 1889:20-21, cited in Ris 2015) Higher education was considered a consumption good, not a useful investment, and-in the eyes of some-a waste of time and resources. Even today, we wonder if much is learned in college (Arum and Roksa 2011).…”

Section: Introductionmentioning

confidence: 99%

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The Societal Consequences of Higher Education

2020

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The advent of mass schooling played a pivotal role in European societies of the later nineteenth century, transforming rural peasants into national citizens. The late-twentieth-century global expansion of higher education ushered in new transformations, propelling societal rationalization and organizing, and knitting the world into a more integrated society and economy. We address four key dynamics: (1) Higher education sustains the modern professions and contributes to the rationalization of society and state. (2) The supranational and universalistic orientation of higher education provides elites with shared global cultural frames and identities, facilitating globalization. (3) Consequently, tertiary education provides a foundation for major global movements and sociopolitical change around diverse issues, such as human rights and environmental protection as well as potentially contentious religious and cultural solidarities. (4) Higher education contributes to the reorganization of the economy, creating new monetarized activities and facilitating the reconceptualization of activities distant from material production as economic. In short, many features of the contemporary world arise from the growing legions of people steeped in common forms of higher education. Panel regression models of contemporary cross-national longitudinal data examine these relationships. We find higher-education enrollments are associated with key dimensions of rationalization, globalization, societal mobilization, and expansion of the service economy. Central features of modern society, often seen as natural, in fact hinge on the distinctive form of higher education that has become institutionalized worldwide.

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Section: Introductionmentioning

confidence: 99%

“…Had they gone into active work during the years spent at college they would have been better educated men in every true sense of that term. (Carnegie 1889:20–21, cited in Ris 2015)…”

Section: Introductionmentioning

confidence: 99%

The Societal Consequences of Higher Education

2020

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“…It clarifies why universities are such coveted real estate for elites in every institutional domain; university centrality enables relationships and transactions across institutional domains in ways that no other organizations can. Rising elites in both the United States and Europe have long used universities to demonstrate their virtue and to influence larger political orders (Bourdieu, ; Levine, , ; Ris, ). Universities provide board seats, honorary degrees, and other forms of affiliation as rewards for those making especially generous contributions (Barringer & Slaughter, ; Jenkins, ; Pusser, Slaughter, & Thomas, ).…”

Section: Positional Centralitymentioning

confidence: 99%

Universities as peculiar organizations

Eaton

Stevens

2020

Sociology Compass

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We integrate contemporary sociological scholarship on higher education to appraise universities as peculiar organizations, on three dimensions. Universities are positionally central to the institutional order of modern societies, providing working links between state, market, civil society, and private‐sphere organizations. Universities are polysemic, embodying civic, economic, and sacred meanings simultaneously. And universities are quasi‐sovereign, enjoying a substantial margin of jurisdiction over their own boundaries and internal affairs. These insights are harmonious with classic insights on the character of academic organization and offer concise dimensions for observing variation in higher education systems across space and time.

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“…The lack of historical work at one of the major higher education-oriented conferences is mirrored by a similar lack in prestigious higher education journals. The six higher education journals Bray and Major (2011) identify as having the highest level of prestige published only four articles I would identify as historical between 2016 and 2018 (Graves 2018;Hevel 2017;Hevel 2016;Ris 2016). These six journals are The Journal of Higher Education, Review of Higher Education, Research in Higher Education, Journal of College Student Development, Higher Education: Handbook of Theory and Research, and Higher Education. This lack of historical scholarship is not limited to our journals.…”

Section: Introductionmentioning

confidence: 99%

History in Higher Education Programs: Dialogue and Discourse

Schlegel

2019

JSPTE

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Aim/Purpose: This paper encourages the reader to think about the role history, or foundations, plays in graduate programs in the field of higher education. In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs. Background: In many ways higher education programs have a complicated relationship with history. In some ways it can be seen as a central pursuit and in other ways it can be seen as a marginal scholarly activity. These two conflicting paradigms of central and marginal reflect a lack of scholarly discussion on what the field wants and expects from history. Methodology: This paper considers the scholarly discussion that has happened in three fields apart from higher education administration in an attempt to suggest ways that scholars in higher education programs might conceptualize the value and role that history should play in our graduate programs. Contribution: This paper invites scholars to think about what they want and expect students to gain from coursework on the history of higher education in comparison to what other fields have seen as the major reasons for including similar coursework. Findings: Despite a generalized commitment to teaching the foundations of higher education, the field has not been clear about what it expects students to gain from this type of coursework. Although it is easy to suggest that teaching foundations is important, there has been limited scholarly work that meaningfully grapples with questions about the value of foundations in higher education programs. Recommendations for Practitioners: As practitioners and researchers, we need to better articulate what we think foundations brings to graduate students in higher education programs and we need to do so in a manner that creates a single coherent paradigm for students. Recommendation for Researchers: (Included in Recommendations for Practitioners)

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The Education of Andrew Carnegie: Strategic Philanthropy in American Higher Education, 1880–1919

Cited by 8 publications

References 10 publications

The Societal Consequences of Higher Education

The Societal Consequences of Higher Education

Universities as peculiar organizations

History in Higher Education Programs: Dialogue and Discourse

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