History Of Higher Education Research Articles

Transformation of the structure professions in higher agricultural schools of Siberia at the end of 1950-s – beginning of 1990-s

The article reveals the transformations happened to the specialties structure in Higher agricultural education of Siberia at the end of the 1950s-the beginning of the 1990s. On the basis of archive documents there were analyzed the measures taken by central administrative structures, local authorities and the academic staff of the region for further development and perfection of major organization departments in eight agricultural institutes and their branches. It is stated that to the end of the period reviewed the number of faculties and specialties in Siberian agricultural higher educational institutions rose two times in comparison with the beginning of the period. Some of the agricultural institutes and their branches showed the rise in three or four times. In consequence of the measures they raised the number of specialists trained in Agronomics, Livestock engineering, Mechanics, Power engineering, Veterinary, Economics, for rapidly developing branches of regional agriculture. The article is intended to people interested in history of Higher education in Russia.

Trade union activity, cultural, public and political life of Krasnoyarsk Polytechnic Institute in the second half of 1950s–1980

Basing on rich documentary, the article studies the activity of the trade union organization in Krasnoyarsk Polytechnic Institute and the impact the trade union had on the cultural, public and political life of the Institute in the second half of the 1950s-1980s. The activity is stated to be held in different forms and areas: amateur arts, propaganda, wall-newspaper and house magazine, vigilant groups, University of Culture, student club, lecturing agitation group, student construction brigades, department, groups and hostels competitions. The authors come to the conclusion that involving students and faculty members into cultural, public and political life added greatly to fostering the future engineers as it took them less time to adapt to the team-spirited workforce after graduating from the higher educational establishment. The article is intended for the people interested in history of higher education in Siberia and Russia.

The Fountain of Knowledge: The Role of Universities in Economic Development by Shiri M. Breznitz

Reviewed by: The Fountain of Knowledge: The Role of Universities in Economic Development by Shiri M. Breznitz James J. Harrington, PH.D. Shiri M. Breznitz. The Fountain of Knowledge: The Role of Universities in Economic Development. Stanford, CA: Stanford University Press, 2014. 181 pp. Cloth: $60.00. ISBN: 978-0-8047-8961-5. The Fountain of Knowledge is described as “the story of the university in a changing world, and in particular its role in economic development” (p. xiii) with the added note that policy makers have started to view the universities as the pathways to a region becoming a successful part of the global economy—what Breznitz describes as “universities and their role in the global economy: how and why they are contributing to their local economies” (p. xiv). This is a small book filled with insight and data. A well written and clear statement of the issues surrounding technology transfer and local economic growth, it is appropriate for the beginner seeking to develop a foundation, as well as the practitioner seeking to understand and improve their knowledge and performance. It has proven very helpful to me as a scholar working in the field of development economics and higher education history. My own work in the comparative, international history of higher education in the developing nations supports and affirms much of what she details in these case studies in the U.S. (Yale) and the U.K. (Cambridge). While I have a more regional economic focus, Breznitz emphasizes the internal processes and external environment of the institutions themselves as economic engines for their communities. It is a given that universities produce both the young minds and the research critical to economic growth and development. In the current technological age, value is often measured by the number of patents, licenses, and spin-out firms. Breznitz emphasizes that this success depends on the ability of the university to transfer knowledge into the public domain in conjunction with the ability of the region to absorb that information (p. 1). The case studies describe how it is done (and not done). The Fountain uses two internationally recognized universities, Yale and Cambridge, to test theory and practice. Breznitz’s model to guide this discussion notes two ways to assess an institution’s contribution to the annual flow of a regional economy. The classic, or ‘short run,’ method is to determine the institution’s contribution to the annual flow of regional economic activity. The ‘long run’ method focuses on the contribution to the continuing growth of human capital in the region …. Hence, the ability of a university to patent, license, and spin out firms has a direct impact on the long-run economic development of a region, which is the focus of this book. (p. 4) The research examines institutional differences as key elements, intertwined in social, economic, and political factors, and in combination with historical and environmental influences. While focusing on how the system of technology commercialization works, including investment and process, and the university’s skill in operating the process, Breznitz maintains a focus on the institution, history, and environment – the context: We have a public versus a private university, an institution that had a history of university-industry relationships and one that did not, one that has funding and allows [End Page 621] faculty to focus on research and one that focuses on teaching and has limited research funding. This provides the basis for the differentiation of the two universities, but it is also the basis from which we start out journey toward understanding the optimal formula for technology commercialization and knowledge transfer. (p. 14) Significant information is provided to explain the theory and the practical. Equally important are the issues and explanations of internal university operations and the linkages among the universities and the regional firms and local industry. It is a thorough and readable discussion. The era of the discussion, the 1990s, was a period of change in the economic and academic environments that Breznitz uses to compare Yale and Cambridge. The data is also judged against the commercialization experiences of Harvard and MIT. For this volume, it is the internal factors that produce the most significant lessons: the importance...

The Impact of Learning Communities for Students in Developmental Education

Community colleges play a vital role in postsecondary education, enrolling more than one in every three postsecondary students. While their importance has grown over the past 50 years, their students’ success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for approaches that increase students’ success rates. “Learning communities” are one popular strategy. This article describes the results of one of the largest (n ≈ 7,000) independent randomized trials in higher education history—an evaluation of the effectiveness of learning communities for students in developmental education at six community colleges throughout the United States. The estimated overall average effects of learning communities are positive, although quite modest.

Importance of International Scientific Contacts in Tomsk Scientific Community as the Factor of Physics Research Development in the 1970-1980-ies

The article is devoted to historical reconstruction of the international contacts and communications of Tomsk scientific community in the 1970-1980s. Siberian Physical-Technical Institute (SPhTI) was a large center of basic and applied research development in the field of solid state physics, cybernetics, radio electronics and scientific staff training in the USSR. The author analyses the main forms of cooperation between SPhTI and foreign scientific research institutes and higher education institutions, the mechanism of foreign training organization, the forms of the state control on international scientific and educational contacts. The value of SPhTI's international scientific contacts in developing research on physics is emphasized. SPhTI scientists’ participation in foreign trips resulted in establishing personal acquaintances and close communicative connections on the basis of which later correspondence was initiated and technical information exchange was regularly carried out. All that, eventually, favorably influenced the quality of research work, gave new impetus for organization of large scientific conferences with participation of the leading scientists. The historical reconstruction of one of the largest USSR's research institutes’ international relations and contacts raises the issue of the relationship between science and power and feature of science development in the Soviet Union in the 1970-1980s. The article is intended for those interested in Russian history, history of higher education and science.

In the Service of Technocratic Managerialism? History in UK Universities

This article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing, sociopolitical functions, and the presumed cultural value of the discipline practices that students learn to perform. We suggest that current conceptions of history degree curricula are overly thin and organised around a dominant managerialist discourse of skills, personal development and learning outcomes. In a historicised world, in which history-focused behaviour has a crucial, ideological, affirmatory role, and in which historical narratives have a privileged cognitive function, we argue that it is critical for university history students to be able to deconstruct the processes by which history legitimises itself, and reinforces matrices of power in our societies. The positioning of history in higher education as a form of technocratic managerialism closes down spaces in which students can explore the potential of historical practices as a means of engaging with issues of current sociopolitical and ethical concern. We ask in this article, is this what we want an academic history culture to do?

The History of Higher Education in Albania University of Tirana (1957-1960)

Education in specific periods of social development has been treated as a priority no doubts, educational-learning activity has been one of the not substitutable elements of communication between people and progress of every civilization. It serves to the nation and every development to this field is welcomed. With termination of Second World War Albania would be faced with many difficulties, as a result of damages also of poor educational inheritance. The solution to the problems would require the active involvement of the state but also of the wide civilization of that time. a powerful influence would exercise economic, political, and social factors where no doubt the most active one remained the politic one. Communist leadership would apply totalitarian socialist system undertaking for more than five decades radical changes, with consequences in the educational development in general and the high one in special. The first decades would be defining of lying of foundations and gradually for the formation as a school category oriented toward Leninism -Marxism ideology. The end of the 50s that conformed with the opening of the first Albanian University would take a special place in this process. Within the limits of an article not pretending for exhaustive treatment, we will have a tendency toward a new approach about some of the most specific aspects of higher education performance in this period. DOI: 10.5901/mjss.2015.v6n5s2p663

The History of Higher Education in Canada

The internationalization of the economy, science and culture, aggravation of global problems which solution requires going beyond the national level, raise the interest in studying international experience in various areas of life. Education sector is not an exception. In this paper is carried out historical and retrospective analysis of higher education in Canada, that allows it identify and characterize the stages of professional training of specialists in higher educational institutions of this country. The article analyzes qualitative and quantitative changes undergone by Canadian higher education. DOI: 10.5901/mjss.2015.v6n5s1p534

Research on the Higher Education Ideas in Ancient Greece and its Modern Values

Higher education institutions of ancient Greece, represented by the philosophy schools which rose in 387 BC in classical Athens and its history ended in 529 AD, it played a significant role in higher education history. The ideas, systems and structures of higher education institutions had been completed in the form of philosophy schools during these 916 years’ development. Here, the core ideas of them have been reviewed and analyzed at two main aspects: The virtue cultivation, the practical ideas of liberal arts education, the free view reflected in this process worthies our attention too. The continuous research back on them will help us to deepen our understanding of the origin of the university ideas and the development of its systems, and also it will promote the modern value of its spiritual heritages. In practice, universities are the main forces of the modern higher education, while we focus on the system development of the universities, attention should still be drawn that it is the place for virtue cultivation and the truth and freedom pursuing, which are the core parts for the university ideas, they should be well maintained and carried on in the development of the modern universities.

Sustentabilidade das políticas e estratégias para a educação superior no Brasil: uma análise sob a ótica da teoria dos sistemas autopoiéticos

Este estudo tem como objetivo analisar a abordagem da sustentabilidade na trajetória da educação superior no Brasil sob os fundamentos da teoria dos sistemas autopoiéticos. Trata-se de um estudo exploratório de caráter qualitativo, que buscou identificar os principais fenômenos que determinaram a trajetória e evolução histórica das políticas e estratégias para a educação superior. No que se refere à evolução da Educação Superior, pode-se verificar que ocorreu de forma tardia, passando as Universidades por um amplo processo de legislação e vários acontecimentos marcantes. A ótica da Sustentabilidade, em especial a Educação para Sustentabilidade, está em processo evolutivo. Como resultados mais expressivos, as evidências apontam que o Brasil tem sido um forte aliado da Organização das Nações Unidas - ONU, na busca do fortalecimento de estratégias e ações para a sustentabilidade; importante ator para a criação de normas de certificação como a ISO; inserção de novas politicas de avaliação e controle na educação pelo Ministério da Educação - MEC e seus conselhos; criação do planejamento para as instituições de ensino, denominado de Plano de Desenvolvimento Institucional – PDI; inclusão da educação ambiental nas diretrizes curriculares de cursos de nível superior entre outros; novos processos e politicas para a qualificação do ensino; novos modelos de gestão, em especial para a operacionalização do PDI em Instituições de Educação Superior (IES).

Should universities play a greater role in the delivery of emergency medicine specialty education and training? No.

Should universities play a greater role in the delivery of emergency medicine specialty education and training? No.

Higher Education Changes in Great Britain in XX–XXI centuries

The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries.
 During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma.
 The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees.
 The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics.
 Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.

The “800-Pound Gargoyle”: The Long History of Higher Education and Urban Development on Chicago’s South Side

Today colleges and universities are the dominant employers, real estate holders, policing agents, and educational and health care providers in major cities where they once played a less prominent role. Neighborhoods of color surrounding urban campuses are left most vulnerable to the for-profit developments of higher education, because the land is cheap and the citizens hold little political influence. This essay examines the long-standing relationship between the University of Chicago (U of C) and black communities surrounding the campus to chronicle the rise of what I call “UniverCities.” The U of C’s historic control of urban development on the South Side helps explain why higher education must be placed alongside the state and the financial sector as a key institutional catalyst shaping the growth and development of the twenty-first-century city.

Glimpses of American Higher Education’s Past

John Thelin’s new book Essential Documents in the History of American Higher Education is a collection of documents that illustrate the history of American higher education. It is designed to supplement the second edition of his history of American higher education (Thelin, 2011). The 46 documents are mostly primary sources, but there are also articles from The Chronicle of Higher Education and excerpts from books. The history of higher education in California gets special emphasis. So do research universities, although the community colleges and state colleges get a little more attention here than in his textbook. The primary purpose of this collection is to provide illustrative material for readers of the textbook, but because of the nature of the documents, the book is of interest in its own

Reclaiming the Idea of the University as a Possible Solution to Today’s Crisis

Higher education has always been associated in one way or another with crisis. One could even argue that the university has always faced one type of crisis or another. The one debated the most is the economic crisis; however, there are many debates focusing on other types of crisis. Furthermore, all major reforms in the history of higher education (from Humboldt’s reform in 19th century Prussia to the views promoted by Y Gasset against the background of the Spanish revolution, or even the Bologna Process) have arisen as a result of a crisis. Today, the global economic crisis has yet again highlighted the fact that the idea of the university, the very foundation on which it was built, is no longer present when addressing contemporary issues in higher education. Our paper argues that there is an imperative need to reclaim and reconsider the idea of the university, as this could provide a possible solution to today’s crisis in higher education. Furthermore, we will attempt to show the reasons why this should occur, as well as the manner in which it could be achieved. The focus today is on too many minute, detailed aspects of higher education institutions, which are managed, evaluated, quality assured, ranked, assessed and so forth, while the global perspective on the university has been lost/ignored. Today’s crisis could be used as an opportunity to reassess and re-establish a relevant idea for today’s university.

Serving the Developmental and Learning Needs of the 21st Century Diverse College Student Population: A Review of Literature

The seminal theories that describe human development during the college years were developed several decades ago using research conducted with homogenous groups of college students that resemble the demographic characteristics of 21 st Century college students in very few ways. The current population is more diverse in terms of race, ethnicity, gender, age, socioeconomic status, academic preparation, immigration status, and disability than the college student population has ever been in the history of higher education. This review highlights recent research on how the current diverse population of college students interacts within the campus environment. The review considers the current research on how college affects 21 st century college students, and how students develop in terms of career, cognitive, and psychological development during the college years. Also important to consider is the kind of social and cultural capital that diverse college students bring to college that helps them achieve academic and career success.

Coming Out of the Campus Closet: The Emerging Visibility of Queer Students at the University of Florida, 1970–1982

This historical work chronicles the emergence of lesbian, gay, bisexual, transgendered, and queer (LGBTQ) student visibility at the University of Florida from 1970 to 1982. It focuses on the establishment of an LGBTQ student group and student reactions to queer visibility. This work relies heavily on the student newspaper for the student perspective, and shows how the emergence of queer students was part of the expansion of student affairs offices and how queer student movements grew from other social protest movements. Higher education history has almost entirely omitted queer experiences, and queer history has not looked deeply into higher education.

Survive and Persist: Amherst and Classical College Development during the Age of American University Proliferation

Throughout American history, institutions of higher education have faced difficult decisions relative to institutional survival, direction, and long-term relevance within a constantly changing and evolving higher education landscape. History has shown us that successive generations have had a significant and unique impact on the higher education landscape. The survival and flourishing of classical liberal arts colleges during the rise of universities during late 19 th century America marks an important moment in the history of higher education. This article will attempt to position the institutional developments of Amherst College within the context of Roger L. Geiger’s “The Ten Generations of American Higher Education” and simultaneously demonstrate the unwavering and remarkably durable institutional spirit that contributed to the survival of Amherst during the progressive rise and development of universities in America. Amherst’s survival and subsequent success is an example of how an educational institution can position itself for enduring success during a monumental change to the larger educational landscape.

Write On! Through to the Ph.D.: using writing groups to facilitate doctoral degree progress

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.

O ensino superior da História em Portugal (1859-1911)

Com a realização deste artigo procurei reunir contributos para uma reflexão em torno do processo de surgimento do ensino superior da História em Portugal. Analisei o seu desenvolvimento como área do conhecimento autonomizada, aceite como saber relevante. Visei ampliar o entendimento sobre os mecanismos que conduziram à conquista desse estatuto, sem deixar de ter presente que a disciplinarização não obedece exclusivamente a questões de caráter científico ou acadêmico. Estudei de forma particular o Curso Superior de Letras, criado por D. Pedro V em 1858 e que foi o primeiro estabelecimento português consagrado especificamente ao ensino das ciências sociais e humanas. Com a implantação da República, essa instituição haveria de converter-se na Faculdade de Letras da Universidade de Lisboa, criada em 1910.