University Reform: An International Perspective. AAHE-ERIC/Higher Education Research Report No. 10, 1980.

Autor/in	Altbach, Philip G.
Institution	ERIC Clearinghouse on Higher Education, Washington, DC.; American Association for Higher Education, Washington, DC.
Titel	University Reform: An International Perspective. AAHE-ERIC/Higher Education Research Report No. 10, 1980.
Quelle	(1980), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Agents; Change Strategies; College Faculty; College Role; Comparative Education; Educational Change; Educational Demand; Educational History; Foreign Countries; Government School Relationship; Higher Education; Long Range Planning; Public Policy; Social Change; Student Role; Teacher Role; France; India; Japan; Sweden; United Kingdom (Great Britain); United States; West Germany + Suchen Sie Ihr Suchwort? Lösungsstrategie; Fakultät; Vergleichende Erziehungswissenschaft; Bildungsreform; Bildungsanforderung; Bildungsnachfrage; History of education; Bildungsgeschichte; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Langfristige Planung; Öffentliche Ordnung; Sozialer Wandel; Lehrerrolle; Frankreich; Indien; Schweden; USA
Abstract	Universities around the world have changed dramatically in the period since World War II. Although the basic concerns of higher education (teaching, research, and service) have remained unchanged, the reality of expanded numbers and increased responsibility in a number of areas has placed immense pressure on universities. Seven goals essential to higher educatoin reform issues are new university structures, interdisciplinarity, accountability, administrative efficiency, relevance, democratization and participation, and increased responsiveness to society. Post-war reform forces: the demands of government for a new academic program or pressure by the public for increased access to higher education. In many cases they involve spending outside funds. Internally, the faculty is crucial to any reform's success. Tradition impinges on the reform process, oftern inhibiting rapid change. Students can also stimulate change, and even help develop and implement reform proposals. Examples in a variety of countries and systems (Sweden, West Germany, France, Japan, India, Great Britain) illustrate the complexity of the reform process. The German and British models hold some useful lessons for achieving controlled expansion in the United States. Reform often has unanticipated results or can engender serious opposition, and illustrate how not to achieve true reform. (MSE)
Anmerkungen	Publications Department, American Association for Higher Education, Suite 780, One Dupont Circle, Washington, DC 20036 ($3.00 members, $4.00 nonmembers).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC