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Describing the compact between highe...

Abel, Rob.

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Describing the compact between higher education and society.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Describing the compact between higher education and society./
作者:	Abel, Rob.
面頁冊數:	204 p.
附註:	Adviser: Bernard Luskin.
Contained By:	Dissertation Abstracts International69-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3300305
ISBN:	9780549446491

Describing the compact between higher education and society.
Abel, Rob.

Describing the compact between higher education and society. - 204 p.

Adviser: Bernard Luskin.

Thesis (Ed.D.)--Fielding Graduate University, 2008.

Keywords: Higher education, accountability, compact, charter, societal impact, influence on society, balance, individual benefit, public benefit, economic benefit, frameworks

ISBN: 9780549446491Subjects--Topical Terms:

626645
Education, Administration.

Describing the compact between higher education and society.
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520 $a Keywords: Higher education, accountability, compact, charter, societal impact, influence on society, balance, individual benefit, public benefit, economic benefit, frameworks
520 $a There is a developing base of literature arguing that the compact between higher education and society is evolving toward private economic gain, driven by industrial or market-oriented mindsets. This is in comparison with a presumed historical compact, portrayed as focused on social need, and based on trust. However, because the compact has been largely unwritten, it is difficult to ascertain. This study begins construction of a framework to capture the compact. The goal is to provide a base of context for increasing calls for greater accountability and the evolution of the role of higher education in society. Four theoretical paradigms of balance in the compact were constructed from a literature review. The paradigms describe models for means of influence, public/individual benefit, cultural/social/economic benefit, and accountability balance. A Delphi study was conducted with a panel of experienced college administrators from which a framework of 17 elements was constructed. Each of the elements was tested for consensus on criticality, likelihood of use, and ability to describe or quantify. A high level of favorable consensus with respect to criticality was achieved. The panel converged across all three tests on six core elements: access, degree attainment, diversity, learning outcomes, student engagement and satisfaction, and lifelong learning. The framework also exhibited balance with respect to the theoretical paradigms. However, the panel did not converge on the need for such a framework. The results indicate that there is potential to capture the compact based on a framework like the one developed. While there are diverse needs and opinions on the need for a new or common framework, the developed framework or a variation should be useful to some institutional leaders in conceptualizing and describing a balanced compact. The results of the study lead to the recommendation for far-sighted leaders to be more explicit and clear about the compact at the institutional or academic program level. The potential benefits include improved alignment of constituencies, differentiation, and a more effective student experience. It is recommended that the framework be studied further through application to specific institutional contexts as well as through testing for convergence across larger panel sizes.
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