University Identity Research Articles

Aspekte van die universiteitswese en van sosiologiebeoefening in 'n gesegmenteerde RSA / Aspects of the nature of the university and of the practice of sociology in a segmented RSA

The overall objective of both the nature of western universities and the way in which western sociology is practised is to make a contribution towards greater understanding of social reality, inter alia, and towards the realization of becoming fully human. The case of a university in a plural society, established and organized mainly exclusively for a particular population group, brings about implications with regard to the realization of the nature and character of the ideal typical university. It also has implications for the practise of sociology. In this article an analysis is made of the nature, essence and mission of the university. With this in mind, the general as well as the sociological consequences of the existence of particularistic universities are examined. S. Afr. J. Sociol. 1985, 16(1): 14–21

Ortega y Gasset'sMission of the University: An appropriate document for an age of economy?

ABSTRACT The article re-examines Ortega y Gasset's Mission of the University and works by the same author, principally in order to see which questions raised by Ortega about Higher Education continue to be relevant. Three related areas of his work are examined: the role of the intellectual in society, his doctrine of economy in education, and his central argument for a pedagogy of the university. The area of study he defines as ‘culture˚s is examined and related to his views on the individual and personal freedom and to the proposed curriculum of the ideal university. Ortega's pedagogical theory rests on the limitations of the learner as well as on the range of things to be learned. The overall aim of Ortega's proposed reform of the university is to improve public political and social life. The argument includes a closer look at Ortega's view of the value of the study of history. The paper ends with a summary of the limitations and values to our own circumstances of Ortega's educational proposals.

University Presidents and Politicians

It is customary to think of the ideal university president as being necessarily opposed to the methods and aims of the public politician. I f , as Thorstein Veblen argued, he adopts those methods and aims, he betrays the university and becomes, in effect, the head of a corporation or a minor state. It is the argument of this paper, however, that the president can lead and direct the University only if he accepts a political role, and strives to establish a high place for the university among public priorities. At the University of Toronto (and at other Canadian universities in varying degrees and in varying ways), the president was not able to play this political role until the great expansion of the 'sixties. Then, the need for long-range planning brought the presidents into the political arena. At the same time, internal stresses led to the creation of more representative governing bodies within the universities, and made the president a political figure who must strive to achieve a central alliance within the academic community.

Dropouts' Dissatisfaction with University

One hundred and twenty-nine dropouts, and a matched sample of one hundred and thirty-one persisting students completed semantic differential ratings of Self, Ideal Self, and University. Large discrepancies between the ratings of Self and University, and Ideal Self and University were found to be related to dissatisfaction with the university, and likelihood of dropping out of university. When dropouts were categorized into five “types” on the basis of their acceptance or rejection of the cultural goals associated with university attendance, and acceptance or rejection of the institutionalized means of attaining the goals, it was found that dissatisfaction with the university was not global, but that different types of dropouts experienced dissatisfaction with different aspects of the institutional environment in accordance with their motivations and aspirations. The findings of this study indicate that much valuable data may be overlooked by regarding dropouts as one homogeneous group.

Evaluation of an Ideal University Teacher

Evaluation of an Ideal University Teacher

Claude Bissell's Idea of the University

During the last two decades few institutions have been as much in the forefront of public affairs as the Although specific issues having to do with higher education have changed from time to time, debates on those issues almost always have included references to an of the Both critics and defenders of the university have been wont to invoke the traditions and ideals of the university in arguing for their varying points of view. The freedom and frequency with which the or ideal of the university is injected into public discourse suggest that there is a general agreement and understanding about what the university ideally is or should be. But issues have remained unresolved and the debates have continued. Perhaps the of the university is not as well understood as it seems to be; perhaps there is no coherent at all. The objective of this essay is to describe and analyse the ideas of one person who has said and written more about the university than any other Canadian. He is Claude Thomas Bissell, president of Carleton University from 1956 to 1958 and the University of Toronto from 1958 to 1971. Many ofhis ideas about the university are thought-provoking, some are unique, and all of them taken together constitute a definition of the university within Canadian society. Before considering Bissell's ideas about the university, a brief comment about the methodology of our approach in this discussion is in order. Western society is indebted to John Henry Cardinal Newman for having first suggested that there was an idea of the university. Despite the gratitude due him, the ramifications of Newman's approach are as complicating as they are illuminating. Like many foundations of social and intellectual history, Newman's description of what, in his opinion, the ideal university should be came, over time, to be regarded as what the of the university in fact was. Newman's for a university became the of The University. More important, Western thought has come to assume that the of the university preceded the reality of the university, or, stated in other words, that the abstraction preceded the institution. Philosophically this is a Platonic attitude and historically it is very Christian. That there were and are deviations from the ideal does not deny the ideal's existence.

The Forms of Academe

I. This paper investigates some effects on universities and university structures of two significant factors or variables: first, the degree to which open or restricted entrance requirements affect the composition of the student body; second, the degree to which a professional or collegia! self-image is prevalent among the faculty and staff. When these two variables are related to each other, it is possible to construct a four-fold typology, which, in turn, may provide strategies for goal-determination and conflict-resolution within each of four ideal university types. The typology outlined in this paper is descriptive, as are the terminologies utilized. The ideal types are presented, further, in full awareness that no real or existing institutions of higher learning will conform to any of them in all particulars.

An Ideal University

The two most important failings in modern higher education are: We do not do an adequate or really honest job of pro viding our college youth with a true general educa tion. The student is not truly broadened. He remains ignorant of far too many aspects of the world of knowledge and aesthetics. Especially our most highly skilled technical professions lack the wide perspective that a good general education can give. Despite our attempt, poor as it is, to give some general education results in poorly trained specialists and professionals. These people usually must enter graduate school to obtain an advanced degree to make up for this lack.

A Comparison of South‐East Asian and Australian First‐Year Students' Views on University

A questionnaire study was carried out with Asian and Australian university entrants in order to ascertain their differential attitudes as to the purposes of an ideal university, and their expectations as to the milieu of an actual university. The implications of the significant culturally based differences between the two groups are discussed in terms of relative value systems, culture‐shock effects, and the ramifications for both academic policy and inter‐racial relations.

A WIDENING GAP BETWEEN STUDENTS OF SCIENCE AND ARTS

A questionnaire was used to investigate students’ conceptions of an ideal university when they began their university course and again two years later. The results indicated that over a two‐year period the students focused their attention on the academic aspects of university life and progressively de‐emphasized those characteristics which are not central to success on a degree course. This process of focusing or convergence occurred among students in all fields of study. At the same time there was a process of divergence in the educational values of scientists and technologists on the one hand, and arts and social science students on the other. These two groups moved apart during the two‐year period in their conception of an ideal university.

The Potential Activist and His Perception of the University

Starting with an attitude survey of freshmen entering three University of California campuses on the issue of support for, opposition to, or neutral feelings concerning the Free Speech Movement (FSM) at Berkeley, the author goes on to label the supporters as "potential activists" and to record their perceptions of present and ideal university education, in contrast to the anti-FSMers and neutrals (who often operated as a single comparison group). Data on the perceptions of a second comparison group composed of Berkeley students are also presented. Variables examined include political/social attitudes and educational goals and ideals. Using personality scales taken from the Omnibus Personality Inventory (Heist & Yonge, 1968), pro-FSMers were found to resemble the participants in the movement. The role of the psychologist in campus conflicts is introduced, and the implications of the potential activist profile for university policy planning are suggested.

France V. Scholes: Historian of New Spain

WHEN France Vinton Scholes received the Serra Award of the Academy of American Franciscan History in 1956, one of his distinguished colleagues remarked to me that “Scholes is a historian's historian.” Those of us who had the privilege to work with him, students and colleagues, also knew him as a master teacher and an ideal university administrator. In 1969 when the University of New Mexico administration building was named for its former Academic Vice President and Graduate Dean, we told him that it had always been “Scholes Hall ” for us.

Public Stereotype of the Ideal University President

Public Stereotype of the Ideal University President

The place of psychology in an ideal university: The report of the University Commission to advise on the future of psychology at Harvard.

The place of psychology in an ideal university: The report of the University Commission to advise on the future of psychology at Harvard.

The place of thinking in an ideal university.

The place of thinking in an ideal university.

The Place of Psychology in an Ideal University.

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The Gregg Report: The Place of Psychology in an Ideal University: the Report of the University Commission to Advise on the Future of Psychology at Harvard

The Gregg Report: The Place of Psychology in an Ideal University: the Report of the University Commission to Advise on the Future of Psychology at Harvard

Place of Psychology in an Ideal University.

Place of Psychology in an Ideal University.

Apologia Pro Vita Sua by John Henry Cardinal Newman, A Grammar of Assent by John Henry Cardinal Newman, The Idea of a University by John Henry Cardinal Newman

Apologia Pro Vita Sua by John Henry Cardinal Newman, A Grammar of Assent by John Henry Cardinal Newman, The Idea of a University by John Henry Cardinal Newman

IX.—NEW BOOKS

Journal Article IX.—NEW BOOKS Get access The Place of Psychology in an Ideal University. The Report of the University Commission to Advise on the Future of Psychology at Harvard. Cambridge : Harvard University Press, 1947. Pp. x + 42. $1.50 B. A. FABRELL B. A. FABRELL Search for other works by this author on: Oxford Academic Google Scholar Mind, Volume LVII, Issue 227, July 1948, Pages 387–389, https://doi.org/10.1093/mind/LVII.227.387 Published: 01 July 1948