By Richard A. DeMillo
The majority of American students attend thousand or so deepest and public associations that will be defined because the Middle--reputable academic associations, yet now not thought of equivalent to the elite and entrenched higher echelon of the Ivy League and different prestigious faculties. Richard DeMillo has a caution for those faculties and universities within the heart: in the event you don't swap, you are heading for irrelevance and marginalization. In Abelard to Apple, DeMillo argues that those associations, clinging precariously to a centuries-old version of upper schooling, are ignoring the social, old, and monetary forces at paintings in modern global. within the age of iTunes, open resource software program, and for-profit on-line universities, there are new ideas for better schooling. DeMillo, who has spent years in either academia andin undefined, explains how greater schooling arrived at its present parlous kingdom and provides a street map for the twenty-first century. He describes the evolving version for better schooling, from eu universities dependent on a medieval version to American land-grant faculties to Apple's iTunes U and MIT's OpenCourseWare. He deals ten ideas to aid schools reinvent themselves (including "Don't romanticize your weaknesses") and argues for a spotlight on instructing undergraduates. DeMillo's message--for faculties and universities, scholars, alumni, mom and dad, employers, and politicians--is that any collage or collage can switch direction if it defines a compelling worth proposition (one no longer established in "institutional envy" of Harvard and Berkeley) and imagines an establishment that promises it.
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Additional resources for Abelard to Apple: The Fate of American Colleges and Universities
Most will never be able to establish the kind of brand recognition that would give them unassailable advantages. They are extravagant in their use of resources, and the resulting inefficiency gets passed along to students as higher costs. But above all, they are faculty-centered. They do not understand the value they provide. 22 Chapter 2 Without dramatic changes in how higher education is conceived and delivered by the nation’s colleges and universities, their fate is predictable: they will continue on an accelerating path toward the margins of a global marketplace in which they are particularly ill-suited to compete, a marketplace that might be willing to sacrifice core principles like academic freedom.
Everyone else has to choose one path or the other. Why aren’t university presidents alarmed? From his post in California, Clark Kerr saw American community colleges and comprehensive universities—not the research universities—absorb the large influx of postwar students, and he knows precisely the dilemma facing most university presidents: The elite institutions in the United States remained elite; some even more elite in their admission standards. The rest of the system absorbed the impacts of this enormous historic development.
In the course of doing this the rest of the system also accommodated all those new lesser professions and occupations that would have also diluted the universities. In particular, the one-time teachers colleges became comprehensive colleges and universities with a vast added array of occupationally oriented programs. 10 If the presidents of the most prestigious universities don’t really have much to worry about, there is little incentive for a president of a university that aspires to greatness to behave any differently.