The Consolation of Scholarship. IHE Perspectives.

Autor/in	Fincher, Cameron
Institution	Georgia Univ., Athens. Inst. of Higher Education.
Titel	The Consolation of Scholarship. IHE Perspectives.
Quelle	(1999), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Educational Principles; Educational Research; Educational Researchers; Effective Schools Research; Graduate Study; Higher Education; Institutional Research; Institutions; Scholarship; Self Evaluation (Groups); Theory Practice Relationship + Suchen Sie Ihr Suchwort? Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Schulforschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Scholarships; Stipendium; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Theorie-Praxis-Beziehung
Abstract	This monograph discusses some of the difficulties that colleges and universities encounter when they seek to study themselves. It finds that despite commendable efforts to establish doctoral programs in higher education, institutes and centers for the study of higher education, and offices of institutional research, there are many discrepancies between what is known and what is believed about institutions of higher learning. The most publicized criticism of educational research has been its inability to demonstrate the effectiveness of federally funded programs. The essay goes on to examine the establishment of centers for research in higher education as part of the movement to support research on issues and problems related to postsecondary education, and the later shift of federal funding which directed research toward evaluation, planning, and management. The essay also examines the role of institutional research for data-gathering and reporting, as well as for organizational and operational purposes, concluding that educational research has not had any sustained influence in the reform of education at any level. The essay concludes that higher education is, nonetheless, worthy of study with the best of scholarly methods, and that as a field of doctoral study, higher education should be the "study of institutions." (CH)
Anmerkungen	Institute of Higher Education, Meigs Hall, University of Georgia, Athens, GA 30602-1772; Tel: 706-542-3464; fax: 706-542-7588; Web site: http://service.uga.edu/ihe/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01