The Emergence of the American University

Veysey, Laurence

doi:10.2307/40224105

Cited by 200 publications

(24 citation statements)

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“…Over time, these tutors, as well as students, started to visit Europe to learn more about the Enlightenment and what it might offer in terms of higher learning (Metzger, 1955). According to Veysey (1965) and Gumport (2011), Germany was a frequent destination for these intellectually hungry scholars. While abroad, the visiting scholars witnessed a devotion to learning for the sake of learning as well as specialized or deep learning focused on a particular topic, and they sought to replicate these conventions upon their return.…”

Section: The Academic Disciplinesmentioning

confidence: 99%

Epistemic Injustice and Legitimacy in U.S. Doctoral Education: A Systematic Review of Literature

Gonzales

Pasque

Farris

et al. 2023

Review of Educational Research

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Epistemic injustice is a condition where knowers and knowledge claims are unduly dismissed. Philosophers suggest that epistemic injustice manifests in three forms: testimonial, hermeneutical, and contributory. Although distinct, all forms of epistemic injustice stem from relations of power, privilege, and positionality — where some have the opportunity and authority to legitimize the knowledge contributions of others. The purpose of this study was to explore the presence of epistemic injustice in U.S. doctoral education through a systematic review of literature. We methodically searched hundreds of peer-reviewed journals for studies focused on teaching, advising, peer interaction, doctoral socialization, and other experiences concerning doctoral education across the humanities, social science, and science disciplines. We retained, reviewed, and analyzed 107 manuscripts. Our analysis revealed epistemic injustice in doctoral education as well as rules that foster the conditions for epistemic injustice. Implications for doctoral education and future research are offered.

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Section: The Academic Disciplinesmentioning

confidence: 99%

Epistemic Injustice and Legitimacy in U.S. Doctoral Education: A Systematic Review of Literature

Gonzales

Pasque

Farris

et al. 2023

Review of Educational Research

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“…First was the establishment of PhD programs at American universities in which scholars systematically pursued and were mentored in advanced studies. The certification associated with conferral of a doctoral degree meant acolytes could then claim expertise in specific fields, what came to be known as "disciplines" (Veysey, 1964).…”

Section: Professors and The Enigma Of Eggheads As Expertsmentioning

confidence: 99%

Professors proceeding at their own risk: The limited protections of academic freedom for public intellectuals

Thelin

2022

New Drctns Hghr Edu

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This chapter explores whether academic freedom extends to the work of academic public intellectuals through a historical analysis of landmark cases and episodes. It leads to the sobering conclusion that “professors proceed at their own risk if and when they take on the role of a public intellectual,” noting that the presence of academic freedom as a binding policy in academic organizations or professional associations is marginal and faculty protections for statements in the media are arbitrary and uncertain.

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“…In the late 19th century, most universities adopted a broader institutional mandate by embracing the second mission of research which complemented the first mission of teaching. This adoption gave rise to the research university, in which scholars became free to pursue work conducive to expanding the boundaries of human knowledge as they saw fit (Veysey, 1970). Most pundits agree that this transformation of the university's mandate corresponds to what is usually called the 'first academic revolution' (Etzkowitz, 2003;Yusof and Jain, 2010).…”

mentioning

confidence: 99%

Effect of the university’s entrepreneurial orientation on the academic’s entrepreneurial propensity

Bazán

Shaikh

Gillespie

et al. 2022

Industry and Higher Education

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This article addresses the following research question: does the entrepreneurial orientation of a university influence the entrepreneurial propensity of its academics? To answer this question, the authors conducted a two-phase study. First, based on a literature review of the entrepreneurial university and Nelles and Vorley’s theoretical framework on entrepreneurial architecture, they developed a conceptual model and research instrument to assess academics’ perceptions of the characteristics most likely attributed to the entrepreneurial university and their effects on an academic’s entrepreneurial propensity. Second, the authors used the research instrument to conduct a pilot study of the effect of a Canadian university’s entrepreneurial orientation on its academics’ entrepreneurial propensity. The pilot study, using the proposed methodology with detailed accounts of collecting, analyzing and interpreting the data, suggests that the proposed methodology is appropriate for measuring the relationship alluded to in the research question. Furthermore, the methodology can help university leadership in designing possible interventions to correct identified deficiencies in the university’s entrepreneurial architecture to stimulate academic entrepreneurship on campus.

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The Emergence of the American University

Cited by 200 publications

References 0 publications

Epistemic Injustice and Legitimacy in U.S. Doctoral Education: A Systematic Review of Literature

Epistemic Injustice and Legitimacy in U.S. Doctoral Education: A Systematic Review of Literature

Professors proceeding at their own risk: The limited protections of academic freedom for public intellectuals

Effect of the university’s entrepreneurial orientation on the academic’s entrepreneurial propensity

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