Foundations of Corporatization: Lessons from the Community College

Autor/in	Jones, Juli A.
Titel	Foundations of Corporatization: Lessons from the Community College
Quelle	In: History Teacher, 41 (2008) 2, S.213-217 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Majors (Students); Introductory Courses; Citizenship; Community Colleges; Governance; Liberal Arts; Vocational Education; History Instruction; Educational Change; Competition; Higher Education; Global Approach; Business; College Faculty; Outcomes of Education; Student Evaluation + Suchen Sie Ihr Suchwort? Einführungskurs; Staatsbürgerschaft; Community college; Community College; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausbildung; Berufsbildung; History lessons; Geschichtsunterricht; Bildungsreform; Wettkampf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Business studies; Wirtschaft; Betriebswirtschaft; Fakultät; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung
Abstract	The American emphasis on utility and practicality in education was expanded over the course of the twentieth century, particularly in the development of community colleges with their dual mission of liberal arts education and vocational training. Because of their mission and their dependence on local funding and community requirements, two-year colleges have been especially vulnerable to the pressures of corporatization. While the effects of corporatization are not always recognized at the four-year level, university colleagues need only look to the community college experience to find many examples of problems that they will inevitably share. Today, most college students receive their history education, particularly their survey courses, at community colleges. They provide the foundation for many students who become history majors, and the only history education that many citizens will ever have. The adoption of business models in higher education has been a particular challenge for community colleges. Students demand education for economic success and quick progress through convenient programs, not education for citizenship. While there are many problems resulting from business model education, the author believes that the most significant community college concerns regarding corporatization are (1) the use of contingent faculty; (2) outcomes assessment initiatives; (3) pressure to base curriculum and other decisions on a "students as customers" model; and (4) faculty governance. (Contains 10 endnotes.) (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.thehistoryteacher.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10