This book is essential for all those who study and work in today's colleges and for all those who seek a better education for their children, the nation, and the world. It is recommended for courses in higher education and society, contemporary issues in higher education, philosophy of higher education, academic issues in higher education, leadership and globalization and higher education.

This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.

"This book of contributed chapters is for educators who want to improve their understanding of the role higher education can play in developing students who are actively engaged in democratic processes and civic engagement opportunities"--

Drawing on current scholarship, Education and Society takes students on a journey through the many roles that education plays in contemporary societies. Addressing students’ own experience of education before expanding to larger sociological conversations, Education and Society helps readers understand and engage with such topics as peer groups, gender and identity, social class, the racialization of achievement, the treatment of immigrant children, special education, school choice, accountability, discipline, global perspectives, and schooling as a social institution. The book prompts students to evaluate how schools organize our society and how society organizes our schools. Moving from students to schooling to social forces, Education and Society provides a lively and engaging introduction to theory and research and will serve as a cornerstone for courses such as sociology of education, foundations of education, critical issues in education, and school and society.

In this monograph, Lili Yang compares core ideas about the state, society, and higher education in two major world traditions. She explores the broad cultural and philosophical ideas underlying the public good of higher education in the two traditions, reveals their different social imaginaries, and works through five areas where higher education intersects with the individual, society, the state, and the world, intersections understood in contrasting ways in each tradition. The five key themes are: individual student development in higher education, equity in higher education, academic freedom and university autonomy, the resources and outcomes of higher education, and cross-border higher education activities and higher education's global outcomes. In exploring the similarities, Yang highlights important meeting points between the two world views, with the potential to contribute to the mutual understanding and cooperation across cultures.

The chronic underinvestment in higher education has serious ramifications for both individuals and society. Winner, Best Book in Education, 2009 PROSE Awards, Professional and Scholarly Publishing Division, Association of American Publishers Winner, Best Book in Education, PROSE Awards, Professional and Scholarly Publishing Division, Association of American Publishers A college education has long been acknowledged as essential for both personal success and economic growth. But the measurable value of its nonmonetary benefits has until now been poorly understood. In Higher Learning, Greater Good, leading education economist Walter W. McMahon carefully describes these benefits and suggests that higher education accrues significant social and private benefits. McMahon's research uncovers a major skill deficit and college premium in the United States and other OECD countries due to technical change and globalization, which, according to a new preface to the 2017 edition, continues unabated. A college degree brings better job opportunities, higher earnings, and even improved health and longevity. Higher education also promotes democracy and sustainable growth and contributes to reduced crime and lower state welfare and prison costs. These social benefits are substantial in relation to the costs of a college education. Offering a human capital perspective on these and other higher education policy issues, McMahon suggests that poor understanding of the value of nonmarket benefits leads to private underinvestment. He offers policy options that can enable state and federal governments to increase investment in higher education.

Springer is proud to announce that 'Universities in the Knowledge Society' has received the ASHE-CIHE award for Significant Research on International Higher Education. Congratulations to Timo Aarrevaara, Martin Finkelstein, Glen A. Jones, Jisun Jung and all contributors! This book explores the complex, multi-faceted relationships between national research and innovation systems and higher education. The transition towards knowledge societies/economies is repositioning the role of the university and transforming the academic profession. The volume provides a foundational introduction to the concepts of knowledge society and knowledge economy, and these concepts ground the detailed case studies of eighteen systems, located across five continents. Each case study was written by a leading expert in that jurisdiction, and provides a critical analysis of the research and development infrastructure, the role of universities, and the implications for the academic profession. The book describes how nations in various geographic regions and at various stages of economic maturity are restructuring their university systems to adapt to the new imperatives, and provides a cross-case analysis identifying common themes and distinctive features. In telling the story of higher education’s on-going global metamorphosis, the contributing authors place current developments in the context of the university’s historic evolution, survey the changing metrics that national governments are adopting to measure university performance, and describe a new international project, the Academic Profession in the Knowledge-based Society [APiKS] that involved a common survey of academics in more than twenty countries to take the pulse of developments “on the ground” while documenting the challenges confronting knowledge workers in the new economy.

Bronze Winner, 2021 Foreword INDIES Book of the Year Award in the Education Category Democracy and higher education are inextricably linked: universities not only have the ability to be key arbiters of how democracy is advanced, but they also need to reflect democratic values in their practices, objectives, and goals. Framed by the COVID-19 pandemic, and the ongoing crisis of structural racism, Higher Education for Democracy explores academe's role in advancing democracy by using a cross-national comparison of Los Angeles, New Delhi, and Hong Kong to develop strategies that universities can employ to strengthen democracy and resist fascism. William G. Tierney argues that if academe is to be a progenitor in the advancement of democracy, then we need to consider five areas of change that have been significant across national contexts amid both globalization and neoliberalism: inequality, privatization, the public good, identity, and academic freedom. Taking a comparative approach and drawing on scholarly literature, archival research, and interviews, Higher Education for Democracy aims to understand these changes and their implications and to position higher education in defense of democracy in a globalized economy framed by fascism.

A radical blueprint for reinventing American higher education. America’s research universities consistently dominate global rankings but may be entrenched in a model that no longer accomplishes their purposes. With their multiple roles of discovery, teaching, and public service, these institutions represent the gold standard in American higher education, but their evolution since the nineteenth century has been only incremental. The need for a new and complementary model that offers broader accessibility to an academic platform underpinned by knowledge production is critical to our well-being and economic competitiveness. Michael M. Crow, president of Arizona State University and an outspoken advocate for reinventing the public research university, conceived the New American University model when he moved from Columbia University to Arizona State in 2002. Following a comprehensive reconceptualization spanning more than a decade, ASU has emerged as an international academic and research powerhouse that serves as the foundational prototype for the new model. Crow has led the transformation of ASU into an egalitarian institution committed to academic excellence, inclusiveness to a broad demographic, and maximum societal impact. In Designing the New American University, Crow and coauthor William B. Dabars—a historian whose research focus is the American research university—examine the emergence of this set of institutions and the imperative for the new model, the tenets of which may be adapted by colleges and universities, both public and private. Through institutional innovation, say Crow and Dabars, universities are apt to realize unique and differentiated identities, which maximize their potential to generate the ideas, products, and processes that impact quality of life, standard of living, and national economic competitiveness. Designing the New American University will ignite a national discussion about the future evolution of the American research university.

This new edition explores current issues of central importance to the academy: leadership, accountability, access, finance, technology, academic freedom, the canon, governance, and race. Chapters also deal with key constituencies -- students and faculty -- in the context of a changing academic environment.