By Philip G. Altbach, Patricia J. Gumport, D. Bruce Johnstone

The present period in greater schooling is characterised via elevated want for responsibility and monetary constraint coupled with calls for for elevated productiveness. better schooling is predicted to satisfy the call for of adjusting pupil demographics, in addition to requests for learn and repair from govt and undefined. to maintain the academy's skill to satisfy those calls for, the editors and participants to this quantity argue that, whereas swap is inevitable and fascinating, any radical changes to the practices that experience demonstrated and upheld the distinction of upper schooling within the usa needs to be conscientiously considered.The editors and members cherish the simplest beliefs of upper schooling: educational freedom, dedication to either inquiry and educating, and maintenance of an independence of brain and spirit within the face of exterior pressures. while, the authors of those essays additionally replicate upon the flaws of upper schooling, together with not easy old legacies resembling racism, sexism, and anti-semitism. In security of yankee larger schooling is a cautious research of what we've got inherited, undertaken with a serious eye for optimistic reform. will probably be of curiosity to somebody excited by the way forward for American greater schooling.

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Altbach Flexner, A. 1930. Universities: American, English, German. New York: Oxford University Press. Geiger, R. 1986. To advance knowledge: The growth of American research universities, 1900 –1940. New York: Oxford University Press. ———. 1999. Ten generations of American higher education. In American higher education in the 21st century, edited by P. G. Altbach, R. O. Berdahl, and P. J. Gumport. Baltimore: Johns Hopkins University Press. Gouldner, A. W. 1957. Cosmopolitans and locals: Toward an analysis of latent social roles.

Traditional undergraduates are also changing. They are coming to college more poorly prepared than their predecessors. As a result, 46 / Arthur Levine there is a growing need for remediation. According to a national survey of student affairs officers I conducted in 1997, nearly threefourths (74%) of all colleges and universities experienced an increase within the previous decade in the proportion of students requiring remedial or development education at two-year (81%) and four-year (64%) colleges.

The department has, however, been criticized on a number of grounds. Especially during the 1960s, many argued that the disciplinebased department was too rigid a structure and that it hindered interdisciplinary teaching and research. It is certainly the case that the individual member of the academic staff must look to the department for promotion, and if the department does not encourage interdisciplinary work, it is sometimes risky for faculty to engage in it. It has also been argued that the department rigidifies the academic disciplines by giving them an organizational base that is hard to alter.

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