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Liberal
Education, Fall 2008, Vol. 94, No. 4
Globalization and U.S. Higher Education
This
issue explores the potential impact of the Bologna Process
on higher education in the United States, the phenomenon of
global branding, and the functions and motives of U.S. institutions
of higher education that are establishing overseas operations
in Asia, the Middle East, and elsewhere. Also included are
articles on accountability and on advising a diverse student
body.
Please
feel free to pass this e-mail along to others. The table of
contents is below, with links to full online articles when
applicable. If you would like to order multiple copies for
a faculty workshop or campus office, we offer bulk discounts
for purchases of eleven or more copies.
President's
Message
Bologna
Plus: The Liberal Education Advantage
By
Carol Geary Schneider
America's tradition of providing a liberal education to students
at the college level, and not just in precollegiate studies,
is more important than ever in this turbulent global era.
From the Editor
Featured
Topic
Accountability
"Light": Our Version Is Going the Way of the Dollar
vs. the Euro
By Clifford
Adelman
Through the largest reconstruction of higher education ever
undertaken anywhere - known as the Bologna Process - academic
leaders, faculty, and students themselves have come up with
a convincing and credible scaffolding of accountability.
Bologna:
A Challenge for Liberal Education - and an Exceptional Opportunity
By Paul L. Gaston
The Bologna Process offers a direct challenge to the principles,
the practices, and, most especially, the international competitiveness
of U.S. higher education. How might advocates for liberal
education respond most constructively and effectively?
The Council
of Europe, the Bologna Process, and Education for Democracy:
An Interview with Sjur Bergan
Public discourse
on higher education in Europe is very focused on the economic
aspects of higher education - which are, of course, important.
But the role of higher education in society is not just economic.
Global
Branding and the Celebrity University
By Sheldon Rothblatt
The logic of the "world-class" university is the
logic of the global economy. Suffice it to say that as globally
ambitious universities cultivate brand identities, little
emphasis is placed on the traditional concerns of liberal
education.
The Offshore
Model for Universities
By Andrew Ross
It may be all too easy to conclude that the global university,
as it takes shape, will emulate some of the conduct of multinational
corporations. It is much more of a challenge to grasp the
consequences of the coevolution of knowledge-based firms and
academic institutions.
Perspectives
Growing
Government Demands for Accountability vs. Independence in
the University
By A. Lee Fritschler,
Paul Weissburg, and Phillip Magness
How can one justify a self-governing regime in a tertiary
education sector that is functioning within a democratic system
of government? And how does one defend self-government in
a sector that receives such extensive public funding and that
is of such critical importance to the general public?
The Voluntary
System of Accountability: Responding to a New Era
By David Shulenburger,
George L. Mehaffy, and Christine Keller
Within the academy and the assessment community, the Voluntary
System of Accountability has generated much debate and some
criticism. Unfortunately, many of the concerns are based upon
misunderstandings, incomplete and faulty information, and
outdated research.
A
Real Analysis of Real Education
By
Anthony P. Carnevale
Arguing that intellectual ability and socioeconomic status
are inherited, Charles Murray concludes that the BA degree
should be reserved for students who score in the top 10 percent
on the SAT or ACT. It is worthwhile to examine the economics
behind Murray's arguments, if only because he represents an
extreme version of a lingering set of biases shared by many
Americans.
My
View
Advising
a Diverse Student Body: Lessons I've Learned from Trading
Places
By Lerita Coleman
Brown
An invitation to join a panel discussion about advising a
diverse student body brought to mind my own experience as
one of one hundred African Americans at a campus of five thousand
students. If I were a new college student today - and knowing
what I know now, some thirty years later - what would I want
from an adviser?
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