Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education
Locus of Authority argues that every issue facing today’s colleges and universities, from stagnant degree completion rates to worrisome cost increases, is exacerbated by a century-old system of governance that desperately requires change. While prior studies have focused on boards of trustees and pr...
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| Main Authors: | , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Princeton, N.J.
Princeton University Press
[2015]
|
| Edition: | Course Book |
| Subjects: | |
| Online Access: | DE-1046 DE-859 DE-860 DE-739 DE-1043 DE-858 Volltext |
| Summary: | Locus of Authority argues that every issue facing today’s colleges and universities, from stagnant degree completion rates to worrisome cost increases, is exacerbated by a century-old system of governance that desperately requires change. While prior studies have focused on boards of trustees and presidents, few have looked at the place of faculty within the governance system. Specifically addressing faculty roles in this structure, William G. Bowen and Eugene M. Tobin ask: do higher education institutions have what it takes to reform effectively from within? Bowen and Tobin use case studies of four very different institutions—the University of California, Princeton University, Macalester College, and the City University of New York—to demonstrate that college and university governance has capably adjusted to the necessities of the moment and that governance norms and policies should be assessed in the context of historical events. The authors examine how faculty roles have evolved since colonial days to drive change but also to stand in the way of it. Bowen and Tobin make the case that successful reform depends on the artful consideration of technological, financial, and cultural developments, such as the explosion in online learning. Stressing that they do not want to diminish faculty roles but to facilitate their most useful contributions, Bowen and Tobin explore whether departments remain the best ways through which to organize decision making and if the concepts of academic freedom and shared governance need to be sharpened and redefined. Locus of Authority shows that the consequences of not addressing college and university governance are more than the nation can afford |
| Item Description: | Description based on online resource; title from PDF title page (publisher's Web site, viewed September 10 2015) |
| Physical Description: | 400 pages) illustrations |
| ISBN: | 9781400865635 |
| DOI: | 10.1515/9781400865635 |
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| spelling | Bowen, William G. Verfasser aut Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education William G. Bowen, Eugene M. Tobin Course Book Princeton, N.J. Princeton University Press [2015] © 2015 400 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Description based on online resource; title from PDF title page (publisher's Web site, viewed September 10 2015) Locus of Authority argues that every issue facing today’s colleges and universities, from stagnant degree completion rates to worrisome cost increases, is exacerbated by a century-old system of governance that desperately requires change. While prior studies have focused on boards of trustees and presidents, few have looked at the place of faculty within the governance system. Specifically addressing faculty roles in this structure, William G. Bowen and Eugene M. Tobin ask: do higher education institutions have what it takes to reform effectively from within? Bowen and Tobin use case studies of four very different institutions—the University of California, Princeton University, Macalester College, and the City University of New York—to demonstrate that college and university governance has capably adjusted to the necessities of the moment and that governance norms and policies should be assessed in the context of historical events. The authors examine how faculty roles have evolved since colonial days to drive change but also to stand in the way of it. Bowen and Tobin make the case that successful reform depends on the artful consideration of technological, financial, and cultural developments, such as the explosion in online learning. Stressing that they do not want to diminish faculty roles but to facilitate their most useful contributions, Bowen and Tobin explore whether departments remain the best ways through which to organize decision making and if the concepts of academic freedom and shared governance need to be sharpened and redefined. Locus of Authority shows that the consequences of not addressing college and university governance are more than the nation can afford In English College teaching Education Systems Erziehung, Schul- und Bildungswesen Social Sciences Teacher participation in administration Education / Higher bisacsh Education, Higher Administration Education, Higher United States Administration Teacher participation in administration United States Universities and colleges Administration Universities and colleges Faculty Universities and colleges United States Administration Universities and colleges United States Faculty Tobin, Eugene M. aut https://doi.org/10.1515/9781400865635 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Bowen, William G. Tobin, Eugene M. Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education College teaching Education Systems Erziehung, Schul- und Bildungswesen Social Sciences Teacher participation in administration Education / Higher bisacsh Education, Higher Administration Education, Higher United States Administration Teacher participation in administration United States Universities and colleges Administration Universities and colleges Faculty Universities and colleges United States Administration Universities and colleges United States Faculty |
| title | Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education |
| title_auth | Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education |
| title_exact_search | Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education |
| title_full | Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education William G. Bowen, Eugene M. Tobin |
| title_fullStr | Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education William G. Bowen, Eugene M. Tobin |
| title_full_unstemmed | Locus of Authority The Evolution of Faculty Roles in the Governance of Higher Education William G. Bowen, Eugene M. Tobin |
| title_short | Locus of Authority |
| title_sort | locus of authority the evolution of faculty roles in the governance of higher education |
| title_sub | The Evolution of Faculty Roles in the Governance of Higher Education |
| topic | College teaching Education Systems Erziehung, Schul- und Bildungswesen Social Sciences Teacher participation in administration Education / Higher bisacsh Education, Higher Administration Education, Higher United States Administration Teacher participation in administration United States Universities and colleges Administration Universities and colleges Faculty Universities and colleges United States Administration Universities and colleges United States Faculty |
| topic_facet | College teaching Education Systems Erziehung, Schul- und Bildungswesen Social Sciences Teacher participation in administration Education / Higher Education, Higher Administration Education, Higher United States Administration Teacher participation in administration United States Universities and colleges Administration Universities and colleges Faculty Universities and colleges United States Administration Universities and colleges United States Faculty |
| url | https://doi.org/10.1515/9781400865635 |
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