2024-03-28T10:27:41Zhttps://escholarship.org/oaioai:escholarship.org:ark:/13030/qt98t2c7nf2024-03-03T23:38:32Zqt98t2c7nfProfile of Elizabeth Huff (1912-88). Founding Head of the East Asiatic Library, UC BerkeleyBerry, Mary Elizabeth2024-03-03application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/98t2c7nfarticleoai:escholarship.org:ark:/13030/qt1jr9j7012024-02-16T18:05:17Zqt1jr9j701Public University Systems and the Benefits of ScaleJohnsen, James2024-02-16Multi-campus public higher education governance systems exist in 44 of the 50 U.S. states. They include all the largest and most influential public colleges and universities in the United States, educating fully 75 percent of the nation’s public sector students. Their impact is enormous. And yet, they are largely neglected and as a tool for improvement are underutilized. Meanwhile, many states continue to struggle achieving their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. The dearth of scholarly research on these systems and their more effective use is explored in a forthcoming volume edited by the author. This paper extracts from that volume a set of specific ways in which systems can leverage their unique ability to use scale in servie to their mission.public university systemshigher educationgoverning boardsaccreditationcollective bargainingonline educationchange management and leadershipshared governanceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1jr9j701articleoai:escholarship.org:ark:/13030/qt0pf717bh2024-01-23T23:28:46Zqt0pf717bhHow Helpful Are Average Wage-By-Major Statistics In Choosing A Field Of Study?Bleemer, Zachary2024-01-01Average-wage-by-major statistics have become widely available to students interested in the economic ramifications of their college major choice. However, earning a major with higher average wages does not necessarily lead individual students to higher-paying careers. This essay combines literature review with novel analysis of longitudinal student outcomes to discuss how students use average-wage-by-major statistics and document seven reasons that they may differ, sharply in some cases, from the causal wage effects of major choice. I focus on the ramifications of two-sided non-random selection into college majors, mismeasurement of longitudinal student outcomes, and failures of extrapolation between available statistics and student interests. While large differences in average wages by major are likely to indicate causal ordinal differences between fields, small differences are probably best ignored even by students with strong interest in the economic consequences of their major choices. This essay is adapted from Chapter 6 of Metrics that Matter: Counting What’s Really Important to College Students.Higher educationcollege majorseconomic mobilityapplication/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/0pf717bharticleoai:escholarship.org:ark:/13030/qt1v45s9br2024-01-16T22:50:52Zqt1v45s9brThe Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022Carlson, Susan2024-01-01In The Art of Diversity: A Chronicle of Advancing the University of California Faculty through Efforts in Diversity, Equity, and Inclusion, 2010–2022, Susan Carlson details the University of California’s systemwide efforts to increase the diversity of its faculty during her tenure as Vice Provost, UC Office of the President. It tells the story of a remarkable alignment of California stakeholders—from the UC Regents and University leaders to the Academic Senate and the California legislature, from small faculty teams to multicampus coalitions—and how they worked to create a 21st-century faculty that reflects the diversity of California. This chronicle’s central focus is on a community of practice dedicated to excellence and equity. Efforts began with a program focused on finding new ways to collect data on faculty recruitment and create multicampus discussions on key topics like mentoring, intersectional racial and gender identities, workplace climate, and statements on diversity, equity, and inclusion. These efforts continued with a novel interactive theater program for department chairs and deans. The capstone effort, Advancing Faculty Diversity, provides opportunities to pilot new ways to recruit and sustain inclusive and equitable academic communities.Carlson addresses this central academic issue: how to build a faculty that is different from the past not only in its gender and racial makeup, but also in its research methodologies, transdisciplinary partnerships, and multimodal pedagogies.application/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/1v45s9brmonographoai:escholarship.org:ark:/13030/qt9zv4h4512024-01-04T17:31:13Zqt9zv4h451Ruth Tringham Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Tringham, Ruth2024-01-04application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9zv4h451articleoai:escholarship.org:ark:/13030/qt9sp7q8ph2024-01-04T17:30:03Zqt9sp7q8phMARJORIE SHULTZ Swift, Eleanor2024-01-04University of CaliforniaBerkeley150 Years of WomenLawapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9sp7q8pharticleoai:escholarship.org:ark:/13030/qt9wx1h27h2023-12-19T02:14:02Zqt9wx1h27hAsian American and Asian Diaspora StudiesUm, Khatharya2023-12-18University of CaliforniaBerkeley150 Years of WomenDiasporaAsian Americansapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9wx1h27harticleoai:escholarship.org:ark:/13030/qt9kw4t4m12023-12-19T02:12:39Zqt9kw4t4m1Faculty Wives: the History of the University Section ClubNoonan, Mary Lee1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/9kw4t4m1articleChronicle of the University of California, vol 1, iss 2133 - 139oai:escholarship.org:ark:/13030/qt9h8837502023-12-19T02:11:46Zqt9h883750The Prytanean Society:Remarkable WomenProtti, Maria2023-12-18Short history of the first women's honor society at CAL featuring some of its most remarkable women.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9h883750articleoai:escholarship.org:ark:/13030/qt9ft2b41m2023-12-19T02:11:20Zqt9ft2b41mMarjorie Shultz Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Shultz, Marjorie2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9ft2b41marticleoai:escholarship.org:ark:/13030/qt9864d4t72023-12-19T02:10:31Zqt9864d4t7Physicist Melba N. Phillips: Indiana’s Oppenheimer ConnectonSimins, Jill Weiss2023-07-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9864d4t7articleoai:escholarship.org:ark:/13030/qt95k8h75v2023-12-19T02:09:26Zqt95k8h75vBerkeley’s First Women Chemistsd'Wylde, Marge2023-12-18UC BerkeleyWomen in ChemistryFirst Women Chemistsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/95k8h75varticleoai:escholarship.org:ark:/13030/qt93v1265x2023-12-19T02:08:27Zqt93v1265xWWII through the 1950s. Part III of Women at Berkeley, The First Hundred YearsGallagher, Catherine2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/93v1265xarticleoai:escholarship.org:ark:/13030/qt91z5h1tp2023-12-19T02:08:00Zqt91z5h1tpFiona Doyle Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Doyle, Fiona2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/91z5h1tparticleoai:escholarship.org:ark:/13030/qt8z78f1fp2023-12-19T02:07:36Zqt8z78f1fp150 Years of Women at Berkeley Physics Wittmer, Sarah2023-12-18University of CaliforniaBerkeley150 Years of WomenPhysicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8z78f1fparticleoai:escholarship.org:ark:/13030/qt86p3758q2023-12-19T02:06:21Zqt86p3758qClair Brown Interview, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s"Brown, Clair2023-12-18UC Berkeleywomen facultyClaire BrownEnglish Departmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/86p3758qarticleoai:escholarship.org:ark:/13030/qt8w67t39q2023-12-19T02:04:30Zqt8w67t39qHERMA HILL KAY Swift, Eleanor2023-12-18University of CaliforniaBerkeley150 Years of Womenapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8w67t39qarticleoai:escholarship.org:ark:/13030/qt8r42x0w12023-12-19T02:03:39Zqt8r42x0w1Betty Scott: Professor Pioneered Using Statistics to Address Bias in University HiringBashor, Jon2023-12-18UC BerkeleyProfessor of StatisticsWoman in STEMapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8r42x0w1articleoai:escholarship.org:ark:/13030/qt8f60t6hc2023-12-19T02:03:13Zqt8f60t6hcBlack Women Matter:Recognizing the Legacies of Black Women at CalHumphreys, Sheila2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8f60t6hcarticleoai:escholarship.org:ark:/13030/qt8dt7f7gk2023-12-19T02:02:39Zqt8dt7f7gkWWI through the 1920s. Part II of Women at Berkely, The First Hundred YearsGallagher, Catherine2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8dt7f7gkarticleoai:escholarship.org:ark:/13030/qt8br2r7wz2023-12-19T02:01:45Zqt8br2r7wzKarlene Roberts Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Roberts, Karlene2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8br2r7wzarticleoai:escholarship.org:ark:/13030/qt87p1f1dr2023-12-19T02:01:19Zqt87p1f1dr1942: Lights and DarksDarling Evans Scholer, Margaret1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/87p1f1drarticleChronicle of the University of California, vol 1, iss 2151 - 154oai:escholarship.org:ark:/13030/qt874541j12023-12-19T02:00:49Zqt874541j1Women in the Free Speech MovementCohen, Robert2021-04-18UC BerkeleyFree Speech MovementWomen Leaders in FSMapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/874541j1articleoai:escholarship.org:ark:/13030/qt84v9k2sg2023-12-19T01:59:51Zqt84v9k2sgCarol Christ Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Christ, Carol2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/84v9k2sgarticleoai:escholarship.org:ark:/13030/qt843887vp2023-12-19T01:59:19Zqt843887vpJudith Klinman Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Klinman, Judith2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/843887vparticleoai:escholarship.org:ark:/13030/qt82f9b59w2023-12-19T01:58:48Zqt82f9b59w150 Years of Women in the English DepartmentGallagher, Catherine2023-12-18150Wenglishberkeleyuc berkeleycalLucy Spraguefacultyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/82f9b59warticleoai:escholarship.org:ark:/13030/qt8087h8xt2023-12-19T01:58:09Zqt8087h8xtLeanne Hinton Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Hinton, Leanne2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8087h8xtarticleoai:escholarship.org:ark:/13030/qt7zx0g4tt2023-12-19T01:57:40Zqt7zx0g4ttCarol Clover Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Clover, Carol2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7zx0g4ttarticleoai:escholarship.org:ark:/13030/qt7v72577k2023-12-19T01:57:10Zqt7v72577kCelestial Observers:the First Sixteen Berkeley Women Doctoral Graduates in AstronomyHumphreys, Sheila M.2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7v72577karticleoai:escholarship.org:ark:/13030/qt7rb876jf2023-12-19T01:56:37Zqt7rb876jf150W: Matriarchs of TWLF* Ethnic Studies: A look into the history of the matriarchs of the Department of Ethnic Studies at UC Berkeley Serrano, Jacquelyn2023-12-18University of CaliforniaBerkeley150 Years of WomenEthnic Studiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7rb876jfarticleoai:escholarship.org:ark:/13030/qt7jj2w37q2023-12-19T01:56:06Zqt7jj2w37qWomen Mathematicians at Berkeley—The Early YearsMoore, Calvin2006-07-01MathWomenBerkeleyHistoryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7jj2w37qarticleAWM Newsletter, vol 36, iss 416 - 25oai:escholarship.org:ark:/13030/qt7fp4h29p2023-12-19T01:55:36Zqt7fp4h29pThe Oral Histories of Women of the University of CaliforniaLage, Ann1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/7fp4h29particleChronicle of the University of California, vol 1, iss 2163 - 165oai:escholarship.org:ark:/13030/qt7bd8v0012023-12-19T01:55:01Zqt7bd8v001150 years and counting: Co-education and the College of Chemistryd'Wylde, Marge2023-12-18UC BerkeleyChemistryEducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7bd8v001articleoai:escholarship.org:ark:/13030/qt79h6k5x32023-12-19T01:54:16Zqt79h6k5x3Eleanor Swift Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Swift, Eleanor2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/79h6k5x3articleoai:escholarship.org:ark:/13030/qt75r0d7902023-12-19T01:53:54Zqt75r0d790Rhona Weinstein Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Weinstein, Rhona2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/75r0d790articleoai:escholarship.org:ark:/13030/qt75j9f4wq2023-12-19T01:53:31Zqt75j9f4wqAdrienne Koch, the First Woman in the Berkeley Department of HistoryHollinger, David2023-12-18University of CaliforniaBerkeley150 Years of WomenDepartment of Historyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/75j9f4wqarticleoai:escholarship.org:ark:/13030/qt7515v9ww2023-12-19T01:52:23Zqt7515v9wwJessica Blanche Peixotto and the Founding of Berkeley Social WelfareEdleson, Jeffrey L.2023-12-18150wJessica Blache PeixottoSocial WelfareUC BerkeleyCalapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7515v9wwarticleoai:escholarship.org:ark:/13030/qt7267q6842023-12-19T01:51:22Zqt7267q684Women Faculty in the Department of Music, 1915-1975Smart, Mary Ann2023-12-18University of CaliforniaBerkeley150 Years of WomenMusicDepartment of Musicapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7267q684articleoai:escholarship.org:ark:/13030/qt7139n9hg2023-12-19T01:50:04Zqt7139n9hgAs I Walk these Paths: Honoring the Unheralded Courage of the African American Women Pioneers of the University of California, BerkeleyWhite, Gia2023-12-18BerkeleywomenAfrican-AmericanpioneersUniversity of California150 Years of Womenapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7139n9hgarticleoai:escholarship.org:ark:/13030/qt6tv8m2s82023-12-19T01:49:39Zqt6tv8m2s8Reclaiming Our 1970s Feminist HistoryWells, Judy2023-12-18University of CaliforniaBerkeley150 Years of WomenFeminismapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6tv8m2s8articleoai:escholarship.org:ark:/13030/qt6sn9z1wf2023-12-19T01:48:47Zqt6sn9z1wfBarbara Nachtrieb ArmstrongFisk, Catherine2023-12-18University of CaliforniaBerkeley150 Years of WomenLawapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6sn9z1wfarticleoai:escholarship.org:ark:/13030/qt6qd2859m2023-12-19T01:47:20Zqt6qd2859mThe First Women of EECSCrowley, Magdalela2023-12-18EECS150 Years of WomenUniversity of CaliforniaBerkeleyWomen in EECSapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6qd2859marticleoai:escholarship.org:ark:/13030/qt6hq491z12023-12-19T01:44:37Zqt6hq491z1150 Years of Women at Berkeley Astronomy: Early StarsHumphreys, Sheila2023-12-18150wAstronomydiversitycampbell halldepartment of astronomycal astronomyberkeley astronomyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6hq491z1articleoai:escholarship.org:ark:/13030/qt6gs568h62023-12-19T01:43:55Zqt6gs568h6Mary Ann Mason Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Mason, Mary Ann2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6gs568h6articleoai:escholarship.org:ark:/13030/qt6fm2w2tc2023-12-19T01:41:27Zqt6fm2w2tcA Social History of Female Faculty in Psychology at UC Berkeley (1888-2021)Weinstein, Rhona S.Ayduk, OzlemJohnson, Sher L.2023-12-18University of CaliforniaBerkeley150 Years of WomenPsychologyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6fm2w2tcarticleoai:escholarship.org:ark:/13030/qt6d87130q2023-12-19T01:40:53Zqt6d87130qJewelle Taylor Gibbs Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Gibbs, Jewelle Taylor2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6d87130qarticleoai:escholarship.org:ark:/13030/qt68d3041b2023-12-19T01:38:34Zqt68d3041bSusan Matisoff Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Matisoff, Susan2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/68d3041barticleoai:escholarship.org:ark:/13030/qt6444p7n62023-12-19T01:38:02Zqt6444p7n6Indigenous Leaders – 150 Years of WomenNaranjo, PatrickTan, Mary2023-12-18University of CaliforniaBerkeley150 Years of WomenIndigenousapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6444p7n6articleoai:escholarship.org:ark:/13030/qt5zm793dq2023-12-19T01:37:12Zqt5zm793dqGalen Cranz Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Cranz, Galen2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5zm793dqarticleoai:escholarship.org:ark:/13030/qt5tx9z0k32023-12-19T01:36:11Zqt5tx9z0k3JAPANESE AND CHINESE STUDENT ORGANIZATIONS AT BERKELEY FROM 1900 TO 1946: FINDING COMMUNITY IN THE FACE OF EXCLUSIONJiang, Miranda2023-12-18JapaneseChineseStudentBerkeleyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5tx9z0k3articleoai:escholarship.org:ark:/13030/qt5pm807f82023-12-19T01:35:39Zqt5pm807f8Other Voices: Glimpses of African American, Chinese American, and Japanese American Students at Berkeley, from the 1920s to the mid-1950sJones, Mary CoverMacfarlane, Jean WalkerHuntington, Emily H1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/5pm807f8articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt5nj9529h2023-12-19T01:34:52Zqt5nj9529hCora, Jane, & Phoebe: Fin-de-Siècle PhilanthropyKantor, J.R.K1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/5nj9529harticleChronicle of the University of California, vol 1, iss 21 - 8oai:escholarship.org:ark:/13030/qt5gk015zm2023-12-19T01:33:46Zqt5gk015zmYou've come a long way, Bambina!Scherini, Rose D1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/5gk015zmarticleChronicle of the University of California, vol 1, iss 2127 - 132oai:escholarship.org:ark:/13030/qt5g68d1862023-12-19T01:33:21Zqt5g68d186Mabel Symmes, a Cautiously Daring DesignerGracyk, Janet2023-12-18University of CaliforniaBerkeley150 Years of WomenEnvironmental Designapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5g68d186articleoai:escholarship.org:ark:/13030/qt5dx369x72023-12-19T01:32:37Zqt5dx369x7Women in Computer Science and Electrical Engineering: A Network of Our OwnHumphreys, Sheila2023-12-18150wcomputer scienceelectrical engineeringwomen in computer scienceberkeleyuc berkeleycalEECSWiCSEapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5dx369x7articleoai:escholarship.org:ark:/13030/qt58x0q2122023-12-19T01:31:21Zqt58x0q212"No man and no thing can stop me," Fannie McLean, Woman Suffrage, and the University Clifford, Geraldine Joncich1998-01-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/58x0q212articleChronicle of the University of California, vol 1, iss 283 - 94oai:escholarship.org:ark:/13030/qt58g4n8vt2023-12-19T01:30:31Zqt58g4n8vtA BRIEF HISTORY OF WOMEN IN THE DEPARTMENT OF CITY AND REGIONAL PLANNINGSon, Daisy2023-12-18WomenBerkeleyCity planningHistoryUniversity of California150 Years of Womenapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/58g4n8vtarticleoai:escholarship.org:ark:/13030/qt56g954q92023-12-18T18:30:44Zqt56g954q9Josephine MilesBrentano, Robert1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/56g954q9articleChronicle of the University of California, vol 1, iss 2121 - 122oai:escholarship.org:ark:/13030/qt54n1g7c32023-12-18T18:29:41Zqt54n1g7c3From the OHC Archives: Zona Roberts and Learning to Walk BackwardsLong, Annabelle2023-12-18University of CaliforniaBerkeley150 Years of WomenDisabilitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/54n1g7c3articleoai:escholarship.org:ark:/13030/qt5037v1n52023-12-18T18:28:28Zqt5037v1n5The Evolution of Gender Equity Among the ProfessoriatePage-Medrich, Sharon2023-12-18GenderBerkeleyEquityUniversity of California150 Years of Womenapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5037v1n5articleoai:escholarship.org:ark:/13030/qt4tj4t7c82023-12-18T18:27:53Zqt4tj4t7c8150 Years of Women at Berkeley, and the School of EducationTom, Dara2023-12-18University of CaliforniaBerkeley150 Years of WomenEducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4tj4t7c8articleoai:escholarship.org:ark:/13030/qt4ss912fw2023-12-18T18:26:47Zqt4ss912fwPaula Fass Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Fass, Paula2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4ss912fwarticleoai:escholarship.org:ark:/13030/qt4kb987w02023-12-18T18:25:44Zqt4kb987w0Celebrating 150 Years of Women at Berkeley- Political ScienceGoel, Ritika2023-12-18University of CaliforniaBerkeley150 Years of WomenPolitical Scienceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4kb987w0articleoai:escholarship.org:ark:/13030/qt4bq2c6rz2023-12-18T18:24:32Zqt4bq2c6rzSusan O’Hara (1938-2018): A Champion of Disability Rights and Independent LivingTan, Mary2023-12-18University of CaliforniaBerkeley150 Years of WomenDisabilitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4bq2c6rzarticleoai:escholarship.org:ark:/13030/qt45z3854j2023-12-18T18:23:53Zqt45z3854jDean Lucy Sprague: the Partheneia, and the Arts Ruyle, Janet1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/45z3854jarticleChronicle of the University of California, vol 1, iss 265 - 74oai:escholarship.org:ark:/13030/qt4446w6pz2023-12-18T18:23:22Zqt4446w6pzThe Early PrytaneansRuyle, Janet1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/4446w6pzarticleChronicle of the University of California, vol 1, iss 249 - 56oai:escholarship.org:ark:/13030/qt3wr5d5hs2023-12-18T18:22:39Zqt3wr5d5hsWomen in Archaeology at UC-Berkeley: An Unusual RichnessConkey, Meg2023-12-18Abstract: A short summary of the women faculty: Ruth Tringham, Margaret (Meg) Conkey, Rosemary Joyce, Christine Hastorf, Laurie Wilkie, Junko Habu, Sabrina Agarwal, Kim Shelton, University of CaliforniaBerkeley150 Years of WomenWomen in Archaeologyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3wr5d5hsarticleoai:escholarship.org:ark:/13030/qt3vx7k1x92023-12-18T18:21:11Zqt3vx7k1x9May Cheney's Contribution to the Modern UniversityMacLachlan, Anne J1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/3vx7k1x9articleChronicle of the University of California, vol 1, iss 275 - 82oai:escholarship.org:ark:/13030/qt3tv5253n2023-12-18T18:20:40Zqt3tv5253nBeth Burnside Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Burnside, Beth2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3tv5253narticleoai:escholarship.org:ark:/13030/qt3s92z9292023-12-18T18:19:46Zqt3s92z929A Gym of Their Own: Women, Sports, and Physical Culture at the Berkeley Campus (1876-1976)Park, Roberta J1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/3s92z929articleChronicle of the University of California, vol 1, iss 221 - 48oai:escholarship.org:ark:/13030/qt3s10588w2023-12-18T18:19:02Zqt3s10588w150 Years of Women in StatisticsDutoit, Sandrine2023-12-18UC Berkeley150 yearsWomen in StatisticsStatisticsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3s10588warticleoai:escholarship.org:ark:/13030/qt3s07x3dn2023-12-18T18:17:24Zqt3s07x3dnWomen of Influence: Celebrating 150 Years of Women at the Haas School of BusinessMarcott, Amy2020-07-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3s07x3dnarticleoai:escholarship.org:ark:/13030/qt3ph9c3tj2023-12-18T18:15:59Zqt3ph9c3tjIda Louise Jackson, class of '22Park, Roberta J1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/3ph9c3tjarticleChronicle of the University of California, vol 1, iss 295 - 98oai:escholarship.org:ark:/13030/qt3nv1z2cn2023-12-18T18:15:33Zqt3nv1z2cnFirst Women Botanists at BerkeleyHumphreys, Sheila M.2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3nv1z2cnarticleoai:escholarship.org:ark:/13030/qt3nf7m05q2023-12-18T18:12:18Zqt3nf7m05qRobin Lakoff Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Lakoff, Robin2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3nf7m05qarticleoai:escholarship.org:ark:/13030/qt3kf7j8xz2023-12-18T18:11:22Zqt3kf7j8xzNatalie Zemon Davis Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Davis, Natalie Zemon2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3kf7j8xzarticleoai:escholarship.org:ark:/13030/qt3dp4g4vj2023-12-18T18:09:19Zqt3dp4g4vjWomen in the Department of HistoryBerry, Mary Elizabeth2023-12-18Women in HistoryUC Berkeleyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3dp4g4vjarticleoai:escholarship.org:ark:/13030/qt3cm210vt2023-12-18T18:06:21Zqt3cm210vtWomen at Berkeley, The First Hundred YearsGallagher, Catherine2023-12-18This is the framing narrative of the 150w History Project; it defines and explores watershed moments in four sections. Section One :1870s through the Turn of the 19 th Century. Chapter 1 covers the admission of women when the newly opened university was still defining its identity. Chapter 2 describes the 1890s, when students, alumnae, and donors banded together to create a separate system of women’s campus organizations. Chapter 3 narrates UC women’s participation in the 1911 California women’ suffrage campaign and explains its national importance. Section Two: WWI through the 1920s. Chapter 4 is on the impact of WWI in changing gender relations and expectations among the undergraduates; Chapters 5 and 6 describe the arrival of the first cohort of women faculty and their struggle for professional recognition on campus. Section Three: WWII through the 1950s. These chapters describe WWII as the central cause of a rapid increase in women’s academic and leadership opportunities, followed by a sharp drop and lingering postwar decline. Chapter 7 explores the new careers and occupations that war mobilization opened to UC women. Chapter 8 examines the crucial war-time work of the leaders of the all-female student government as well as the exile of Japanese American students and recent graduates to internment camps. Chapters 9 and 10 explain the shrinkage of women’s presence on campus, and their difficulty finding suitable employment once they graduated. The university was also reluctant to hire its own women PhDs, so many were underemployed. Chapter 11 turns to Berkeley’s student movements of the 1960s, which were intertwined with both sexual liberation and civil rights struggles. They prepared the way for the movement led by academic women in the early seventies for nondiscriminatory employment opportunities, which is explored in Chapter 12.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3cm210vtarticleoai:escholarship.org:ark:/13030/qt38s6j3t52023-12-18T18:05:55Zqt38s6j3t5Introduction to the 150W Collection on the History of Women at UC BerkeleyGallagher, CatherineHumphreys, SheilaMacLachlan, Anne2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/38s6j3t5articleoai:escholarship.org:ark:/13030/qt38k0v0t52023-12-18T18:05:32Zqt38k0v0t5Melba Phillips: Leader in Science and ConscienceSimins, Jill Weiss2016-09-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/38k0v0t5articleoai:escholarship.org:ark:/13030/qt3728q22t2023-12-18T18:03:27Zqt3728q22tHistory of Women Faculty in EconomicsOlney, Martha2023-12-18University of CaliforniaBerkeley150 Years of WomenEconomicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3728q22tarticleoai:escholarship.org:ark:/13030/qt3609x0mm2023-12-18T17:56:10Zqt3609x0mm"The Want Most Keenly Felt," University YWCA, The Early YearsThelen Clemens, Dorothy1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/3609x0mmarticleChronicle of the University of California, vol 1, iss 211 - 20oai:escholarship.org:ark:/13030/qt2w25n0w62023-12-18T17:55:13Zqt2w25n0w6Publications New and NoteworthyRoberts, William1998-01-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/2w25n0w6articleoai:escholarship.org:ark:/13030/qt2v51b8tf2023-12-18T17:53:30Zqt2v51b8tfWilla Clair Cloys Carmack: Excelling in the ‘Women’s Particular Sphere’ of Residential DesignGraham, Marlea A.2023-12-18application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2v51b8tfarticleoai:escholarship.org:ark:/13030/qt29g7w2dg2023-12-18T17:48:18Zqt29g7w2dgA History of the Society of Women Engineers (SWE) at BerkeleyJin, Jing2023-12-18EngineersWomenBerkeleyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/29g7w2dgarticleoai:escholarship.org:ark:/13030/qt2937w6jw2023-11-20T18:14:16Zqt2937w6jwGirton Hall: the Gift of Julia MorganDarnall, Margaretta J1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/2937w6jwarticleChronicle of the University of California, vol 1, iss 257 - 64oai:escholarship.org:ark:/13030/qt2083k53h2023-11-09T21:55:13Zqt2083k53hWomen of the LibraryHumphreys, Sheila2023-11-09University of CaliforniaBerkeley150 Years of WomenLibraryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2083k53harticleoai:escholarship.org:ark:/13030/qt28b9t9h52023-11-09T21:54:44Zqt28b9t9h5Early Women PhDs in Zoology at UC, 1902-1927Humphreys, Sheila2023-11-09150 Years of WomenZoologyUniversity of CaliforniaBerkeleyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/28b9t9h5articleoai:escholarship.org:ark:/13030/qt2846x9jt2023-11-09T21:48:22Zqt2846x9jtBonnie Wade Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Wade, Bonnie2023-11-09application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2846x9jtarticleoai:escholarship.org:ark:/13030/qt22m358nz2023-11-09T21:47:47Zqt22m358nzCatherine Gallagher Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Gallagher, Catherine2023-11-09application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/22m358nzarticleoai:escholarship.org:ark:/13030/qt20h4j0vd2023-11-09T21:47:28Zqt20h4j0vdNorth Gables: A Boardinghouse with a HeartGinsburg, Elizabeth FineRochlin, Harriet Shapiro1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/20h4j0vdarticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt1rr2q94v2023-11-09T21:43:56Zqt1rr2q94vWomen in Berkeley LinguisticsGarrett, Andrew2023-11-09University of CaliforniaBerkeley150 Years of WomenLinguisticsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rr2q94varticleoai:escholarship.org:ark:/13030/qt1p3079w52023-11-09T21:43:06Zqt1p3079w5The Sixties and Seventies. Part IV of Women at Berkeley, The First Hundred YerasGallagher, Catherine2023-11-09application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1p3079w5articleoai:escholarship.org:ark:/13030/qt1jj311902023-11-09T21:30:07Zqt1jj31190Women in the Department of Middle Eastern Languages and CulturesRochberg, Francesca2023-11-09University of CaliforniaBerkeley150 Years of WomenMiddle Eastern Languages and Culturesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1jj31190articleoai:escholarship.org:ark:/13030/qt1gb890fc2023-11-09T21:29:39Zqt1gb890fcWOMEN WHO BUILT THE BERKELEY CAMPUSEpstein, Sandra P.2023-11-09150wBerkeley campushigher educationphilanthropyPhoebe Apperson HearstGeorge HearstHearst Mining Buildingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1gb890fcarticleoai:escholarship.org:ark:/13030/qt1c68z7sw2023-11-09T17:37:13Zqt1c68z7swThe Future of Democracy and Academic Freedom in Central Europe: A Neo-Nationalism and University Brief Krull, WilhelmBrunotte, Thomas2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1c68z7swarticleoai:escholarship.org:ark:/13030/qt1c31s6dq2023-11-08T17:11:50Zqt1c31s6dqHow Economic and Political Pressures are Reshaping China's Higher Education SystemFischer, Karin2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1c31s6dqarticleoai:escholarship.org:ark:/13030/qt8158m8112023-11-08T17:11:02Zqt8158m811The Weaponization of Russian Universities: A Neo-Nationalism and University Brief Chirikov, Igor2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8158m811articleoai:escholarship.org:ark:/13030/qt6zb9602z2023-11-07T00:36:10Zqt6zb9602zUS Universities Face A Red Tide and A Precipice: A Neo-Nationalism and University Brief Douglass, John A2023-11-06application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6zb9602zarticleoai:escholarship.org:ark:/13030/qt9t97x5n92023-11-01T01:14:09Zqt9t97x5n9Disentangling Diversity's Web of Ambiguity and Conflicts: A BeginningButler, Johnnella2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9t97x5n9articleoai:escholarship.org:ark:/13030/qt1fr1d7v62023-10-30T22:39:18Zqt1fr1d7v6Christina Maslach Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Maslach, Christina2023-10-30application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1fr1d7v6articleoai:escholarship.org:ark:/13030/qt16d0t1bk2023-10-30T22:38:24Zqt16d0t1bkCelebrating Women, Transgender, and Non-Binary Research LeadersCarl, Kimberly2023-10-30Short hilghlighting of pioneer women leaders on the Berkeley campus: Beth Piatote, Christine Hastorf, Constance Chang-Hasnain, Dana Carney, Eileen Lacey, G. Cristina Mora, Gail Brager, Irene Bloemraad, Jill Duerr Berrick, Junko Habu, Laura Pérez, Lauren Kroiz, Leti Volpp, Marla Feller, Mary Power, Mel Chen, Rena Dorph, Rosemary Gillespie, Shafi Goldwasser, Sophie Volpp, Susan HydeUniversity Women LeadersLBGQT leadersUC Berkeleyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/16d0t1bkarticleoai:escholarship.org:ark:/13030/qt13v6f4jh2023-10-30T22:36:29Zqt13v6f4jhCrip Camp and Judy Heumann: Studies in Movement SnapshotsLong, Annabelle2023-10-30University of CaliforniaBerkeley150 Years of WomenDisabilityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/13v6f4jharticleoai:escholarship.org:ark:/13030/qt11w969tz2023-10-30T22:35:56Zqt11w969tzBABETTE BARTON Swift, Eleanor2023-10-30University of CaliforniaBerkeley150 Years of WomenLawapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/11w969tzarticleoai:escholarship.org:ark:/13030/qt0qm983ws2023-10-30T22:34:48Zqt0qm983wsFrom the founding of the Department of the Comparative Literature through the 1970s:Clubb, Louise2023-10-30University of CaliforniaBerkeley150 Years of WomenComparative Literatureapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0qm983wsarticleoai:escholarship.org:ark:/13030/qt0nd3775j2023-10-30T22:34:24Zqt0nd3775jReflections on Leadership in the Berkeley Panhellenic CommunityMatsudaira-Yee, Kristi2023-10-30University of CaliforniaBerkeley150 Years of WomenLeadershipsororityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0nd3775jarticleoai:escholarship.org:ark:/13030/qt0mx377kp2023-10-30T22:33:00Zqt0mx377kpSusan Graham Interview, Paula Fass and Christina Maslach, "Academic Pioneers: Women at Berkeley in the 1970s and 1980s."Graham, Susan2023-10-30application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0mx377kparticleoai:escholarship.org:ark:/13030/qt0g06v0152023-10-30T22:31:14Zqt0g06v015Few Concerns, Fewer WomenColvig, Ray1998-10-01publiceScholarship, University of Californiahttps://escholarship.org/uc/item/0g06v015articleChronicle of the University of California, vol 1, iss 2107 - 120oai:escholarship.org:ark:/13030/qt0dq5b8s32023-10-30T22:29:06Zqt0dq5b8s3CELEBRATING 90 YEARS :The University Section Club 1927-2017 Finney, JoanNoonan, Mary Lee2023-10-30UC Berkeley Faculty Wives ClubSection Clubapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0dq5b8s3articleoai:escholarship.org:ark:/13030/qt0bs5473x2023-10-30T22:27:54Zqt0bs5473x"Academic Pioneers: Women at Berkeley in the 1970s and 1980s." Interviews with Berkeley's pioneering women professors, Berkeley, CA. Conducted 2019-2023.Fass, PaulaMaslach, Christina2023-04-01Interviews Conducted by Paula Fass and Christina Maslach; Introduction by Fass and Mashlach [505 pages]Interviewees: Clair Brown, Beth Burnside, Carol Christ, Carol Clover, Galen Cranz, Natalie Zemon Davis, Fiona Doyle, Paula Fass, Catherine Gallagher, Jewell Gibbs, Susan Graham, Leanne Hinton, Judith Klinman, Robin Lakeoff, Christina Maslach, Mary Ann Mason, Susan Matisoff, Karlene Roberts, Marjorie Shultz, Eleanor Swift, Ruth Tringham, Bonnie Wade, Marvalee Wake, Rhona WeinsteinUC Berkeley150w ProjectWomen Faculty pioneersapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0bs5473xarticleoai:escholarship.org:ark:/13030/qt0157707d2023-10-30T22:26:22Zqt0157707dHonor Among FiendsNeal, Kathryn2011-10-01ChemistryWomenBerkeleyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0157707darticleoai:escholarship.org:ark:/13030/qt4s88j3t62023-10-24T01:44:28Zqt4s88j3t6Response to the CommentatorsBrint, Steven2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4s88j3t6articleoai:escholarship.org:ark:/13030/qt67g2c5222023-10-23T18:21:17Zqt67g2c522What About Class?Warnke, Georgia2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/67g2c522articleoai:escholarship.org:ark:/13030/qt7rt3j1pq2023-10-23T17:48:19Zqt7rt3j1pqDEI Statements Reclassify Ideas Arbitrarily Hollinger, David2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7rt3j1pqarticleoai:escholarship.org:ark:/13030/qt95g888hc2023-10-23T17:46:46Zqt95g888hcOn "Putting Lipstick on A Pig": Beware "Moderate" Critiques of DEI Statements Dressed as Concern for Academic FreedomJayakumar, Uma2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/95g888hcarticleoai:escholarship.org:ark:/13030/qt53x4j2pc2023-10-23T17:44:12Zqt53x4j2pcA Thriving Intellectual Community Relies on DiversityInkelas, SharonChemerinsky, Erwin2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/53x4j2pcarticleoai:escholarship.org:ark:/13030/qt2dx594c52023-10-23T17:39:52Zqt2dx594c5Faculty are Conformist and That is Why We Need DEI and Academic FreedomReichman, Henry2023-10-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2dx594c5articleoai:escholarship.org:ark:/13030/qt3pt9m1682023-10-23T17:37:38Zqt3pt9m168Is the University of California Drifting Toward Conformism? The Challenges of Representation and the Climate for Academic FreedomBrint, StevenFrey, Komi2023-10-23In this essay, we explore the consequences of the University of California’s policies to address racial disparities and its support for social justice activism as influences on its commitment to academic freedom and other intellectual values. This is a story of the interaction between two essential public university missions – one civic, the other intellectual – and the slow effacement of one by the other. The University’s expressed commitments to academic freedom and the culture of rationalism have not been abandoned, but they are too often considered secondary or when confronted by new administrative initiatives and social movement activism related to diversity, equity, and inclusion (DEI). The experimental use of mandatory DEI statements on a number of the ten UC campuses, within willing academic departments, as initial screening mechanisms in faculty hiring is the most dramatic of the new administrative policies that have been put into place to advance faculty diversity. This policy can be considered the most problematic of a series of efforts that the UC campuses and the UC Office of the President have taken for more than a decade to prioritize representation in academic appointments. Our intent is to encourage a discussion of these policies within UC in light of the University’s fundamental commitments to open intellectual inquiry, the discovery and dissemination of a wide range of new knowledge, and a culture of rationalism.Academic FreedomDEI PoliciesUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3pt9m168articleoai:escholarship.org:ark:/13030/qt1fr5p2ct2023-10-05T00:06:11Zqt1fr5p2ctCreating a Great Public University: The History and Influence of Shared Governance at the University of California by John Aubrey Douglass, CSHE 4. 2023 (October 2023)Douglass, John A2023-10-03Since establishing its first campus in 1868, the University of California (UC), California’s land-grant university, developed into the nation’s first multi-campus system in the United States, and is today widely recognized as the world’s premier network of public research universities. This short essay provides an historical brief on the role that shared governance, and specifically the role of the Academic Senate, played in creating an academic culture of excellence and high achievement in pursuing its tripartite mission of teaching and learning, research and knowledge production, and public service. A key component in understanding the critical role of the Senate in UC’s evolution from a single campus in Berkeley to now a ten-campus system is the university’s unusual designation as a public trust in the state constitution that, beginning in 1879, protected the university at critical times from external political pressures and allowed the university to develop an internal academic culture guided by the Academic Senate. By the 1920s, the emergence of California’s unique and innovative public system of higher education, with UC as the sole public provider of doctoral degrees and state funded research, also helps explain the ability of the UC system to maintain its mission and formulate what is termed a One University model. The Academic Senate has created coherency and shared values within UC, and a culture and expectation for faculty performance that is unique among universities around the world. This essay also offers a brief reflection on the Academic Senate’s past influence, its current status, and prospective role. The overall intent is to provide context for the current academic community and higher education scholars regarding the past and future role of faculty in university governance and management, and what distinguishes UC in the pantheon of major research universities.University of CaliforniaShared GovernanceInstitutional AutonomyUniversity Managementapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1fr5p2ctarticleoai:escholarship.org:ark:/13030/qt4gn6b7782023-06-30T22:49:25Zqt4gn6b778Approaching a Tipping Point? A History and Prospectus of Funding for the University of California Douglass, John A.Bleemer, Zachary2018-08-20This year marks the University of California’s (UC) 150th anniversary. In part to reflect on that history, and to provide a basis to peer into the future, the following report provides a history of the University of California’s revenue sources and expenditures. The purpose is to provide the University’s academic community, state policymakers, and Californians with a greater understanding of the University’s financial history, focusing in particular on the essential role of public funding.In its first four decades, UC depended largely on income generated by federal land grants and private philanthropy, and marginally on funding from the state. The year 1911 marked a major turning point: henceforth, state funding was linked to student enrollment workload. As a result, the University grew with California’s population in enrollment, academic programs, and new campuses. This historic commitment to systematically fund UC, the state’s sole land-grant university, helped create what is now considered the world’s premier public university system.However, beginning with cutbacks in the early 1990s UC’s state funding per student steadily declined. The pattern of state disinvestment increased markedly with the onset of the Great Recession. As chronicled in this report, the University diversified its sources of income and attempted to cut costs in response to this precipitous decline, while continuing to enroll more and more Californians. Even with the remarkable improvement in California’s economy, state funding per student remains significantly below what it was only a decade ago.Peering into the future, this study also provides a historically informed prospectus on the budget options available to UC. Individual campuses, such as Berkeley and UCLA, may be able to generate other income sources to maintain their quality and reputation. But there is no clear funding model or pathway for the system to grow with the needs of the people of California. UC may be approaching a tipping point in which it will need to decide whether to continue to grow in enrollment without adequate funding, or limit enrollment and program growth to focus on quality and productivity.Funding support was provided by the Center for Studies in Higher Education of the Goldman School of Public Policy, Speaker Emeritus John A. Pérez, and UC Berkeley Deans Henry E. Brady and Bob Jacobsen. The views expressed are those of the authors.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4gn6b778articleoai:escholarship.org:ark:/13030/qt1r0625vt2023-06-23T21:24:47Zqt1r0625vtEarning My Degree: Memoirs of an American University PresidentGardner, David P.2005-03-01David Pierpont Gardner was president of one of the world's most distinguished centers of higher learning—the nine-campus University of California—from 1983 to 1992. In this remarkably candid and lively memoir he provides an insider's account of what it was like for a very private, reflective man to live an extremely public life as leader of one of the most complex and controversial institutions in the country. Earning My Degree is a portrait of uncommon leadership and courage and a chronicle of how these traits shaped a treasured, and sometimes mystifying, American institution. Before his tenure as president, Gardner spent seven years at the University of California, Santa Barbara, during a tumultuous era of culture wars, ethnic division, and anti–Vietnam War protests, leaving his post as vice chancellor to serve as vice president of the University of California from 1971 to 1973. In 1973 he was named president of the University of Utah, and while there he chaired the National Commission on Excellence in High Education, which authored A Nation at Risk, regarded today as the twentieth century's most telling report on the condition of American public schools. As president of the University of California, he contended with intense controversies over affirmative action, animal rights, AIDS research, weapons labs, divestment in South Africa, and much more. This memoir recounts his experiences with these and other issues and describes his dealings with the diverse cast of characters who influence the university: U.S. presidents, governors, legislators, regents, chancellors, faculty, staff, students, alumni, and donors. The epilogue of Earning My Degree is a thoughtful and engaging account of the ten years since Gardner's retirement that includes his personal views about what has truly mattered in his life.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/1r0625vtmonographoai:escholarship.org:ark:/13030/qt6rj182v72023-06-23T21:22:08Zqt6rj182v7The University of California: Creating, Nurturing, and Maintaining Academic Quality in a Public University SettingKing, C. Judson2018-10-01At 150 years following its founding in 1868, the University of California is regarded by many as the most successful and highly respected public research university in the world. Particularly impressive are the very high standings of its campuses in national and international rankings, the size of the ten-campus university, the high quality of the education it provides, the access and the route of upward mobility that it affords for students in the state, the success that it has had in developing new campuses that have achieved strong reputations in surprisingly short times, the attractiveness of the university to students and their families, and the substantial role that the university has played in the unparalleled technological innovation climate of California.The purpose of this book is to identify and analyze the essential ways in which that success has come about. The book is not a history of the University of California, per se. Instead, it is an analysis of the structural, policy, operational, and environmental matters that have contributed to the success of the University of California and a discussion of what makes UC tick and the approaches that have made it tick best. In that sense it is a selective, topical history and analysis for those subjects. The format is such that the book can also serve as a reference work, and for that reason many cross-references among chapters have been included, along with a substantial index and many citations in footnotes. Most chapters have summary conclusions, distilling the most important points.The book is written from the point of view of one who has been concerned for many years with making the University of California work well academically. Although many books have been written by ex-presidents of universities, many fewer have been written by ex-provosts. Yet because of the large extramural roles of presidents, it is probably the provosts who best know the inner academic operations of modern American universities, as they are totally immersed in them.The intended audience for this book is the global higher-education community, as well as others interested in the University of California and the development and functioning of universities, and particularly public universities, in the United States. The book should be useful to those in governments who are concerned with public universities, as well as those in other states and other countries who would like to understand the University of California and assess what about it could be useful in connection with the development of their own systems and institutions of higher education.application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/6rj182v7monographoai:escholarship.org:ark:/13030/qt60s1s1g62023-06-23T21:00:04Zqt60s1s1g6Entrepreneurial President: Richard Atkinson and the University of California, 1995-2003Pelfrey, Patricia A.2012-03-06Richard C. Atkinson was named president of the University of California in August 1995, just four weeks after the UC Board of Regents voted to end affirmative action in the admission of students. The Regents’ decision reversed thirty years of history and made Richard Atkinson the first UC president in decades to face the conflict between the California Master Plan’s goal of broad educational access and UC’s high academic standards without the tool of affirmative action. UC’s often stormy transition to the post-affirmative action age was to be his first major task as president. Entrepreneurial President analyzes this and other defining issues of Atkinson’s eight-year presidency: UC’s expansion into new forms of scientific research with industry; Atkinson’s much-publicized challenge to the nation’s dominant college-entrance examination, the SAT; and the 1999 arrest of Los Alamos nuclear scientist Wen Ho Lee on charges of espionage, which ignited a prolonged controversy over the University’s management of the national nuclear weapons research laboratories at Los Alamos and Livermore. The Atkinson years were a seminal period in UC history, reflected in some important underlying currents of his tenure—his role in the evolving relationship between presidents and chancellors in the ten-campus system and administrative changes he introduced that altered the architecture of UC governance. One of the paradoxes of an administration that began with a governance crisis is that in a number of ways the Atkinson era seemed to exemplify what Clark Kerr meant in describing the twentieth century as unusually hospitable to academic enterprises. Despite the challenges, it was a time of growth, expansion, and optimism for UC. The University opened its tenth campus, UC Merced, and UC’s place as a leader among research universities was underscored by independent national studies demonstrating the high quality of academic programs throughout the system. The political and demographic stresses that set the stage for the Atkinson administration still remain today, intensified by the plunge in state funding for California public higher education generally. Entrepreneurial President concludes with some reflections on the evolution of the UC system and its future.University of Californiapresidential leadershipuniversity governanceaffirmative actionindustry-university relationsapplication/pdfCC-BY-NC-SAeScholarship, University of Californiahttps://escholarship.org/uc/item/60s1s1g6monographoai:escholarship.org:ark:/13030/qt1gp7h1j32023-06-08T08:29:15Zqt1gp7h1j3Strengthening the Liberal Arts Along the Pacific Rim: The Pacific Alliance of Liberal Arts Colleges (PALAC) Penprase, Bryan ESchneider, Thomas2023-04-03While international alliances among research universities are relatively well established, the challenges for the small liberal arts college to execute a meaningful global collaboration can be much more difficult, due both to the much smaller size of the institution, its more limited resources, and its smaller and more intimate culture centered on undergraduate teaching and learning. A new alliance of liberal arts colleges known as the Pacific Alliance of Liberal Arts Colleges (PALAC) was established in 2021 with the purpose to better articulate the global components of liberal arts education, and to collaborate on key projects that will build collective capacity for student-centered liberal arts education that engages with the world’s most pressing problems. PALAC contains nine of the best liberal arts institutions from across the Pacific Region, including institutions in China, Hong Kong, Vietnam, Canada, and the United States. This essay describes the origins, motivations, and context of the creation of PALAC, its member institutions, and some of the initial projects planned by the new organization, and goals for global impact for PALAC.Liberal ArtsGlobal Higher EducationAsian Higher Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1gp7h1j3articleoai:escholarship.org:ark:/13030/qt6b4667b32023-06-07T20:17:36Zqt6b4667b3Student Engagement in a Brazilian Research UnivesityCarneiro, Ana MariaFior, Camila2023-06-01Research universities enable students to have a unique learning environment and other experiences. This article aims to analyze student engagement in one research university in Brazil, the effects of student socioeconomic and academic characteristics and their associations with university structures (curriculum), and student trajectories. The data comes from the Student Experience in the Research University, an international survey administered in 2012 at the University of Campinas and longitudinal academic registers. The study used both Principal Component Analysis and also Multiple Linear Regression Models. Five modes of engagement were found: two related to curricular engagement (engagement with faculty and engagement outside the classroom), social and leisure engagement, curricular disengagement and co-curricular engagement. The main effects are associated with the disciplines. Regarding student trajectories, there was a negative association between academic engagement and dropout students and those still enrolled seven years after the survey application. The results align with other studies that associate disciplines with student engagement and student engagement with student success.Student EngagementHigher EducationResearch UniversityQuantitative AnalysisStudent ExperienceUndergraduate Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6b4667b3articleoai:escholarship.org:ark:/13030/qt15x7385g2023-06-06T00:27:16Zqt15x7385gAssessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven DisciplinesHarley, DianeAcord, Sophia KrzysEarl-Novell, SarahLawrence, ShannonKing, C. Judson2010-01-01Since 2005, the Center for Studies in Higher Education (CSHE), with generous funding from the Andrew W. Mellon Foundation, has been conducting research to understand the needs and practices of faculty for in-progress scholarly communication (i.e., forms of communication employed as research is being executed) as well as archival publication. This report brings together the responses of 160 interviewees across 45, mostly elite, research institutions in seven selected academic fields: archaeology, astrophysics, biology, economics, history, music, and political science. The overview document summarizes the main practices we explored across all seven disciplines: tenure and promotion, dissemination, sharing, collaboration, resource creation and consumption, and public engagement. We published the report online in such a way that readers can search various topics within and across case studies. Our premise has always been that disciplinary conventions matter and that social realities (and individual personality) will dictate how new practices, including those under the rubric of Web 2.0 or cyberinfrastructure, are adopted by scholars. That is, the academic values embodied in disciplinary cultures, as well as the interests of individual players, have to be considered when envisioning new schemata forthe communication of scholarship at its various stages. We identified five key topics, addressed in detail in the case studies, that require real attention:(1) The development of more nuanced tenure and promotion practices that do not relyexclusively on the imprimatur of the publication or easily gamed citation metrics,(2) A reexamination of the locus, mechanisms, timing, and meaning of peer review,(3) Competitive, high-quality, and affordable journals and monograph publishing platforms(with strong editorial boards, peer review, and sustainable business models),(4) New models of publication that can accommodate arguments of varied length, richmedia, and embedded links to data; plus institutional assistance to manage permissionsof copyrighted material, and(5) Support for managing and preserving new research methods and products, includingcomponents of natural language processing, visualization, complex distributed databases, and GIS, among many others.Although robust infrastructures are needed locally and beyond, the sheer diversity of scholars’ needs across the disciplines and the rapid evolution of the technologies themselves means that one-size-fits-all solutions will almost always fall short. As faculty continue to innovate and pursue new avenues in their research, both the technical and human infrastructure will have to evolve with the ever-shifting needs of scholars. This infrastructure will, by necessity, be built within the context of disciplinary conventions, reward systems, and the practice of peer review, all of which undergird the growth and evolution of superlative academic endeavors.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/15x7385gmonographoai:escholarship.org:ark:/13030/qt24w262bg2023-04-06T06:27:09Zqt24w262bgAcademic Ambitions: The First Fifteen Women Who Earned Ph.D.s from the University of CaliforniaMerritt, Karen, Ph.D.2023-04-05Describes the paths to the Ph.D. and the subsequent careers of the first 15 women to earn Ph.D.s from the University of California. It covers: Milicent Washburn Shinn (1898), Jessica Blanche Peixotto (1900),Alice Robertson (1902), Edna Earl Watson Bailey (1910), Annie Dale Biddle Andrews (1911), Myrtle Elizabeth Johnson (1912), Lillian Ruth Matthews (1912), Emma Phoebe Waterman Haas (1913), Anna Estelle Glancy (1913), Frances Lytle Gillepsy (1914), Rosalind Wulzen (1914), Olga Louise Bridgman (1915), Helen Margaret Gillkey (1915), Olive Swezy (1915), Irene Agnes McCulloch (1916).early women doctoratesuniversity of californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/24w262bgarticleoai:escholarship.org:ark:/13030/qt0wn1156b2023-04-06T06:26:07Zqt0wn1156bAnna Head: Pioneer for Women’s EducationChapman, Paul2023-04-05Anna HeadschoolsCaliforniaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0wn1156barticleoai:escholarship.org:ark:/13030/qt08x004322023-03-21T17:18:51Zqt08x00432The Attractiveness of European Higher Education Systems: A Comparative Analysis of Faculty Remuneration and Career PathsCivera, AliceLehmann, Erik EMeoli, MichelePaleari, Stefano Paleari2023-03-15The academic professoriate is a determinant of successful higher education systems. Yet, recently, worsening conditions of employment, deteriorating salaries, and threats to job security have made the academic profession less attractive, especially to young scholars, in several countries. This paper investigates the salaries as well as the recruitment and retention procedures in public higher education institutions from a cross country perspective. The UK, Germany, France, and Italy are adopted as case studies to determine the attractiveness of European higher education systems. The evolution over the last decade creates an extremely variegated picture.HE System AttractivenessEuropean Higher EducationFaculty RemunerationCareer StructureAcademic Professionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/08x00432articleoai:escholarship.org:ark:/13030/qt5xq6s2282023-03-14T20:54:50Zqt5xq6s228Envisioning the Asian New Flagship University: It Past and Vital FutureDouglass, John AubreyHawkins, John N2017-08-01This book explores the history of leading national universities in Asia and contemplates their capacity for innovation by focusing on the New Flagship University model. This model, presented more fully in The Flagship University Model – Changing the Paradigm from Global Ranking to National Relevancy (2016), envisions the university as an institution that not only meets the standards of excellence focused on research productivity and rankings, but one that is creatively responsive to the larger social needs of their specific national or regional environment and people. Chapters discuss the mission, policies and practices of the holistic and aspirational New Flagship University model and explore the contemporary academic cultures and innovations of leading national universities in China, Singapore, South Korea, Japan, India and elsewhere. Each is pursing aspects of the Flagship model on their own terms. Academic leaders and ministries in Asia are beginning to understand that the bell-curve approach of rankings and the myopic notion of a “World Class University” no longer provide an adequate strategy to guide policy, funding, and practice. This book furthers discussions within universities about their larger purpose and the internal academic culture that will bolster their drive to become among the best and most influential universities in the world.Asian UniversitiesFlagship ModelUniversity Reformapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5xq6s228monographoai:escholarship.org:ark:/13030/qt56d324gm2022-10-11T21:25:44Zqt56d324gmA Case for For-Profit Private Higher Education in IndiaGupta, Asha2022-10-11India has the credit of running the second largest higher education system in terms of institutions worldwide, despite having only 26.3% Gross Enrollment Ratio (GER), including vocational education. It aspires to achieve a target of 50% GER by 2035. It means it would require a larger number of higher education institutions (HEIs), public and private, in addition to huge fiscal resources. At present about 75% of the HEIs are privately managed with about 66% of student enrolment. Though there is no provision of for-profit higher education institutions in India, many non-profit private HEIs are actually working as for-profit. They are growing fast and are visible too. Therefore, it is high time now to think seriously about the pros and cons, causes and consequences of for-profit and non-profit private HEIs in India. India provides a big market for non-profit and for-profit higher education to domestic and foreign stakeholders. Already 160 foreign universities are working in collaboration with public or private limited companies in India. This essay provides an analysis of issues related to for-profit and non-profit HEIs, including desirability, size, funding, transparency, accountability, quality, feasibility and sustainability, government policies, regulation, foreign collaborations, private investments, and incentives. The methodology adopted is analytical, comparative, and empirical.Emerging trendsdefining for-profitconstitutional provisionscourt interpretationspros and cons of for-profit privateinternational trendsregulatory frameworkrecommendations.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/56d324gmarticleoai:escholarship.org:ark:/13030/qt0qm9r3dt2022-10-11T20:02:57Zqt0qm9r3dtFine Wine at Discount Prices? A Review of the Research on the Part-Time Faculty WorkforceChristopher, TamiKumar, AmalTodd Benson, R.2022-10-11Although part-time faculty have long contributed specialized expertise to colleges and universities, their role has shifted away from specialized expertise as they have shouldered an increasing share of day-to-day teaching operations at colleges and universities. Today, part-time faculty provide higher education institutions a flexible workforce and a less expensive workforce alternative. Despite their significant impact, the research literature lacks an up-to-date integrative synthesis of the part-time faculty workplace on its own terms, an object of study unto itself instead of a less-than version of the full-time faculty workplace. In this paper, we summarize key themes from the existing research literature most relevant to the part-time faculty workplace, with attention to both the technical components of the workplace and the socio-cultural dimensions of part-time faculty members’ daily work experiences.Part-Time FacultyAdjunct FacultyContingent Facultyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0qm9r3dtarticleoai:escholarship.org:ark:/13030/qt2q11g6532022-09-16T20:53:25Zqt2q11g653Other voices: glimpses of African American, Chinese American, and Japanese American students at Berkeley, from the 1920s to the mid-1950sCover Jones, MaryWalker Macfarlane, JeanHuntington, Emily H.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2q11g653articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt5qm9w2k22022-09-16T20:47:21Zqt5qm9w2k2May Cheney's Contribution to the Modern UniversityMacLachlan, Anne J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5qm9w2k2articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt5888568b2022-09-16T20:38:28Zqt5888568bReviewsLage, Ann1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5888568barticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt7v89t02g2022-09-16T20:34:53Zqt7v89t02gCal Women in MusicChronicle of the University of California Editors1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7v89t02garticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt9kv6w8gn2022-09-16T20:30:07Zqt9kv6w8gnThe College Girls' RecordChronicle of the University of California Editors1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9kv6w8gnarticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt1rm3d9cn2022-09-16T20:26:18Zqt1rm3d9cnPortrait of Helen WillsChronicle of the University of California Editors1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rm3d9cnarticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt9r04c87n2022-09-16T20:17:38Zqt9r04c87nAggie Women: the University at DavisFoley Schuring, Ann1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9r04c87narticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt855398q12022-09-16T18:49:48Zqt855398q1Publications new and noteworthy Roberts, William1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/855398q1articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt61n561td2022-09-16T18:47:43Zqt61n561tdThe Oral Histories of Women of the University of CaliforniaLage, Ann1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/61n561tdarticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt2gg1k8vj2022-09-16T18:45:34Zqt2gg1k8vj1942: Lights and DarksDarling Evans Scholer, Margaret1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2gg1k8vjarticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt70f8d8602022-09-16T18:43:23Zqt70f8d860North Gables: A Boardinghouse with a HeartFine Ginsburg, ElizabethShapiro Rochlin, Harriet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/70f8d860articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt2x62d9f22022-09-16T18:39:50Zqt2x62d9f2Faculty Wives: the History of the University Section ClubLee Noonan, Mary1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2x62d9f2articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt4g78590w2022-09-16T18:37:17Zqt4g78590wYou've come a long way Bambina!Scherini, Rose D1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4g78590warticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt8321k1g52022-09-16T18:34:12Zqt8321k1g5Josephine MilesBrentano, Robert1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8321k1g5articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt4m74r6v32022-09-16T18:32:35Zqt4m74r6v3Few concerns, fewer WomenColvig, Ray1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4m74r6v3articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt2th811gt2022-09-16T18:26:40Zqt2th811gtA Gym of their own: Women, Sports, and Physical Culture at the Berkeley Campus (1876-1976)Park, Roberta J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2th811gtarticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt0xw5j0412022-09-16T18:24:26Zqt0xw5j041Girton Hall: the Gift of Julia MorganDarnall, Margaretta J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0xw5j041articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt5vp8d10h2022-09-16T18:14:46Zqt5vp8d10hIda Louise Jackson, class of '22Park, Roberta J.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5vp8d10harticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt79t211p32022-09-16T18:13:07Zqt79t211p3"No man and no thing can stop me," Fannie McLean, woman suffrage, and the University Joncich Clifford, Geraldine1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/79t211p3articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt55k1b71n2022-09-16T18:08:54Zqt55k1b71n"The Want Most Keenly Felt," University YWCA, The Early YearsThelen Clemens, Dorothy1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/55k1b71narticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt8bg8m23m2022-09-16T18:00:34Zqt8bg8m23mDean Lucy Sprague: the Partheneia, and the arts Ruyle, Janet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8bg8m23marticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt82k7j35h2022-09-16T17:56:29Zqt82k7j35hThe Early PrytaneansRuyle, Janet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/82k7j35harticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt1236t5cf2022-09-16T17:43:01Zqt1236t5cfHearst HallUniversity of California Berkeley Class of 19721998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1236t5cfarticleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt4q3894q62022-09-13T22:07:46Zqt4q3894q6Cora, Jane, & Phoebe: Fin de siècle Philanthropy Kantor, J.R.K.1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4q3894q6articleChronicle of the University of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt1rm3v9vf2022-09-13T22:01:30Zqt1rm3v9vfLadies Blue and Gold, Table of contents and introductionRuyle, Janet1998-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rm3v9vfarticleChronicle of the University History of California, vol 1, iss 2oai:escholarship.org:ark:/13030/qt1kb1b4cq2022-07-18T18:51:43Zqt1kb1b4cqDIVERSITY IN UNIVERSITY ADMISSIONS: Affirmative Action, Percent Plans, and Holistic ReviewBleemer, Zachary2019-07-01There is considerable interest in the impact of policy alternatives to race-based affirmative action (AA) on under-represented minority (URM) university enrollment. Widely-implemented alternatives include percent plans, which guarantee admission to top high school students, and holistic review, in which applications are evaluated on a comprehensive set of merits. This study estimates each policy's URM enrollment effect at the University of California (UC). Difference-in-difference estimates show that AA increased annual UC URM enrollment by more than 800 students (20%), and by more than 60% at the Berkeley and UCLA campuses. Three years after UC's AA program ended in 1998, UC guaranteed admission to the top 4 percent of students from each California high school under its Eligibility in the Local Context program. Extrapolation from a regression discontinuity design shows that ELC increased total URM enrollment among applicants annually by about 250, or 3.5%, primarily at three UC campuses. ELC largely ceased impacting UC enrollment after a 2012 reform, but triple-difference estimates show that several campuses' simultaneous switches to holistic review prevented URM enrollment decline. Six UC campuses have implemented holistic review, with an event study suggesting that each implementation increased URM enrollment at that campus by about 10%, though some enrollees were pulled from other UC campuses. While AA had a larger effect on URM enrollment than percent plans or holistic review, the latter policies have substantively mitigated URM enrollment declines at some UC campuses following AA's prohibition.Affirmative ActionUniversity AdmissionsUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1kb1b4cqarticleoai:escholarship.org:ark:/13030/qt10k0h50x2022-07-07T21:17:30Zqt10k0h50xInternational Education in a World of New Geopolitics: A Comparative Study of US and CanadaDesai Trilokekar, Roopa2022-07-11This paper examines how international education (IE) as a tool of government foreign policy is challenged in an era of new geopolitics, where China’s growing ambitions have increased rivalry with the West. It compares U.S. and Canada as cases first, by examining rationales and approaches to IE in both countries, second, IE relations with China before conflict and third, current controversies and government policy responses to IE relations with China. The paper concludes identifying contextual factors that shape each country’s engagement with IE, but suggests that moving forward, the future of IE in a world of new geopolitics is likely to be far more complex and conflictual.International Educationforeign policynew geopoliticsU.S.-ChinaU.S.-Canadaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/10k0h50xarticleoai:escholarship.org:ark:/13030/qt0h26647z2022-07-07T19:15:52Zqt0h26647zEffective Communication: The 4th Mission of Universities—a 21st Century ChallengeKnobel, MarceloReisberg, Liz2022-07-11The critical role of communication is usually overlooked by higher education institutions. Here we argue that higher education institutions must consider an effective communication as one of their top priorities. This communication must go well beyond promoting the university’s opportunities to potential new students, the pursuit of potential donors and outreach to policymakers: it must engage all aspects of internal academic life and seek the engagement of the larger society. Increasingly, higher education has to defend its purpose, integrity and legitimacy in a climate of growing neo-nationalist and populist movements. A comprehensive communication plan includes a deep revision of the University core values and practices, better teaching and learning strategies, as well as modern internal and external communication tools, including all sorts of social media.Communicationpublic perceptionhigher educationinformation disordersapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0h26647zarticleoai:escholarship.org:ark:/13030/qt7p0114s82022-06-13T22:29:21Zqt7p0114s8The Private Side of Public Universities: Third-party providers and platform capitalismHamilton, Laura T.Daniels, HeatherSmith, Christian MichaelEaton, Charlie2022-06-13The rapid rise of online enrollments in public universities has been fueled by a reliance on for-profit, third-party providers—especially online program managers. However, scholars know very little about the potential problems with this arrangement. We conduct a mixed methods analysis of 229 contracts between third-party providers and 117 two-year and four-year public universities in the US, data on the financing structure of third-party providers, and university online education webpages. We ask: What are the mechanisms through which third-party relationships with universities may be exploitative of students or the public universities that serve them? To what extent are potentially predatory processes linked to the private equity and venture capital financing structure of third-party providers? We highlight specific mechanisms that lead to five predatory processes: the targeting of marginalized students, extraction of revenue, privatization by obfuscation, for-profit creep, and university captivity. We demonstrate that contracts with private equity and venture capital financed third-party providers are more likely to include potentially problematic contract stipulations. We ground our findings in a growing body of work on “platform capitalism” and include recommendations for state universities, accreditors, and federal policy.online educationpredatory inclusionhigher educationprivate equityprivatizationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7p0114s8articleoai:escholarship.org:ark:/13030/qt8vx8p3nv2022-06-13T21:06:35Zqt8vx8p3nvRole of University International Partnerships for Research & Education: Leaders’ Critical Insights & RecommendationsLacy, WilliamMerilus, Jean-YvesLiu, XiaoguangLacy, Laura R.2022-06-13International partnerships have become increasingly important for the mission and goals of universities and colleges globally. Understanding the nature of these partnerships and the perspectives of their senior leaders is critical. Senior international officers (SIOs) at 59 US public and private universities and colleges and 4 non-US universities completed surveys regarding: goals and criteria for developing the partnerships; number and country of their partners; types of existing partnerships; ways the university/college promotes/rewards international partnerships; challenges faced and important considerations for developing partnerships;
and recommendations to enhance successful international partnerships. The SIOs’ insights and recommendations were reviewed and analyzed. The most frequently identified major goals were ‘enhancing the quality of research and scholarship’ and ‘strengthening students’ education and preparation for life in a multicultural world and
global economy’. Conclusions included the recognition that successful strategic international partnerships and effective policy will likely: need to expand in scale, scope, diversity, and complexity; require strong, committed leadership; draw on the research and pedagogical knowledge worldwide; and carefully consider the wide, unique opportunities and challenges of these partnerships for practice and policy.university international partnershipsinternationalization of research and educationuniversity leaders’ perspectivesuniversity-industry relationsinternational research policyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8vx8p3nvarticleoai:escholarship.org:ark:/13030/qt87p9j2qf2022-02-23T23:44:09Zqt87p9j2qfEligibility for Admission to the University of California After the SAT/ACT: Toward a Redefinition of EligibilityGeiser, Saul2022-02-16Eligibility is a policy construct unique to California. UC and CSU are the only US universities that distinguish between eligibility for admission and admission itself and set separate requirements for each. The eligibility construct derives originally from California’s 1960 Master Plan for Higher Education, which famously mandated that UC admit students from the top 12.5% (and CSU from the top 33.3%) of California public high school graduates. Thus began a long and twisting saga of policy implementation that has become increasingly convoluted over time. UC’s decision to eliminate the SAT/ACT in university admissions presents an opportune moment to rethink the eligibility construct from the ground up. This essay proposes, first, eliminating the now-antiquated “Eligibility Index,” a mechanical algorithm that is increasingly at odds with the thrust of UC admissions policy over the past two decades; second, moving from a 12.5% eligibility target (the percentage of students who qualify for admission) to a 7.5% participation target (the percentage who actually enroll); and third, redefining eligibility from a norm-referenced to a criterion-referenced construct. Using holistic or comprehensive review to select from among applicants who have successfully completed UC subject requirements at a specified level of proficiency, UC would admit that number of applicants needed to yield a 7.5% participation rate among California high school graduates. This is the same average participation rate that the Master Plan has yielded historically, so that the proposal would be revenue-neutral with respect to State funding for UC. At the same time, like the 12.5% eligibility target, a 7.5% participation target would tie UC enrollment growth to growth in California’s college-age population. Conversion from an eligibility to a participation target would not eliminate the eligibility construct but would redefine it. In place of a norm-referenced standard – whether students rank in the “top 12.5%” – eligibility would be redefined as a criterion-referenced standard: Whether students have mastered the foundational knowledge and skills needed to succeed at UC. When we judge students against that standard, two truths become evident. First is that the pool of students who are qualified for and can succeed at UC is far larger than UC can accommodate; the chief advantage of a criterion-referenced standard is the greater scope for UC to select from a broader, more diverse pool of qualified applicants. Second is that expanding eligibility is much less a priority than increasing actual enrollment and participation rates among the pool of those who are already qualified.University admissionseligibilityaccess to higher educationCalifornia Master Planstandardized testsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/87p9j2qfarticleoai:escholarship.org:ark:/13030/qt6nk4g06s2022-02-16T20:11:05Zqt6nk4g06sWhen are Universities Followers or Leaders in Society? A Framework for a Contemporary AssessmentAubrey Douglass, John2022-02-16In assessing the current and future role of universities in the nation-states in which they are chartered and funded, it is useful to ask, When are universities societal leaders as societal and constructive change agents, and when are they followers, reinforcing the existing political order? As discussed in the book, Neo-Nationalism and Universities: Populists, Autocrats and the Future of Higher Education, the national political history and contemporary context is the dominant factor for shaping the leadership or follower role of universities – what I call a political determinist interpretation. We often think of contemporary universities, and their students and faculty, as catalysts for societal progress -- the Free Speech and Civil Rights movements, Vietnam War protests, the anti-Apartheid movement, Tiananmen Square, and more recently the pro-democracy demonstrations in Hong Kong. Universities can be, and have been, the locus for not only educating enlightened future leaders, but also for opposing oppression and dictatorships. But universities have also proved over their history to be tools for serving the privileged, and reinforcing the social class divisions of a society; they also have been factories for errant theories that reinforce the worst of nationalist tendencies. Universities are both unique environments for educating and mentoring free thinkers, entrepreneurs, and citizens with, for example, a devotion to social change, or for creating conformists -- or all of the above. How might we assess whether universities are followers or leaders in their societies? This essay considers this question, offering a framework for evaluating the follower or leader role, and with particular attention to the emergence or, in some cases, re-emergence of neo-nationalist leaders and autocratic governments.UniversitiesCivil SocietyAcademic FreedomNeo-Nationalismapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6nk4g06sarticleoai:escholarship.org:ark:/13030/qt0gz2x52c2022-01-27T04:44:02Zqt0gz2x52cA Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life (2006).Maclachlan, Anne2006-01-01The study is framed by two questions:1. What contributed to the successful completion of a Science, Technology, Engineering, and Mathematics (STEM) Ph.D. by minority graduate students at the University of California between 1980 and 1990?2. Did their subsequent careers after the Ph.D. correspond to their training and aspirations? Answering these entailed learning about participants’ entire lives from birth to the present, and studying individuals of all ethnic groups to look for similarities and differences in background, experiences, educational path, and careers. 158 Ph.D.s were interviewed: 33 African Americans, 35 Asian Americans, 24 Chicanos, 13 Hispanics, 5 Native Americans, 52 European Americans. The latter were matched to minority students from the same lab, with the same advisor, and similar degree year. Interviews averaged between two and three hours and used a standard questionnaire.Funding: Spencer Foundation Major Grant Program, Grant No. 200000265 P.I. Anne MacLachlan [Initially with Arnie Leiman, Professor and CSHE Director]. May 1, 2000–May, 2004. UC President’s Industry-University Cooperative Research Initiative Grant, June 1, 1998–May 30, 1999.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0gz2x52carticleoai:escholarship.org:ark:/13030/qt5k6469hg2022-01-27T04:37:47Zqt5k6469hgGraduate Education: The Experience of Women and Minority Ph.D.s at U.C. Berkeley, 1980-1989. (1999)Maclachlan, Anne1990-02-01This study arose from the previous study because doctoral recipients when found and asked about their employment raised many other issues. It is based on 338 interviews using a structured questionnaire asking former students to rank their experience with dissertation advisors and their departments. Women and minorities were oversampled out of the total UCB doctorate receiving population of 6,377 in this period and almost all members of smaller ethnic groups were interviewed. While the responses were broadly positive about advisors, 82% ranked their overall experience with the 2 highest scores, they were less positive about departments. Around half of interviewees made unsolicited comments about racism, sexism, classism, and other negative aspects of their experience, even if they provided generally positive rankings. After this study was concluded questions remained about what made those who finished so successful in earning their degree when they had expressed many areas of dissatisfaction? This led to the following study to learn the basis of their success.Funding: Berkeley Graduate Division, UCOP Academic Affairs, UCB Career Planning and Placement Center.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5k6469hgarticleoai:escholarship.org:ark:/13030/qt7gj8b7kq2022-01-27T04:31:19Zqt7gj8b7kqBerkeley Placement Project, Report I, Placement of All Berkeley Ph.D.s Between 1980 and 1989. (1992) Maclachlan, Anne1992-06-01This is a universal tracking of all 6,377 Berkeley Ph.D.s granted between 1980 and 1989) for which 4,853 (76%) first positions were identified. The study is likely the first comprehensive tracking of ALL Ph.D. recipients from any US University. As a path-breaking work it altered the attitude of many UCB departments and schools toward keeping track of their own doctorates. In the period between December 1980 to June 1989 UC Berkeley granted 6,377 Ph.D.s. and UC Berkeley was the largest doctoral granting university in the US at the time. Women were 29% of all recipients, whites 65%, Asians 5.6%, Blacks 2%, Chicanos 0.8%, Latinos 1.1%, Native Americans 0.3%, foreign students 21.5%. After four years of data collection 4,853 or 76% of the total were found with information on at least the first position. It could not have been achieved without the moral and financial support of both the then Dean of the Graduate Division, Joseph Cerny, as well as that of the then Vice President of Academic Affairs, Eugene Cota-Robles along with many others.Funding: Berkeley Graduate Division, UCOP Academic Affairs, UCB Career Planning and Placement Center.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7gj8b7kqarticleoai:escholarship.org:ark:/13030/qt513249vg2021-12-08T01:06:08Zqt513249vgCollege Major Restrictions and Student StratificationBleemer, ZacharyMehta, Aashish2021-12-06Underrepresented minority (URM) college students have been steadily earning degrees in relatively less-lucrative fields of study since the mid-1990s. A decomposition reveals that this widening gap is principally explained by rising stratification at public research universities, many of which increasingly enforce GPA restriction policies that prohibit students with poor introductory grades from declaring popular majors. We investigate these GPA restrictions by constructing a novel 50-year dataset covering four public research universities’ student transcripts and employing a dynamic difference-in-difference design around the implementation of 29 restrictions. Restricted majors’ average URM enrollment share falls by 20 percent, which matches observational patterns and can be explained by URM students’ poorer average pre-college academic preparation. Using first-term course enrollments to identify students who intend to earn restricted majors, we find that major restrictions disproportionately lead URM students from their intended major toward less-lucrative fields, driving within-institution ethnic stratification and likely exacerbating labor market disparities.Educational EquityHigher Education PolicyCollege MajorsStudent Stratificationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/513249vgarticleoai:escholarship.org:ark:/13030/qt5mp7x2s22021-12-08T00:01:25Zqt5mp7x2s2Collective Bargaining and Social Justice in the Post-Covid Digital EraJulius, Daniel J.2021-12-07This paper examines social justice and collective bargaining with a focus on higher education. Observations are offered around the following issues: a) a brief history of social justice as it has been conceptualized in labor management relations with a particular focus on unions in higher education; b) identification of collective bargaining scenarios when social justice platforms may have a more salient impact on negotiations; c) actions and strategies the parties might consider to accommodate social justice concerns in the bargaining process; and d) measuring and assessing collective bargaining outcomes. Collective bargaining in post-secondary institutions remains a complex phenomenon where political and legal guidelines are evolving particularly in a post-COVID environment. Accurate assessment of bargaining outcomes presents a variety of methodological challenges.collective bargainingacademic unionssocial justicehigher education labor negotiationsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5mp7x2s2articleoai:escholarship.org:ark:/13030/qt61c7h0h42021-12-07T23:44:19Zqt61c7h0h4The University of California’s Faculty Code of Conduct at Fifty:A Procedural and Sociological History of UC’s Evolving Ecosystem of Policies, Rules and Norms for Faculty DisciplineKidder, William C.2021-12-06The occasion of the 50th anniversary of the University of California’s Faculty Code of Conduct is an opportune time for this unique CSHE paper, which documents the web of policies, rules, procedures, norms and institutional actors related to faculty discipline at UC campuses, including the socio-political context of successful and unsuccessful reform efforts across the decades. Compared to other spheres of college and university governance, rules and norms for disciplining faculty misconduct are less frequently the subject of sustained attention by scholars of higher education. Today’s administrative and faculty leaders must be ready to adeptly handle faculty discipline cases for many reasons, including public accountability and trust, stewardship of the conditions for research and knowledge creation, civil rights/legal compliance, deterrence, transmission of ethical norms and values to all present and future members of the academic community, and to ensure that the organizational climate does not discourage talented and diverse students from pursuing careers in the professoriate.faculty code of conductdisciplinemisconductethicsprofessional normsshared governancesociology of the academic professionAcademic Personnel ManualAcademic Senate bylawsPrivilege & Tenure committeeTitle IXsexual harassmentresearch misconductconflict of commitmentdiscrimination (including racedisabilitysexual orientationveteran status)due processaccountabilitysanctionsacademic freedomOffice for Civil Rights#MeToopunctuated equilibriumUC oath controversyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/61c7h0h4articleoai:escholarship.org:ark:/13030/qt3422p80w2021-10-22T22:47:04Zqt3422p80wSCIENCE AND SECURITY: Strengthening US-China Research Networks Through University Leadership by Brad Farnsworth CSHE 11.21Farnsworth, Brad2021-09-22application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3422p80warticleoai:escholarship.org:ark:/13030/qt59m2w99h2021-10-22T22:44:39Zqt59m2w99hTwo City-States in the Long Shadow of China: The Future of Universities in Hong Kong and Singapore by Bryan Penprase and John Aubrey Douglass CSHE 10.21Penprase, Bryan EDouglass, John A2021-09-22application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/59m2w99harticleoai:escholarship.org:ark:/13030/qt1fj6v5sx2021-10-22T22:41:33Zqt1fj6v5sxRaising Graduation Rates While Maintaining Racial-Ethnic Equity in Graduation: The UC Riverside Recipe by Steven Brint CSHE 9.21Brint, Steven Brint2021-09-22application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1fj6v5sxarticleoai:escholarship.org:ark:/13030/qt9xz465cc2021-10-22T22:34:43Zqt9xz465ccConceptualizing the Modern American Public University: Early Debates Over Utilitarianism, Autonomy, and Admissions by John Aubrey Douglass, CSHE 8.21Douglass, John A2021-07-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9xz465ccarticleoai:escholarship.org:ark:/13030/qt7fk447hq2021-10-22T22:30:01Zqt7fk447hqUniversities and the Future of Work: The Promise of Labor Studies, by Tobias Schulze-Cleven CSHE 7.21Schulze-Cleven, Tobias2021-06-30application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7fk447hqarticleoai:escholarship.org:ark:/13030/qt8970m6x92021-10-22T22:24:54Zqt8970m6x9Intimidation, Silencing, Fear, and Academic Freedom, by Steve Brint, CSHE 4.21Brint, Steven2021-03-30application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8970m6x9articleoai:escholarship.org:ark:/13030/qt4b58z7w62021-10-22T22:15:21Zqt4b58z7w6Federally Funded Research, the Bayh-Dole Act, and the COVID Vaccine Race, by John Aubrey Douglass, CSHE 3.21Douglass, John A2021-02-23application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4b58z7w6articleoai:escholarship.org:ark:/13030/qt12p4r4042021-10-22T22:12:30Zqt12p4r404Facilitating Academic Curriculum in Learning, In Teaching, and Threaded Evidence by Joseph Martin Stevenson and Karen Wilson Stevenson, CSHE 2.21Martin Stevenson, JosephWilson Stevenson, Karen2021-02-19application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/12p4r404articleoai:escholarship.org:ark:/13030/qt6qf1888s2021-10-22T22:07:38Zqt6qf1888sTop Percent Policies and the Return to Postsecondary Selectivity, by Zachary Bleemer, CSHE 1.21 Bleemer, Zachary2021-01-25application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6qf1888sarticleoai:escholarship.org:ark:/13030/qt8gd1v4mt2021-06-30T00:11:16Zqt8gd1v4mtThe Experiences of Undergraduate Students with Physical, Learning, Neurodevelopmental, and Cognitive Disabilities During the PandemicSoria, Krista MHorgos, BonnieChirikov, IgorJones-White, Daniel2020-10-07application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8gd1v4mtarticleoai:escholarship.org:ark:/13030/qt4mg808hq2021-04-27T04:20:22Zqt4mg808hqResilience and Resistance: The Community College in a PandemicMurphy, Brian2021-04-27application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4mg808hqarticleoai:escholarship.org:ark:/13030/qt8hk672nh2021-04-23T19:13:31Zqt8hk672nhDoes Conflict of Interest Distort Global University Rankings? Chirikov, Igor2021-04-27application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8hk672nharticleoai:escholarship.org:ark:/13030/qt1rf4p5472021-03-10T21:12:34Zqt1rf4p547Undergraduates’ Experiences During the COVID-19 Pandemic: Disparities by Race and EthnicityM. Soria, Krista M.Roberts, Brayden J.Horgos, BonnieHallahan, Katie2020-11-30application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1rf4p547articleoai:escholarship.org:ark:/13030/qt3x88286s2021-03-10T21:11:44Zqt3x88286sAdapting to Online Instruction: Disparities Among Graduate and Professional StudentsSoria, Krista M.2020-06-21application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3x88286sarticleoai:escholarship.org:ark:/13030/qt83m750562021-03-10T21:11:24Zqt83m75056The Impact of the COVID-19 Pandemic on Undergraduate and Graduate Students with Emotional or Mental Health Concerns or ConditionsHorgos, BonnieM. Soria, Krista MChirikov, IgorJones-White, Daniel2020-08-19application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/83m75056articleoai:escholarship.org:ark:/13030/qt6nk8v70v2021-03-10T21:10:59Zqt6nk8v70vWill Students Come Back? Undergraduate Students’ Plans to Re-Enroll in Fall 2020Student Experience in the Research University Consortium (SERU)2020-06-17application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6nk8v70varticleoai:escholarship.org:ark:/13030/qt0p5122xp2021-03-10T21:09:18Zqt0p5122xpUndergraduates’ Mental Health During the Pandemic: New Insights into Links with Financial Hardships, Academic Obstacles, and SupportM. Soria, Krista M.Horgos, BonnieLuu, Kevin2020-10-25application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0p5122xparticleoai:escholarship.org:ark:/13030/qt8d46b49s2021-03-10T21:02:10Zqt8d46b49sObstacles That May Result in Delayed Degrees for Graduate and Professional Students during the COVID-19 PandemicSoria, Krista MHorgos, BonnieMcAndrew, Molly2020-12-10Graduate and professional students have reported significant hardships during the COVID-19 pandemic which they believe will negatively impact their ability to complete their degrees on-time, according to the Student Experience in the Research University (SERU) Consortium survey administered from May to July 2020 of 15,346 graduate and professional students at ten universities.Specifically, 24% of graduate and professional students expected the pandemic to delay the semester or term they intend to graduate, 35% were uncertain if the pandemic would delay their graduation, and 41% did not expect the pandemic to delay their graduation.The top three obstacles to graduate and professional students’ degree completion include the lack of access to an appropriate study space or a distracting home environment (52%), inability to conduct research (43%), and inability to attend professional conferences (35%). We observed differences between the obstacles students experienced by students’ academic factors (e.g., degree type, academic program), employment, and demographics (i.e., gender, social class, caregiving status, race/ethnicity, and disability). We highlight some of the large differences in students’ obstacles by those academic factors, employment, and demographic characteristics below.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8d46b49sarticleoai:escholarship.org:ark:/13030/qt8t2668mk2021-03-10T21:01:00Zqt8t2668mkLaw Students’ Mental Health During the COVID-19 PandemicSoria, Krista MHorgos, Bonnie2021-01-11application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8t2668mkarticleoai:escholarship.org:ark:/13030/qt8jv4v3f82021-03-10T21:00:36Zqt8jv4v3f8Graduate and Professional Students’ Fall 2020 Re-Enrollment Plans: Evidence from the gradSERU COVID-19 SurveySoria, Krista M.2020-06-21application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8jv4v3f8articleoai:escholarship.org:ark:/13030/qt8wv3d1cc2021-03-10T21:00:09Zqt8wv3d1ccGraduate and Professional Students’ Financial Hardships During the COVID-19 Pandemic: Evidence from the gradSERU COVID-19 SurveySoria, Krista M.2020-06-22application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8wv3d1ccarticleoai:escholarship.org:ark:/13030/qt1b96n0xv2020-12-17T20:46:53Zqt1b96n0xvSeparation Processes, Second EditionKing, C. Judson1980-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1b96n0xvmonographoai:escholarship.org:ark:/13030/qt7xh5c78h2020-10-27T20:47:53Zqt7xh5c78hThe Experiences of Undergraduate Students with Physical, Learning, Neurodevelopmental, and Cognitive Disabilities During the PandemicSoria, Krista M.Horgos, BonnieChirikov, IgorJones-White, Daniel2020-10-23The COVID-19 pandemic has disproportionately impacted students with physical, learning, neurodevelopmental, and cognitive disabilities who are enrolled at large public research universities, according to the Student Experience in the Research University (SERU) Consortium survey administered from May to July 2020 of 30,099 undergraduate students at nine universities. Approximately 6% of respondents (n = 1,788) reported having at least one disability (physical, learning, neurodevelopmental, or cognitive). Students with physical, learning, neurodevelopmental, and cognitive disabilities were more likely than students without disabilities to experience financial hardships during the pandemic, including unexpected increases in spending for technology, unexpected increases in living expenses, and loss or reduction in income (from family members or personal wages from off-campus employment). Furthermore, students with disabilities were also more likely to experience food and housing insecurity compared to students without disabilities. Students with physical, learning, neurodevelopmental, and cognitive disabilities were less likely to believe that they feel like they belong on campus and less likely to agree that the campus supported them during the pandemic. Students with those disabilities also experienced higher rates of major depressive disorder and generalized anxiety disorder than students without disabilities. Students with disabilities were also less likely to live in safe environments compared to students without disabilities. As institutional leaders continue to adapt to higher education during the COVID-19 pandemic, we encourage them to consider the impact different instructional modalities may have in perpetuating disparities for students with disabilities.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/7xh5c78hmultimediaoai:escholarship.org:ark:/13030/qt3hw2m00g2020-09-24T06:25:47Zqt3hw2m00gSocial Class Differences in Students’ Experiences during the COVID-19 PandemicSoria, Krista MHorgos, Bonnie2020-09-17The COVID-19 pandemic has created significant hardships for students from low-income, poor, and working-class backgrounds enrolled at large, public research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 30,697 undergraduate students conducted May through July 2020 at nine universities. In the survey, 7% of respondents (n = 2,112) identified as low-income or poor, 16% identified as working-class (n = 4,970), 42% identified as middle-class (n = 12,815), 32% identified as upper-middle or professional-middle class (n = 9,924), and 3% identified as wealthy (n = 876). The results of our study suggest that students from low-income/poor and working-class backgrounds were significantly more likely than their peers to experience financial hardships, including the loss or reduction of income from other family members, unexpected increases in living experiences and technology, the loss/cancellation of expected jobs or internships, and the loss of wages from off-campus employment.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/3hw2m00gmultimediaoai:escholarship.org:ark:/13030/qt7h06q8802020-09-24T06:24:02Zqt7h06q880Undergraduate Student Caregivers’ Experiences during the COVID-19 Pandemic: Financial Hardships, Food and Housing Insecurity, Mental Health, and Academic ObstaclesSoria, Krista MMcAndrew, MollyHorgos, BonnieChirikov, IgorJones-White, Daniel2020-09-17The COVID-19 pandemic has created significant hardships for student caregivers enrolled at large, public research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 30,593 undergraduate students conducted May through July 2020 at nine universities. In the survey, 6% of respondents (n = 1,767) identified as caregivers for children, 11% of respondents (n = 3,236) identified as caregivers for other adults (age 18 and over), and 3% (n = 874) cared for both children and adults during the pandemic. Students who were caregivers for children may have been parents caring for their own children or family members (e.g., siblings). Students who were caregivers for adults may have been caring for their family members (e.g., parents, partners, spouses) or others.publiceScholarship, University of Californiahttps://escholarship.org/uc/item/7h06q880multimediaoai:escholarship.org:ark:/13030/qt19d5c0ht2020-08-31T18:42:38Zqt19d5c0htFirst-Generation Students’ Experiences During the COVID-19 PandemicSoria, Krista MHorgos, BonnieChirikov, IgorJones-White, Daniel2020-08-10The COVID-19 pandemic has negative impacts on first-generation students enrolled at large public research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 28,198 undergraduate students conducted May through July 2020 at nine universities. In the survey, 26% of respondents (n = 7,233) identified as first-generation students (those whose parents have not earned a bachelor’s degree). First-generation students were more likely than continuing-generation students to experience financial hardships during the pandemic, including lost wages from family members, lost wages from on- or off-campus employment, and increased living and technology expenses. Compared to continuing-generation students, first-generation students are nearly twice as likely to be concerned about paying for their education in fall 2020. Furthermore, first-generation students were also less likely to live in safe environments free from abuse (physical, emotional, drug, or alcohol) and more likely to experience food and housing insecurity. First-generation students also experienced higher rates of mental health disorders compared to their peers. The results of our study suggest that first-generation students experienced more challenges adapting to online instruction compared to continuing-generation students, including encountering obstacles related to lack of adequate study spaces and lack of technology necessary to complete online learning. Compared to continuing-generation students, first-generation students were also less likely to be able to meet during scheduled virtual class times. As institutional leaders look forward to the fall 2020 semester, we encourage them to consider the impact different instructional modalities may have in perpetuating existing disparities for first-generation students.First-generation studentsCOVID-19remote learningmental healthpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/19d5c0htmultimediaoai:escholarship.org:ark:/13030/qt43q5g2c92020-08-31T18:42:25Zqt43q5g2c9International Students’ Experiences and Concerns During the PandemicChirikov, IgorSoria, Krista M2020-07-01International students at research universities are generally satisfied with their academic experiences and institutional support during the pandemic but worry about their health, safety and immigration issues, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities.Both undergraduate and graduate international students indicate they adapted to remote instruction better than domestic students. International students are more satisfied with how their university responded to the pandemic, the courses that were offered remotely, and with how instructors supported their remote learning.However, 52% of international undergraduate students and 67% of graduate students worry about maintaining good health during their studies. The second biggest concern for international students is managing immigration and visa issues (44% of undergraduate students and 55% of graduate students).International studentsCOVID-19remote learningpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/43q5g2c9multimediaoai:escholarship.org:ark:/13030/qt5624p4d72020-08-31T18:42:12Zqt5624p4d7The Obstacles to Remote Learning for Undergraduate, Graduate, and Professional StudentsSoria, Krista MChirikov, IgorJones-White, Daniel2020-07-14The majority of students at research universities—96% of undergraduate students and 88% of graduate students—experienced at least one obstacle in their transition to remote learning, according to the recent Student Experience in the Research University (SERU) Consortium survey of 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities. The biggest obstacle among undergraduate, graduate, and professional students was the lack of motivation for remote learning during the pandemic. Other common obstacles included lack of interaction with other students, inability to learn effectively in an online format, and distracting home environments or lack of access to appropriate study spaces. The obstacles vary by students’ social class background and major/program.Remote learningCOVID-19undergraduate studentsgraduate studentspubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5624p4d7multimediaoai:escholarship.org:ark:/13030/qt761144mh2020-08-31T18:41:46Zqt761144mhUndergraduate, Graduate, and Professional Students’ Food Insecurity During the COVID-19 PandemicSoria, Krista MHorgos, BonnieJones-White, DanielChirikov, Igor2020-08-28One in five undergraduates (22%) and graduate and professional students (19%) enrolled at large public research universities experienced food insecurity, according to the Student Experience in the Research University (SERU) Consortium survey of 31,687 undergraduate students at nine universities and 16,453 graduate and professional students from ten universities during the early months of the COVID-19 pandemic. Results from the survey suggest that undergraduate, graduate, and professional students from underrepresented and marginalized backgrounds experienced significantly higher rates of food insecurity compared to their peers.Specifically Black, Hispanic and Latinx, American Indian or Alaskan Native, and international students; low-income, poor, or working-class students; students who are caregivers to adults during the pandemic; first-generation students; and students who are transgender, nonbinary, bisexual, pansexual, or queer all experienced significantly higher rates of food insecurity during the pandemic compared to their peers.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/761144mhnon_textualoai:escholarship.org:ark:/13030/qt9j7949fk2020-08-31T17:18:25Zqt9j7949fkSCALING UNDERGRADUATE WRITING AT PUBLIC UNIVERSITIES:Problems and ProspectsDennve, Douglass2019-02-01Although writing is well established as a high-impact educational practice, scaling that practice is challenging. Writing is a modeof engaged learning, and teaching it requires providing careful attention informed by expertise. These conditions are labor-intensive and expensive, even as public universities are hardly awash in funds. Writing skills develop over time as a function ofencountering challenges and being coached on addressing them. What counts as “good” writing varies according to context,target readership, and purpose. Students need to build a repertory of strategies and experiences, along with the executivefunctions to know when to access what. They acquire this repertory by writing: doing it, not simply being told about it, andreceiving feedback and advice. Technologies cannot currently or foreseeably provide feedback of sufficient quality to solveproblems of scale. Writing Across the Curriculum programs can supplement first year writing courses, even replace some ofthem—but only if accompanied by sustained professional development that includes thorough knowledge of effective writingpedagogies, knowledge bolstered by existing research, theory, and best practices. New faculty models that feature full-time,benefited continuing lecturers or teaching professors exist at many universities, private and public; these models are more cost-effective than tenure-line faculty owing to enrollments. Even when they’re more expensive than adjuncts, these models’ return inquality is profound. The bottom line is that, even with cost ceilings, it’s possible to scale quality writing instruction, howeverincrementally. At least minimally, this requires faculty writing specialists who can work directly with disciplinary faculty and whocan ensure that anyone teaching writing is doing so in well-designed courses, using effective and efficient pedagogies. Writingcenters are vital in supporting these efforts. Permanent, professional writing faculties, in new kinds of faculty roles, offer thegreatest promise, albeit at greater costs.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9j7949fkarticleoai:escholarship.org:ark:/13030/qt5ww6836t2020-08-31T17:18:15Zqt5ww6836tBERKELEY VERSUS THE SAT Regent, a Chancellor and a Debate on the Value ofStandardized Testing in AdmissionsDoulgass, John A2019-02-01The following essay details a debate between UC Berkeley and a Regent who made charges of discrimination against Asian-American students that are similar to the current legal challenges facing Harvard University. The crux of such charges: onaverage, that one racial or ethnic group is more “qualified” than other groups, often underrepresented minorities, yet they havelower admissions rates. In 2004, Regent John Moores, convinced of discriminatory practices toward Asian-American students inthe admissions process at Berkeley, did his own analysis of UC admissions data focused on SAT scores and that he publicizedin the LA Times and other venues. Moores claimed his investigation provided clear evidence of discrimination. In the aftermath of California’s Proposition 209 barring the use of race in admissions, Moores complained that Berkeley’s adoption of a “holistic” review of applications reduced the importance of test scores by elevating subjective "measurements" that served as possiblyillegal proxies for race and ethnicity. Conjuring memories of charges of discrimination in the 1980s by the Asian-American community regarding Berkeley’s admissions processes, Moores asked, “How did the university get away with discriminating soblatantly against Asians?” For anti-affirmative action advocates, like Moores, standardized test scores were, and are, seen as the gold standard of academic ability since it is a “universal” measure unlike grades that are local assessments of abilities andsubject to grade inflation. However, when compared to grades in high school, test scores have proven weak indicators ofsubsequent academic success at highly selective universities that must choose among a large pool of highly qualified students.Test scores also are not necessarily good measures for predicting the future engagement of students in the wide range of experiences and opportunities offered by major universities – including public service, undergraduate research, and co-curricularactivities. Anti-affirmative action advocates largely see admissions as a reward based on test scores and are not terriblyconcerned with the predictive validity of other admissions criteria. This essay concludes with a brief discussion of the similarities of Moores’ analysis and charge of discrimination in admissions with that at Harvard, and the probable legal path toward a new Supreme Court decision on affirmative action.University AdmissionsStandardized TestsEquityRacial PoliticsAffirmative ActionAsian-Americansapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5ww6836tarticleoai:escholarship.org:ark:/13030/qt2w21n06w2020-08-28T22:21:14Zqt2w21n06wAffirmative Action, Mismatch, and Economic Mobility After California’s Proposition 209Bleemer, Zachary2020-08-20application/pdfCC-BY-NC-NDeScholarship, University of Californiahttps://escholarship.org/uc/item/2w21n06warticleoai:escholarship.org:ark:/13030/qt80k5d5hw2020-08-18T04:55:16Zqt80k5d5hwUndergraduate and Graduate Students’ Mental Health During the COVID-19 PandemicChirikov, IgorSoria, Krista MHorgos, BonnieJones-White, Daniel2020-08-17The COVID-19 pandemic has looming negative impacts on mental health of undergraduate and graduate students at research universities, according to the Student Experience in the Research University (SERU) Consortium survey of 30,725 undergraduate students and 15,346 graduate and professional students conducted in May-July 2020 at nine public research universities. Based on PHQ-2 and GAD-2 screening tools, 35% of undergraduates and 32% of graduate and professional students screened positive for major depressive disorder, while 39% of undergraduate and graduate and professional students screened positive for generalized anxiety disorder. Major depressive disorder and generalized anxiety disorder rates are more pronounced among low-income students; students of color; women and non-binary students; transgender students; gay or lesbian, bisexual, queer, questioning, asexual, and pansexual students; and, students who are caregivers. The prevalence of major depressive disorder and generalized anxiety disorder is higher among the undergraduate and graduate students who did not adapt well to remote instruction.Furthermore, the pandemic has led to increases in students’ mental health disorders compared to previous years. In fact, the prevalence of major depressive disorder among graduate and professional students is two times higher in 2020 compared to 2019 and the prevalence of generalized anxiety disorder is 1.5 times higher than in 2019.COVID-19student mental healthanxietydepressionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/80k5d5hwarticleoai:escholarship.org:ark:/13030/qt7f36s6662020-07-13T17:37:46Zqt7f36s666Undergraduate Education, Best Practices, Leadership, University of Southern CaliforniaJackson, Michael L.2019-02-01The University of Southern California (USC) transformed its undergraduate education program by making it a top priority in its strategic plans for the last two decades. The undergraduate experience was thoroughly studied and findings were used to determine what needed to be changed to improve the educational experience for students in and outside of the classroom. The institution has spent over $1.5B to hire new faculty to teach undergraduates, construct new residential colleges and renovate older ones (all led by tenured faculty), and build a new health center, campus center, and spaces in the USC College and professional schools dedicated to undergraduate academic programs, support services, and co-curricular programs. The key to the transformation was leadership provided by its late President Steven B. Sample and the university leaders he recruited to take on this big challenge. The team was focused and empowered to make administrative and academic changes, in concert with deans and faculty leaders, and given resources to turn thoughts, dreams and hopes into reality. The results are clear and demonstrate that institutions can improve undergraduate education by making it a high priority, allocating resources to recruit and hire outstanding faculty, and expand and improve programs, activities and facilities that directly serve undergraduates.
Undergraduate EducationBest PracticesLeadershipUniversity of Southern Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7f36s666articleoai:escholarship.org:ark:/13030/qt20q3n3642020-07-13T17:33:40Zqt20q3n364THE RISE OF THINK TANKS IN CHINA AND THE UNITED STATES: Their Interactions with UniversitiesGonzalez, CristinaZhang, Xinpei2014-11-01China has recently disclosed a national strategy for enlisting universities to advise the government through campus-based think tanks that will engage in research for various ministries. This move might surprise some academics in the United States. A review of the history of American universities and think tanks, however, reveals complex relationships between these organizations and government that are not as dissimilar to those involving their Chinese counterparts as they might appear. In both countries, think tanks are institutions with a certain degree of formal independence whose research projects are designed to influence decision makers. Thus, all think tanks have a political dimension. The connection between knowledge and power goes back to the dawn of history. Every important country has expanded its knowledge base as it has increased its power base, most recently the United States, whose state-of-the-art universities and think tanks were created to meet the needs of its booming economy. Perhaps this is what the Chinese government had in mind when it announced its plan to rely more heavily on institutions of higher learning for advice. As China’s power grows, so does its need for knowledge, and its universities and think tanks, like their American counterparts before them, are embracing their new role as purveyors of expertise for a country that is about to become the largest economy in the world.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/20q3n364articleoai:escholarship.org:ark:/13030/qt8vc352k32019-07-02T17:26:07Zqt8vc352k3THE CLARK KERR LEGACY TO THE UNIVERSITY OF CALIFORNIA by C. Judson King, UC Berkeley CSHE 4.18 (March 2018)King, C. Judson2018-03-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8vc352k3articleoai:escholarship.org:ark:/13030/qt69b3w4d72018-11-19T19:47:04Zqt69b3w4d7A THIRD WAVE OF INTERNATIONAL STUDENT MOBILITY: Global Competitiveness and American Higher Education Choudaha, Rahul2018-04-23International students are critical to the competitiveness of American higher education in terms of financial, intercultural, and educational contributions. However, recent data indicates that the U.S institutions enrolled 31,520 fewer international students in Fall 2017 as compared to Fall 2016. At average tuition and fees of US$ 25,000, higher education institutions are likely to lose potential revenue of US$ 788 million for the first year of studies alone. This paper examines the shifting landscape of international enrollment from the lens of three overlapping Waves spread over seven years and takes a deeper dive into implications for American universities. Wave I was shaped by the terrorist attacks in September 2001 and resulted in slower overall growth in international student enrollment of 11% between 1999 and 2006. Wave II has its origins in the global financial crisis which prompted universities to search for self-funded students and experienced overall robust growth of 44 percent in international student enrollment between 2006 and 2013. Finally, Wave III is shaped by the new political order and intensified competition from English-taught programs in Europe and Asia which will slow down the pace of projected growth in international enrollment to 18 percent between 2013 and 2020. In this current Wave of intensified global competition, overall international student enrollment is likely to flatten or decline for most universities. While the reputation and quality of American higher education is admired and emulated around the world, resting on its past laurels will not be sufficient for attracting international students in the Third Wave. This means that universities must get proactive and strategic in reaching, engaging and supporting international students throughout their educational lifecycle. Demand for studying abroad among international students remains robust, however, increasing competition and expectations for value for money will requires proactive and concerted efforts to maintain the global competitiveness of American higher education.International StudentsForeign StudentsEnrollmentStudent Mobilityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/69b3w4d7articleUC Berkeley CSHE, vol 8, iss 18oai:escholarship.org:ark:/13030/qt9b99q74j2018-11-19T17:28:02Zqt9b99q74jTAILORING SHARED GOVERNANCE TO THE NEEDS AND OPPORTUNITIES OF THE TIMESKing, C. Judson2013-11-01Shared governance between the administration and faculty has been traditional for most public universities, but varies considerably in its nature and effectiveness. In the United States it probably takes its most structured form at the University of California. There are good reasons for having shared governance, and yet it tends to be poorly understood outside the university environment and to cause substantial tensions within the university itself. Several trends and issues are identified that pose both significant challenges and substantial opportunities for shared governance. Ways of addressing these and advancing the efficacy of shared governance are put forward and assessed.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9b99q74jarticleoai:escholarship.org:ark:/13030/qt9gs5v3pv2018-11-19T17:27:22Zqt9gs5v3pvTHE GROWING CORRELATION BETWEEN RACE AND SAT SCORES: New Findings from CaliforniaGeiser, Saul2015-10-01This paper presents new and surprising findings on the relationship between race and SAT scores. The findings are based on the population of California residents who applied for admission to the University of California from 1994 through 2011, a sample of over 1.1 million students. The UC data show that socioeconomic background factors – family income, parental education, and race/ethnicity – account for a large and growing share of the variance in students’ SAT scores over the past twenty years. More than a third of the variance in SAT scores can now be predicted by factors known at students’ birth, up from a quarter of the variance in 1994. Of those factors, moreover, race has become the strongest predictor. Rather than declining in salience, race and ethnicity are now more important than either family income or parental education in accounting for test score differences. It must be cautioned that these findings are preliminary, and more research is needed to determine whether the California data reflect a broader national trend. But if these findings are representative, they have important implications for the ongoing debate over both affirmative action and standardized testing in college admissions. application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9gs5v3pvarticleoai:escholarship.org:ark:/13030/qt9d80g6cw2018-11-19T17:27:11Zqt9d80g6cwAUSTRALIAN UNIVERSITIES AT A CROSSROADSLacy, William BCroucher, GwilymBrett, AndréMueller, Romina2017-06-06This study provides an overview of the history, current status, and future challenges to the Australian university system through the eyes of its leaders. Hopefully, the report will be informative and useful and will raise critical and important issues that need to be considered and addressed for the continuing success of the system and the society it enables. The intended audience includes: university leaders, managers and staff; higher education policy makers and analysts; and, Australian and global higher education researchers and scholars.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9d80g6cwarticleoai:escholarship.org:ark:/13030/qt7rx345md2018-11-19T17:26:55Zqt7rx345mdResearch University Spaces: The Multiple Purposes of an Undergraduate EducationBrint, Steven2018-10-01Students, faculty, and the public expect undergraduate education in research universities to contribute to multiple developmental purposes. While academic purposes remain pre-eminent, a singular focus on knowledge and skills development is no longer adequate. Based on data and analysis from the Student Experience in the Research University (SERU) Undergraduate Survey, this essay identifies and discusses five widely endorsed purposes of student development during the college years: social, personal, academic, civic, and economic. It also identifies the characteristics of classroom and extra-curricular settings that contribute to the achievement of these purposes. In turn, the resulting SPACES model provides a theoretical framework for SERU intended to guide future survey design and research.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7rx345mdarticleoai:escholarship.org:ark:/13030/qt9xz1748q2018-11-19T17:26:35Zqt9xz1748qTHE UC CLIOMETRIC HISTORY PROJECT AND FORMATTED OPTICAL CHARACTER RECOGNITIONBleemer, Zachary2018-02-10In what ways—and to what degree—have universities contributed to the long-run growth, health, economic mobility, and gender/ethnic equity of their students’ communities and home states? The University of California ClioMetric History Project (UC-CHP), based at the Center for Studies in Higher Education, extends prior research on this question in two ways. First, we have developed a novel digitization protocol—formatted optical character recognition (fOCR)—which transforms scanned structured and semi-structured texts like university directories and catalogs into high-quality computer-readable databases. We use fOCR to produce annual databases of students (1890s to 1940s), faculty (1900 to present), course descriptions (1900 to present), and detailed budgets (1911-2012) for many California universities. Digitized student records, for example, illuminate the high proportion of 1900s university students who were female and from rural areas, as well as large family income differences between male and female students and between students at public and private universities. Second, UC-CHP is working to photograph, process with fOCR, and analyze restricted student administrative records to construct a comprehensive database of California university students and their enrollment behavior. This paper describes UC-CHP’s methodology and provides technical documentation for the project, while also presenting examples of the range of data the project is exploring and prospects for future research.This year the University of California celebrates its 150 anniversary since establishment in 1868. This ROPS contribution is part of a series published this year by the Center for Studies in Higher Education related to the history of the University of California and, more broadly, America’s unique investment and faith in public universities.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9xz1748qarticleoai:escholarship.org:ark:/13030/qt89c0m30t2018-11-19T17:26:11Zqt89c0m30tVALUE CO-CREATION STYLES IN HIGHER EDUCATION AND THEIR CONSEQUENCES. The Case of Poland Dziewanowska, Katarzyna2018-08-14Effective education at the tertiary level is one of the key conditions for the development of modern economies; it also has a substantial impact on social development. Nowadays, higher education institutions all over the world are facing numerous challenges, some of them global (e.g. funding), others local (e.g. demographic trends). Universities are seeking new ways of dealing with the challenges; however, they often resort to methods that seem to do more harm than good by moving the emphasis from long-term objectives to short-term ones. In marketing literature, a new concept of Service-Dominant Logic (SDL) is proposed as an alternative approach to traditional and outdated marketing theories applied to the higher education sector. Its foundational premise of value co-creation seems to be of particular relevance here as it assumes that various groups of actors jointly create the academic experience. This paper focuses on the higher education sector in Poland and investigates the attitudes of Polish students towards value co-creation and their consequences for the academic experience. The study leads to the identification of value co-creation styles among students reflected by five segments: Maximalists, Minimalists, the Scrupulous, the Networking-Oriented and the Intellectuals and presents their detailed characteristics.ValueCo-CreationHigher EducationPolandStudentsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/89c0m30tarticleUC Berkeley CSHE, vol 10, iss 18oai:escholarship.org:ark:/13030/qt8tv4x00x2018-11-19T17:26:00Zqt8tv4x00xHISTORY’S COILS: The UC Nuclear Weapons LaboratoriesPelfrey, Patricia A2018-04-22Early in the Second World War, Franklin Roosevelt appealed to the nation’s elite universities to join in the quest for powerful new technological weapons to counter the Nazi threat. Urged on by Nobelist Ernest O. Lawrence, inventor of the cyclotron and director of the Berkeley Radiation Laboratory, the University of California responded to Roosevelt’s call in 1943 by lending its scientific leadership to the Manhattan Project at Los Alamos, New Mexico. The goal: to design and build the world’s first atomic bomb. UC president Robert Gordon Sproul intended from the outset that the University’s involvement in secret weapons research would end with the conflict itself. In the end, an engagement entered into as an act of wartime service became a more or less permanent marriage that was controversial from the start. What justification could a public university—any university—offer for conducting research on weapons of mass destruction? Decades of public protest and faculty criticism did not end UC’s involvement in the weapons laboratories it managed for the federal government, first at Los Alamos and later at Livermore, California. What almost did was a series of sensational events that began in 1999 with charges that a spy was at work in Los Alamos’s X Division, responsible for the design of nuclear weapons. The ensuing espionage trial and its aftermath sent shock waves that spread far beyond the specific details of the case. They precipitated a series of events involving national security, US nuclear policy, and politics within the Department of Energy and the Congress that cast a shadow over UC’s stewardship. The University and its president, Richard Atkinson (1995-2003), faced fundamental questions about the direction and future of an increasingly contentious partnership. This paper discusses the University’s evolving relationship with the federal government and how the debate over the nuclear weapons laboratories ultimately shifted from morality to management.University of Californianuclear weapons researchuniversity servicenational interestapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8tv4x00xarticleUC Berkeley CSHE, vol 7, iss 18oai:escholarship.org:ark:/13030/qt6k5266md2018-11-19T17:25:51Zqt6k5266mdBERKELEY'S NEW APPROACH TO GLOBAL ENGAGEMENT: EARLY & CURRENT EFFORTS TO BECOME MORE INTERNATIONALDirks, Nicolas BGilman, Nils2015-12-01This essay discusses past and current thinking about the globalization of higher education (from a U.S. point of view in particular) and a new model we are attempting to develop at the University of California, Berkeley. This essay begins with a brief narrative of the historical evolution of efforts to internationalize education, from the seventeenth century to the present day, before providing a schematic outline of efforts to create new models for the global university. From its earliest beginnings in the U.S. and elsewhere, higher education embodied important global dimensions. Since then, the globalization of higher education has accelerated rapidly over the last quarter century, motivated by a quest for additional revenues (especially in the case of Anglophone universities), a desire for greater international relevance and hence prestige (for all universities, but especially in the case of European and Asian universities), and a desire to provide a foundation for a knowledge economy (especially in the case of Asian universities)application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6k5266mdarticleoai:escholarship.org:ark:/13030/qt4bg9g3ps2018-11-19T17:25:36Zqt4bg9g3psUNDERGRADUATE RESEARCH ENGAGEMENT AT MAJOR US RESEARCH UNIVERSITIESDouglass, John AZhao, Chun-Mei2013-11-01Bolstered by the recommendations of the 1998 Boyer Report, US federal agencies have put significant resources into promoting opportunities for undergraduates to engage in research. American universities and colleges have been creating support programs and curricular opportunities intended to create a “culture of undergraduate research.” Yet our knowledge about the commonality of undergraduate research engagement—how it integrates into the educational experience, and its benefits or lack thereof—is still very limited. Universities exude the ideal of a pivotal link of teaching and research. We have assumed that personal interactions between active scholars and undergraduates—via traditional curriculum, research courses, working in a lab or doing fieldwork—have positive influences on students’ maturation and their overall academic and social experience. The following exploratory study looks at data generated by the 2010 Student Experience in the Research University (SERU) undergraduate survey, an online census administered at fifteen major research-intensive universities. Among this specific case study of mostly AAU campuses, there is evidence that undergraduate research engagement outside of the traditional classroom is a relatively common experience. Further, this research engagement leads to self-reported learning gains across many areas, but especially in the areas of field knowledge, how to present and communicate knowledge, research skills, higher levels of satisfaction about educational experiences, better use of time, and higher levels of non-quantitative skills. Yet not all research activities are created equally. This study identified two different types of research: those research activities that mainly involve assisting faculty research, and those that mainly involve conducting independent personal research. The former is more prevalent in STEM fields, while the latter is more likely in the humanities, social sciences, and in professional majors. Further, lower-division students also tend to participate in assisting faculty research more often than their upper-division peers, who are more likely to engage in independent research. As part of the ongoing SERU research agenda, we hope to generate a more extensive analysis of SERU data and other data sources. We suggest that SERU campuses consider amending their current curricular requirements based on the following recommendations resulting from this investigation: 1. use the SERU database to provide regular reports on undergraduate research engagement, and include those reports in Academic Program/Department reviews; 2. expand existing efforts so that most, if not all, undergraduates have the opportunity for two or more non-classroom forms of research engagement, perhaps depending on the field of the major and discipline.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4bg9g3psarticleoai:escholarship.org:ark:/13030/qt2b22k86h2018-11-19T17:25:22Zqt2b22k86hTHE EFFECT OF SELECTIVE PUBLIC RESEARCH UNIVERSITY ENROLLMENT: EVIDENCE FROM CALIFORNIABleemer, Zachary2018-09-26What are the benefits and costs of attending a selective public research university instead of a less-selective university or college?This study examines the 2001-2011 Eligibility in the Local Context (ELC) program, which guaranteed University of Californiaadmission to students in the top four percent of California high school classes. Employing a regression discontinuity design, Iestimate that ELC pulled 8 percent of marginally-admitted students into four "Absorbing'' UC campuses from less-competitivepublic institutions in California. Those ELC compliers had lower SAT scores and family incomes than their eventual peers; almosthalf were under-represented minorities (URM), and 65 percent came from the state's bottom SAT quartile of high schools.Nevertheless, marginally eligible students became more than 20 percentage points more likely to earn a university degree within5 years, though URM and less-prepared students became less likely to earn STEM degrees. Students' net expected earningsconditional on university completion, major, and gender substantially increased across subgroups, and linked state employmentrecords suggest an increase in URM students' average early-career earnings.Returns to EducationUniversity SelectivityHeterogeneous Student Outcomesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2b22k86harticleUC Berkeley CSHE, vol 11, iss 18oai:escholarship.org:ark:/13030/qt24j8945b2018-11-19T17:25:13Zqt24j8945bAFFORDING THE DREAM: Student Debt and State Need-Based Grant Aid for Public University Students Eaton, C.Kulkarni, K.Birgeneau, RobertBrady, HenryHout, Michael2017-03-03Public research universities are a key vehicle for educational mobility. Yet rising student debt for undergraduate students has created new risks, particularly for lower income students at lower ranked universities. We find that student loan default rates reached 35 percent for low-income students at public universities with low research rankings during the Great Recession. Given these troubling loan default rates, we find encouraging evidence that a few U.S. states have adopted robust need-based grant aid programs to make college more affordable for low-income students. Such grant programs can cover tuition, room, and board costs. California, Wyoming, and New Jersey now spend more than $4,000 per low-income student, more than the federal expenditure on Pell Grants for their state. More than 30 states, however, spend less than 25 percent of the federal Pell Grant expenditure. We find that generous state aid programs are associated with lower actual costs of attendance for low-income studentsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/24j8945barticleoai:escholarship.org:ark:/13030/qt6769s80c2018-11-19T17:24:42Zqt6769s80cDOING MUCH MORE WITH LESS: Implementing Operational Excellence at UC BerkeleySzeri, Andrew JLyons, RichardHuston, PeggyWilton, John2013-06-24Universities are undergoing historic change, from the sharp downward shift in government funding to widespread demands to document performance. At the University of California Berkeley, this led to an operational change effort unlike any the university had ever attempted, dubbed Operational Excellence. The authors describe their experiences designing and leading this change effort, with emphasis on practical advice for similar efforts at other universities.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6769s80carticleoai:escholarship.org:ark:/13030/qt4s08b4jx2018-11-19T17:24:29Zqt4s08b4jxREFORMING DOCTORAL EDUCATION: There is a Better WaySpronken-Smith, Rachel2018-08-02The traditional apprenticeship model for PhD education involves supervisors mentoring students through a substantive research project and ultimately into academia. Although about half of PhD graduates enter careers beyond academia, this apprenticeship model, with a narrow focus on thesis research has continued to dominate in many countries. While there are variations in terms of coursework requirements, the main assessment continues to be on the PhD thesis, and, in most countries, an oral defense of this thesis. The aims of this working paper are firstly to critique the dominant models of PhD education by using the lens of ‘success’, and secondly to consider an alternative model of PhD education. A PhD program may be deemed successful if it leads to high employment rates, high satisfaction with types of employment, and graduates who are well equipped for being in the world – in work and in society. Through examining these indicators of success, I argue that the North American and British PhD models may be failing, and suggest an alternative model based on ‘constructive alignment’, in which the graduate outcomes are well aligned with teaching and learning methods, and the assessment regime. This alternative model is still based on an apprenticeship approach but requires PhD programs to be tailored to the individual and their desired career pathway, so that alongside and through their research, they can develop a holistic set of graduate attributes – for ‘doctorateness’, for possible careers, and for global citizenship. This model has implications not only for the learning opportunities available to PhD students, but also for how we assess PhDs. Universities may need to develop programs to better support the career planning and professional development of PhD students. A portfolio or digital badge assessment approach, whether summative or formative, would allow PhD graduates to demonstrate the depth and breadth of knowledge and skills they have acquired through doctoral study, and better equip them for their chosen career pathway.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4s08b4jxarticleUniversity of Otago, vol 9, iss 18oai:escholarship.org:ark:/13030/qt58n9x18c2018-11-19T17:24:18Zqt58n9x18cCollege Affordability and the Emergence of Progresssive Tuition Models: Are New Financial Aid Policies at Major Public Universities Working?Lapid, Patrick ADouglass, John A2016-06-01In an era of significant disinvestment in public higher education by state governments, many public universities are moving toward a “progressive tuition model” that attempts to invest approximately one-third of tuition income into institutional financial aid for lower-income and middle-class students. The objective is to mitigate the cost of tuition and keep college affordable. But is this model as currently formulated working? What levels of financial stress are students of all income groups experiencing? And are they changing their behaviors? Utilizing data from the Student Experience in the Research University (SERU) Survey of undergraduates and other data sources, this study explores these issues by focusing on students at the University of California and ten AAU institutions that are members of the SERU Consortium. At least to date, the increase in tuition, and costs related to housing and other living expenses, have not had a negative impact on the number of lower-income students attending UC. Reflecting to some degree UC’s robust financial aid policies, and perhaps the growing number of lower-income families in California, there has been an actual increase in their number – a counterintuitive finding to the general perception that higher tuition equals less access to the economically vulnerable. At the same time, there is evidence of a “middle-class” squeeze, with a marginal drop in the number of students from this economic class. Students’ concerns for paying for higher education and accumulated student debt in the 2014 SERU are predictably higher among lower-income students, yet upper-middle income students (with annual family incomes from $80–125,000) are the least likely to agree that the cost of attendance is manageable. With these and other nuances and caveats briefly discussed in this study, the progressive tuition model appears to be working in terms of affordability and with only moderate indicators of increased financial stress and changed student behaviors. These results are not necessarily predictive of the future if tuition rates go up further. But they do indicate the higher tuition rates at highly selective public universities, if accompanied by robust federal, state and institutional financial aid, may be the best path for maintaining access to lower-income students, and for generating income needed for institutions to maintain or improve student-to-faculty ratios and other markers of quality. Freezing tuition, as currently demanded by state lawmakers in California, does not appear to be based on any clear analysis of the correlation of tuition and affordability. It appears more as a politically attractive way to appeal to voters while ignoring the financial consequences for public colleges and universities and the quality of the student experience.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/58n9x18carticleoai:escholarship.org:ark:/13030/qt3758v60w2018-11-19T17:24:10Zqt3758v60wGLOBALIZATION, INTERNATIONALIZATION AND ASIAN EDUCATIONAL HUBS: Do We Need Some New Metaphors?Hawkins, John N2015-10-01It is not uncommon when reading about higher education change in the Asia Pacific region to see it described in the context of globalization and internationalization. These terms are sometimes used interchangeably as in “the globalized university”, “internationalization of higher education”, “internationalizing the university in the age of globalization” and so on. Often the use of these terms assumes that the reader knows how to distinguish between them, how they relate to each other, and how these large, somewhat slippery concepts are connected to individual HEIs. This paper attempts to raise questions about the rigor of these terms especially as they relate to the recent rise of the phenomenon of “Asian Educational Hubs.”application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3758v60warticleoai:escholarship.org:ark:/13030/qt32c8z7p22018-11-19T17:23:58Zqt32c8z7p2THE EFFECT OF PRE-COLLEGE EXTRACURRICULAR PARTICIPATION ON FIRST-YEAR COLLEGE ENGAGEMENT AND COMPLETIONChang, Tongshan2017-04-25This study examines how student pre-college participation in extracurricular activities and volunteer and community services varies by demographic and academic variables, and how their experience participating in these activities affects first-year college engagement and learning outcomes. The analysis focuses on students at the University of California’s (UC) nine undergraduate campuses and is based on the self-reported data that compares their high school experience with their first year experience at UC. Students differ significantly in their participation in precollege activities by gender, ethnicity, family income, and college admissions status. URM’s and socioeconomically disadvantaged students are less likely to participate in these activities. Those who are admitted to UC are likely to participate in more precollege activities. The study also shows that there is a positive correlation between student precollege participation in these activities and their college experience, academic and civic engagement although the relationship is rather weak. The results also reveal that the participation in extracurricular activities and volunteer and community services is a significant predictor on first-year GPA and persistence. The more activities students participate in, the higher their first-year GPA is and the more likely they persist with their current college programs. These findings will be useful for effective development of admissions policy and enrollment management. It also may help high schools and universities to expand or re-organize their out-of-class activities to encourage greater student engagement for targeted populations.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/32c8z7p2articleoai:escholarship.org:ark:/13030/qt3298h6b72018-11-19T17:23:47Zqt3298h6b7STUDENT EXPOSURE TO SOCIAL ISSUES AND CORRELATIONS WITH VOTING: Gauging the Impact on Economically Disadvantaged Students at Major Public American UniversitiesPorterfield, V.2017-04-13gher levels of civic and community engagement in higher education are positively associated with students’ academic performance and they also build upon citizenship skills such as informed voting. Yet, while these are worthy and important outcomes of higher education, students from disadvantaged backgrounds can have more difficulty navigating civic engagement. Focusing on students at thirteen major public universities in the United States, and utilizing survey data generated by the Student Experience in the Research University (SERU) Consortium, this study suggest social perspective-taking has a significant positive effect on all students’ probability of voting and participating in community service. Students who were asked to identify challenge/solutions to social problems and reflect/act on community issues in the classroom were also more likely to participate in community service. Additionally, Hispanic students and students from lower-income households are significantly less likely to vote and perform community service—findings corroborated by previous research. Females are more likely to vote and participate in community service—findings also corroborated by prior research. Hispanic students and students from low-income backgrounds were more likely to participate in voting and community service if they had increased rates of social perspective-taking. These results suggest that increased opportunities to connect with classmates in the classroom and develop perspective-taking skills (e.g. appreciating the world from someone else's perspective, acknowledging personal differences, interacting with someone with views that are different from your own, and discussing and navigating controversial issues) are potentially quite powerful ways to foster civic engagement among students who traditionally have the lowest civic engagement rates compared to their peers. application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3298h6b7articleoai:escholarship.org:ark:/13030/qt2tf0q5t42018-11-19T17:23:33Zqt2tf0q5t4YES, BUT CAN THEY EARN A LIVING? Methods for Creating an Effective System of Measuring Labor Market Outcomes in Higher EducationMoore, Richard WChapman, KennethHuber, BettinaShors, Mark2013-04-01A new federal initiative calls for a College Scorecard which will include a yet to be determined measure of graduate earnings. In this paper we examine the political context that drives this initiative and examine the nascent efforts of four states to develop statewide systems to measure the labor market outcomes of higher education. We propose five principles to support a system that would generate valid labor market measures that could cut across all segments of higher education in California, and disaggregate down to campuses, departments and programs. We present results from a large-scale pilot project using these principles that generated labor market outcomes for 44,000 college students from California State University Northridge. Finally, we recommend an agenda for creating a statewide system to measure labor market outcomes in California. A first step is to create a venue in which policymakers representing the three public segments (University of California, California State University and the California Community Colleges) and the private sector can come together to design a system. In the past, the California Postsecondary Education Commission (CPEC) would have been a natural body to do this, as it had representatives from all higher education segments. But it was essentially closed in the last round of budget cuts, so an alternative is needed. We believe that a system that emerges through voluntary cooperation will be stronger in the long run than one that is imposed legislatively. We recommend that each sector designate a high level administrator to join an ad hoc group to develop a system that will ultimately be endorsed by the boards of each system. Private institutions should be represented as well and should encourage their colleagues to join in.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2tf0q5t4articleoai:escholarship.org:ark:/13030/qt2tb939dm2018-11-19T17:23:25Zqt2tb939dmALTERNATIVE DIGITAL CREDENTIALS: An Imperative for Higher EducationMatkin, Gary W2018-02-08Alternative Digital Credentials (ADCs) will significantly transform the relationship between higher education institutions and society. By providing fully digital, workplace-relevant, and information-rich records of an individual’s skills and competencies, ADCs will render traditional university transcripts increasingly irrelevant and obsolete. Universities and colleges that to not adopt in some measure the ADC movement will begin to experience a slow decline in market position and patron support. Current usage of ADCs is emerging rapidly in the marketplace and is supported by standard-setting efforts and grant funding. Usage is accelerating due to the inadequacy of the traditional transcription systems, accrediting agency requirements, demographic shifts in learning preferences, open education, and hiring practices, among others. Institutions seeking to enter the ADC movement face challenges including, 1) establishing criteria for the issuance of ADCs, 2) designing icons to represent their ADCs, 3) determining the content disclosed in the ADC, 4) selecting a method (vendor) for implementing ADCs, and 5) considering the pace of technology and the immediate future of the ADC movement, including the advent of blockchain technology. This paper provides a rationale and pathway for the institutional adoption of ADCs.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2tb939dmarticleoai:escholarship.org:ark:/13030/qt2px0d0t22018-11-19T17:23:15Zqt2px0d0t2PRIVATIZATION AND ACCESS: THE CHILEAN HIGHER EDUCATION EXPERIMENT AND ITS DISCONTENTSGonzales, CristinaPedraja, Liliana2015-12-01President Barack Obama recently announced a proposal to eliminate tuition charges at community colleges so that everyone can easily complete the first two years of a university education. At the same time, the administration is creating new regulations to curb the worst abuses of for-profit universities. This suggests that the country has reached a turning point regarding access to higher education. There is a practical limit to privatization, and the countries that have privatized their higher education systems most aggressively, such is the case of the United States, are now reaching it. One country where the increase in university tuition has reached the limit of what the public will tolerate is Chile, where the most deliberate and comprehensive university privatization experiment in the world was carried out and where the most intense student protests calling for greater access have occurred, bringing this issue to the forefront of the nation’s political discourse. Indeed, President Michelle Bachelet has recently promised to make higher education free of charge. This essay examines the recent history of Chilean universities and current debates regarding tuition and inequality that reflect a similar discussion in the US regarding whether higher education is a public or private good, and who should pay for it.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2px0d0t2articleoai:escholarship.org:ark:/13030/qt2dn595m72018-11-19T17:23:03Zqt2dn595m7EDUCATION AND EMPIRE: Colonial Universities in Mexico, India and the United StatesGonzales, CristinaHsu, Funie2014-07-01This article reviews the educational policies of Spain and England in their most emblematic colonies, Mexico and India, respectively, and compares them to those of the United States. Mexico and India share one important historical feature: both were colonies in which the native population greatly outnumbered European colonists and in which native cooperation was crucial to the colonial enterprise. In both cases, the European powers felt compelled to educate members of the native elites to conduct the business of empire for them. In contrast, the United States was a “white colony,” in which Europeans displaced the local populations, which were relatively small and consisted mostly of bands and tribes, as opposed to the states and empires found in Mexico and India. Thus, Europeans carried out the work of the colonies themselves or with the help of slaves imported from Africa, instead of relying on the indigenous population. After gaining independence from England, the United States developed an empire of its own, acquiring an immense amount of territory, mostly from the old Spanish Empire, which had controlled roughly half of the present land mass of the continental United States. In addition, the United States obtained sovereignty over other strategically important territories such as Alaska, Hawaii and various Pacific islands, and it unofficially controlled much of Latin America, which came to be considered its “backyard.” This enormous expansion of its territory and areas of influence transformed the United States into a world power and created new colonial populations, such as Native Alaskans, Native Hawaiians and Hispanics. The United States has always been reluctant to see itself as an empire, a political construct seemingly in conflict with its self-image as a defender of freedom. After all, the country is a democracy that established itself in opposition, first to the old British Empire, and then, to the old Spanish Empire, and its national myths glorify this opposition. Many Americans consider colonial conquest incompatible with the values of self-rule and self-representation that underpin the American republic. Thus, the country has a tendency to ignore its own record of colonial acquisition. This article reviews some key moments in the history of universities in the United States, with a view toward understanding the connection between education and empire. At present, the number of non-white people in the United States is increasing at such speed that some states are already majority-minority, that is, they have more people of color than whites, and the entire country is expected to become majority-minority in a few decades. Acknowledging the colonial history that transformed the country into a multicultural superpower would help revitalize its democratic ideals and create a higher level of inclusiveness, without which it will be difficult for its higher education system to meet the complex needs of the 21st century. application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2dn595m7articleoai:escholarship.org:ark:/13030/qt1x07w0vr2018-11-19T17:22:14Zqt1x07w0vrCAN THE RESEARCH MODEL MOVE BEYOND ITS DOMINANT PATRON? The Future of Support for Fundamental Research in US UniversitiesCroucher, Gwilym2018-04-21The United States has been the leader in fundamental research for the last seven decades. Fundamental research is overwhelming undertaken in or in conjunction with research-intensive universities, and since the 1950s they have depended on US Federal funding to make this possible. This support has been consistently championed by Congress, is popular across the political spectrum and enjoys long public backing, in no small part because there remains a widespread trust in the societal benefits it provides. Yet the US now faces a dilemma over the future of this national achievement and the supporting arrangements making it sustainable. The ‘social contract’ for science and research now looks more tentative than at any time since the Space Race. This paper examines why many US university leaders, faculty, experts and policy-makers are increasingly concerned, what is driving this and how they are responding. Building on 37 interviews with university, academic and government leaders, this study uses a mixed methodology to explore perceived institutional challenges and the politics around them, alongside the responses and strategies of US research-intensive universities in the context of global, national and regional policies. This paper examines tensions in the relationship between universities and government, and between researcher and public, combining perspectives from a sample of leading research universities and from national policy leaders to offer insight into the intersection of Federal policy and local operationalization. It concludes that for the future of US basic science and research two factors are likely to be decisive, being whether the strength of the public backing for funding university-based fundamental research continues, and how universities respond if, and in the assessment of many, when this support erodes. If the current research system is to remain viable, universities will need to make greater efforts to rebuild trust and understanding with the US public and litigate anew their raison d'etre at the center of US research.Research UniversitiesFederal R&D FundingSocial Contract for Science.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1x07w0vrarticleoai:escholarship.org:ark:/13030/qt1qk0h3tj2018-11-19T17:22:00Zqt1qk0h3tjEXPLORING FUNDING OPTIONS FOR THE UNIVERSITY OF CALIFORNIADouglass, John A2018-11-02Despite massive cuts in state funding over the past thirty years, the University of California has managed to keep enrollment on pace with growth in population. With California’s population projected to grow 22.5 percent (from 40 to 49 million by 2040), that will no longer be the case, unless UC is able to find a new funding model. Informed by the historical analysis in the report Approaching a Tipping Point: A History and Prospectus of Funding for the University of California, this essay revisits the options for funding UC from that report, including: reinvestment by California lawmakers and a proposed general bond measure for capital construction; increasing research funding to help subsidize teaching and public service programs; revising the indirect-cost agreement with the State of California; raising undergraduate tuition and fees for upper income students and establishing tuition pricing model tiered by student family income; explore differential fees by major; and reducing the percentage of UC undergraduate tuition income that is “returned-to-aid” in favor of increased fundraising for financial aid. All relate to two central questions: a) can UC afford to grow in its enrollment and academic programs with the state’s population and needs? and b) how to identify new sources of revenue and pursue management efficiencies to reduce operating and capital costs? Without a substantial boost in income from the state or other sources, UC may be approaching a crossroads, where it continues to grow in enrollment without adequate funding, or where it instead chooses to halt or limit growth to focus on maintaining quality and productivity, but with serious consequences for California. Any significant state reinvestment will depend on the new California governor. Governors in the past have been key players in creating and building California’s pioneering higher education system. A new governor should have ambitions for higher education that match those of Californians. Higher Education FinanceUniversity of CaliforniaPublic Universitiesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1qk0h3tjarticleUC Berkeley CSHE, vol 12, iss 18oai:escholarship.org:ark:/13030/qt1n18c3wp2018-11-19T17:21:47Zqt1n18c3wpDeveloping Graduate Students of Color for the Professoriate in Science, Technology, Engineering, and Mathematics (STEM)MacLachlan, Anne J2006-03-06This paper presents part of the results of a completed study entitled "A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life." It focuses particularly on the graduate school experience and degree of preparation for the professoriate of African American doctoral students in the sciences and engineering, and presents the results of a survey of 33 African American STEM Ph.D.s from the University of California earned between 1980-1990. Relationships with thesis advisors and principal investigators are evaluated by the study participants in fifteen specific areas from highly-ranked intellectual development to low-ranked training in grant writing. Deficits in training and socialization are discussed along with the tension between being both an African American and a graduate student. Career choices and outcomes are presented. These findings, in conjunction with current analyses of graduate education in STEM, suggest ways in which graduate training for all could be improved.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1n18c3wparticleoai:escholarship.org:ark:/13030/qt0zn9s0sn2018-11-19T17:21:30Zqt0zn9s0snFROM THE GOLDEN AGE TO THE AGE OF AUSTERITY: Planning at the University of California, 1968-1983Pelfey, Patricia A2017-07-01A 1966 University of California academic plan estimated that future enrollments would soar to well over 200,000 before leveling off, and that by 1975 student demand would require two more UC campuses in addition to the ones opened a few years earlier at Santa Cruz, Irvine, and San Diego. The 1970 US census brought these stratospheric assumptions down to earth. Its projections of declining numbers of college-age students into the next decade and beyond, combined with the shock of unfavorable academic market and budgetary trends, became the starting point for an ambitious new UC planning endeavor. The intent was to improve long-range decision-making on the size, quality, and academic balance of the University. The strategy was to ensure that planning led budgeting; that campus academic plans were systematically reviewed at the universitywide and Regental level; and that fiscal realities disciplined planning at all levels. Two UC presidents led this experiment in multicampus system planning. Charles J. Hitch (1968-1975) had revolutionized planning and budgeting at Robert S. McNamara’s Department of Defense before coming to UC. David S. Saxon (1975-1983) brought a deep knowledge of the University and its culture gained through long experience as a faculty and administrative leader at UCLA. Despite differences in background, perspective, and approach, both shared the same goal: to create a truly universitywide plan that harmonized campus ambitions with the broader aims of the University as a whole and with the coming constraints on growth. This paper considers the context, assumptions, and forces that shaped, and then reshaped, the planning directions UC chose at the end of the golden age of the 1960s.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0zn9s0snarticleoai:escholarship.org:ark:/13030/qt74x0h5xd2018-10-23T22:34:53Zqt74x0h5xdPolitics, Markets, and University Costs: Financing Universities in the Current EraGeiger, Roger L.2000-12-01The purpose of this study is to determine the factors shaping the financing of the principal universities of the United States, and to explore the consequences for institutions and for students. Revenues are the lifeblood of these or any other universities. The level of resources that universities command from society determines the level and scope of their activities, and who provides these resources greatly affects their behavior. Moreover, where resources are concerned, both inequality and inconsistency have been the rule. During the 1980s, universities generally were able to lift their resource levels above the depths of the late 1970s; in the 1990s, however, some prospered while others actually lost ground. The university expenditures that lie at the heart of the current controversy were shaped during these two decades, the current era for higher education.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/74x0h5xdarticleoai:escholarship.org:ark:/13030/qt8kh0c74r2018-10-23T22:34:21Zqt8kh0c74rPRESERVATION OF EDUCATIONAL INEQUALITY IN DOCTORAL EDUCATION: Tacit Knowledge, Implicit Bias and University Faculty by Anne J. MacLachlan, UC Berkeley CSHE 1.17 (January 2017)MacLachlan, Anne J2017-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8kh0c74rarticleoai:escholarship.org:ark:/13030/qt63z686332018-10-23T22:33:55Zqt63z68633FOSTERING GLOBAL COMPETENCE THROUGH INTERNATIONALIZATION AT AMERICAN RESEARCH UNIVERSITIES 10.17 (October 2017)Shcheglova, Irina AThomson, Gregg EMerrill, Martha C2017-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/63z68633articleoai:escholarship.org:ark:/13030/qt4rg5m1vr2018-10-23T22:33:42Zqt4rg5m1vrDOES IT PAY TO BE A STEM GRADUATE? Evidence from the Polish Graduate Tracking System by Tomasz Zając, Mikołaj Jasiński, and Marek Bożykowski, University of Warsaw CSHE 13.17 (November 2017)Zając, TomaszJasiński, MikołajBożykowski, Marek2017-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4rg5m1vrarticleoai:escholarship.org:ark:/13030/qt9fw4623g2018-10-23T22:33:22Zqt9fw4623gNORM-REFERENCED TESTS AND RACE-BLIND ADMISSIONS: The Case for Eliminating the SAT and ACT at the University of California by Saul Geiser, UC Berkeley CSHE 15.17 (December 2017)Geiser, Saul2017-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9fw4623garticleoai:escholarship.org:ark:/13030/qt7d85m72t2018-10-23T22:33:03Zqt7d85m72tAMERICAN UNIVERSITIES IN TRUMPLAND - Financial Ruin Averted? by John Aubrey Douglass, UC Berkeley CSHE 11.17 (October 2017)Douglass, John A2017-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7d85m72tarticleoai:escholarship.org:ark:/13030/qt8mp5b48r2018-10-23T22:32:49Zqt8mp5b48rQUALITY AND THE NEW FLAGSHIP UNIVERSITY IDEAL IN ASIAN HIGHER EDUCATION by David P. Ericson, University of Hawaii CSHE 12.17 (November 2017)Ericson, David P2017-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8mp5b48rarticleoai:escholarship.org:ark:/13030/qt6pm9z6kp2018-10-23T22:32:17Zqt6pm9z6kpTHE RISE OF THE PUBLICS: American Democracy, the Public University Ideal, and the University of California by John Aubrey Douglass, UC Berkeley CSHE 1.18 (February 2018)Douglass, John A2018-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6pm9z6kparticleoai:escholarship.org:ark:/13030/qt44r5w9f02018-10-23T22:31:40Zqt44r5w9f0ALTERNATIVE DIGITAL CREDENTIALS: An Imperative for Higher Education by Gary W. Matkin, University of California, Irvine 2.18 (February 2018)Matkin, Gary W2018-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/44r5w9f0articleoai:escholarship.org:ark:/13030/qt3027m9342018-10-23T22:31:27Zqt3027m934A UNIVERSITY IN THE WILDERNESS: Building a Community and Culture at the New University of California by Karen Merritt, UC Berkeley, CSHE 9.17 (July 2017)Merritt, Karen2017-07-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3027m934articleoai:escholarship.org:ark:/13030/qt2bd8d25p2018-10-23T22:31:19Zqt2bd8d25pTHE UC CLIOMETRIC HISTORY PROJECT AND FORMATTED OPTICAL CHARACTER RECOGNITION by Zachary Bleemer, UC Berkeley CSHE 3.18 (February 2018)Bleemer, Zachary2018-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2bd8d25particleoai:escholarship.org:ark:/13030/qt1xp6g8nj2018-10-23T22:30:04Zqt1xp6g8njThe University of California ClioMetric History Project and Formatted Optical Character RecognitionBleemer, Zachary2018-02-01In what ways—and to what degree—have universities contributed to the long-run growth, health, economic mobility, and gender/ethnic equity of their students’ communities and home states? The University of California ClioMetric History Project (UC-CHP), based at the Center for Studies in Higher Education, extends prior research on this question in two ways. First, we have developed a novel digitization protocol—formatted optical character recognition (fOCR)—which transforms scanned structured and semi-structured texts like university directories and catalogs into high-quality computer-readable databases. We use fOCR to produce annual databases of students (1890s to 1940s), faculty (1900 to present), course descriptions (1900 to present), and detailed budgets (1911-2012) for many California universities. Digitized student records, for example, illuminate the high proportion of 1900s university students who were female and from rural areas, as well as large family income differences between male and female students and between students at public and private universities. Second, UC-CHP is working to photograph, process with fOCR, and analyze restricted student administrative records to construct a comprehensive database of California university students and their enrollment behavior. This paper describes UC-CHP’s methodology and provides technical documentation for the project, while also presenting examples of the range of data the project is exploring and prospects for future research.History of Higher EducationBig DataNatural Language ProcessingUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1xp6g8njarticleCSHE Research and Occasional Paper Series, vol 18, iss 3oai:escholarship.org:ark:/13030/qt1zc9q32w2018-10-23T22:29:25Zqt1zc9q32wCALIFORNIA’S AFFIRMATIVE ACTION FIGHT: Power Politics and the University of California by John Aubrey Douglass, UC Berkeley CSHE 5.18 (March 2018)Douglass, John A2018-03-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1zc9q32warticleoai:escholarship.org:ark:/13030/qt1wg1x8m52018-10-23T22:28:56Zqt1wg1x8m5CHANGING MISSIONS AMONG PUBLIC UNIVERSITIES IN CALIFORNIA AND NEW YORK: Application of a Concentration Equality Index by Satoshi P. Watanabe & Yasumi Abe, Hiroshima University CSHE 14.17 (November 2017)Watanabe, Satoshi PAbe, Yasumi2017-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1wg1x8m5articleoai:escholarship.org:ark:/13030/qt093215zt2018-10-23T21:41:14Zqt093215ztAFFORDING THE DREAM: Student Debt and State Need-Based Grant Aid for Public University StudentsEaton, CharlieKulkarni, SheishaBirgeneau, RobertBrady, HenryHout, Michael2017-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/093215ztarticleoai:escholarship.org:ark:/13030/qt9q3349tt2017-02-22T17:52:31Zqt9q3349ttA CAUTIONARY ANALYSIS OF A BILLION DOLLAR ATHLETIC EXPENDITURE: The History of the Renovation Of California Memorial Stadium and the Construction of the Barclay Simpson Student Athlete High Performance Center by John Cummins, UC Berkeley CSHE 3.17 (March 2017)Cummins, John2017-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9q3349ttarticleoai:escholarship.org:ark:/13030/qt7rb9548b2017-02-22T17:50:48Zqt7rb9548bEXPANDING OFF-CAMPUS ENROLLMENT CAPACITY AT BERKELEY: A Concept Paper by Saul Geiser, UC Berkeley CSHE 2.17 (February 2017)Geiser, Saul2017-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7rb9548barticleoai:escholarship.org:ark:/13030/qt5zv6c3nj2017-02-22T17:48:48Zqt5zv6c3njPRESERVATION OF EDUCATIONAL INEQUALITY IN DOCTORAL EDUCATION: Tacit Knowledge, Implicit Bias and University Faculty by Anne J. MacLachlan, UC Berkeley CSHE 1.17 (January 2017)MacLachlan, Anne J.2017-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5zv6c3njarticleoai:escholarship.org:ark:/13030/qt5c3289pc2016-12-07T22:34:18Zqt5c3289pcTHE EVOLUTION OF FLAGSHIP UNIVERSITIES: From the Traditional to the New Douglass, John A.2016-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5c3289pcarticleoai:escholarship.org:ark:/13030/qt07q345d02016-12-07T20:59:09Zqt07q345d0Shared Governance at the University of California: An Historical ReviewDouglass, John A.1998-03-01Two major features in the historical development of the University of California distinguish it from other major public research universities. The first is the university's unusual status as a constitutionally designated public trust -- a designation shared by only five other major public universities. The second is the University of California's tradition of shared-governance: the concept that faculty should share in the responsibility for guiding the operation and management of the university, while preserving the authority of the university's governing board, the Regents, to ultimately set policy. Both of these organizational features of California's land-grant university, combined with a massive investment by tax payers to expand enrollment and academic programs, has resulted in a university enterprise of international distinction and vital service to the people of California. This paper provides an historical summary of the development of shared governance at the University.Shared GovernanceAcademic SenatePresidencyAutonomyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/07q345d0articleoai:escholarship.org:ark:/13030/qt03j2x3nr2016-12-07T20:58:29Zqt03j2x3nrINTERNATIONAL BERKELEY: Enrolling International Students Yesterday and Today, Debates on the Benefits of Multicultural Diversity, and Macro Questions on Access and Equity*Douglass, John A.2014-03-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/03j2x3nrarticleoai:escholarship.org:ark:/13030/qt55k3k4kg2016-12-07T20:57:42Zqt55k3k4kgA New Generation: Ethnicity, Socioeconomic Status, Immigration and the Undergraduate Experience at the University of CaliforniaBrint, SDouglass, John A.Flacks, RichardThomson, GreggChatman, Steve2007-09-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/55k3k4kgarticleoai:escholarship.org:ark:/13030/qt173480dx2016-12-07T20:56:58Zqt173480dxUC BERKELEY’S ADAPTATIONS TO THE CRISIS OF PUBLIC HIGHER EDUCATION IN THE US: Privatization? Commercialization? Or Hybridization?Breslauer, George W.2013-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/173480dxarticleoai:escholarship.org:ark:/13030/qt9zz1q8r22016-12-07T20:55:56Zqt9zz1q8r2A Social Contract Between the Public Higher Education Sector and the People of South AfricaBawa, Ahmed C.2000-10-01The higher education sector in South Africa is experiencing an existential crisis. For all of its diverse elements and activities and values as a system, its historic mission and the role that it plays in society were defined for it in the previous era - this not withstanding the progressive roles played by some of the . However, it is an existential crisis which stems only partially from its history in our Apartheid past. Its intellectual and organisational shape stems also from its place on the edge of the global academic metropole from which it attempts to draw its academic legitimacy. That metropole itself is currently shaken by large transformatory processes heralded by the burgeoning role of knowledge and information in the production processes of modern societies. This new epoch is characterised by a tremendous distribution of knowledge generation and dissemination activities in society thus undermining the hegemony of the 'modern university' in these enterprises. In this paper, some of the pressures that have helped to shape the existential crisis are examined.South Africa Higher EducationReformAccessApartheidProduction of Knowledgeapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9zz1q8r2articleoai:escholarship.org:ark:/13030/qt2tz763xp2016-12-07T20:55:00Zqt2tz763xpA NEW APPROACH TO ANALYZING UNIVERSITY PRESTIGE AND INTERNAL RESOURCE ALLOCATION: Geometric Interpretations and ImplicationsAbe, YasumiWatanabe, Satoshi P.2012-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2tz763xparticleoai:escholarship.org:ark:/13030/qt2zx5644j2016-12-07T20:54:08Zqt2zx5644jCHINA: A FOLLOWER OR LEADER IN GLOBAL HIGHER EDUCATION?van der Wende, MarijkZhu, Jiabin2016-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2zx5644jarticleoai:escholarship.org:ark:/13030/qt178284qs2016-12-07T20:52:17Zqt178284qsSMALL LIBERAL ARTS COLLEGES AND ENROLLMENT CAPACITY AT PUBLIC UNIVERSITIES: Imagining a Consortium ApproachChrist, Carol T.2016-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/178284qsarticleoai:escholarship.org:ark:/13030/qt5j3140kb2016-12-07T20:50:29Zqt5j3140kbDEMOCRATIZATION AND MASSIFICATION OF HIGHER EDUCATION IN TURKEY AND CHALLENGES AHEADGür, Bekir S.2016-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5j3140kbarticleoai:escholarship.org:ark:/13030/qt8jt2d86j2016-12-07T20:48:15Zqt8jt2d86jA PROPOSAL TO ELIMINATE THE SAT IN BERKELEY ADMISSIONSGesier, Saul2016-05-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8jt2d86jarticleoai:escholarship.org:ark:/13030/qt50g3t7972016-12-07T20:46:46Zqt50g3t797HOW GLOBAL COMPETITION IS CHANGING UNIVERSITIES: Three Theoretical PerspectivesChirikov, Igor2016-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/50g3t797articleoai:escholarship.org:ark:/13030/qt3jh3b3c62016-12-07T20:44:37Zqt3jh3b3c6THE ONE-UNIVERSITY IDEA AND ITS FUTURESPelfrey, Patricia A.2016-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3jh3b3c6articleoai:escholarship.org:ark:/13030/qt6pq182x52016-12-07T20:42:36Zqt6pq182x5HOW AND WHY THE UNIVERSITY OF CALIFORNIA GOT ITS AUTONOMYDouglass, John A.2015-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6pq182x5articleoai:escholarship.org:ark:/13030/qt7v10z4gk2016-12-07T20:38:52Zqt7v10z4gkKNOWLEDGE BASED ECONOMIC AREAS AND FLAGSHIP UNIVERSITIES: A Look at the New Growth Ecosystems in the US and CaliforniaDouglass, John A.2016-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7v10z4gkarticleoai:escholarship.org:ark:/13030/qt8nq0z4wb2016-12-07T20:29:53Zqt8nq0z4wbROLE MODEL EFFECTS OF FEMALE STEM TEACHERS AND DOCTORS ON EARLY 20TH CENTURY UNIVERSITY ENROLLMENT IN CALIFORNIABleemer, Zachary2016-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8nq0z4wbarticleoai:escholarship.org:ark:/13030/qt85p9b1hd2016-12-07T20:28:42Zqt85p9b1hdQUANTIFYING FACULTY PRODUCTIVITY IN JAPAN: Development and Application of the Achievement-Motivated Key Performance IndicatorAida, MisakoWatanabe, Satoshi P.2016-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/85p9b1hdarticleoai:escholarship.org:ark:/13030/qt1mc530rj2015-11-10T20:06:08Zqt1mc530rjPension Reform in Public Higher EducationHyatt, James A.2015-11-10Higher Educationpension reformapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1mc530rjarticleoai:escholarship.org:ark:/13030/qt4bn9d9g02015-09-03T19:23:48Zqt4bn9d9g0THE LIBERAL ARTS AND THE UNIVERSITY* Tracing the Origins and Structure Of Undergraduate Education In the US and at the University Of CaliforniaDirks, Nicholas B2015-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4bn9d9g0articleoai:escholarship.org:ark:/13030/qt3wt6j1h72015-09-03T19:22:59Zqt3wt6j1h7Restructuring Public Higher Education Governance to Succeed in a Highly Competitive EnvironmentHyatt, James A2015-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3wt6j1h7articleoai:escholarship.org:ark:/13030/qt85k132xt2015-09-03T19:22:02Zqt85k132xtROMANTIC KNOWLEDGEPelfrey, Patricia A2015-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/85k132xtarticleoai:escholarship.org:ark:/13030/qt94k8h09n2015-09-03T19:20:01Zqt94k8h09nINTERNATIONAL ACADEMIC MOBILITY: Towards a Concentration of the Minds in Europevan der Wende, Marijk2015-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/94k8h09narticleoai:escholarship.org:ark:/13030/qt8zc2x5kr2015-09-03T19:18:44Zqt8zc2x5krFROM SOFT POWER TO ECONOMIC DIPLOMACY? A Comparison Of The Changing Rationales And Roles Of The U. S. And Canadian Federal Governments In International Education*Trilokekar, Roopa D2015-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8zc2x5krarticleoai:escholarship.org:ark:/13030/qt9957d5n62015-09-03T19:17:46Zqt9957d5n6LIBERALIZING THE ACADEMY: The Transformation Of Higher Education In the United States And Germany*Schulze-Cleven, Tobias2015-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9957d5n6articleoai:escholarship.org:ark:/13030/qt0mv8995z2015-09-03T18:14:39Zqt0mv8995zCLARK KERR AND THE CALIFORNIAN MODEL OF HIGHER EDUCATIONMarginson, Simon2014-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0mv8995zarticleoai:escholarship.org:ark:/13030/qt4dq0t78w2015-09-03T18:13:44Zqt4dq0t78wCHANGE AND GOVERNANCE AT THE UNIVERSITY OF CALIFORNIA: Comparative Case StudiesKing, Judson C2014-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4dq0t78warticleoai:escholarship.org:ark:/13030/qt0vd0j68d2015-09-03T18:12:47Zqt0vd0j68dTHE RISE OF THINK TANKS IN CHINA AND THE UNITED STATES: Their Interactions with UniversitiesGonzález, CristinaZhang, Xinpei2014-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0vd0j68darticleoai:escholarship.org:ark:/13030/qt8mv7h2wx2015-09-03T18:11:44Zqt8mv7h2wxTHOUGHTS ON THE HISTORY OF UNIVERSITY SYSTEMS IN THE USBerdahl, Robert2014-07-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8mv7h2wxarticleoai:escholarship.org:ark:/13030/qt85k111gh2015-09-03T18:10:47Zqt85k111ghEDUCATION AND EMPIRE: Colonial Universities in Mexico, India and the United StatesGonzález, CristinaHsu, Funie2014-07-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/85k111gharticleoai:escholarship.org:ark:/13030/qt9c01b3m62015-09-03T18:09:45Zqt9c01b3m6SERU Consortium Research Paper* GLOBALIZATION AND STUDENT LEARNING: A Literature Review and Call for Greater Conceptual Rigor and Cross-Institutional StudiesEdelstein, Richard2014-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9c01b3m6articleoai:escholarship.org:ark:/13030/qt8kn1m9dz2015-09-03T18:05:09Zqt8kn1m9dzPROFILING THE FLAGSHIP UNIVERSITY MODEL: An Exploratory Proposal for Changing the Paradigm From Ranking to Relevancy*Douglass, John A2014-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8kn1m9dzarticleoai:escholarship.org:ark:/13030/qt9s3221fw2015-09-03T18:03:23Zqt9s3221fwBACK TO THE FUTURE: Freshman Admissions at the University of California, 1994 to the Present and BeyondGeiser, Saul2014-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9s3221fwarticleoai:escholarship.org:ark:/13030/qt5t63j10c2015-09-03T18:01:26Zqt5t63j10cMACRO-ENVIRONMENTAL MAPPING OF INTERNATIONAL BRANCH CAMPUS ACTIVITIES OF UNIVERSITIES WORLDWIDEKosmützky, AnnKrücken, Georg2014-03-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5t63j10carticleoai:escholarship.org:ark:/13030/qt6bj3d9sx2015-09-03T17:59:30Zqt6bj3d9sxSINO-AMERICAN JOINT PARTNERSHIPS: Why Some Succeed and Others FailJulius, Daniel JLeventhal, Mitch2014-03-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6bj3d9sxarticleoai:escholarship.org:ark:/13030/qt44n3w0362015-09-03T17:58:04Zqt44n3w036Discordant Implementation of Multilateral Higher Education Policies: Evidence from the case of the Bologna ProcessMurasawa, MasatakaOba, JunWatanabe, Satoshi P2013-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/44n3w036articleoai:escholarship.org:ark:/13030/qt31s2b1nj2015-09-03T17:55:33Zqt31s2b1njON THE APPORTIONMENT OF ADMINISTRATIVE GOVERNANCE FUNCTIONS WITHIN MULTI-CAMPUS UNIVERSITIES AND UNIVERSITY SYSTEMSKing, Judson C2013-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/31s2b1njarticleoai:escholarship.org:ark:/13030/qt6v53n4nv2015-09-03T17:54:42Zqt6v53n4nvTO GROW OR NOT TO GROW? A Post-Great Recession Synopsis of the Political, Financial, and Social Contract Challenges Facing the University of CaliforniaDouglass, John A2013-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6v53n4nvarticleoai:escholarship.org:ark:/13030/qt977728g02015-09-03T17:52:03Zqt977728g0SERU Project and Consortium Research Paper* UNDERGRADUATE RESEARCH ENGAGEMENT AT MAJOR US RESEARCH UNIVERSITIESDouglass, John AZhao, Chun-Mei2013-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/977728g0articleoai:escholarship.org:ark:/13030/qt6616b96k2015-09-03T17:50:47Zqt6616b96kTAILORING SHARED GOVERNANCE TO THE NEEDS AND OPPORTUNITIES OF THE TIMESKing, Judson C2013-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6616b96karticleoai:escholarship.org:ark:/13030/qt26f307t12015-09-03T17:49:54Zqt26f307t1THE MANAGEMENT OF INTERCOLLEGIATE ATHLETICS AT UC BERKELEY: Turning Points and Consequences*Cummins, JohnHextrum, Kirsten2013-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/26f307t1articleoai:escholarship.org:ark:/13030/qt60m7w2tv2015-09-03T17:48:33Zqt60m7w2tvSEEKING A ROADMAP TO BECOMING WORLD CLASS: Strategic Planning at Peking UniversityGuangkuan, Xie2013-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/60m7w2tvarticleoai:escholarship.org:ark:/13030/qt0c48f29b2015-09-03T17:47:35Zqt0c48f29bDOING MUCH MORE WITH LESS: Implementing Operational Excellence at UC BerkeleySzeri, Andrew JLyons, RichardHuston, PeggyWilton, John2013-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0c48f29barticleoai:escholarship.org:ark:/13030/qt61h1b3p32015-09-03T17:45:52Zqt61h1b3p3ACCOUNTABILITY IN POSTSECONDARY EDUCATION REVISITEDLeveille, David E2013-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/61h1b3p3articleoai:escholarship.org:ark:/13030/qt7qf3t0x62015-09-02T22:16:07Zqt7qf3t0x6DEGREES OF CHANGE: How New Kinds of Professional Doctorates are Changing Higher Education InstitutionsZusman, Ami2013-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7qf3t0x6articleoai:escholarship.org:ark:/13030/qt4p45s53m2015-09-02T22:07:22Zqt4p45s53mENGLAND’S NEW MARKET BASED SYSTEM OF STUDENT EDUCATION: An Initial ReportBrown, Roger2013-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4p45s53marticleoai:escholarship.org:ark:/13030/qt2k39v6232015-09-02T22:04:50Zqt2k39v623LET’S NOT RAILROAD AMERICAN HIGHER EDUCATION!*Brady, Henry2013-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2k39v623articleoai:escholarship.org:ark:/13030/qt8dp176262015-09-02T22:00:24Zqt8dp17626YES, BUT CAN THEY EARN A LIVING? Methods for Creating an Effective System of Measuring Labor Market Outcomes in Higher Education1Moore, Richard WChapman, KennethHuber, BettinaShors, Mark2013-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8dp17626articleoai:escholarship.org:ark:/13030/qt4ff7029k2015-09-02T21:58:32Zqt4ff7029kACADEMIC COLLECTIVE BARGAINING: On Campus Fifty YearsJulius, Daniel JDiGiovanni, Nicholas Jr2013-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4ff7029karticleoai:escholarship.org:ark:/13030/qt6j69z3q92015-09-02T21:55:51Zqt6j69z3q9A PROVOST FOR PROFESSIONAL SCHOOLS AND COLLEGESKing, Judson C2013-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6j69z3q9articleoai:escholarship.org:ark:/13030/qt6jt4v65g2015-09-02T21:50:37Zqt6jt4v65gAFFIRMATIVE ACTION, THE FISHER CASE, AND THE SUPREME COURT: What the Justices and the Public Need to KnowDouglass, John A2013-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6jt4v65garticleoai:escholarship.org:ark:/13030/qt4td8v6w62015-09-02T21:47:49Zqt4td8v6w6Internal Staff Allocation and the Changing Workload of Japanese Professoriate: A Multilevel Statistical Analysis with SimulationsWatanabe, Satoshi PMurasawa, MasatakaAbe, Yasumi2013-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4td8v6w6articleoai:escholarship.org:ark:/13030/qt8r23m9r72015-09-02T21:45:26Zqt8r23m9r7Comprehending the International Initiatives of Universities: A Taxonomy of Modes of Engagement and Institutional LogicsEdelstein, Richard JDouglass, John A2012-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8r23m9r7articleoai:escholarship.org:ark:/13030/qt7633v6412015-09-02T21:43:08Zqt7633v641TRENDS TOWARDS GLOBAL EXCELLENCE IN UNDERGRADUATE EDUCATION: Taking the Liberal Arts Experience into the 21st Centuryvan der Wende, Marijk2012-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7633v641articleoai:escholarship.org:ark:/13030/qt35k469482015-09-02T21:40:54Zqt35k46948THE GOALS OF TRANSNATIONAL EDUCATION: Reflections of a True BelieverLehman, Jeffrey S2012-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/35k46948articleoai:escholarship.org:ark:/13030/qt8k44v86d2015-09-02T21:38:47Zqt8k44v86dBOARD GOVERNANCE OF PUBLIC UNIVERSITY SYSTEMS: Stresses and NeedsKing, Judson C2012-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8k44v86darticleoai:escholarship.org:ark:/13030/qt49c3m4x02015-09-02T21:37:22Zqt49c3m4x0CALIFORNIA'S FISCAL RETURNS ON INVESTMENTS IN HIGHER EDUCATION*Stiles, JonHout, MichaelBrady, Henry2012-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/49c3m4x0articleoai:escholarship.org:ark:/13030/qt72w5f09m2015-09-02T21:35:24Zqt72w5f09mCHANGES IN KNOWLEDGE CULTURES AND RESEARCH ON STUDENT LEARNINGNerland, Monika2012-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/72w5f09marticleoai:escholarship.org:ark:/13030/qt44v8533m2015-09-02T21:33:50Zqt44v8533mTHE FACULTY PROMOTION AND MERIT SYSTEM IN CHINA AND THE UNITED STATES: THE CASES OF WUHAN UNIVERSITY AND THE UNIVERSITY OF CALIFORNIA, DAVISGonzalez, CristinaLiu, YaminShu, Xiaoling2012-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/44v8533marticleoai:escholarship.org:ark:/13030/qt67g8r4mp2015-09-02T21:31:30Zqt67g8r4mpBEYOND THE IVY ISLANDS: BUILDING UNDERGRADUATE TEACHING MUSCLE IN PUBLIC UNIVERSITIES WITHOUT DETRACTING FROM RESEARCHBrint, Steven2012-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/67g8r4mparticleoai:escholarship.org:ark:/13030/qt02w273pc2015-09-02T21:29:56Zqt02w273pcEXPLORING CANDIDATES, ELECTIONS, CAMPAIGNS, AND EXPENDITURES IN CALIFORNIA COMMUNITY COLLEGE DISTRICTS, 2004-2010Murphy, PatrickNeiman, MaxHasbrouck, Jelena2012-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/02w273pcarticleoai:escholarship.org:ark:/13030/qt7192n8sb2015-09-02T21:26:20Zqt7192n8sbCLARK KERR: TRIUMPHS AND TURMOILGardner, David P2012-07-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7192n8sbarticleoai:escholarship.org:ark:/13030/qt6c64z6kc2015-09-02T21:10:23Zqt6c64z6kcPORTRAIT OF THE DISENGAGEDBrint, StevenCantwell, Allison2012-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6c64z6kcarticleoai:escholarship.org:ark:/13030/qt28k3s3cj2015-09-02T20:39:40Zqt28k3s3cjTALES OF UNIVERSITY DEVOLUTION: Organizational Behavior in the Age of MarketsDouglass, John A2012-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/28k3s3cjarticleoai:escholarship.org:ark:/13030/qt8ns7v8z82015-09-02T20:38:14Zqt8ns7v8z8REVISITING CALIFORNIA HIGHER EDUCATION COORDINATIONLeveille, David E2012-04-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8ns7v8z8articleoai:escholarship.org:ark:/13030/qt75t8c2r82015-09-02T20:36:45Zqt75t8c2r8MODERNIZING GOVERNANCE AT THE UNIVERSITY OF CALIFORNIA: A Proposal that the Regents Create and Delegate Some Responsibilities to Campus BoardsBirgeneau, RobertBreslauer, GeorgeKing, JudsonWilton, JohnYeary, Frank2012-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/75t8c2r8articleoai:escholarship.org:ark:/13030/qt9t97q1252015-09-02T20:33:44Zqt9t97q125SEARCHING FOR THE HOLY GRAIL OF LEARNING OUTCOMESDouglass, John A2012-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9t97q125articleoai:escholarship.org:ark:/13030/qt9br5c60z2015-09-02T20:32:03Zqt9br5c60zMONEY, POLITICS AND THE RISE OF FOR-PROFIT HIGHER EDUCATION IN THE US: A Story of Supply, Demand and the Brazilian EffectDouglass, John A2012-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9br5c60zarticleoai:escholarship.org:ark:/13030/qt99b9r3022015-09-02T20:30:30Zqt99b9r302DYNAMICS OF AMERICAN UNIVERSITIESSmelser, Neil J2012-02-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/99b9r302articleoai:escholarship.org:ark:/13030/qt8qg480tc2015-09-02T20:27:26Zqt8qg480tcINTERNATIONALIZING BRAZIL’S UNIVERSITIES: Creating Coherent National Policies Must Be a PriorityKnobel, Marcelo2011-06-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8qg480tcarticleoai:escholarship.org:ark:/13030/qt0067b9br2015-09-02T20:27:10Zqt0067b9brRESTRUCTURING ENGINEERING EDUCATION: Why, How and When?King, Judson C2011-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0067b9brarticleoai:escholarship.org:ark:/13030/qt73v2m8jd2015-09-02T20:26:48Zqt73v2m8jdA GLOBAL TALENT MAGNET: How a San Francisco/Bay Area Global Higher Education Hub Could Advance California’s Comparative Advantage In Attracting International Talent and Further Build US Economic CompetitivenessDouglass, JohnEdelstein, RichardHoareau, Cecile2011-05-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/73v2m8jdarticleoai:escholarship.org:ark:/13030/qt71d2r8cs2015-07-14T17:32:03Zqt71d2r8csWealth, Cost, and the Undergraduate Student Experience at Large Public Research UniversitiesChatman, Steve2011-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/71d2r8csarticleoai:escholarship.org:ark:/13030/qt52x6h0hw2015-07-14T17:29:40Zqt52x6h0hwThe Birth of a Research University: UC Merced, No Small MiracleDescrochers, Lindsay Ann2011-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/52x6h0hwarticleoai:escholarship.org:ark:/13030/qt8d48g8g02015-07-14T17:26:45Zqt8d48g8g0Former University of California Chancellors Urge New Funding Models for UCLux, Fiat2011-10-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8d48g8g0articleoai:escholarship.org:ark:/13030/qt1wz597ks2015-07-14T17:23:55Zqt1wz597ksCreating Choice in California Higher Education: A Proposed Voucher ProgramMurphy, Patrick2011-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1wz597ksarticleoai:escholarship.org:ark:/13030/qt54c9g6kp2015-07-14T17:19:40Zqt54c9g6kpA European Perspective on New Modes of University Governance and ActorhoodKrücken, Georg2011-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/54c9g6kparticleoai:escholarship.org:ark:/13030/qt9j2082pm2014-12-08T22:25:29Zqt9j2082pmWanderlust in AcademiaSmelser, Neil J.2014-01-01application/pdfCC-BYeScholarship, University of Californiahttps://escholarship.org/uc/item/9j2082pmmonographoai:escholarship.org:ark:/13030/qt2f53363n2011-08-24T17:39:46Zqt2f53363nRecognizing and then Using Disciplinary Patterns of the Undergraduate Experience: Getting Past Institutional StandardsSteve Chatman2009-05-06The assertion that there are a limited set of generalizable good educational practices (Chickering & Gamson, 1987) with a common model of preferred active student engagement in learning (Kuh, 2001) is appealing to those responsible for simply stated institutional outcomes and to the faculty who teach in fields that espouse the same practices and outcomes (Braxton, 1998). After all, if they are wrong and educational experience and good educational practices differ in important, substantive, and replicable ways by area of academic major, then assessment, accountability, administration, and admissions become more complicated and less amenable to central “oversight” and uniform standards. This paper reports that there are indeed important differences in student experience and engagement by academic discipline, that disciplinary patterns of student experience cluster, and that academic performance by students in these clusters is differentially predicted by standard admissions measures and student engagement factors. Recognizing the differences and identifying the predictors will lead to better admission practices.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2f53363narticleoai:escholarship.org:ark:/13030/qt79s3173q2011-08-24T17:39:42Zqt79s3173qENGAGED LEARNING IN A PUBLIC UNIVERSITY: Trends in the Undergraduate Experience. Report on the Results of the 2008 University of California Undergraduate Experience SurveySteven Brint, John Aubrey Douglass, Gregg Thomson, and Steve Chatman2010-02-01Co-written by the SERU Research Team of Steven Brint, John Aubrey Douglass, Gregg Thomson, and Steve Chatman, this year’s report offers two new areas for analysis – the extent of research engagement among undergraduates at UC, and data on student self-assessed learning gains. Among their findings:application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/79s3173qarticleoai:escholarship.org:ark:/13030/qt10w8q9c62011-08-24T17:39:36Zqt10w8q9c6Four Draft Working Papers: PEER REVIEW IN ACADEMIC PROMOTION AND PUBLISHING: Its Meaning, Locus, and FutureHarley, Diane, Ph.D., Principal Investigator and Sophia Krzys Acord2010-04-01As part of its Andrew W. Mellon Foundation-funded Future of Scholarly Communication Project, the Center for Studies in Higher Education (CSHE) has hosted two meetings to explore how peer review relates to scholarly communication and academic values. In preparation for an April 2010 workshop, four working papers were developed and circulated. They are presented as drafts here. (The proceedings from the April 2010 meeting will be published at a future date.) The topics covered include assessing the myriad forms peer review takes in the academy, which forms of peer review are used for which specific academic purposes (e.g., tenure and promotion, publishing, extramural funding, national and international stature), the considerable costs to universities in subsidizing the entire peer review process through faculty salaries, and the perception that, although peer review represents the best available system, there are nonetheless a multitude of problems with it, including its inherent conservatism. The topics of the working papers are: (1) Peer Review in Academic Promotion and Publishing: Norms, Complaints, and Costs, (2) New Models of Peer Review: Repositories, Open Peer Review, and Post Publication Metrics, (3) Open Access: Green OA, Gold OA, and University Resolutions, and (4) Creating New Publishing and Peer Review Models: Scholarly Societies, Presses, Libraries, Commercial Publishers, and Other Stakeholders. Mirroring our work published in Assessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines (Harley et al. 2010), we conclude that there is a need for a more nuanced academic reward system that is less dependent on citation metrics, slavish adherence to marquee journals and university presses, and the growing tendency of institutions to outsource assessment of scholarship to such proxies. Such a need is made more urgent given the challenges to institutional review of assessing interdisciplinary scholarship, new hybrid disciplines, the rise of heavily computational sub-branches of disciplines, the development of new online forms of edition-making and collaborative curation for community resource use, large-scale collaborations, and multiple authorship. Compounding the problem further is the insidious and destructive “trickle down” of tenure and promotion requirements from elite research universities to less competitive institutions and the mounting pressure from governments, often unrealistic, on scholars in developed and emerging economies alike to publish their research in the most select outlets. The overall global effect is a growing glut of low-quality publications that strains the efficient and effective practice of peer review, legitimate academic publishing endeavors, and library acquisition budgets. More nuanced and capacious tenure and promotion criteria at research universities might lead to a neutralization of the currently unsustainable publishing “arms race.”application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/10w8q9c6articleoai:escholarship.org:ark:/13030/qt0q01n64z2011-08-24T17:24:37Zqt0q01n64zSCIENCE AND THE ENTREPRENEURIAL UNIVERSITYRichard C. Atkinson and Patricia A. Pelfrey2010-07-01The current and still-evolving role of the American research university has been shaped by four key developments in the past sixty-five years: the historic decision to establish a comprehensive postwar federal science policy, described in Vannevar Bush’s 1945 report, Science, The Endless Frontier; the Bayh-Dole Act of 1980; economic analyses from the 1950s onward that have validated the central role of knowledge in economic growth and influenced government and university policy on industry-university research; and various experiments with such research that have led to an increasing integration of research universities and industrial partners in the pursuit of innovation. Can American research universities continue to meet intensifying demands for innovation that advances regional, state, and national economic growth? This paper answers the question with a conditional yes. It describes the trend toward closer relations between universities and industry and how this trend is encouraging new ways of conducting scientific research and new forms of organization within the research university. It concludes with several recommendations for preserving the competitive advantage research universities contribute to American economic leadership: correcting our underinvestment in research in certain disciplines, such as the physical and social sciences; ensuring that federal support for research is sufficient to train graduate students in the numbers needed for national economic competitiveness and to encourage young faculty to pursue research projects with potential for innovative breakthroughs; and to make it easier for foreign-born students to remain in this country once they have earned advanced degrees in American universities.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0q01n64zarticleoai:escholarship.org:ark:/13030/qt2pm975822011-08-10T21:25:34Zqt2pm97582SEEKING SUSTAINABLE PUBLIC UNIVERSITIES: The Legacy of the Great RecessionKatharine Lyall2011-06-01The business models under which most public universities in the U.S. operate have become unsustainable. They were put in place when state economies were stronger and there were fewer programs making competing claims on state funds. The current Great Recession has made things worse, but the unsustainability of current business models derives from longer-term trends that will prevent state investment in higher education from rebounding to prior levels. States and universities are making both incremental and structural changes in response. Incremental changes work within existing financial and governance parameters to effect cost savings and/or to extend services; they stretch the use of existing or shrinking resources. Structural reforms change financial and/or governance parameters to create different incentives, which focus on performance, outcomes, and stabilizing capacity. A number of these new models are summarized including: “charter” and “public authority” models, the Virginia tiered system model, the Oregon public endowment model, and the UK income-contingent model. Current conditions create both a challenge and an opportunity for statewide higher education systems to re-define their missions and priorities to sustain their public universities for the future. Whether changes are made by drift or by design will determine how well public universities can contribute to the growth of the country in future decades.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2pm97582articleoai:escholarship.org:ark:/13030/qt3bm3s5m92011-08-10T21:25:31Zqt3bm3s5m9A GLOBAL TALENT MAGNET: How a San Francisco/Bay Area Higher Education Hub Could Advance California’s Comparative Advantage In Attracting International Talent and Further Build US Economic CompetitivenessJohn Aubrey Douglass, Richard Edelstein and Cecile Hoareau2011-05-01During the 2009-10 academic year international students generated more than $18.8 billion in net income into the US economy. California alone had nearly 100,000 international students with an economic impact of nearly $3.0 billion. In this paper, we outline a strategy for the San Francisco/Bay Area to double the number of international students enrolled in local colleges and universities in ten years or less, generating a total direct economic impact of an additional $1 billion a year into the regional economy. The US retains a huge market advantage for attracting foreign students. Within the US, the San Francisco/Bay Area is particularly attractive and could prevail as an extraordinary global talent magnet, if only policymakers and higher education leaders better understood this and formulated strategies to tap the global demand for higher education. Ultimately, all globalism is local. We propose that the San Francisco/Bay Area, a region with a group of stellar universities and colleges, should re-imagine itself as a Global Higher Education Hub to meet national and regional economic needs, as well as the thirst of a growing world population for high-quality tertiary education. Other parts of the world have already developed their version of the higher education hub idea. The major difference in our proposed Californian version is that foreign competitors seek to attract foreign universities to help build enrollment and program capacity at home, and are funded almost solely by significant government subsidies. Our model builds capacity, but is focused on attracting the world’s talent and generating additional income to existing public and private colleges and universities. Doubling international enrollment from 30,000 to 60,000 students in ten years or less will require expanding regional enrollment capacity as part of a strategy to ensure access to native students, and as part of a scheme to attract a new generation of faculty and researchers to the Bay Area and California. International students would need to pay higher then the full cost of their education, helping to subsidize domestic students and college and university programs. The result would be a San Francisco/Bay Area Global Higher Education Hub – a self-reinforcing knowledge ecosystem that is internationally attractive, socially beneficial, and economically viable. We offer a path for analyzing the feasibility of this Global Higher Education Hub, including the steps necessary to engage the private sector and local government to help create enrollment capacity and academic programs, a discussion of a financial model, possible marketing strategies, and for developing shared facilities and services. This initiative will require most Bay Area colleges and universities, including UC Berkeley and Stanford University, to collaborate. By providing a leadership role, Berkeley and Stanford would help brand the hub idea internationally, provide leadership in shaping direct and indirect economic returns of the SF/Bay area higher education hub, while also gaining from the increased international attractiveness of the region and the use of shared facilities. It is about the money. But it is also about establishing closer ties with the regional universities and colleges, business interests and local governments, enhancing the quality and reputation of our universities and colleges, building enrollment capacity for native students, integrating international perspectives into the activities and learning of students and faculty, and broadening the opportunity for international collaborations. It is about solidifying the Bay Area as a global talent magnet, one that is even more culturally diverse, even more innovative, and that continues to attract talent from throughout the world. We conclude the paper by suggesting that a regionally based knowledge hub would also be a viable strategy for a select group of other urban areas of the US.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3bm3s5m9articleoai:escholarship.org:ark:/13030/qt0k62w21b2011-08-10T21:25:27Zqt0k62w21bDIVERSITY MATTERS: New Directions for Institutional Research on Undergraduate Racial/Ethnic and Economic DiversityGregg Thomson2011-05-01This paper reviews the new directions in institutional research on undergraduate racial/ethnic and socioeconomic diversity at the University of California, Berkeley. The use of SERU/UCUES and other web-based census surveys has made possible more detailed and extensive analysis of student diversity. Included is research on an expanded number of racial/ethnic groups and on multiracial students, the significance of the African American experience, implications of the new IPEDS racial/ethnic reporting requirements, and a closer examination of Pell Grant and first-generation college students. UCUES survey results are used to development a more comprehensive parental education and immigrant generation diversity (EID) typology that is then used to examine the interrelationships among student demographics and various facets of the undergraduate academic experience. Finally, an analysis of student accounts of the experience of diversity at Berkeley provides an example of how web-based census surveys afford new opportunities for cost-effective qualitative diversity research.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0k62w21barticleoai:escholarship.org:ark:/13030/qt9569q5n52011-08-10T21:25:24Zqt9569q5n5AFTER BROWNE: The New Competitive Regime for English Higher EducationRoger Brown2011-05-01From 2012 English universities and colleges will be operating in a more demanding market environment. There will be competition on tuition fees for undergraduate (Baccalaureate) programs for the first time. New private, including “for profit”, providers will be entering the market. There will be much more information about what institutions will be offering to existing and potential students. The Government believes that this will raise quality as well as providing a sustainable basis for the future. However there is little evidence to support these beliefs and considerable grounds for supposing that these policies will create a more stratified, and potentially more wasteful, system.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9569q5n5articleoai:escholarship.org:ark:/13030/qt83q898972011-08-10T21:25:20Zqt83q89897ACADEMIC DISCIPLINES AND THE UNDERGRADUATE EXPERIENCE: Rethinking Bok’s “Underachieving Colleges” ThesisSteven Brint and Allison M. Cantwell2011-03-01Using data from the 2008 University of California Undergraduate Experience Survey, we show that study time and academic conscientiousness were lower among students in humanities and social science majors than among students in science and engineering majors. Analytical and critical thinking experiences were no more evident among humanities and social sciences majors than among science and engineering majors. All three academically beneficial experiences were, however, strongly related to participation in class and interaction with instructors, and participation was more common among humanities and social sciences students than among science and engineering students. Bok’s (2006) influential discussion of “underachievement’ in undergraduate education focused on institutional performance. Our findings indicate that future discussions should take into account differences among disciplinary categories and majors as well.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/83q89897articleoai:escholarship.org:ark:/13030/qt4g70455p2011-08-10T21:25:17Zqt4g70455pPOLICY OPTIONS FOR UNIVERSITY OF CALIFORNIA BUDGETINGCharles E. Young2011-03-01Within a quarter century after the end of World War II (1945-1970), largely because of the support and investment it received from the State, the University of California had changed from two modest-size general campuses (Berkeley and Los Angeles) and the medical campus in San Francisco (UCSF), to a system of eight general campuses. California was at the pinnacle of its success-its economy strong and growing. Since then, however, the fiscal and political problems facing California have led to a steady erosion in funding support for the University of California, and now are leading to a debate regarding its future. If UC has in the past been an engine propelling the growth of California's economy, it would appear to be wise policy to place a high priority on repairing the damage which has been done to it, and will weaken its ability to serve students and the people of the State and nation. While most observers acknowledge that this is a desired goal, there is little agreement on how best to achieve it. Setting aside the limited numbers who would opt for the status quo, this paper discusses three scenarios for UC. The first is a return to the status quo ante; the second is a full move toward privatization; and the third is a hybrid approach. This last option would mean retaining some of the elements of the past partnership between the state and the university, and could be implemented without unrealistic costs to the State or UC, and allow for the continuing academic health of the university. This last option could be exercised by UC as a whole, by several of the campuses operating through UC, or by several campuses (presumably the same ones as discussed under the "privatization" option) becoming quasi-independent of the current system. It could even be exercised, with the approval of campus and UC officials, by schools, colleges or other intra-campus organizations.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4g70455particleoai:escholarship.org:ark:/13030/qt02c9f75n2011-08-10T21:25:14Zqt02c9f75nWHAT MADE BERKELEY GREAT? The Sources of Berkeley's Sustained Academic ExcellenceGeorge W. Breslauer2011-01-01UC Berkeley’s chief academic officer explores the historical sources of Berkeley’s academic excellence. He identifies five key factors: (1) wealth from many sources; (2) supportive and skilled governors; (3) leadership from key UC presidents; (4) the pioneering ethos within the State of California; and (5) a process of continuous devolution of authority within the State and the University. He then addresses the extent to which these factors continue as causal drivers today. He concludes by identifying optimistic and pessimistic scenarios, based on contrasting assumptions about the strength of those causal drivers, and ends with a call for the State and the UC system not to inhibit efforts by UCB’s leaders to do what is needed to sustain Berkeley’s academic excellence.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/02c9f75narticleoai:escholarship.org:ark:/13030/qt0gh357s92011-08-10T21:11:26Zqt0gh357s9MASTER PLANNING IN BRAZILIAN HIGHER EDUCATION: Expanding the 3-Year Public College System in the State of São PauloRenato H. L. Pedrosa2010-07-01Until recently, Higher education (HE) in Brazil had been, identified with colleges and universities running traditional academic undergraduate programs, with expected graduation time of 4 years or more. The universities in the state of São Paulo are at the top of international rankings among Brazilian HEIs, accounting for about half of all indexed research done in Brazil and responsible for 40% of all PhD degrees granted in the country. They have a total enrolment of almost 200,000 students, about 1/3 of those in graduate programs. However, by 2000, with pressure for expansion of the HE system in Brazil and in São Paulo increasing, it became clear that the singular model of the research-oriented HE institution was no longer a viable one to meet enrollment demand and labor needs. In 2001, São Paulo’s state government initiated its first attempt at a “Master Plan” focused on how to expand its network of Higher Education institutions. The main target was to achieve a net enrollment rate of 30% for the whole system (private sector included) by 2020, twice the 2005 figure of 15%. At first, plans were made to create a new 2-year college system similar to that of the United States. But that proved infeasible. By 2005 a new plan emerged to expand the existing system of public State Technological Colleges (FATECs) composed of local or regional, colleges which offer 3-year programs, usually related to the economic and development needs of a particular area. Thus far, this program of expansion been a success, while preserving the function of the universities as more selective and research oriented enterprises. A relatively quiet revolution is under way in Brazilian HE, reflecting a global trend in many emerging economy countries where institutional diversification, including the development of a strong system of HEIs offering vocational programs, has played a key role in expanding HE access.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0gh357s9articleoai:escholarship.org:ark:/13030/qt6230c4jd2011-08-10T21:11:22Zqt6230c4jdWHY SOCRATES SHOULD BE IN THE BOARDROOM IN RESEARCH UNIVERSITIESAmanda H. Goodall2010-02-01There is an extensive literature on the productivity of universities. Little is known, however, about how different types of leaders affect a university’s performance. To address this question, this paper blends quantitative and qualitative evidence. First, I establish that the best universities in the world are led by respected scholars. Next, by constructing a new longitudinal dataset, I show that the research quality of a university improves some years after it appoints a president (or vice chancellor) who is an accomplished researcher. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six university heads in the United States and United Kingdom. These findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6230c4jdarticleoai:escholarship.org:ark:/13030/qt18j2m7kh2011-08-10T21:11:19Zqt18j2m7khTHE ACADEMIC DEVOLUTION? Movements to Reform Teaching and Learning in US Colleges and Universities, 1985-2010Steven Brint2009-12-01This paper traces the history of two reform movements organized more than two decades ago to improve teaching and learning in U.S. colleges and universities: the teaching reform movement, led by the liberal philanthropies, and the accountability movement, led by the states and, later, the regional accreditors. The paper concludes that the teaching reform movement helped to dislodge research as the accepted center of academic life and helped to spread progressive education methods throughout academe. Both of these changes are consistent with continuing low levels of student effort and limited student learning in college. The accountability movement, by contrast, has had little impact thus far due to frequent changes in accountability and institutional assessment mechanisms, and the tendency of universities to comply only minimally with the demands of accreditors for increased accountability and institutional assessment.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/18j2m7kharticleoai:escholarship.org:ark:/13030/qt9r38v4162011-08-10T21:11:15Zqt9r38v416GLOBALIZATION AND DUAL MODES OF HIGHER EDUCATION POLICYMAKING IN FRANCE: Je t’aime moi non plusCécile Hoareau2011-01-01The French Government has had a paradoxical relationship with globalization. Globalization is perceived as both a threat to react against and a cradle for new policy ideas. French policymakers have a love-hate relationship with the European higher education reforms that started in the 1990s, a mixed sentiment that French singer Serge Gainsbourg spoke of in his popular song, ‘Je t’aime moi non plus’. At the outset, most of higher education reforms, such as the Bologna declaration, were framed as a way to build Europe and fight against international competition. Yet, the mode of governance of these reforms mirrored the one recommended by international organizations and led to the precise outcome criticized in globalization, i.e. greater competition. This paper explores the relationship between international, European and domestic discourses and modes of governance. It uses insights from the literature on policy transfer to investigate such relationship and questions the sustainability of such ambivalent discourse. The French government should concentrate on the policy it started developing from 2007 consisting in opening French higher education to globalization. Such global openness requires a change in the academic culture that could be triggered by a reform of academic training.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9r38v416articleoai:escholarship.org:ark:/13030/qt64r0t16d2011-08-10T21:11:12Zqt64r0t16dFINANCING EU STUDENT MOBILITY: A Proposed Credit Union Scheme for EuropeCécile Hoareau2010-11-01Governments worldwide face the challenge of financing a growing student population with limited resources, especially in the current context of difficult economic recovery. Student loan schemes, because they appear as cost-efficient and are defendable on the lines of social equity (students invest in their future), are increasingly politically attractive. It was therefore only a matter of time before the European Union considered the feasibility of implementing a similar scheme. Such a lending scheme faces EU-specific limitations. The Union has more limited resources than a fully-grown government. It is also bound by Treaty rules to complementary competencies and has to accommodate various levels of member states’ willingness to integrate further. This paper offers a general discussion on the design of an EU-wide lending scheme for students. It argues in favour of a European Credit Union for Students, an EU-wide agency liaising with the European Investment Bank to raise the necessary funds and subcontracting other institutions for the administration of the loans. This agency would start by financing loans for the relatively narrow pool of mobile students under the Erasmus scheme. Doing so, it would lay down the foundation for a further integration of financing capacities as/if the Union becomes ever closer.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/64r0t16darticleoai:escholarship.org:ark:/13030/qt19d0t1gn2011-08-10T21:11:07Zqt19d0t1gnBEYOND THE MASTER PLAN: The Case for Restructuring Baccalaureate Education in CaliforniaSaul Geiser and Richard C. Atkinson2010-11-01Although a stunning success in many ways, California’s 1960 Master Plan for Higher Education has been a conspicuous failure in one respect: California ranks near the bottom of the states in the proportion of its college-age population that attains a baccalaureate degree. California’s poor record of B.A. attainment is an unforeseen consequence of the Master Plan’s restrictions on access to 4-year baccalaureate institutions. In a cost-cutting move, the framers of the Master Plan restricted eligibility for admission to the University of California and the state colleges (later the California State University) to the top eighth and top third, respectively, of the state’s high school graduates. As a result, 2-year institutions have absorbed the vast majority of enrollment growth in California higher education. In addition to their important role in vocational education, the California Community Colleges now enroll between 40% and 50% of all students seeking a B.A., including those at both 2-year and 4-year institutions. Enrollment at 4-year institutions, however, has not kept pace. California now ranks last among the states in the proportion of its college students that attend a 4-year institution. The paper presents comparative data demonstrating the powerful relationship between 4-year college enrollment and B.A. attainment across the 50 states. Although California’s low rate of baccalaureate attainment is sometimes blamed on the failure of community colleges to produce more transfers, the data point to a more fundamental problem -- lack of 4-year baccalaureate enrollment capacity. The single most critical factor for California to improve B.A. attainment is to expand 4-year enrollment capacity. Yet building expensive new 4-year campuses is an unlikely option given the state’s current and foreseeable fiscal circumstances. The alternative is to restructure California’s existing postsecondary system. The paper reviews a variety of baccalaureate reform models that have been introduced in other states. The most promising of these models involve collaborations between community colleges and state universities to create new kinds of intermediary, “hybrid” institutions. Examples include university centers and 2-year university branch campuses. Under the university center model, 4-year universities offer upper-division coursework at community college campuses, enabling “place bound” students to complete their baccalaureate degree program there. Under the 2-year university branch model, some community colleges are converted, in effect, into lower-division satellites of state universities, thereby expanding capacity at the 4-year level and eliminating the need for the traditional transfer process. What these and other hybrid models have in common is that they help bridge the divide between 2-year and 4-year institutions, enabling more students to enter baccalaureate programs directly from high school and progress seamlessly to their degrees. Amending the Master Plan in the manner proposed here need not alter its essential features. While preserving the distinctive missions of UC, CSU, and the California Community Colleges, the need now is to build their capacity to work together as a system to improve baccalaureate attainment – the one mission that all three segments share.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/19d0t1gnarticleoai:escholarship.org:ark:/13030/qt4502w5pj2011-08-10T21:11:04Zqt4502w5pjEXCELLENCE AND DIVERSITY: The Emergence of Selective Admission Policies in Dutch Higher Education - A Case Study on Amsterdam University CollegeChristoffel Reumer and Marijk van der Wende2010-10-01This paper explores the emergence of selective admission policies in Dutch university education. Such policies are being developed to promote excellence in a higher education system that is generally known to be “egalitarian” and increasingly criticized for a lack of differentiation. The changing policy context of admission in Dutch university education and its driving forces and rationales are discussed in the context of European-wide developments such as the Bologna Process. Especially the emergence of selective liberal arts colleges will be presented as a recent excellence initiative. A review of international trends, methods and criteria in selective admission (notably from systems with extensive experience in this field such as the USA), including historical pitfalls, provides an analytical framework for the discussion of the fostering of excellence in combination with the aim for diversity in the student population. The predictive value of selection methods and criteria used at Amsterdam University College (AUC) are evaluated against the study progress and performance of AUC students. This includes academic criteria such as GPA in secondary school, and AUC’s use of interviews. Examining data from AUC’s first entering class in 2009, the college has achieved enrolling students from different national and socioeconomic backgrounds. It is also achieving excellence in terms of study progress and academic performance, including an attrition rate of only 13 percent. The question is whether interviews generate sufficient added value, in particular with regard to the time and costs of this model and with a view to the risk of subjective interpretations of “soft variables” such as student motivation. The answer seems to be that interviews provide extra guidance to both the student and the institution as to whether the student is choosing the right study programme (and not so much as whether he or she is able to complete it successfully). Consequently, the combined model of selection on the basis of prior academic achievement at secondary school (GPA) and personal interviews will be continued. However, specific attention needs to be paid to the fact that the interviewer’s estimate of academic performance seems to be less accurate to predict study success than the actual secondary school GPA (i.e. based on the former more students could have been wrongly rejected than on the basis of the latter).application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4502w5pjarticleoai:escholarship.org:ark:/13030/qt3px8x5qv2011-08-10T21:11:00Zqt3px8x5qvRE-IMAGINING CALIFORNIA HIGHER EDUCATIONJohn Aubrey Douglass2010-10-012010 marks the 50th anniversary of California’s famed Master Plan for Higher Education, arguably the single most influential effort to plan the future of a system of higher education in the annals of American higher education. This essay builds on the analysis offered in a previous CSHE research paper (“From Chaos to Order and Back”) by discussing the major challenges facing California’s higher education system, and offering a possibly pathway to reforms and institution-building essential for bolstering socioeconomic mobility and greater economic competitiveness. Most critics and observers of California’s system remain focused on incremental and largely marginal improvements, transfixed by the state’s persistent financial problems and inability to engage in long-range planning for a population that is projected to grow from approximately 37 million to some 60 million by 2050. President Obama has set a national goal for the US to once again have among the highest educational attainment rates in the world. This would require the nation to produce over 8 million additional degrees; California’s “fair share” would be approximately 1 million additional degrees. A number of studies indicate that California’s higher education system will not keep pace with labor needs in the state, let alone affording opportunities for socioeconomic mobility that once characterized California. California needs to re-imagine its once vibrant higher education system. The objective is to offer a vision of a more mature system of higher education that could emerge over the next twenty years; in essence, a logical next stage in a system that has hardly changed in the last five decades. Informed by the history of the tripartite system, its strengths and weaknesses over time, and the reform efforts of economic competitors throughout the world who are making significant investments in their own tertiary institutions, I offer a “re-imagined” network of colleges and universities and a plan for “Smart Growth.” I paint a picture that builds on California’s existing institutions, predicated on a more diverse array of institutional types, and rooted in the historical idea of mission differentiation. This includes setting educational attainment goals for the state; shifting more students to 4-year institutions including UC and CSU; reorganizing the California Community Colleges to include a set of 4-year institutions, another set of “Transfer Focused” campuses, and having these colleges develop a “gap” year program for students out of high school to better prepare for higher education. It also encompasses creating a new Polytechnic University sector, a new California Open University that is primarily focused on adult learners; and developing a new funding model that recognizes the critical role of tuition, and the market for international students that can generate income for higher education and attract top talent to California. There is also a need to recognize that for the US to increase degree attainment rates, the federal government will need to become a more engaged partner with the states. For the near and possibly long-term, most state governments are in a fiscally weakened position that makes any large-scale investment in expanding access improbable. Because of the size of its population alone, California is the canary in the coal mine. If the US is to make major strides toward President Obama’s goal, it cannot do it without California.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3px8x5qvarticleoai:escholarship.org:ark:/13030/qt6j6621ph2011-08-10T21:10:57Zqt6j6621phDO I BELONG HERE? Exploring Immigrant College Student Responses on the SERU Survey Sense of Belonging/Satisfaction FactorMichael J. Stebleton, Ronald L. Huesman, Jr., Aliya Kuzhabekova2010-09-01The immigrant college student population will likely continue to increase. This exploratory study addresses the questions: To what extent does sense of belonging/satisfaction of recent immigrant college students differ from non-immigrant college students? Do perceived self-ratings of belonging vary by immigrant generations? This research draws on a new extensive data source, the Student Experience in the Research University (SERU) survey. Survey data from the 2009 SERU is based on the responses from 55,433 undergraduate students from six-large research institutions from across the United States. Findings suggest that immigrant students’ perception of their sense of belonging and satisfaction is significantly lower than their non-immigrant peers’ perceptions. Immigrant college students -- whether they were a recent immigrant that arrived in the country as a child, or arrived later as a teenager or young adult, or are the children of parents born outside the U.S. ( 2nd generation) -- consistently reported lower levels of belonging/satisfaction as compared to their 3rd or 4th generation (i.e., nonimmigrant) peers. Responses within the immigrant generation groups were similar. The following implications were highlighted: effective practice and application strategies for student affairs practitioners and faculty members who work directly with immigrant college students; policy development suggestions for both academic and student affairs administrators; future research inquiries for scholars who are interested in this fast growing population of college students.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6j6621pharticleoai:escholarship.org:ark:/13030/qt2td1m9zh2011-08-10T21:10:53Zqt2td1m9zhTHE MULTIDISCIPLIPLINARY IMPERATIVE IN HIGHER EDUCATIONC. Judson King2010-09-01Disciplines codify related knowledge and have developed powerful approaches that enable both solutions to a wide variety of problems and efficient further extension of knowledge. Individual disciplines have translated into individual departments within universities. Academic departments tend to turn inward, deepening the knowledge within the discipline. Because of this inwardness, the differing methodological approaches among disciplines, and the reward systems within disciplines and universities, it is difficult for faculty to reach outside their disciplines and departments, so as to share knowledge and/or mine knowledge at the intersections of disciplines. However, world needs and opportunities are increasingly complex and require integrated, in-depth contributions from multiple disciplines for progress. Means for universities to encourage and facilitate multidisciplinary activities include organizational structure, incentive budgeting, and leadership and resources that enable directors of multidisciplinary units to negotiate effectively with academic department chairs. Major competitive initiatives involving large resources have proven particularly effective. New universities have opportunities for multidisciplinary research and teaching that would be much more difficult within existing universities. Today’s university graduates must be able to work effectively with persons from other disciplines and understand enough of the basic vocabulary and methodologies of other disciplines to enable that collaboration. A liberal undergraduate education addresses those needs, where the definition of “liberal” encompasses courses reflecting many different disciplines, including the natural sciences and even some engineering. Professions are properly placed at the graduate level, built upon a foundational liberal education. Engineering should join the other professions by changing to that structure.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2td1m9zharticleoai:escholarship.org:ark:/13030/qt5505n8m32011-08-10T21:10:50Zqt5505n8m3TRENDS AND INNOVATIONS IN HIGHER EDUCATION REFORM: Worldwide, Latin America and in the CaribbeanFrancisco López Segrera2010-09-01Universities in Latin America and in the Caribbean (LAC), and throughout the world, are facing one of the most challenging eras in their history. Globalization presents many important opportunities for higher education, but also poses serious problems and raises questions about how best to serve the common good. The traditional values of universities are still valid (autonomy, academic freedom, research, students´ work, assessment), but they should be viewed within the context of new global norms. Until the decade of the 80s, public HE with institutional and academic autonomy, had predominance in the region over the private education. At the end of the 80s and beginnings of the 90s, globalization meant neoliberal strategies. This implied replacing the typical policies of the “Welfare State”, for others of reducing funds to public services and privatization of them. These market strategies had an impact in the increasing privatization of HE and in the deterioration of public universities, due to the lack of appropriate financing among other factors. In spite of this, during the 90s HE grew a great deal. HE reforms in LAC in the last two decades, have been oriented towards the satisfaction of an increasing demand according to World Bank policies and in much lesser degree to the policies recommended by UNESCO in the WCHE (1998). Because of it, these transformations are mainly counter-reforms and not the needed reform of the national public university. This essay provides an outline of the major challenges facing universities throughout the world, This then give context to a discussion on current policy reforms and the future of higher education in Latin and Caribbean nations where enrollment and program growth is robust. This includes: cooperation in networks as an alternative to competition; open content and open knowledge versus privatization and marketing visions of new providers of for-profit higher education; new participative instruments of management, evaluation and accreditation; research aimed at global and local needs simultaneously; a sustainable development vision in order to achieve the millennium goals should be incorporated to curriculum as well as studies on multiculturalism and diversity.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5505n8m3articleoai:escholarship.org:ark:/13030/qt6q49t0hj2011-08-10T21:10:45Zqt6q49t0hjFROM CHAOS TO ORDER AND BACK? A Revisionist Reflection on the California Master Plan for Higher Education@50 and Thoughts About its FutureJohn Aubrey Douglass2010-05-01In 1960, California developed a "master plan" for its already famed public higher education system. It was and continues to be arguably the single most influential effort to plan the future of a system of higher education in the annals of American higher education. Despite popular belief, however, the California Master Plan for Higher Education is more important for what it preserved than what it created. There is much confusion regarding exactly how the Master Plan came about, what it said and did not say, and what portions of it are still relevant today. This essay provides a brief historical tour on how California developed its pioneering higher education system, what the 1960 Master Plan accomplished, and a discussion on the current problems facing this system in the midst of the Great Recession. The immense success of California's network of public colleges and universities has been its historic accomplishment of what I have called in a previous book, The California Idea: the goal of broad access combined with the development of high quality, mission differentiated, and affordable higher education institutions first articulated by California Progressives. Historically, this system has been a great success, with an ability to grow with the state's population and effectively meet rising demand for access to higher education. However, the fiscal health and productivity of California's higher education system has eroded over the past three or so decades. The Great Recession has greatly accelerated this trajectory. Over the past two years, public funding for higher education has been reduced by some $1 billion. Tuition and fees have climbed, but have not produced sufficient revenue to mitigate large budget cuts. The University of California and the California State University have limited enrollment for the first time, and in the midst of growing enrollment demand. California's community colleges have not been able to meet enrollment demand. There is the prospect of continued cuts in the 2010-11 fiscal year as federal stimulus funds for state governments disappear. California is projected to grow from its current 37 million people to some 60 million in 2050. In addition, President Obama has set a national goal for the US to once again have among the highest educational attainment rates in the world. This would require the nation to produce over 8 million additional degrees; California's "fair share" would be approximately 1 million additional degrees - a number made larger, because of the state's current rank among the bottom ten states in degree production relative to the size of its population. This raises a number of big questions: Can California sustain the system as outlined by the 1960 Master Plan? Even if it can, is it, as the British say, "fit for purpose?" Or is it outdated for producing robust levels of socioeconomic mobility and the trained labor needed for tomorrow's economy? How can California retain the California Idea of broad access and quality academic programs? While adequate funding is a major variable, this essay identifies a number of serious problems with the structure of California's higher education system that make meeting Obama's goal extremely difficult, if not impossible to achieve. These include macro effects of too many part-time students, an imbalance in 2-year and 4-year college enrollment, inadequate financial aid, and the need for a new public college and university funding model. A failure to pursue "smart growth" in the public higher education system will lead to a "Brazilian Effect," in which for-profits expand dramatically to help partially fill growing demand for higher education probably at possibly even greater cost to students and government, and with often low-quality academic degree programs.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6q49t0hjarticleoai:escholarship.org:ark:/13030/qt0pf615342011-08-10T21:10:43Zqt0pf61534WHAT FUTURE FOR UK HIGHER EDUCATION?Roger Brown2010-02-01Historically, the UK system has been one of the most successful in combining excellence with access. However the favorable conditions that British universities and colleges have enjoyed in recent years, associated in large part with the introduction of higher tuition fees in 2006, are coming to an end. British universities and colleges face a future of static or even falling local demand, increasing local and international competition, severe public and private expenditure constraints, increased regulation, and greater difficulties in aligning costs with income. In the first instance, these pressures are likely to lead to increased collaboration, often in the form of mergers, where a stronger institution absorbs a weaker partner. In the medium to longer term, the creation of much sharper differences between institutions, and an even more pronounced hierarchy, seem probable. As well as setting back access, these developments (if they occur) will have very adverse consequences for the cohesion, health and standing of UK higher education.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0pf61534articleoai:escholarship.org:ark:/13030/qt44m4p8r42011-08-10T21:10:40Zqt44m4p8r4HIGHER EDUCATION BUDGETS AND THE GLOBAL RECESSION: Tracking Varied National Responses and Their ConsequencesJohn Aubrey Douglass2010-02-01In the midst of the global recession, how have national governments viewed the role of higher education in their evolving strategies for economic recovery? Demand for higher education generally goes up during economic downturns. Which nations have proactively protected funding for their universities and colleges to help maintain access, to help retrain workers, and to mitigate unemployment rates? And which nations have simply made large funding cuts for higher education in light of the severe downturn in tax revenues? This essay provides a moment-in-time review of the fate of higher education among a number of OECD nations and other countries, with a particular focus on the United States, and on California – the largest state in terms of population and in the size of its economy. Preliminary indicators show that most nations have not thus far resorted to uncoordinated cutting of funding for higher education that we generally see in US state systems. Their political leaders see higher education as a key to short-term economic recovery, long-term competitiveness, and often their own political viability – particularly in nations with upcoming elections. Further, although this is speculative, it appears that many nations are using the economic downturn to actually accelerate reform policies, some intended to promote efficiencies, but most focused on improving the quality of their university sector and promoting innovation in their economies. One might postulate that the decisions made today and in reaction to the “Great Recession” by nations will likely speed up global shifts in the race to develop human capital,with the US probably losing some ground. The Obama administration’s first stimulus package helped mitigate large state budget cuts to public services in 2009-10 and to support expanded enrollments largely at the community college level. But it was not enough to avoid having universities and colleges lay off faculty and staff, reduce salaries and benefits, often eliminating course offerings that slow student progress towards a degree, or making sizable reductions in access in states such as California. States have very limited ability to borrow funds for operating costs, making the federal government the last resort. In short, how state budgets go, so goes US higher education; whereas most national systems of higher education financing is tied to national budgets with an ability to borrow. Without the current stimulus funding, the impact on access and maintaining the health of America’s universities would have been even more devastating. But that money will be largely spent by the 2011 fiscal year (Oct 2010-Sept 2011), unless Congress and the White House renew funding support on a similar scale for states that are coping with projected large budget gaps. That now seems unlikely. The Obama administration announced its proposed 2011 budget in February, including $25 billion in state aid targeted for Medicaid. This is a modest contribution to states that face projected cumulative budget deficits of $142 billion in 2011, and there is uncertainty regarding the final federal budget. This is because Obama’s proposal will be debated and voted on in a Congress increasingly focused on stemming the tide of rising federal budget deficits. Without substantially more federal aid to state governments, many public colleges and universities will face another major round of budget cuts. There is the prospect that higher education degree production rates in the US will dip in the near term, particularly in states like California that have substantially reduced access to higher education even as enrollment demand has gone up.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/44m4p8r4articleoai:escholarship.org:ark:/13030/qt594483fq2011-08-10T21:10:26Zqt594483fqLEADERSHIP, DIVERSITY AND SUCCESSION PLANNING IN ACADEMIACristina González2010-05-01Although academia is becoming more like business in many respects - not all of them positive - it has not borrowed one of the best attributes of business culture: its tradition of developing leadership through succession planning. As a result, much talent is underutilized. This includes, most prominently, that of women and minorities, who tend not to be perceived as leadership material. This paper makes a distinction between two levels of academic administrators: deans and above, who are professional administrators, and department chairs and below, who could be characterized as casual administrators, since all faculty members engage in managerial activities as directors of academic programs, principal investigators of grants, committee members or chairs. In Clark Kerr's terminology, casual administrators are members of the guild, while professional administrators are members of the corporation. At present, women and minorities are having considerable trouble moving from the guild to the corporation. This paper proposes that the connection between the guild and the corporation be strengthened and become more of a two-way street. As William J. Rothwell suggests, people should have dual-career ladders and be able to move back and forth between academic and managerial jobs. Such problems as recency bias, the halo or horn effect, the Pygmalion effect, and pigeonholing must be addressed head on. This will require courage, imagination and training.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/594483fqarticleoai:escholarship.org:ark:/13030/qt8690x1402011-08-10T21:10:22Zqt8690x140HIGHER EDUCATION’S NEW GLOBAL ORDER: How and Why Governments are Creating Structured Opportunity MarketsJohn Aubrey Douglass2009-12-01In the United States, developing human capital for both economic and social benefit is an idea as old as the nation itself and led to the emergence of world’s first mass higher education system. Now most other nations are racing to expand access to universities and colleges and to expand their role in society. Higher education is growing markedly in its importance for building a culture of aspiration and, in turn, the formation of human capital, the promotion of socioeconomic mobility, and the determination of national economic competitiveness. This paper outlines a convergence of approaches toward building what I call "Structured Opportunity Markets" (SOM) in higher education — including diversified providers and expanding enrollment and program capacity. Increasingly, higher education systems in developed and developing nations, and in some cases, supranational entities such as the European Union and emerging cooperation among nations in South East Asia, will move to most if not all of the components of SOM, in part influenced by a global process of policy transfer. Those nations and regions that do not pursue major components of SOM will be compelled to present rational arguments in both domestic and international forums as to why they are not adopting some aspects of the model. The paper concludes by arguing that while the US offers structural and operational models for many evolving national higher education systems, the EU offers important insights on how to pursue higher education reform in the modern and increasingly competitive global context.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8690x140articleoai:escholarship.org:ark:/13030/qt0qw462x12011-08-10T21:10:20Zqt0qw462x1THE GLOBAL COMPETITION FOR TALENT The Rapidly Changing Market for International Students and the Need for a Strategic Approach in the USJohn Aubrey Douglass and Richard Edelstein2009-10-01There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US’s market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time — the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0qw462x1articleoai:escholarship.org:ark:/13030/qt8hh933p22011-08-10T21:10:16Zqt8hh933p2DEFINING THE UNIVERSITY OF CALIFORNIA OF THE FUTURERichard C. Atkinson2009-12-01With California’s public higher education system facing massive funding cuts and an increasingly diverse demography, the University of California recently established a commission to discuss policy options to shape the future of the ten campus system. The University of California Commission on the Future is chaired by UC Board of Regent Russell S. Gould and consists of other board members, faculty, a number of campus Chancellors, and representatives of the students, staff, alumni, and the business and labor communities. The commission will use working groups to reach out to the entire UC community and an array of experts inside and outside the system - including California State University and the state's community colleges - to re-examine key questions, including: How can UC best meet the needs of California and at the same time maintain access, quality and affordability in a time of diminishing resources? What educational delivery models will both maintain quality and improve efficiency for the university's future? What is the appropriate size and shape of the university going forward?; How can traditional and alternative revenue streams be maximized in support of UC's mission? This paper is a version of the presentation provided by UC President Emeritus Richard Atkinson to the commission on November 12, 2009.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8hh933p2articleoai:escholarship.org:ark:/13030/qt718832p22011-08-10T21:10:13Zqt718832p2European Responses to Global Competitiveness in Higher EducationMarijk van der Wende2009-05-01The growing global competition in which knowledge is a prime factor for economic growth is increasingly shaping policies and setting the agenda for the future of European higher education. With its aim to become the world’s leading knowledge economy, the European Union is concerned about its performance in the knowledge sector, in particular in the nexus of research, higher education institutions, and innovation. A major concern is to solve the “European paradox”: whereby Europe has the necessary knowledge and research, but fails to transfer this into innovation and enhanced productivity and economic growth. Further complicating the matter, policy responses are formulated and implemented at different levels within the EU: at the European-wide level, the national, regional, and institutional levels. Moreover, the formulation of policies are often underpinned by different perceptions of the meaning of globalization, the nature of global competition for the higher education sector, and by differences in the current ability of institutions to effectively promote innovation in the private sector. This paper offers an overview of relevant European higher education policies and responses to global competition, and considers how global competitiveness can best be stimulated and achieved; what role competition and cooperation-based strategies at the national and European level play in this respect, and what is the best mix.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/718832p2articleoai:escholarship.org:ark:/13030/qt2173006c2011-08-10T21:10:10Zqt2173006cDecoding Learning Gains: Measuring Outcomes and the Pivotal Role of the Major and Student BackgroundsGregg Thomson and John Aubrey Douglass2009-05-01Throughout the world, interest in gauging learning outcomes at all levels of education has grown considerably over the past decade. In higher education, measuring “learning outcomes” is viewed by many stakeholders as a relatively new method to judge the “value added” of colleges and universities. The potential to accurately measure learning gains is also viewed as a diagnostic tool for institutional self-improvement. This essay compares the methodology and potential uses of three tools for measuring learning outcomes: the Collegiate Learning Assessment (CLA), the National Survey of Student Engagement (NSSE), and the University of California’s Undergraduate Experience Survey (UCUES). In addition, we examine UCUES 2008 responses of seniors who entered as freshmen on six of the educational outcomes self-reports: analytical and critical thinking skills, writing skills, reading and comprehension skills, oral presentation skills, quantitative skills, and skills in a particular field of study. This initial analysis shows that campus-wide assessments of learning outcomes are generally not valid indicators of learning outcomes, and that self-reported gains at the level of the major are perhaps the best indicator we have, thus far, for assessing the value-added effects of a student’s academic experience at a major research university. UCUES appears the better approach for assessing and reporting learning outcomes. This is because UCUES offers more extensive academic engagement data as well as a much wider range of demographic and institutional data, and therefore an unprecedented opportunity to advance our understanding of the nature of self-reported learning outcomes in higher education, and the extent to which these reports can contribute as indirect but valid measures of positive educational outcomes. At the same time, the apparent differences in learning outcomes across the undergraduate campuses of the University of California without controls for campus differences in composition illustrates some of the limitations of self-reported data.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2173006carticleoai:escholarship.org:ark:/13030/qt49z7127p2011-08-09T21:05:53Zqt49z7127pReflections on a Century of College Admissions TestsRichard C. Atkinson and Saul Geiser2009-04-01Standardized testing for college admissions has grown exponentially since the first administration of the old “College Boards” in 1901. This paper surveys major developments since then: the introduction of the “Scholastic Aptitude Test” in 1926, designed to tap students’ general analytic ability; E.F. Lindquist’s creation of the ACT in 1959 as a competitor to the SAT, intended as a measure of achievement rather than ability; the renewed interest on the part of some leading colleges and universities in subject-specific assessments such as the SAT Subject Tests and Advanced Placement exams; and current efforts to adapt K-12 standards-based tests for use in college admissions. Looking back at the evolution of admissions tests, it is evident that we have come full circle to a renewed appreciation for the value of achievement tests. The original College Boards started out as achievement tests, designed to assess students’ mastery of college-preparatory subjects. A century of admissions testing has taught us that this initial premise may have been sounder than anyone realized at the time. But the journey has been useful, since we now have much better understanding of why assessment of achievement and curriculum mastery remains vital as a paradigm for admissions testing. Curriculum-based achievement tests are the fairest and most effective assessments for college admissions and have important incentive or “signaling effects” for our K-12 schools as well: They help reinforce a rigorous academic curriculum and create better alignment of teaching, learning, and assessment all along the pathway from high school to college.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/49z7127particleoai:escholarship.org:ark:/13030/qt4973x1192011-08-09T21:05:49Zqt4973x119Transfer Student Experiences and Success at BerkeleySereeta Alexander, Debbie Ellis, and Rodolfo Mendoza-Denton2009-03-01The current study focuses on the stigmatization and psychosocial experiences of community college transfer students within the university setting. Two hundred and sixty-three students nearing the completion of their studies at UC Berkeley responded to a series of open-ended questions about their academic, social, and psychological experiences at the university. Results indicate that nearly one-fifth of the respondents concealed the fact that they were transfer students at least once in the past and approximately one-fourth reported experiences of transfer-related rejection. Furthermore, those who reported experiences of rejection were more likely to conceal that they had transferred into the university than those who did not experience such rejection. Despite these reported experiences of concealment and rejection, the overall group of surveyed transfer students in this study proved to be academically successful. The theoretical and practical implications of this research are discussed.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4973x119articleoai:escholarship.org:ark:/13030/qt94w094jf2011-08-09T21:05:47Zqt94w094jfEthical Decision-Making in College: Choosing Between Right, Wrong, and the Space in BetweenFanny P.F. Yeung and Jennifer R. Keup2009-03-01It is important to understand how students’ changing belief structures influence their values and behaviors, including their ethical beliefs and decision-making patterns. As such, this study will address the following research questions: 1) what are students’ ethical beliefs and their perceptions of students’ ethical behaviors; and 2) how do students’ personal values and perceptions of behaviors differ? Using data from the 2006 University of California Undergraduate Experience Survey, survey items about ethical decisions are grouped according to their association with the following themes: academic integrity and honesty, social activities, and behaviors influenced by perceptions of convenience. When analyzing student responses to the UCLA wildcard module within UCUES with these thematic constructs, it is possible to identify patterns of personal ethical belief, perceptions of ethics among peers, and differences between these two classes of variables. Our research indicates that students’ perceptions of their peers’ beliefs and behaviors are the best predictors of the respondents’ own ethical behavior. Within academia, particularly in subject areas that engender greater competition such as science and engineering, it is important that institutions promote an explicit code of conduct. If students are taking cues from their peers as to the what beliefs and behaviors are appropriate, a strong message from the institution, the faculty, and staff can intervene in this process in order to promote ethical decision making skills and practices.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/94w094jfarticleoai:escholarship.org:ark:/13030/qt1b20t36z2011-08-09T21:05:44Zqt1b20t36zOpen Learning: What Do Open Textbooks Tell Us About the Revolution in Education?Gary W. Matkin2009-03-01This paper provides a summary and assessment of the current development of open textbooks and describes a possible direction for future development and funded support of open textbook projects. This paper provides answers to the following questions: Why do we need open textbooks? What are open textbooks (in their various forms)? How are open textbooks developed and distributed? And finally, when will open textbooks be produced? As these questions are addressed, other dimensions relevant to the Open Education Resource (OER) movement are also revealed and discussed.RevolutionEducationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1b20t36zarticleoai:escholarship.org:ark:/13030/qt2jj503kf2011-08-08T21:31:26Zqt2jj503kfONE UNIVERSITY: The Evolution of an IdeaPatricia A. Pelfrey2011-01-01The one-university idea—that the University of California is a single institution whose campuses are united in the pursuit of a common mission and common standards of quality—has been a guiding organizational principle since UC President Robert Gordon Sproul first articulated it in the 1930s. This paper examines the origins of the one-university idea in the Sproul era, the role it has played in UC’s institutional development through waves of decentralization and campus expansion, and whether it remains relevant today.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2jj503kfarticleoai:escholarship.org:ark:/13030/qt4gw1s6742011-08-02T17:17:08Zqt4gw1s674INTERNATIONALIZING BRAZIL’S UNIVERSITIES: Creating Coherent National Policies Must Be a PriorityMarcelo Knobel2011-06-01It is estimated that approximately 3 million students are enrolled as international students, and it is possible to project that this number may reach more than 7 million by 2025. As global demand exceeds the supply, competition is building for the best of these students. Some countries (or regions) clearly envisage the opportunity this represents and have been strongly stimulating student mobility. There is a race for “brains”, be it for professors at the end of their careers looking for new professional opportunities and/or the opportunity to return to their native countries, or for researchers at the beginning of their careers, looking for a place that might offer them a better future, or even for students, who seek more appealing alternatives. How will Brazil fare in this competition for talent? If it is to internationalize its higher education study programs, Brazil must deal with a number of practical problems, including a lack of specific policies and guidelines. Bureaucracy, for instance, is one major problem. A foreigner who comes to live in Brazil faces many obstacles, mainly due to the bureaucracy involved in everything from getting a Visa through the Federal Police office, to opening up a bank account, renting an apartment, registering at school, amongst many other processes and regulations that make it difficult for anyone to come and live in Brazil. One rarely finds a course offered in English or Spanish in a Brazilian university and the selection of faculty are normally held in Portuguese. Currently, there are no plans or projects at either the federal or state level, to address these obstacles. This should be a major concern to all who hold positions of responsibility in the educational process, as Brazil is not keeping pace with higher education reforms found globally. The internationalization movement is growing, and Brazil must actively seek reforms to keep pace with economic competitors.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4gw1s674articleoai:escholarship.org:ark:/13030/qt1xv148c82011-07-04T02:58:27Zqt1xv148c8Peer Review in Academic Promotion and Publishing: Its Meaning, Locus, and FutureHarley, DianeAcord, Sophia Krzys2011-03-04Since 2005, and with generous support from the A.W. Mellon Foundation, The Future of Scholarly Communication Project at UC Berkeley's Center for Studies in Higher Education (CSHE) has been exploring how academic values—including those related to peer review, publishing, sharing, and collaboration—influence scholarly communication practices and engagement with new technological affordances, open access publishing, and the public good. The current phase of the project focuses on peer review in the Academy; this deeper look at peer review is a natural extension of our findings in Assessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines (Harley et al. 2010), which stressed the need for a more nuanced academic reward system that is less dependent on citation metrics, the slavish adherence to marquee journals and university presses, and the growing tendency of institutions to outsource assessment of scholarship to such proxies as default promotion criteria. This investigation is made urgent by a host of new challenges facing institutional peer review, such as assessing interdisciplinary scholarship, hybrid disciplines, the development of new online forms of edition making and collaborative curation for community resource use, heavily computational subdisciplines, large-scale collaborations around grand challenge questions, an increase in multiple authorship, a growing flood of low-quality publications, and the call by governments, funding bodies, universities, and individuals for the open access publication of taxpayer-subsidized research, including original data sets.The challenges of assessing the current and future state of peer review are exacerbated by pressing questions of how the significant costs of high-quality scholarly publishing can be borne in the face of calls for alternative, usually university-based and open access, publishing models for both journals and books. There is additionally the insidious and destructive “trickle down” of tenure and promotion requirements from elite research universities to less competitive and non-research-intensive institutions. The entire system is further stressed by the mounting—and often unrealistic—government pressure on scholars in developed and emerging economies alike to publish their research in the most select peer-reviewed outlets, ostensibly to determine the distribution of government funds (via research assessment exercises) and/or to meet national imperatives to achieve research distinction internationally. The global effect is a growing glut of low-quality publications that strains the efficient and effective practice of peer review, a practice that is, itself, primarily subsidized by universities in the form of faculty salaries. Library budgets and preservation services for this expansion of peer-reviewed publication have run out. Faculty time spent on peer review, in all of its guises, is being exhausted.As part of our ongoing research, CSHE hosted two meetings to address the relationship between peer review in publication and that carried out for tenure and promotion. Our discussions included: The Dominant System of Peer Review: Types, Standards, Uses, Abuses, and Costs; A Very Tangled Web: Alternatives to the Current System of Peer Review; Creating New Models: The Role of Societies, Presses, Libraries, Information Technology Organizations, Commercial Publishers, and Other Stakeholders; and Open Access “Mandates” and Resolutions versus Developing New Models.This report includes (1) an overview of the state of peer review in the Academy at large, (2) a set of recommendations for moving forward, (3) a proposed research agenda to examine in depth the effects of academic status-seeking on the entire academic enterprise, (4) proceedings from the workshop on the four topics noted above, and (5) four substantial and broadly conceived background papers on the workshop topics, with associated literature reviews. The document explores, in particular, the tightly intertwined phenomena of peer review in publication and academic promotion, the values and associated costs to the Academy of the current system, experimental forms of peer review in various disciplinary areas, the effects of scholarly practices on the publishing system, and the possibilities and real costs of creating alternative loci for peer review and publishing that link scholarly societies, libraries, institutional repositories, and university presses. We also explore the motivations and ingredients of successful open access resolutions that are directed at peer-reviewed article-length material. In doing so, this report suggests that creating a wider array of institutionally acceptable and cost-effective alternatives to peer reviewing and publishing scholarly work could maintain the quality of academic peer review, support greater research productivity, reduce the explosive growth of low-quality publications, increase the purchasing power of cash-strapped libraries, better support the free flow and preservation of ideas, and relieve the burden on overtaxed faculty of conducting too much peer review.Archival ScienceEducation PolicyScience and Technology PolicyTechnology and Innovationpeer reviewtenurepromotionadvancementpublishingscholarly communicationbibliometricsopen accessscholarshiplibrarylibrariesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1xv148c8articleoai:escholarship.org:ark:/13030/qt0kr8s78v2011-07-03T20:49:48Zqt0kr8s78vAssessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines - Executive SummaryHarley, DianeAcord, Sophia KrzysEarl-Novell, SarahLawrence, ShannonKing, C. Judson2010-01-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0kr8s78varticleoai:escholarship.org:ark:/13030/qt1t8244nb2011-07-03T20:48:39Zqt1t8244nbAFFORDABLE AND OPEN TEXTBOOKS: An Exploratory Study of Faculty AttitudesHarley, DianeLawrence, ShannonAcord, Sophia KrzysDixson, Jason2010-01-01The textbook industry is in significant flux that is fueled by evolving technologies, increased availability of online open content and curricula, active used textbook markets, and, most recently, a rash of textbook rental start-ups, just to name a few of the factors at play. At the same time, Open Educational Resources (OERs)—learning materials distributed openly for either no or minimal cost—may have become commonplace enough that a credible, viable infrastructure for open textbooks, one that mainstream faculty would accept, could be imagined.Our research, which employed an online survey and focus groups, explored faculty perceptions about affordability and open textbooks. Our results indicate that faculty want a diversity of choices when they choose a textbook. They are independent thinkers, exceptionally busy, suffer from extreme information overload, are generally dedicated to ensuring their students’ success, and do not take well to “one size fits all” solutions. Our data indicated that any discussion about textbook affordability solutions must also take into account that most faculty are active and independent decision makers when it comes to choosing a textbook or other curricular materials for their courses; the top-down high-school model of textbook adoption is anathema to many professors and instructors. Complicating the picture are the natural, heterogeneous needs among the institutions, disciplines, and courses encompassed by higher education; the type of institution and the level and content of the course will ultimately determine which curricular forms offer the best solutions. Faculty made clear that their students represent a plethora of learning backgrounds and goals, and also desire flexibility and choice in textbook options. What is notable and cannot be ignored is that purely electronic solutions will not be universally embraced in the near term. Reasons for resistance included students’ need for the safety net of a printed textbook and the positive pedagogical practice of engaging with the text by “writing in the margins” (which is not a practical reality in current electronic platforms).Regarding the demand for open textbooks, there simply are not enough currently available in enough disciplines to satisfy the multitude of faculty and student needs in lower and upper division courses; a much wider array of high-quality, easy-to-use, and reliable open textbooks will have to be produced for more widespread faculty adoption to be realized. Even then, open textbooks will likely be only one of many players in the curricular materials market.This work, directed by Diane Harley, was conducted under the aegis of the Higher Education in the Digital Age Project at the Center for Studies in Higher Education: http://cshe.berkeley.edu/people/dharleyInstructional Media Designapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1t8244nbarticleoai:escholarship.org:ark:/13030/qt2wt1w6h02011-07-03T18:50:19Zqt2wt1w6h0A Brief on Improving UC Intercampus Articulation: Creating a Model for Articulation and Matriculation AgreementsDouglass, John Aubrey1998-04-01This brief provided a possible policymaking path for the University of California to improve UC intercampus articulation, while also retaining the authority of the campus Divisions of the Academic Senate (which regulates course agreements), colleges, and academic departments to set standards for the acceptance of course credit. Two issues are discussed. One, an outline of the current difficulties for a student to be simultaneously enrolled in a course at a UC campus other than their "home" UC campus, and the need to improve this process in the future. And two, the possibility of a policy framework and a proposed mechanism for both improving and regulating enrollment and the transfer of course credit toward the degree and major with applicability within the university and an improving articulation with California's Community Colleges.ArticulationHigher Education MatriculationCurriculumapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2wt1w6h0articleoai:escholarship.org:ark:/13030/qt9bh075r12011-07-03T18:50:15Zqt9bh075r1Inequality, Student Achievement, and College Admissions: A Remedy for UnderrepresentationStudley, Roger2003-02-01Large socioeconomic and ethnic disparities exist in college admissions. This paper demonstrates that by systematically accounting for the effect of socioeconomic circumstance on pre-college achievement, colleges can substantially reduce these disparities. A conceptual model distinguishes students' realized achievement from their underlying ability (inclusive of effort and motivation) and relates achievement differences to both ability and socioeconomic circumstance. The model shows that an admissions policy that systematically accounts for the relationship between circumstance and achievement can significantly increase the representation of socioeconomically disadvantaged and minority students. Empirical findings using California data confirm this result: socioeconomic circumstance is strongly related to pre-college achievement, and much of the ethnic disparity in achievement, as measured by SAT I scores and high school grade point averages, can be attributed to circumstance. The estimated relationship between circumstance and achievement is used to construct alternative measures of achievement that account for the influence of circumstance. Simulation of admissions policies demonstrates that, by relying on such measures, a college can greatly reduce socioeconomic and ethnic underrepresentation among admitted students.Higher EducationAdmissionsTestingSATAffirmative ActionMinorityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9bh075r1articleoai:escholarship.org:ark:/13030/qt0qd517tj2011-07-03T18:50:10Zqt0qd517tjThe Waning of America's Higher Education Advantage: International Competitors Are No Longer Number Two and Have Big Plans in the Global EconomyDouglass, John Aubrey2006-06-01The United States has long enjoyed being on the cutting edge in its devotion to building a vibrant higher education sector. After a century of leading the world in participation rates in higher education, however, there are strong indications that America's advantage is waning. The academic research enterprise remains relatively vibrant. However, participation and degree attainment rates have leveled off and are showing signs of actual decline in a number of major states with large populations--and this seems to be more than just a bump or short-term market correction. Other competitive nations, and in particular key members of the European Union, along with China, India and other developing economies, are aggressively nurturing their higher education systems, expanding access, and better positioning themselves in the global economy. They have been trying harder, while in the US public funding for higher education has declined. The nation's international and domestic concerns lie elsewhere. In addition to outlining these reasons that America's higher education advantage is waning, this article also discusses the possible consequences.Higher EducationInternationalUSUKEnglandGlobalizationEconomicsFundingAccessParticipationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0qd517tjarticleoai:escholarship.org:ark:/13030/qt10w403cz2011-07-03T18:50:05Zqt10w403czA New System of Top-Up Fees: A Brief on the Market Response of English Universities and CollegesDouglass, John Aubrey2005-10-01Fees will become an increasingly important funding source for public universities in the UK and throughout the OECD, caused in part by declining government subsidization and rising costs, as well as by an increasingly entrepreneurial drive by institutions themselves to increase revenues. Beginning in September 2006, universities and Further Education colleges in England and Wales will charge variable fees within limits set by a defined cap and by ministry demands for increases in institutional aid for lower income students. This essay chronicles the response of England’s universities. Not surprisingly, most will charge the maximum amount allowed; at the same time, levels of bursaries (financial aid) will vary between institutions. The response and plans of English universities, and the subsequent response of both the market and students, will likely have a significant influence on other OECD nations, particularly those in the European Union, as they gradually consider a similar variable fee scheme.Higher EducationUKEnglandFeesEconomicsGovermentPolicyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/10w403czarticleoai:escholarship.org:ark:/13030/qt9nq4w7ks2011-07-03T13:48:19Zqt9nq4w7ksNo College Student Left Behind?Brint, Steven2008-05-22Today we face a challenge to the organization of higher education that will transform the enterprise, however it is resolved. That challenge goes under the name “learning outcomes,” or sometimes “accountability.” It is a challenge brought largely by those outside higher education, and it is based on criticisms of the performance of college and university instructors in the face of heightened public expectations. One resolution to the challenge may be the adoption of standardized testing for learning outcomes; another may be to bring greater professionalism to the role of college teaching.In this essay, I will argue that the learning-outcomes movement, although well-intentioned and appealing in some ways, could easily be injurious to the ideals of higher education. Taking steps to professionalize college teaching can, by contrast, improve the quality of the teaching corps, while leaving intact three essential features of higher level teaching and learning: (1) the centrality of discipline-based knowledge systems; (2) the plurality of approaches that contribute to the formation of well-educated adults; and (3) the transformative potential of the college teacher as model of reason joined to creative engagement with course materials. If educators take the initiative to enforce standards of professionalism, the faculty itself, rather than external regulators, will be in charge of accountability in higher education. It will not be easy to bring greater professionalism to college teaching, because graduate education has, understandably, focused on research rather than teaching. But the future of higher education may ride on the willingness of educators to make the effort.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9nq4w7ksarticleoai:escholarship.org:ark:/13030/qt6sh0j1t22011-07-03T13:48:15Zqt6sh0j1t2The "Turning Point" for Minority Pre-Meds: The Effect of Early Undergraduate Experience in the Sciences on Aspirations to Enter Medical School of Minority Students at UC Berkeley and Stanford UniversityBarr, DonJohn Matsui2008-11-13The University of California faces the challenge of increasing the diversity of students graduating from its medical schools while also adhering to mandated restrictions on the use of race or ethnicity in the admissions process. Students from diverse backgrounds who gain admission as undergraduates to UC Berkeley and express an early interest in a medical career are an important potential source of medical students for the UC system. However previous data suggest that many of these undergraduate students lose interest in a medical career and never apply to medical school. We report on research that tracked the strength of students’ interest in a medical career from freshman matriculation through the end of sophomore year. Comparing students by self-described racial or ethnic group, we found a sharp decline in interest among all groups. We then interviewed a stratified sample of these students, asking what factors contributed to the observed decline in interest in premedical studies. Negative experience in science courses, principally chemistry, was the main factor contributing to students’ loss of interest. The adverse impact of chemistry courses was reported disproportionately by students from underrepresented minority groups, causing many of them to turn away from a possible medical career. If the UC system hopes to increase the diversity of its undergraduates who go on to medical school, it may need to reassess the structure and content of its undergraduate science curriculum, principally chemistry.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6sh0j1t2articleoai:escholarship.org:ark:/13030/qt0028f6pp2011-07-03T13:47:59Zqt0028f6ppThe Crisis of the Publics: An International Comparative Discussion on Higher Education Reforms and Possible Implications for US Public UniversitiesKing, C. JudsonDouglass, John AubreyFeller, Irwin2007-11-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0028f6pparticleoai:escholarship.org:ark:/13030/qt2bh4k0132011-07-03T13:47:43Zqt2bh4k013What Do We Know About Students' Learning and How Do We Know It?Cross, K. Patricia2005-03-01The instruction that we provide, the intellectual climate that we create, and the policy decisions that we make should all start with the question, "But will it improve students' learning?" Basic to any answer is the state of our knowledge about learning. A spate of recent research has resulted in comprehensive and lengthy reviews of surveys of research on student learning; the current model for coping with this information explosion is ever-tighter syntheses and distillations. These "principles" could in turn be summarized as a grand meta-principle that might say something like this: “What we know about student learning is that students who are actively engaged in learning for deeper understanding are likely to learn more than students not so engaged." However, what we already know from our own experience, as both learners and teachers, is that people have to find their own answers by working though the pathways to knowledge. Telling people what the "experts" know is not likely to result in the kind of deeper learning that we want to encourage. If we are to take learning seriously, we need to know what to look for (through research), to observe ourselves in the act of lifelong learning (self-reflection), and to be much more sensitively aware of the learning of the students that we see before us everyday. At present, I think we are prone to consider research findings as the conclusion of our investigations into learning. We might do better to think of them as the start of our investigations.Higher EducationStudent LearningTeachingPedagogyBest PracticePolicyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2bh4k013articleoai:escholarship.org:ark:/13030/qt782803032011-07-03T13:47:34Zqt78280303Strategies for E-Learning in UniversitiesCurran, Chris2004-09-01This paper examines the e-learning strategies adopted by universities, from the perspective of three common objectives: widening access to educational opportunity; enhancing the quality of learning; and reducing the cost of higher education. The discussion is illustrated by drawing on case studies of universities in Europe and the United States. It is concluded that the most striking characteristic of the e-learning strategies adopted by universities is their diversity, and inherent characteristic of adaptability in use and flexibility in application. The implicit compatibility with institutional aims suggests that the e-learning strategies universities adopt reflect, rather than influence, institutional ethos and that by virtue of the capacity to adapt to different contexts, e-learning may be more adaptable - and ultimately less threatening - to academic mores than some observers fear.Higher EducationE-LearningInstructional TechnologyQuality of TeachingInstitutional StrategyInstitutional PolicyAccessEnrollmentContinuing EducationDegreesCostEconomicsFinanceUnited StatesEuropeScandinaviaUKapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/78280303articleoai:escholarship.org:ark:/13030/qt3fw173982011-07-03T13:47:28Zqt3fw17398An Analysis of Alternatives for Gaining Capacity So As to Maintain Access to the University of CaliforniaKing, C. Judson2006-03-01This paper analyzes the need for providing additional undergraduate enrollment capacity at the University of California (UC) and of alternatives for gaining such capacity at UC and, by extension, other public research universities. In addition to the creation of new campuses, other approaches are capable of giving significant additional capacity as well. Some of these approaches are congruent with academic objectives; others are substantially neutral in that regard; and others probably do lessen the academic experience. A desirable approach is to have new campus sites continually identified, while retaining sufficient capability for alternate means of accommodating enrollment so as to enable continued capacity development in times of budgetary stringency.Higher EducationPolicyAccessEnrollmentUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3fw17398articleoai:escholarship.org:ark:/13030/qt3cc3w7bx2011-07-03T13:46:52Zqt3cc3w7bxReport: Civic and Academic Engagement in the Multiversity: Institutional Trends and Initiatives at the University of CaliforniaProceedings of University of California Symposium held June 10, 20052005-06-10Civic engagement is moving to the forefront of higher education discussions as universities seek ways not only to intensify students’ learning experiences but also to forge stronger links with the communities they are meant to serve. Within the University of California system, there are already multiple examples of service-learning, university-community partnerships, and volunteer initiatives.In June 2005, faculty, academic staff, and student representatives from across the University of California system gathered at a symposium held on the Berkeley campus to discuss and analyze the important interface of civic and academic engagement, and to explore ways to further expand civic engagement as a core component in the University of California’s teaching, research, and public service mission. This document provides a summary of the proceedings for that symposium.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3cc3w7bxarticleoai:escholarship.org:ark:/13030/qt68v207tf2011-07-03T12:27:17Zqt68v207tfThe Role and Experience of Inventors and Start-ups in Commercializing University Research: Case Studies at the University of CaliforniaLowe, Robert2002-12-01This chapter from the author's dissertation summarizes findings from case studies of university-based start-up firms. The case studies contribute descriptive accounts to support and illuminate emerging empirical research on this specialized set of start-ups. The case studies highlight several interesting findings related to the special role of inventors and the university in developing the technology as well as how the operating experience of these firms compares and contrasts with standard beliefs about start-ups. For example, the case studies document the stark contrasts among university-based start-ups with respect to both the importance of intellectual property and the company's ability to access venture capital. The case studies also highlight the importance of the inventor's personal (or tacit) knowledge in developing the technology. Finally, university inventions in the electronics and semiconductor fields, unlike pharmaceuticals and biotechnology, were the result of research that had been conducted years earlier in corporate laboratories. Hence, technology was transferred into the university.Higher EducationCommercializationTechnological ResearchIntellectual PropertyUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/68v207tfarticleoai:escholarship.org:ark:/13030/qt6r07n07p2011-07-03T10:35:44Zqt6r07n07pFrom Multi- to Meta-University: Organizational and Political Change at the University of California in the 20th Century and BeyondDouglass, John Aubrey2002-01-01Using Clark Kerr's observations on the American research university in the post-World War II era as a discussion point, this paper offers a brief summary of the expansion of the University of California during the 20th century, general observations on the emergence of its contemporary management structure after World War II, and an preliminary assessment of the possible scope of expansion and change in the new century.Higher EducationClark KerrUniversity StructureUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6r07n07particleoai:escholarship.org:ark:/13030/qt48q7t01w2011-07-03T10:35:38Zqt48q7t01wBIBS: A Lecture Webcasting SystemRowe, Lawrence A.Harley, DianePletcher, PeterLawrence, Shannon2001-03-20The Berkeley Internet Broadcasting System (BIBS) is a lecture webcasting system developed and operated by the Berkeley Multimedia Research Center. The system offers live remote viewing and on-demand replay of course lectures using streaming audio and video over the Internet. During the Fall 2000 semester 14 classes were webcast, including several large lower division classes, with a total enrollment of over 4,000 students. Lectures were played over 15,000 times per month during the semester. The primary use of the webcasts is to study for examinations. Students report they watch BIBS lectures because they did not understand material presented in lecture, because they wanted to review what the instructor said about selected topics, because they missed a lecture, and/or because they had difficulty understanding the speaker (e.g., non-native English speakers). Analysis of various survey data suggests that more than 50% of the students enrolled in some large classes view lectures and that as many as 75% of the lectures are played by members of the Berkeley community. Faculty attitudes vary about the virtues of lecture webcasting. Some question the use of this technology while others believe it is a valuable aid to education. Further study is required to accurately assess the pedagogical impact that lecture webcasts have on student learning.webcastinginstructiontechnologyUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/48q7t01warticleoai:escholarship.org:ark:/13030/qt2p12d40g2011-07-03T09:47:49Zqt2p12d40gEntrepreneurial University: India’s ResponseDr. Asha Gupta2008-03-03The object of this paper is to analyze the concepts of ‘entrepreneurship’ and ‘entrepreneurial university’ in the broader context of globalization, technological innovations and the emergence of knowledge-based and technology-driven economies. Instead of epistemological and organizational forms of knowledge production and dissemination, the universities today are required to play a protagonist role by training productive intellectual resource and generation of new knowledge that could be converted into wealth or social gains. They are no longer confined to teaching ‘about’ entrepreneurship but are actively engaged in teaching ‘for’ entrepreneurship. Instead of preparing their students for seamless path to work, the universities are required to prepare them for uncertainties, complexities and vulnerabilities in future. Besides highlighting some of the issues at stake, an attempt is made to understand the economics, philosophy and legality behind the whole idea of entrepreneurial universities in general and in India, in particular. The idea of social entrepreneurship is also introduced in the context of India. The methodology adopted is analytical, descriptive and empirical.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2p12d40garticleoai:escholarship.org:ark:/13030/qt81f4h1nn2011-07-02T18:00:01Zqt81f4h1nnInstitutional Versus Academic Discipline Measures of Student Experience: A Matter of Relative ValidityChatman, Steve2007-05-01The University of California’s census survey of undergraduates, UCUES, presents an opportunity to measure both disciplinary and institutional differences in students’ academic experience. Results from nearly 60,000 responses (38% response rate) from the 2006 administration found greater variance among majors within an institution than between equivalent majors across institutions. Cluster analysis techniques were employed to establish disciplinary patterns, with traditional distinctions between hard and soft sciences generally supported. Reporting practices called into question range from institutional comparisons that ignore academic program mix and discipline to campus performance comparisons that do not recognize pedagogical differences by academic major. More specifically, these results suggest that calls for comparable institutional performance measures, as proposed by the Spellings Commission, must take into consideration disciplinary differences in instruction.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/81f4h1nnarticleoai:escholarship.org:ark:/13030/qt7306z0zf2011-07-02T17:59:55Zqt7306z0zfValidity Of High-School Grades In Predicting Student Success Beyond The Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College OutcomesGeiser, SaulMaria Veronica Santelices2007-06-13High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well. A previous study, UC and the SAT (Geiser with Studley, 2003), demonstrated that HSGPA in college-preparatory courses was the best predictor of freshman grades for a sample of almost 80,000 students admitted to the University of California. Because freshman grades provide only a short-term indicator of college performance, the present study tracked four-year college outcomes, including cumulative college grades and graduation, for the same sample in order to examine the relative contribution of high-school record and standardized tests in predicting longer-term college performance. Key findings are: (1) HSGPA is consistently the strongest predictor of four-year college outcomes for all academic disciplines, campuses and freshman cohorts in the UC sample; (2) surprisingly, the predictive weight associated with HSGPA increases after the freshman year, accounting for a greater proportion of variance in cumulative fourth-year than first-year college grades; and (3) as an admissions criterion, HSGPA has less adverse impact than standardized tests on disadvantaged and underrepresented minority students. The paper concludes with a discussion of the implications of these findings for admissions policy and argues for greater emphasis on the high-school record, and a corresponding de-emphasis on standardized tests, in college admissions.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7306z0zfarticleoai:escholarship.org:ark:/13030/qt3j20x4vk2011-07-02T17:59:51Zqt3j20x4vkExecutive Compensation at the University of California: An Alternative ViewPelfrey, Patricia A.2008-05-22The 2005-6 executive compensation controversy at the University of California has been explained as the result of a massive breach of compliance with the University’s compensation policies by the Office of the President (UCOP). For more than a decade, the explanation goes, UCOP failed to comply with its own compensation policies, embodied in the 1992-93 Principles for Review of Executive Compensation, and engaged in a longstanding pattern of secrecy and policy violations. This paper argues that both assertions are wrong. It begins by analyzing the issues leading to adoption of the Principles and presents the evidence that the procedures for implementing them were consistent with prevailing understandings of presidential authority and Regental intent. With several exceptions that will be noted, this remained the case throughout the administrations of UC presidents J. W. Peltason (1992-5) and Richard C. Atkinson (1995-2003). The situation changed as the result of two developments early in the tenure of President Robert C. Dynes (2003-2008). First, executive offers began to include benefits that were not traditionally employed at UC, and the Regents as a body were not asked to approve them. Second, the board was not informed about these benefits because a report mandated by the Principles, the Annual Report on Executive Compensation, was not submitted in 2004 or 2005. These were significant departures from the Principles, but they were limited to two years, 2003-2005. The idea that non-compliance with the Principles was endemic in UCOP stems from media portrayals of the controversy and from an audit commissioned by the Regents in response to the controversy, the April 2006 PricewaterhouseCoopers (PwC) report. The PwC report failed to acknowledge the extent to which the Principles had been followed in the decade after their approval, and its interpretation of that policy was so different from the way it had historically been understood as to constitute a re-interpretation. Many of the putative violations in the PwC report reflect this re-interpretation of the Principles, not evidence of a longstanding failure in compliance or a culture of secrecy in UCOP. This major lapse of institutional memory has had serious consequences for governance and the future role of the Office of the President.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3j20x4vkarticleoai:escholarship.org:ark:/13030/qt49b2g3nq2011-07-02T17:59:46Zqt49b2g3nqUniversities, the US High Tech Advantage, and the Process of GlobalizationDouglass, John Aubrey2008-09-27Research universities throughout the world are part of a larger effort by nation-states to bolster science and technological innovation and compete economically. The US remains highly competitive as a source of High Tech (HT) innovation because of a number of market positions, many the result of long term investments in institutions such as research universities and in R&D funding, and more broadly influenced by a political culture that has tended to support entrepreneurs and risk taking. In essence, the US was the first mover in pursuing the nexus of science and economic policy. The following essay places universities within this larger political and policy environment by discussing market factors that have influenced knowledge accumulation and HT innovation in the US, their current saliency in the face of globalization, and the growing market position of competitors, such as the EU. The paper also provides observations on major US state-based HT initiatives intended to create or sustain Knowledge Based Economic Areas (KBEA’s). Thirteen variables are used to assess the overall comparative ability for creating KBEA’s, including the vitality of regional and national research universities, patterns of R&D investment, access to venture capital, intellectual property laws, educational attainment levels of the workforce, access and retention of global labor force, and political interest and forms of government support for promoting science and technology.Among the papers conclusions: There is a large disconnect in US policy related to promoting KBEA’s and national competitiveness. Few policymakers, or even the higher education community are aware of stagnant and, in some states, real declines in higher education access and graduation rates relative to economic competitors, that the US is no longer a net importer of high tech goods, or that the US is no longer the number one destination for international students. Combined with global changes in the market for S&T talent, and the significant and increasingly successful effort of competitors to increase the educational attainment of their population, the US’s HT advantage is eroding – although there remain a number of strengths, chiefly related to an entrepreneurial culture, more conducive tax advantages for business, a cadre of elite research universities, and the highest concentration of venture capital in the world. But even here, these advantages may wane over the next decade as the world becomes more economically, and educationally, competitive. The US generally lacks a broadly conceived strategy for retaining America’s high tech advantage.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/49b2g3nqarticleoai:escholarship.org:ark:/13030/qt3xn598872011-07-02T17:59:41Zqt3xn59887Report: Learning And Academic Engagement In The Multiversity - Results Of The First University Of California Undergraduate Experience SurveyFlacks, RichardThomson, GreggDouglass, John AubreyKyra Caspary2004-06-01During the Spring of 2002 and 2003, a team of faculty and institutional researchers conducted an innovative web-based survey on the undergraduate experience at all eight undergraduate campuses of the University of California. This report provides the first formal presentation of preliminary findings from that survey and discusses potential areas of relevance to policy for further research.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3xn59887articleoai:escholarship.org:ark:/13030/qt2mx5f0n52011-07-02T17:59:36Zqt2mx5f0n5Hedgehogs, Foxes, Leadership Renewal and Succession PlanningGonzalez, Cristina2007-11-01This article examines the intellectual history of The Uses of the University, including the influence of José Ortega y Gasset’s ideas about higher education, with a view to exploring Clark Kerr’s vision for the university and how that vision might be expanded to take account of present challenges, in particular, diversity. The paper, which calls for leadership renewal and succession planning, pays special attention to the two types of administrators defined by Kerr--the visionary hedgehog and the shrewd fox. We need to identify the hedgehogs and foxes of the future, who must be as diverse as possible if they are to raise the “multiversity” to “the height of the times.”application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2mx5f0n5articleoai:escholarship.org:ark:/13030/qt3j77g3fx2011-07-02T17:59:32Zqt3j77g3fxThe Crisis of Public Higher Education: A Comparative PerspectiveStephan Vincent-Lancrin2007-11-02Is public tertiary education really in a crisis, and, if so, what is the crisis about? This paper analyses international aggregated data and examines to what extent there has been a crisis of public tertiary education in OECD countries in the past decade. It first focuses on relative enrolments in the public and private sectors to show that enrolments in the public sector have not significantly declined, and only marginally benefited the private for-profit sector. It then analyzes changes in the funding of tertiary education from the perspectives of tertiary education institutions, students and governments. It shows that only students can (to some extent) complain about a recent crisis of funding and of public funding of tertiary education. Finally, the paper points to other possible reasons for the perceived crisis. Throughout the paper, the differences in the structure of public/private enrolments and funding in the United States and other OECD countries are emphasised to help better understand the differences in tertiary education policy debates in the United States and most other OECD countries.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3j77g3fxarticleoai:escholarship.org:ark:/13030/qt4t19q7382011-07-02T17:59:27Zqt4t19q738The Immigrant University: Assessing the Dynamics of Race, Major and Socioeconomic Characteristics at the University of CaliforniaDouglass, John AubreyHeinke RoebkenThomson, Gregg2007-11-01The University of California has long been a major source of socioeconomic mobility in California. Data from the University of California’s Undergraduate Experience Survey (UCUES) indicates that more than half the undergraduate students in the UC system have at least one parent that is an immigrant. The ratio is even higher at UC Berkeley. What do such a high percentage of students with recent immigrant backgrounds tell us about the University of California and socioeconomic mobility? How is it influencing the academy and academic and civic experience of undergraduates who are largely first or second-generation immigrants?Utilizing UCUES data on the University of California, and specifically the Berkeley campus as a case example, this brief provides an initial exploration of the dynamics of race and ethnicity, major, and the differing socioeconomic backgrounds of immigrant students, and in comparison to “native” students. Among the major conclusions offered in this study: there are a complex set of differences between various “generations” of immigrant students that fit earlier historical waves of immigrant groups to the United States; that the startling number and range of students from different ethnic, racial, cultural, and economic backgrounds points to the need for an expanded notion of diversity beyond older racial and ethnic paradigms; and while there are growing numbers of immigrant students at Berkeley from different parts of the world, and often from lower income families, there is a high correlation with their socioeconomic capital, described as a variety of factors, but most prominently the education level of their parents and family. Further, students at Berkeley who come from lower income families and have relatively low socioeconomic capital (in particular Chicano/Latinos) do well academically, if only marginally less so than those with higher rates of educational capital. At the same time, they also spend more time in paid employment, spend approximately the same amount of time as Euro-Americans studying and going to class, and have relatively high rates of overall satisfaction with their social and academic experience.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4t19q738articleoai:escholarship.org:ark:/13030/qt6gm168pp2011-07-02T17:59:22Zqt6gm168ppA Reflection and Prospectus on Globalization and Higher Education: CSHE@50King, C. JudsonDouglass, John Aubrey2007-12-01application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6gm168pparticleoai:escholarship.org:ark:/13030/qt8jh2k30s2011-07-02T17:59:17Zqt8jh2k30sThe University as Publisher: Summary of a Meeting Held at UC Berkeley on November 1, 2007Harley, Diane2008-02-01With the advent of electronic publishing, the scholarly communication landscape at universities has become increasingly diverse. Multiple stakeholders including university presses, libraries, and central IT departments are challenged by the increasing volume and the rapidity of production of these new forms of publication in an environment of economic uncertainties. As a response to these increasing pressures, as well as the recent publication of important reports and papers on the topic, the Center for Studies in Higher Education (CSHE) convened a meeting of experts titled, The University as Publisher. The event was sponsored as part of the A.W. Mellon Foundation-funded Future of Scholarly Communication project at CSHE.Our goal was to explore among stakeholders-faculty, publishers, CIOs, librarians, and researchers-the implications of the academic community, in some structure, taking over many, if not all, aspects of scholarly publishing. Two themes were the focus of the public panels: Institutional Roles in Evaluation, Quality Assessment, and Selection and Structuring and Budgeting Models for Publishing within the University Community. Our discussions included the importance of distinguishing between informal dissemination and formal publishing and the challenges that each presents to the university community. The harsh economic realities of high-quality formal scholarly publication, not least of which are managing peer review and editorial processes, were emphasized. Understanding disciplinary needs was cited as paramount throughout the discussions; the needs and traditions of scholars in the sciences and humanities, as well as among myriad disciplines, will likely demand different dissemination and publishing models and solutions. An additional theme that emerged was acknowledging the diverse forms electronic dissemination takes in the academy and the need to foster a spectrum of alternatives in publication forms, business models, and the peer review process. Budgetary and academic freedom concerns were explored as well. Regarding the expensive infrastructure required for electronic dissemination and publishing, it was agreed that there is enormous duplication among the university press, IT, and the library.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8jh2k30sarticleoai:escholarship.org:ark:/13030/qt07w409412011-07-02T17:59:13Zqt07w40941Ethics and Leadership: Reflections From A Public Research UniversityKing, C. Judson2008-03-04Issues of ethics and leadership are important, growing and intense in universities. Five examples are discussed, drawn from the personal experience of the author. These involve the selection of research, the collection and use of ethically sensitive materials, major relationships with industry and donors, access and admissions, and the content of education itself. Analyses of these cases are couched in terms of some of the major trends affecting public research universities, with one conclusion being that the most challenging situations are those where multiple ethical standards are pertinent, and conflict with one another.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/07w40941articleoai:escholarship.org:ark:/13030/qt4cv9z4wq2011-07-02T17:59:08Zqt4cv9z4wqDoes Diversity Matter in the Education Process? An Exploration of Student Interactions by Wealth, Religion, Politics, Race, Ethnicity and Immigrant Status at the University of CaliforniaChatman, Steve2008-03-05This exploration into student interactions that improve understanding, student attachment, and demographic characteristics of students attending the University of California in the spring of 2006 finds the University to be a diverse and healthy environment. Interactions among students with demographic differences are frequent and are rarely associated with decreased sense of belonging. The research offers quantitative measures for legal concepts like critical mass and compelling state interest. Overall, rich or poor, religious or not religious, immigrant or Mayflower, Republican or Democrat, underrepresented minority or overrepresented majority, UC students feel that they belong at the University of California. In spite of strong scores across the board and only a few relative deficiencies, the University is encouraged to expand discussions about diversity, to launch a more thorough examination of campus climate generally, and to especially consider the experiences of low income and African American students.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4cv9z4wqarticleoai:escholarship.org:ark:/13030/qt8nc4w4gb2011-07-02T17:59:04Zqt8nc4w4gbOrigins of the Principles for Review of Executive Compensation 1992-93Pelfrey, Patricia A.2008-05-22This paper looks at the 1992-3 compensation controversy at the University of California in light of the factors that shaped the board’s policy response to the controversy, the Principles for Review of Executive Compensation. It discusses the events of 1992-3 in the context of the public and political debate over the appropriate model for executive compensation in elite public universities and the special difficulties these universities face in setting, explaining, and defending executive compensation policies and practices. It concludes by assessing the ways in which the University did and did not succeed in addressing the issues raised by the controversy—including the clash between public-service and market perspectives.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8nc4w4gbarticleoai:escholarship.org:ark:/13030/qt16t1f1t22011-07-02T17:58:58Zqt16t1f1t2College vs. Unemployment: Expanding Access to Higher Education Is the Smart Investment During Economic DownturnsDouglass, John Aubrey2008-11-23In forming a strategy to deal with the severe economic downturn, President-elect Obama and his evolving brain trust of economic advisers should recall the largely successful and innovative efforts by the federal and state governments to avoid a projected steep post–World War II recession – in particular, the key role of higher education. Demand for higher education generally goes up during economic downturns. Expanding higher education funding and enrollment capacity may be as important as any other policy lever to cope with an economic downturn, including funding for infrastructure. Yet most state and local governments are in the midst of wholesale cutting of their budgets. Some 75 percent of all students in the US are in public institutions. Feeling the effects of repeated cuts in budgets, many multicampus public systems are threatening to cap enrollment despite growing demand. Would it be smart to constrict access to higher education just when unemployment rates are potentially peaking? An exploratory Commission on Higher Education, not unlike what President Harry Truman formed in 1946, but with more urgency and possibly an initial budget, might provide a larger vision and contemplate a range of options. Short-term and immediate policies could include significant directed subsidization via state governments of the public higher education sectors; a large increase in federal Pell Grants for low-income students, already severely under-funded relative to demand; greatly expanded resources for direct loans; the possibility of a one-time grant for middle-income students to attend a participating public or accredited private institution; for some targeted age groups, federal unemployment compensation could be tied to enrollment access to an accredited higher education institution; and support of public college and university building programs as part of any new infrastructure investment program. Long-term goals should include an assessment of the overall health of the U.S.’s still famous, but strained, higher education system and what national and state goals might be conjured. Globally, those nations that resort to uncoordinated and reactionary cutting of funding, and reductions in access, will find themselves at a disadvantage for dealing with impact of the worldwide recession, and will lose ground in the race to develop human capital suitable for the modern era.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/16t1f1t2articleoai:escholarship.org:ark:/13030/qt0x09n63m2011-07-02T17:58:54Zqt0x09n63mNot So Fast! A Second Opinion on a University of California Proposal to Endorse the New SATGeiser, Saul2008-11-12A University of California faculty committee, the Board of Admissions and Relations with Schools (BOARS), has recommended eliminating achievement tests and requiring only the “New SAT” for admission to the UC system. The proposal to endorse the New SAT has thus far drawn relatively little notice, as it is part of a broader and more controversial set of proposed changes in how UC identifies the top 12.5 percent of California high school graduates who are eligible for admission. Yet the testing proposal deserves much more attention in its own right since, if approved by the Regents, it would reverse a decade of UC research and policy development. In 2002 UC was among the first universities to adopt a formal policy on admissions testing. That policy strongly favored achievement tests, which measure students’ knowledge of college-preparatory subjects, over tests of general reasoning such as the SAT. UC research showed that achievement tests predicted student performance in college at least as well as reasoning tests, while having a less adverse impact on low-income and minority applicants. In response to UC, the College Board introduced several changes in the SAT in 2005, including the addition of a writing exam, intended to position the New SAT as more of an achievement test. The UC Regents provisionally approved use of the New SAT on the understanding that BOARS would conduct a careful evaluation of the extent to which the test conformed to UC’s 2002 testing policy before the New SAT was adopted on a permanent basis. That evaluation has never been completed. Moreover, a closer look at BOARS’ proposal reveals that it is based on questionable and often misleading evidence. Like the old SAT, the New SAT remains a relatively weak predictor of student success at UC and a strong deterrent to admission of low-income and underrepresented minority applicants. Achievement tests remain the better standard for UC admissions.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0x09n63marticleoai:escholarship.org:ark:/13030/qt7tr4c62k2011-07-02T17:58:49Zqt7tr4c62kUndergraduate Research Participation at the University of California, BerkeleyBerkes, Elizabeth2008-11-01Although the University of California, Berkeley has increased efforts to involve undergraduates in scientific research, little data exists regarding the number of undergraduate researchers. The University of California Undergraduate Experience Survey (UCUES) presents an opportunity to investigate the extent of undergraduate research involvement at the UC Berkeley. The data (N=5,347) show that the frequency of student participation in research under the direction of a faculty mentor varies significantly based on whether students are receiving course credit, pay, or working as a volunteer. Undergraduate research participation also varies between STEM majors and social science or humanities majors (non-STEM), with slightly more STEM majors participating. The data show that women are participating in STEM research opportunities at a lower rate than men but participating in non-STEM research opportunities at a higher rate than men. The data also show that Asian, Filipino, and Pacific Islanders (AFP students) account for 50% of all undergraduate researchers in STEM fields and 35% of all non-STEM researchers. However, the data also reveal that African American, Chicano-Latino, AFP, White, American Indian, and international students are all participating at almost the exact same rate in undergraduate research (between 24% and 27% by ethnic or racial category). Further analysis regarding the relationship between undergraduate research experience and the highest parental education level reached, as well as high school grade-point average and standardized test scores (SAT I and ACT) is presented. Implications for higher education administrators, education researchers, faculty mentors, and undergraduate students are discussed.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7tr4c62karticleoai:escholarship.org:ark:/13030/qt0cc2x5tj2011-07-02T17:58:45Zqt0cc2x5tjThe Influence of Wealth and Race in Four-Year College AttendanceSu Jin Jez2008-11-13College is increasingly essential for economic and social mobility. Current research devotes significant attention to race and socioeconomic factors in college access. Yet wealth’s role, as differentiated from income, is largely unexplored. Utilizing a nationally representative dataset, this study analyzes the role of wealth among students who attend four-year colleges. The hypothesis that wealth matters through the provision of differential habitus, social capital, and cultural capital that support the college-going process, is tested through the application of a series of binary logistic regressions. The results indicate that while wealthier students are much more likely to attend a four-year college than their less wealthy peers, the influence of wealth is essentially eliminated once we consider academic achievement, habitus, and social and cultural capital. This indicates that wealthier students garner advantages through increased academic preparation and through the characteristics of their upbringing, such as the type of school attended and parental expectations. Furthermore, controlling for wealth causes the disparities in four-year college attendance associated with race to disappear. Notably, Hispanic students are significantly more likely than white students to attend a four-year college in certain specifications, while black and Asian students are not significantly different from white students in any specification.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0cc2x5tjarticleoai:escholarship.org:ark:/13030/qt2qw3t68z2011-07-02T17:58:39Zqt2qw3t68zInvesting in Educational Technologies: The Challenge of Reconciling Institutional Strategies, Faculty Goals, and Student ExpectationsHarley, Diane2002-03-01The Higher Education in the Digital Age Project (HEDA) is concerned with the policy implications of information and communication technologies (ICTs) for higher education. This paper specifically analyzes some of the ways in which ICTs are being employed as possible solutions to the triad of pressures facing US research universities: (a) holding down costs, (b) providing access to an increasingly diverse demographic, and (c) maintaining quality. It presents a brief review of activities taking place throughout the US, and discusses some of the pressures that US research universities must face as they plan for the future. Challenges include the financing of ICTs, the pace of technological change, academic culture, student expectations and backgrounds, demands of public stakeholders, and the emergence of new competitive markets. This paper arose out of discussions we have held under the umbrella of the HEDA Project. Those discussions, which included a meeting in October 2001, are referenced throughout.Higher EducationTechnologyInformation and Communication TechnologiesICTapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2qw3t68zarticleoai:escholarship.org:ark:/13030/qt56j094hs2011-07-02T17:58:35Zqt56j094hsDifferent Patterns of Student-Faculty Interaction In Research Universities: An Analysis by Student Gender, Race, SES, and First-Generation StatusYoung K. KimSax, Linda2007-08-01This study examined the conditional effects of student-faculty interaction in a large research university system, based on various student characteristics including gender, race, and socio-economic and first-generation status. The study utilized data from the 2006 University of California Undergraduate Experience Survey (UCUES), a longitudinal survey of UC undergraduate students based at the Center for Studies in Higher Education at UC Berkeley. Cross-tabulations with Chi-square statistics and blocked separate regression analyses were employed as analytical methods. The study found that the impact of student-faculty interactions on student outcomes vary by student gender and race whereas it does not by student socio-economic or first-generation status. The positive relationship between research experiences and GPA, for example, is significantly stronger for African American students relative to other students. These and other conditional effects suggest avenues for future research for better understanding whether the nature of the faculty-student interaction differs in certain ways by race or gender, thus producing dissimilar outcomes for different groups.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/56j094hsarticleoai:escholarship.org:ark:/13030/qt64z5c7b02011-07-02T17:58:30Zqt64z5c7b0Internet as Teenager In Higher Education: Rapid Growth, Transformation, Uncertain but Bright FutureMatkin, Gary2007-08-01This is a personal reflection on the impact of Internet technologies on higher education around the world over the last 13 years. It chronicles my observations of differences between perceptions and realities, of enthusiasm and disappointment, and the changes that have taken place in learning, teaching, and the structure of higher education during this period. Based on the work of others, this reflection also includes a prediction of the near term introduction of new instructional technologies and draws implications for higher education from these predictions and this history. I conclude with an assertion that the Internet has already transformed higher education and that we can expect more rapid changes in the near future, changes that will alter not only learning, but the consciousness of all learners.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/64z5c7b0articleoai:escholarship.org:ark:/13030/qt78z2561p2011-07-02T17:58:15Zqt78z2561pThe Trajectory of Chinese Doctoral Education and Scientific ResearchWanhua Ma2007-08-01Dramatic enrollment expansion at the undergraduate level and institutional diversification are characteristics frequently used to describe major trends in China's massive higher education system. A less understood phenomenon is the relatively new and rapid establishment of graduate level programs that have implications for national economic development. As described in this study, beginning in the early 1980s, the Chinese government launched the first of a number of reforms meant to encourage the development of graduate programs and to change the face of China's higher education system. These programs were a substantial success. The quick development of the Ph.D. programs and the increasing number of students are part of a larger effort by the national government to increase China's national economic competitiveness and to both retain talent and attract Chinese nationals with graduate degrees to return to a robust economy with growing universities and research centers. At the same time, Chinese graduate education is still developing, and it faces many challenges. There is a need to both increase enrollment and to significantly improve the quality of its faculty and academic programs, with a focus on increasing the ability of students to pursue both scientific research and their knowledge of other nations and cultures.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/78z2561particleoai:escholarship.org:ark:/13030/qt3f17n04j2011-07-02T17:58:10Zqt3f17n04jThe United Arab Emirates: Policy Choices Shaping the Future of Public Higher EducationWarren H. Fox2007-08-21The United Arab Emirates (UAE) is in the midst of tremendous economic development. With a rapidly changing economy, it is increasingly important for this expatriate dependent country to start training a native, modern workforce with the skills required to enter the workplace. The UAE must continue improving and developing their higher education system if it wants to create graduates with the training and education required to compete with students and workers from over-seas. This paper will describe the UAE’s higher education system, as well as current and potential obstacles for UAE universities to overcome, focusing on issues such as funding concerns and student access.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3f17n04jarticleoai:escholarship.org:ark:/13030/qt5sc6j0rx2011-07-02T17:58:01Zqt5sc6j0rxFrom Diversity to Educational Equity: A Discussion of Academic Integration and Issues Facing Underprepared UCSC StudentsHolly Gritsch de CordovaCharis Herzon2007-11-01While the positive effects generated by student-faculty interaction associated with multiple student outcomes are well-documented, little is known about how various student subgroups experience student-faculty interaction differently. Among studies that have investigated this issue, some demonstrate that the levels and effects of student-faculty interaction may differ by student gender, race, and major field. The current project improves our understanding of the conditional effects of student-faculty interaction by examining different patterns of student- faculty interaction for various student subgroups, as well as their implications for higher education theory and practice. Specifically, it seeks to answer the questions: 1) How does the level of student-faculty interaction vary by student gender, race, SES, 1st generation status, and major field? 2) How does the student satisfaction with faculty contact vary by these student characteristics? 3) How does the relationship between student-faculty interaction and student educational outcomes vary by these student characteristics?application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5sc6j0rxarticleoai:escholarship.org:ark:/13030/qt3xk701cn2011-07-02T17:57:56Zqt3xk701cnShifting Identities, Blurring Boundaries: The Changing Roles of Professional Managers in Higher EducationCelia Whitchurch2008-05-22This paper builds on earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education (Whitchurch, 2004; 2006a; 2006b), and describes an empirical study that was undertaken between 2004 and 2007. It progresses the argument that the generic terms ‘administration’ and ‘management’ no longer do justice to the activities of these staff, and uses the concept of identity to develop four categories of bounded, cross-boundary, unbounded and blended professionals. Via these categories it is shown how individuals are not only interpreting their given roles more actively, but are also moving laterally across boundaries to create new professional spaces, knowledges and relationships. The paper goes on to introduce the concept of third space as an emergent territory between academic and professional domains, in which unbounded and blended professionals, particularly, are likely to work. It considers the implications of these developments for both institutions and individuals, and makes some comparisons with parallel groups of staff in Australia and the United States. Finally, it proposes that third space working is suggestive of future trends in professional identities, which may increasingly coalesce with those of academic colleagues who undertake project- and management oriented roles.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3xk701cnarticleoai:escholarship.org:ark:/13030/qt6bx4j66h2011-07-02T17:57:51Zqt6bx4j66hScience and Its Discontents: An Evolutionary TaleDonald Kennedy2008-05-22This paper analyzes the roots and implications of conflict between the conduct of science and government predilections in the United States, including the security state and neoconservative control of Washington. Three major conflicts are discussed: the emergence of new security and secrecy regimes that seek control of science; religiously derived moral viewpoints that seek to limit scientific research; and the purposeful shaping and censoring of scientific findings for political gain. All three policy issues, argues the author, have their roots in a growing public mistrust of science and its purposes, but also the actions of the current presidential administration. What is needed, he states, is a set of rules rooted in several common understandings or rules. First, policies resting on scientific or technological issues, like all public policies, are decided in the end not just by experts but by a variety of people and interests. Second, objective scientific results, tested by repeated efforts at confirmation, are necessary (though not sufficient) elements in such policy decisions. Third, if the scientists responsible for those findings are controlled or silenced by particular policy interests, or committed in advance to any particular category of policy outcome, the resulting decisions are likely to be wrong. If adopted in advance of the installation of the next administration, or at the outset, such a set of rules could be seen a forward-looking improvement in governance, rather than as yet another criticism of what has been going on in this one.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6bx4j66harticleoai:escholarship.org:ark:/13030/qt8kd4q0962011-07-02T17:57:47Zqt8kd4q096Back to the Basics: In Defense of Achievement (and Achievement Tests) in College AdmissionsGeiser, Saul2008-07-10Summarizing a decade of research at the University of California, this paper concludes that admissions criteria that tap student mastery of curriculum content, such as high-school grades and performance on achievement tests, are stronger predictors of success in college and are fairer to poor and minority applicants than tests of general reasoning such as the SAT.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8kd4q096articleoai:escholarship.org:ark:/13030/qt8hp0p7vd2011-07-02T17:57:42Zqt8hp0p7vdNeoliberalism, Performance Measurement, and the Governance of American Academic ScienceIrwin Feller2008-09-24The international thrust of neoliberal liberal policies on higher education systems has generally been to reduce governmental control over the operations of universities in de facto exchange for these institutions assuming increased responsibility for generating a larger share of their revenues and for providing quantitative evidence of performance. Differences in the structural and financial arrangements of the U.S. higher education and academic science system from those of other countries — especially the greater importance of private research universities and the modest share of state government appropriations in the operating budgets of public research universities — produce a different set of impacts and dynamics. Political demands for increased accountability, as in the recent, if rejected proposals of the U.S. Department of Education, would have increased government control of the operations of higher education institutions. Performance measurement systems used in some countries to allocate a portion of public sector funds for academic research are infrequently used in the U.S. Instead, these mechanisms and metrics increasingly reflect the displacement of professional and collegial decision-making by quantitatively based administrative procedures.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8hp0p7vdarticleoai:escholarship.org:ark:/13030/qt68p432p02011-07-02T17:57:38Zqt68p432p0The Poor and the Rich: A Look at Economic Stratification and Academic Performance Among Undergraduate Students in the United StatesDouglass, John AubreyThomson, Gregg2008-09-25A number of national studies point to a trend in which highly selective and elite private and public universities are becoming less accessible to lower-income students. At the same time there have been surprisingly few studies of the actual characteristics and academic experiences of low-income students or comparisons of their undergraduate experience with those of more wealthy students. This paper explores the divide between poor and rich students, first comparing a group of selective US institutions and their number and percentage of Pell Grant recipients and then, using institutional data and results from the University of California Undergraduate Experience Survey (UCUES), presenting an analysis of the high percentage of low-income undergraduate students within the University of California system — who they are, their academic performance and quality of their undergraduate experience. Among our conclusions: The University of California has a strikingly higher number of low-income students when compared to a sample group of twenty-four other selective public and private universities and colleges, including the Ivy Leagues and a sub-group of other California institutions such as Stanford and the University of Southern California. Indeed, the UC campuses of Berkeley, Davis, and UCLA each have more Pell Grant students than all of the eight Ivy League institutions combined. However, one out of three Pell Grant recipients at UC have at least one parent with a four-year college degree, calling into question the assumption that “low-income” and “first-generation” are interchangeable groups of students. Low-income students, and in particular Pell Grant recipients, at UC have only slightly lower GPAs than their more wealthy counterparts in both math, science and engineering, and in humanities and social science fields. Contrary to some previous research, we find that low-income students have generally the same academic and social satisfaction levels; and are similar in their sense of belonging within their campus communities. However, there are some intriguing results across UC campuses, with low-income students somewhat less satisfied at those campuses where there are more affluent student bodies and where lower-income students have a smaller presence.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/68p432p0articleoai:escholarship.org:ark:/13030/qt0vh9m8nj2011-07-02T17:57:33Zqt0vh9m8njUndergraduate Time Use and Academic Outcomes: Results from UCUES 2006Brint, SAllison M. Cantwell2008-09-24Class attendance and out-of-class study time are known to be strongly associated with academic engagement and college GPA. The paper examines two other uses of time as influences on academic outcomes: those devoted to active engagements with friends and community as opposed to passive entertainments, and those that connect students to campus life rather than separating them from campus life. Controlling for students’ socio-demographic backgrounds, previous academic achievements, and social and psychological stressors, we find that “activating” uses of time are associated with higher levels of academic engagement and higher GPAs. However, uses of time that connect students to campus life show inconsistent effects.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0vh9m8njarticleoai:escholarship.org:ark:/13030/qt5df0w4t02011-07-02T17:57:28Zqt5df0w4t0Research Universities: Core of the US Science and Technology SystemAtkinson, Richard2007-05-31This paper traces the historical development of the American research and technology enterprise from its origins in the post-Civil War period to its current international dominance in the discovery and dissemination of scientific knowledge. U.S. research universities have become the vital center of this enterprise over the past 60 years. But competitors in Europe and Asia, many of them looking to the American research university as a model, are beginning to challenge U.S. leadership in science and technology. The paper analyzes the nature of this challenge and the problems research universities must address to continue their remarkable record of success.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5df0w4t0articleoai:escholarship.org:ark:/13030/qt2jr287s02011-07-02T17:57:23Zqt2jr287s0Some Consequences of the New Information and Communication Technologies for Higher EducationTrow, Martin A2000-04-01It is a clouded crystal ball into which we peer to see the future of our universities and colleges, cloudy because of the uncertainties of the development of the new technologies of information and communication. The only thing we can be sure about is that these developments will have large and cumulative effects on our universities and colleges. This essay attempts to identify some defining characteristics of these technologies and their effects. It explores some of the sources of a continuing growth of demand for higher education in many if not all advanced societies that will accelerate the introduction of ICTs. The future will see a combination of traditional and distance learning rather than the replacement of traditional forms. This perspective is supported by the differential effects of ICTs on the varied functions of higher education.Instructional TechnologiesAccessDemand for Higher Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2jr287s0articleoai:escholarship.org:ark:/13030/qt6z7123s82011-07-02T17:57:18Zqt6z7123s8Higher Education in the Digital Age: A U.S. Perspective on Why Accurate Predictions May Be DifficultHarley, Diane2001-12-01This paper analyzes some of the ways in which Information and Communication Technologies (ICTs) are being employed as possible solutions to the triad of pressures facing US research universities: (a) holding down costs, (b) providing access to an increasingly diverse demographic, and (c) maintaining quality. It presents the preliminary results of a large research project investigating the economic and pedagogical impacts of technology enhancements in a large lecture course at the University of California, Berkeley. Findings from this study, as well as a review of activities taking place through out the US, show that student expectations and backgrounds, the pace of technological change, financing ICTs, demands of public stakeholders, and the emergence of new competitive markets are among the multiple pressures that US research universities must face as they plan for the future.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6z7123s8articleoai:escholarship.org:ark:/13030/qt2g35952f2011-07-02T17:57:12Zqt2g35952fNew Directions for Student Outreach: The University of California's School - University PartnershipsTimar, Thomas B.Ogawa, RodneyOrillion, Marie2002-06-01Higher EducationUCOutreachRecruitmentK-12Affirmative Actionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2g35952farticleoai:escholarship.org:ark:/13030/qt8bt8v20x2011-07-02T17:57:08Zqt8bt8v20xParadoxes and Dilemmas in Managing E-Learning in Higher EducationGuri-Rosenblit, Sarah2003-07-01The new information and communication technologies (ICT) affect currently most spheres of life, including all educational levels. Their effects are most likely to grow in the future. However, many predictions in the last few years as to the sweeping impact of the ICT on restructuring the teaching/learning practices at universities and their high profit prospects have not been materialized; and several large ventures of e-learning undertaken by the corporate world, new for-profit organizations and some leading universities failed to yield the expected results. This paper examines eight inherent paradoxes and dilemmas in the implementation process of the ICT in various higher education settings worldwide. The paradoxes and dilemmas relate to: the differential infrastructure and readiness of different-type higher education institutions to utilize the ICTs' potential; the extent to which the "old" distance education technologies and the new ICT replace teaching/learning practices in classrooms; the role of real problems, barriers and obstacles in applying new technologies; the impact of the ICT on different student clienteles; information acquisition versus knowledge construction in higher education; cost considerations; the human capacity to adapt to new learning styles and the ability to conduct research in face of the rapid development of the ICT; and the organizational cultures of the academic and corporate worlds. Understanding these inherent paradoxes and dilemmas is essential for policy makers at institutional and national levels of higher education systems in the process of planning a macro-level comprehensive strategy for the efficient and effective applications of the new ICT.Higher EducationTechnologyInformation and Communication TechnologyInstructionE-LearningOn-line Teachingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8bt8v20xarticleoai:escholarship.org:ark:/13030/qt0rn4b8d42011-07-02T17:57:03Zqt0rn4b8d4On the Challenge of Writing a University History: The University of OsloBenum, Edgeir1999-10-01This paper discusses the task of writing university history. While recognizing universities as institutions with universal features, the author stresses that important insights may be gained by assessing carefully the significance of the local and national circumstances within which universities have developed. He further argues for an integrative approach - the need to illuminate the dynamics of change through studying the interplay between various spheres of activity in universities, as well as the interplay between the university and its broader social context. Finally, he makes a case for analyzing the universities as suppliers of knowledge for society not only in terms of instrumental usefulness - as today seems fashionable - but also in terms of knowledge that has served to create cultural identities and "world views".International Higher EducationNation-State SystemsUniversity HistoryUniversity of Osloapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0rn4b8d4articleoai:escholarship.org:ark:/13030/qt6bv9c4qw2011-07-02T17:56:59Zqt6bv9c4qwVirtualization of Research Universities: Raising the Right Questions to Address Key Functions of the InstitutionPfeffer, Thomas2003-05-01The aim of this paper is to provide an overview of the variety of information and communication technology (ICT) applications at traditional universities and to integrate them into a holistic picture of the institution. Using the distinction of three key elements of scholarly activity (research, publication, education), it suggests a functional perspective of the organization as a way to raise questions for the assessment of ICT applications in universities. This may lead to a better understanding of the different rationales in research, publication, and education. Acknowledging these differences might enable finding ways for using ICTs to foster academic productivity in each of the different aspects separately and also for contributing to their integration in the organization of the university.Higher EducationTechnologyInformation and Communication TechnologyInstructionOn-line TeachingResearchPublicationsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6bv9c4qwarticleoai:escholarship.org:ark:/13030/qt2bf3z0t12011-07-02T17:56:54Zqt2bf3z0t1The Evolution of a Social Contract: The University of California Before and in the Aftermath of Affirmative ActionDouglass, John Aubrey1999-09-01This brief essay covers the history of admissions at the University of California (UC), including the development of affirmative action programs in the 1960s and, more recently, the heated political battle over the use of race and gender preferences at the University.Affirmative ActionAdmissionsEducational OpportunityUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2bf3z0t1articleoai:escholarship.org:ark:/13030/qt60c185b22011-07-02T17:56:50Zqt60c185b2California After Racial PreferencesTrow, Martin1999-04-01This paper provides comments on William Bowen and Derek Bok's book, The Shape of the River, and the issue of racial and ethnic preferences in California higher education.University of CaliforniaAffrimative ActionRacial PreferencesEthnic PreferencesProposition 209application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/60c185b2articleoai:escholarship.org:ark:/13030/qt457939mq2011-07-02T17:56:46Zqt457939mqGerman and American Higher Education in Comparison: Is the American System Relevant for Germany?Heyman, I. Michael1999-03-05This paper serves as an introduction to a conference devoted to a comparison of higher education in Germany and the United States and how the two systems cope with contemporary pressures and seek to take advantage of opportunities. Using the example of the University of California, it raises questions concerning how a higher education institution copes with growth while assuring, to the extent feasible, a number of desired outcomes related to student attainments, scholarship and research, and reasonable efficiency and cost among others.University of CaliforniaInternational Higher EducationGermanyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/457939mqarticleoai:escholarship.org:ark:/13030/qt1245x2bn2011-07-02T17:56:32Zqt1245x2bnGeneral Education in the 21st Century: A Report of the University of California Commission on General EducationThe University of California Commission on General Education2007-04-01In this report, the Commission on General Education in the 21st Century—a panel of University of California faculty and administrators—issues a call for renewed attention to general education in research universities, highlighting specific reforms for University of California campuses. In addition to analyzing the historical, institutional, and cultural contexts of general education in the United States, it acknowledges the forces that constrain investment in general education and lists recommendations to improve general education in the face of these constraints. Unlike other recent studies of undergraduate education, which have focused on individual institutions, this report analyzes potential improvements to general education in research universities generally. The Commission, funded by Carnegie Corporation of New York and the William and Flora Hewlett Foundation, was co-chaired by Michael Schudson (University of California, San Diego and the Graduate School of Journalism, Columbia University) and Neil Smelser (University of California, Berkeley). Its 25 members included representatives from all nine University of California undergraduate campuses as well as authorities on higher education from Harvard, Stanford, and Princeton.general educationresearch universitiesuniversity of californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1245x2bnarticleoai:escholarship.org:ark:/13030/qt9fn7k5n92011-07-02T17:56:27Zqt9fn7k5n9Engineers Should Have a College EducationKing, C. Judson2006-06-01Many societal trends and needs call for engineers to broaden their outlooks, have more flexible career options, and work closely and effectively with persons of quite different backgrounds. Yet the education and general orientation of engineers have been directed inward toward the profession, rather than outward toward the rest of society and the world. Engineering education should change to create a broader outlook and understanding in graduates and thereby engender capabilities for linkages and more likelihood of advancement into management and/or movement into other areas. The appropriate steps include moving the accredited professional engineering degree to the master's level and building upon a liberal education bachelor's degree that is analogous to pre-medical education.Higher EducationAccreditationCurriculumEngineeringLiberal ArtsDiversityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9fn7k5n9articleoai:escholarship.org:ark:/13030/qt0f26j36k2011-07-02T17:56:23Zqt0f26j36kOpenness and Globalization in Higher Education: The Age of the Internet, Terrorism, and OpportunityVest, Charles M2006-06-01Charles Vest gave the second of three Clark Kerr Lectures on the Role of Higher Education in Society on April 21, 2005 on the Santa Barbara campus. The Age of the Internet presents remarkable opportunities for higher education and research in the United States and throughout the world. The rise of a meta-university of globally shared teaching materials and scholarly archives, undergirding campuses everywhere, both rich and poor, could well be a dominant, democratizing aspect of the next few decades. Even as we develop the meta-university and other forms of digitally empowered educational globalization, we must maintain the openness of our campuses here in the United States. Our openness to international students, scholars, and faculty members, as well as the openness of scientific inquiry and communication, must be balanced against national security concerns in the face of terrorism. But the lessons of history confirm that openness is a great contributor to the security of our nation and world in the long run, and must be preserved.Higher EducationGlobalizationInternationalUSScienceTechnologyIntellectual Propertyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0f26j36karticleoai:escholarship.org:ark:/13030/qt4nc500tx2011-07-02T17:56:17Zqt4nc500txThe Role of the University of California Academic Senate in Admissions Policy: Establishing Working RulesDouglass, John Aubrey1997-05-01This policy brief was prepared for the University of California Academic Senate and provides a general outline of the future role of the Senate's Board of Admissions and Relations with Schools (BOARS) in setting universitywide undergraduate admissions policy. BOARS has the prerogative to act as the "lead agency" in this important area of educational policy, subject to the actions of the Regents, and recognizing the purview of the President and the Chancellors in coordinating the administrative process of selection and setting general enrollment limits, and the need to consult with the Vice President for Student Affairs and campus admissions officers. The term "lead agency" reflects the concept that admissions is an area of shared responsibility with the administration, and that other entities, including the office of the Assistant Vice President for Students Affairs, are crucial to implementing the admissions process. Yet it is important to separate the administrative tasks from educational policy issues. This brief provides a set of proposed "working rules" and an outline of university policies in the area of undergraduate admissions.Undergraduate AdmissionsShared GovernanceAcademic Senateapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4nc500txarticleoai:escholarship.org:ark:/13030/qt930044032011-07-02T17:56:08Zqt93004403Planning New UC Campuses in the 1960s: A Background Paper for UC Merced on the Role of the Universitywide SenateDouglass, John Aubrey1998-12-01This brief provides additional information on the role of the Academic Senate in new campus planning in the 1960s. A previous report, "The Role of the Academic Senate in Tenth Campus Planning," provided background information for the University of California Academic Council and the Assembly of the Academic Senate regarding the potential role of the Academic Senate in establishing UC Merced. The Merced campus is scheduled to begin instruction in the fall of 2004. This report is intended to provide contextual information for the Academic Senate's UC Merced Task Force.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/93004403articleoai:escholarship.org:ark:/13030/qt4x46b81g2011-07-02T17:56:03Zqt4x46b81gBiology at BerkeleyTrow, Martin A1999-03-01This paper is concerned with the reorganization of biology at Berkeley, begun in the late 1970s and early 1980s, and now well along. Key to the initiation of change was the appointment of a Chancellor and Vice-chancellor who were committed to the changes, and the enlistment of outstanding biologists already at Berkeley to design the reform and carry it through. The paper raises the following questions: what led to the momentous changes in this leading research university; what actually happened as a result of the reform; what the key forces were that made the reform possible; and what, if anything, are the implications of the reform for other universities in the United States and in other countries.BiologyAcademic DepartmentsAdministrative Restructuringapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4x46b81garticleoai:escholarship.org:ark:/13030/qt9db970dq2011-07-02T17:55:58Zqt9db970dqThe Cold War, Technology and the American UniversityDouglass, John Aubrey1999-09-01The translation of Sputnik from a scientific into a political event changed the dynamics of federal science and technology policy, and elevated to new heights the American research university as a pivotal tool for winning the Cold War. This paper discusses this significant shift in federal policy, its impact on America's research universities and scientific community, and its influence on the contemporary economy. Sputnik prompted a significant expansion in the training of scientists and engineers, and acted as a catalyst for large-scale federal funding for higher education. It also resulted in the federal government becoming the nation's primary source of R&D investment. The result was a greatly accelerated shift in scientific research increasingly toward a multi-disciplinary model and the creation of new knowledge that form the foundation for today's technological innovations that may well exceed in importance the trials and tribulations of the Cold War itself.Basic ResearchApplied ResearchCold WarSputnikR&DEconomic Developmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9db970dqarticleoai:escholarship.org:ark:/13030/qt4614f21q2011-07-02T17:55:53Zqt4614f21qU. C. Faculty Hiring: The Pool, Parity, and Progress -- Testimony to the Senate Select Committee on Government OversightGreenwood, M. R. C.2001-01-01This paper represents the testimony before a State Senate Committee concerning the hiring of women faculty at the University of California. It examines the status of the employment of women faculty, the decrease in the hiring of women after Prop. 209, the difficulties of the job market, and the strategies the university is using to attract and retain qualified women faculty.Affirmative ActionUniversity of CaliforniaFaculty HiringWomen Facultyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4614f21qarticleoai:escholarship.org:ark:/13030/qt66n4x6g42011-07-02T17:55:47Zqt66n4x6g4Admissions Bias: A New Approach to Validity Estimation in Selected SamplesRothstein, Jesse M2002-05-01Validity researchers typically work with nonrandom samples, membership in which depends in part on the exam score being investigated. In a study of the SAT's validity for freshman GPA at a particular college, for example, FGPA is not observed for the entire pool of potential applicants, but only for those who are admitted and enroll. This sample selection biases validity estimates. Corrections for restriction of range remedy the problem only when the exam score is the sole determinant of selection, and even then do not permit consistent estimation of the exam's incremental validity. Regression omitted variables results motivate a proposed validity estimator that is consistent whenever the determinants of selection are observed. An algorithm is suggested for calculation of these "robust" validity coefficients, and used to estimate the SAT's validity at the University of California. The usual validity estimates are shown to be substantially biased, in the hypothesized directions, by admissions-induced sample selection.Higher EducationSATTestsExamsAdmissionsValidityIncremental ValiditySelection BiasUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/66n4x6g4articleoai:escholarship.org:ark:/13030/qt9m44x5tf2011-07-02T17:55:43Zqt9m44x5tfVirtualpolitik: Obstacles to Building Virtual Communities in Traditional Institutions of KnowledgeLosh, Elizabeth2005-06-01Digital collaborations are often stymied because institutions of higher education are increasingly divided between two cultures: the culture of knowledge and the culture of information. Campuses primarily remain institutions of knowledge, although practices of information acquisition can no longer be ignored, especially since the advent of networked computing and study with digital texts. Yet the traditional division of labor and the ownership of intellectual property within the academy are threatened by digital collaborations; and the claims of information theory, which is associated with epistemologies of uncertainty and probability, challenge conservative ideologies of university culture. As a result, policies for the development of hybrid instruction and digital archives are often dictated by "Virtualpolitik," or the Realpolitik of virtual institutions, in lieu of a long-term vision for meaningful institutional change. This paper examines four Internet-based initiatives designed to improve cross-campus teaching and learning in California public universities - MERLOT, CPR, UCWRITE, and SPIDER - and argues that effective programs with lasting legacies take advantage of a "bazaar" rather than a "cathedral" development model and incorporate meaningful "information literacy" objectives that go beyond the mastery of particular terms and tools.Higher EducationKnowledgeInformationInstitutional CultureDigital CollectionsDigital CollaborationsOnline InitiativesOnline LearningInstructional TechnologyPedagogyInstructionWritingHumanitiesInformation LiteracyIntellectual PropertyUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9m44x5tfarticleoai:escholarship.org:ark:/13030/qt89b2b1zt2011-07-02T17:55:38Zqt89b2b1ztAn Emerging View on Accountability in American Higher EducationLeveille, David E.2005-05-01Higher education has become the focus of increased public debate. Stewardship of public resources, student achievement or the lack thereof, relationships and “partnerships” with business and industry in the area of research, substantial increases in tuition and fees, public perception of wrong-doing in the quality of programs, and allegations of wrongdoing in financial and programmatic areas have all led to calls for greater transparency, accountability, and impartiality. At root, these issues all concern trust. This paper discusses accountability in higher education as well as the need to promote increased public trust, and focuses on the need for a balance between autonomy and accountability. It identifies the drivers for accountability at the international, national, and state levels, and offers new ways of thinking about the relationship between accountability and accreditation processes. Policymakers and educational leaders must address the accountability process in addition to nurturing the public’s trust while balancing the interactions among the responsibility of various educational actors, goals, resources, standards, and rewards/sanctions. In providing this emerging view of the issues of accountability and pubic trust in higher education, the paper is intended to serve as a catalyst for discussion as a means to advance the overall delivery of high quality higher education.Higher EducationAccountabilityPublic TrustAutonomyAccreditationPolicyInstitutional Missionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/89b2b1ztarticleoai:escholarship.org:ark:/13030/qt71c6v7nv2011-07-02T17:55:34Zqt71c6v7nvDon't Ask, Don't Tell: Evolution of the UC Conflict of Commitment PolicyDrummond, William J.2003-04-01On July 1, 2001, the University of California Office of the President instituted a new set of rules designed to curb excessive moonlighting, or in academic parlance, "conflict of commitment" in terms of the time and effort professors devoted to their jobs. This paper examines the background and development of this policy.Higher EducationUCPolicyEmploymentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/71c6v7nvarticleoai:escholarship.org:ark:/13030/qt9hf3t0442011-07-02T17:55:28Zqt9hf3t044California and the SAT: A Reanalysis of University of California Admissions DataZwick, RebeccaBrown, TerranSklar, Jeffrey C.2004-07-01As part of the University of California's recent reconsideration of the role of the SAT in admissions, the UC Office of the President published an extensive report, UC and the SAT (2001), which examined the value of SAT I Reasoning Test scores, SAT II Subject Test scores, and high school grades in predicting the grade-point averages of UC freshmen (UCGPA), as well as the role of economic factors in predicting UCGPA. The analyses in UC and the SAT were based primarily on data that had been aggregated across freshmen cohorts (1996 through 1999) and across UC campuses. In the current study, by contrast, data were analyzed within campuses and cohorts and then summarized. While some of our conclusions are similar to those in UC and the SAT, others are not. Like the earlier study, for example, our reanalyses showed that, considered collectively, the SAT II tests required by UC (Writing, Math, and a third test of the applicant's choice) are slightly superior to the SAT I as a predictor of UCGPA. But our reanalyses also revealed considerable variability across campuses and freshman cohorts in the predictive value of high school grades and test scores, which was masked in the earlier analyses. Also, our reanalyses did not support the conclusion in UC and the SAT that SAT II scores are "less sensitive" to socioeconomic factors than SAT I scores, an assertion that was often repeated during the SAT debate that took place in 2001 and 2002.AdmissionsAdmissions TestingCollege Admissions PolicySATStandardized TestsUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9hf3t044articleoai:escholarship.org:ark:/13030/qt8zh1g8112011-07-02T17:55:24Zqt8zh1g811University-Industry Relations in the Market for Online Courses and DegreesBrint, StevenPaxton-Jorgenson, KatrinaVega, Eric2003-07-01The market for online courses and degrees has continued to grow in recent years in spite of an overall slowdown in the growth of Internet-related industries. Who will control the new market for online courses and degrees - universities or corporations, or will a division of labor emerge between the two? What are the advantages of universities and corporations in this new market, and what are their liabilities? Will widely-endorsed models of "blended" online learning, which require some face-to-face interaction, become the norm, or will most courses substitute chat rooms and bulletin boards for face-to-face interaction? This study investigates these questions.Higher EducationTechnologyInformation and Communication TechnologyInstructionOn-line TeachingInstructional Designapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8zh1g811articleoai:escholarship.org:ark:/13030/qt0wr2f02r2011-07-02T17:55:15Zqt0wr2f02rCurrent Transformations in Norwegian Higher EducationHelsvig, Kim Gunnar2002-03-01This article revises Norwegian higher education debate from the publication of a radical reform proposal made by a government committee in May 2000 until the closure of the reform process in the parliament in May 2001. It is argued that a great rhetorical divide between neo-liberal and Humboldtian concepts of higher education characterized the debate, and that this to some extent distorted the coherence of the final solutions. Nevertheless, it is maintained that the reform is quite likely to instigate a period of profound changes in the national higher education system.Higher EducationTechnologyDigital TechnologyMarketingE-LearningInternational EducationGlobalizationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0wr2f02rarticleoai:escholarship.org:ark:/13030/qt6p0442562011-07-02T17:55:10Zqt6p044256The Role of US Higher Education in the Global E-Learning Marketvan der Wende, Marijk2002-01-01This paper analyzes system and institutional level responses to the growing demand for e-learning in the US in comparison with a number of other countries and regions. It reviews the external forces and factors that are driving institutions to introduce and use ICT in this area and investigates in particular the role of globalisation and increasing competition. The responses of institutions to the changing (global) environment are discussed with respect to e-learning models and international strategies. Finally, a number of future scenarios are presented as well as an outline for research on the strategic pathways institutions may choose in planning for the future.Higher EducationTechnologyDigital TechnologyMarketingE-Learningapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6p044256articleoai:escholarship.org:ark:/13030/qt6q21h2652011-07-02T17:55:05Zqt6q21h265Trust, Markets and Accountability in Higher Education: A Comparative PerspectiveTrow, Martin1996-06-12In recent years problems have emerged around the American system of accrediting colleges and universities - a peculiar system involving voluntary regional associations of colleges and universities, public and private, which appoint committees of academics to make visits to their member institutions and report first on whether they are reasonably decent institutions of higher education, and secondly, on how they might improve themselves. This paper explores these issues comparatively in the American and European contexts.Higher EducationUnited KingdomEuropeUnited StatesAccountabilityMarketingapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6q21h265articleoai:escholarship.org:ark:/13030/qt9nd7q9rc2011-07-02T17:55:01Zqt9nd7q9rcIn Praise of Weakness: Chartering, the University of the United States, and Dartmouth CollegeTrow, Martin2003-03-01This paper explores the proposition that if American higher education has been broadly successful in serving its society, it is in large part because American colleges and universities, and the system of which they are part, were created under conditions of weakness, both academic and financial.Higher EducationGovernanceFinanceEconomicsUniversity of the Unitedapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9nd7q9rcarticleoai:escholarship.org:ark:/13030/qt6t7571k92011-07-02T17:54:50Zqt6t7571k9University Teaching as E-Business? Research and Policy AgendasHarley, DianeMatkin, GaryGoldstein, MichaelJohnstone, SallyLyman, PeterGeiger, RogerAbelson, HalKumar, VijayLapiner, RobertStark, Philip B.Cox, Geoffrey M.DiPaolo, AndyZelmanowitz, JuliusLarsen, KurtCurran, ChrisRowe, LawrenceKalil, Thomas A.Trow, Martin2002-06-26Selected Conference Proceedingstechnologyon-line educatione-Learningeconomicsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6t7571k9articleoai:escholarship.org:ark:/13030/qt68d9t1rm2011-07-02T17:54:44Zqt68d9t1rmCosts, Culture, and Complexity: An Analysis of Technology Enhancements in a Large Lecture Course at UC BerkeleyHarley, DianeHenke, JonathanLawrence, ShannonMcMartin, FloraMaher, MichaelGawlik, MarytzaMuller, Parisa2003-03-01As colleges and universities nationwide anticipate enrolling more than two million new students over the next decade, UC Berkeley is exploring options for serving more students, more cost effectively, in large lecture courses. This research project analyzes economic and pedagogical questions related to the use of on-line lecture and laboratory material in a large introductory chemistry course at UC Berkeley. We undertook a quasi-experimental two-year study to determine if the utilization of on-line teaching materials results in significant restructuring of staff time in laboratories and lectures, if teaching facilities can be used by more students, and if the technology enhancements affect student performance and/or attitudes. What emerged is a rich, yet complicated, profile of the effects that technology enhancements have on the individuals and organizations involved in implementation and testing.on-line teachingcurriculumchemistrypedagogyinstructionUniversity of Californiatechnologyevaluationfinanceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/68d9t1rmarticleoai:escholarship.org:ark:/13030/qt3892k4rm2011-07-02T17:54:40Zqt3892k4rmDeveloping Graduate Students of Color for the Professoriate in Science, Technology, Engineering, and Mathematics (STEM)MacLachlan, Anne J2006-03-01This paper presents part of the results of a completed study entitled A Longitudinal Study of Minority Ph.D.s from 1980-1990: Progress and Outcomes in Science and Engineering at the University of California during Graduate School and Professional Life. It focuses particularly on the graduate school experience and degree of preparation for the professoriate of African American doctoral students in the sciences and engineering, and presents the results of a survey of 33 African American STEM Ph.D.s from the University of California earned between 1980-1990. Relationships with thesis advisors and principal investigators are evaluated by the study participants in fifteen specific areas from highly-ranked intellectual development to low-ranked training in grant writing. Deficits in training and socialization are discussed along with the tension between being both an African American and a graduate student. Career choices and outcomes are presented. These findings, in conjunction with current analyses of graduate education in STEM, suggest ways in which graduate training for all could be improved.Higher EducationDoctorateScienceEngineeringMathematicsRaceAffirmative ActionSurveyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3892k4rmarticleoai:escholarship.org:ark:/13030/qt4sj0v9062011-07-02T17:54:30Zqt4sj0v906Investment Patterns in California Higher Education and Policy Options for a Possible FutureDouglass, John Aubrey2002-05-01What has been the level of public investment in the California higher education system, and how has it performed over the past century? What are the challenges that this system faces in the future and what level of investment is necessary? This paper attempts to provide an historical context to these questions to assist Californians as they once again consider how to expand educational opportunity. California now faces a dramatic new period of potential enrollment and program growth that will have a significant impact on socio-economic mobility, and on the state's economic competitiveness. How might the state rise to the occasion?Higher EducationFinanceEconomyEnrollment GrowthDemand for Higherapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4sj0v906articleoai:escholarship.org:ark:/13030/qt38x683z52011-07-02T17:54:23Zqt38x683z5Accountability in Higher Education: A Public Agenda for Trust and Cultural ChangeLeveille, David E.2006-12-01This timely report focuses on accountability -- the current lingua franca of higher education -- and the question of the public trust as a reflection of the respect and confidence of the people that are served by the nation's colleges and universities. Designed to assist policymakers and educational leaders, the report identifies the components of a state-level higher education accountability system: acting on a public agenda, maintaining the public trust of the people served by higher education, instituting well-conceived and meaningful performance indicators, and enabling data-driven decision making are each considered essential for engaging all stakeholders in a state's higher education accountability system. Elected officials, members of the higher education system, and stakeholders all must work in partnership with one another to carry out their respective roles. The report also highlights public trust and its import as it relates to policymaking and higher education.higher educationaccountabilitypublic trustpolicyCaliforniainternationalapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/38x683z5articleoai:escholarship.org:ark:/13030/qt7pb373fw2011-07-02T17:54:14Zqt7pb373fwCan Public Research Universities Compete?Brint, Steven2006-11-01Many leaders of public research universities worry about falling behind private research universities at a time when private university finances have improved dramatically and state support for higher education has declined. In this paper, I provide grounds for a more optimistic view of the competitive position of public research universities. I develop two "business models" for higher education: the public research university model is based on high volume of enrollments and low cost per student, while the private university model is based on low volume and high cost. I show that the private model, at its best, generates a high proportion of future leaders, stronger educational reputations, and leads to the accumulation of more institutional wealth. However, the public model remains viable and successful, principally because it typically generates larger faculties. The total societal contribution of public research universities, as measured by human capital development and research publication, is greater than that of private universities.Higher EducationPublicPrivatePolicyInstitutional MissionResearchSocial Contractapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7pb373fwarticleoai:escholarship.org:ark:/13030/qt9bn6m1hs2011-07-02T17:54:10Zqt9bn6m1hsRace, Income, and College in 25 Years: Evaluating Justice O'Connor's ConjectureKrueger, AlanRothstein, Jesse MTurner, Sarah2006-11-01In Grutter v. Bollinger (2003), Justice Sandra Day O’Connor conjectured that in 25 years affirmative action in college admissions will be unnecessary. We project the test score distribution of black and white college applicants 25 years from now, focusing on the role of black-white family income gaps. Economic progress alone is unlikely to narrow the achievement gap enough in 25 years to produce today’s racial diversity levels with race-blind admissions. A return to the rapid black-white test score convergence of the 1980s could plausibly cause black representation to approach current levels at moderately selective schools, but not at the most selective schools.Higher EducationPolicyRaceAccessEconomicsFinancial Aidapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9bn6m1hsarticleoai:escholarship.org:ark:/13030/qt4j89c3f72011-07-02T17:54:04Zqt4j89c3f7Scholarly Communication: Academic Values and Sustainable ModelsKing, C. JudsonHarley, DianeEarl-Novell, SarahArter, JenniferLawrence, ShannonPerciali, Irene2006-07-27This study reports on five interdisciplinary case studies that explore academic value systems as they influence publishing behavior and attitudes of University of California, Berkeley faculty. The case studies are based on direct interviews with relevant stakeholders—faculty, advancement reviewers, librarians, and editors—in five fields: chemical engineering, anthropology, law and economics, English-language literature, and biostatistics. The results of the study strongly confirm the vital role of peer review in faculty attitudes and actual publishing behavior. There is much more experimentation, however, with regard to means of in-progress communication, where single means of publication and communication are not fixed so deeply in values and tradition as they are for final, archival publication. We conclude that approaches that try to "move" faculty and deeply embedded value systems directly toward new forms of archival, "final" publication are destined largely to failure in the short-term. From our perspective, a more promising route is to (1) examine the needs of scholarly researchers for both final and in-progress communications, and (2) determine how those needs are likely to influence future scenarios in a range of disciplinary areas.Higher EducationScholarly PublishingElectronic PublishingDigital MediaResearchPublicationFacultyTenureMeritapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4j89c3f7articleoai:escholarship.org:ark:/13030/qt1vr4f0b22011-07-02T17:54:00Zqt1vr4f0b2Markets in Higher Education: Can We Still Learn from Economics' Founding Fathers?Teixeira, Pedro Nuno2006-03-01Markets or market-like mechanisms are playing an increasing role in higher education, with visible consequences both for the regulation of higher education systems as a whole, as well as for the governance mechanisms of individual institutions. This article traces the history of economists’ views on the role of education, from Adam Smith, John Stuart Mill, Alfred Marshall, and Milton Friedman, to present-day debates about the relevance of market economies to higher education policy. Recent developments in higher education policy reflect both the rising strength of market mechanisms in higher education worldwide, and a certain ambivalence about these developments. The author argues that despite the peculiarities of the higher education sector, economic theory can be a very useful tool for the analysis of the current state of higher education systems and recent trends in higher education policy.Higher EducationEconomicsMarketsPolicyGovernmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1vr4f0b2articleoai:escholarship.org:ark:/13030/qt2mz685hs2011-07-02T17:53:54Zqt2mz685hsFederal, State, and Local Governments: University Patrons, Partners, or Protagonists?Vest, Charles M2006-02-01Charles Vest gave the first of three Clark Kerr Lectures on the Role of Higher Education in Society on April 19, 2005 on the Berkeley campus. This essay argues that research-intensive public and private universities increasingly have far more similarities than differences in missions, structures, and even financial support. For both, the federal government, despite numerous tensions, remains our indispensable partner. At the same time, the role of state governments toward their public universities has evolved from that of patron to that of partner - sometimes a minor partner financially. Yet at every level - federal, state, and local - governments and universities each consider themselves to be the protagonist having the central role, moral authority, and last word in setting the objective and the course. Despite its complexities and tensions, out of this stew (with philanthropists and the private sector thrown in for good measure), we have forged the greatest system of higher education in the world and we must work hard and effectively to sustain and continuously improve it. We must strive for innovation and excellence, but also nurture broad access to this system and stay true to our fundamental mission of creating opportunity.Higher EducationMissionGovernmentAccessFinanceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2mz685hsarticleoai:escholarship.org:ark:/13030/qt70t8d4q12011-07-02T17:53:49Zqt70t8d4q1The Effects of a Changing Financial Context on the University of CaliforniaKissler, Gerald RSwitkes, Ellen2005-12-01California’s loss of capital gains and stock options revenue during the recent economic downturn was one of the worst in the nation, and the resulting fiscal crisis led to reductions in State appropriations to the University of 15% over the past four years, while enrollments grew by 19%. This article examines the effects of this reduction in State funding and outlines the actions taken by the University of California to minimize the impact of these reductions in State funding. Despite sharp increases, student tuition and fee increases offset less than one-third of the total cut. Those additional tuition and fee revenues were, however, targeted and offset much of the impact on instructional programs, though there were large cuts in other areas. The University took steps to streamline administrative processes and to make better use of limited State funds by utilizing technology and leveraging the power of a multi-campus system to minimize the impact on academic support budgets. Nevertheless, the quality of the educational program has been affected, graduate student support levels are below those of the University’s competitors, and salaries for both faculty and staff are well below market. In the short run, the University of California seems to have avoided some of the more serious effects of the loss of State funds on the academic program; the long term prospects, however, are less clear.FinanceEconomicsPolicyCaliforniaTuition and FeesAdministrationFacultyGraduate StudentsLibraryapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/70t8d4q1articleoai:escholarship.org:ark:/13030/qt32n2v7012011-07-02T17:53:44Zqt32n2v701The Dynamics of Variable Fees: Exploring Institutional and Public Policy ResponsesWard, DavidDouglass, John Aubrey2005-05-01Variable fees at the graduate and undergraduate levels are a topic of discussion in the US and in the EU as part of a larger movement towards increasing the role of fees in the funding of public universities. This essay describes this relatively new shift and its causes, outlines various funding models related to fee levels, and discusses the possible policy implications of variable fee structures. Here we argue that much of the movement toward increased fees in places such as the US and the UK is being pursued incrementally, without an adequate discussion of the long-term implications either for students or for how universities fund academic programs.Higher EducationGovernmentPolicyFeesCostsFinancePublic UniversitiesUSUKapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/32n2v701articleoai:escholarship.org:ark:/13030/qt4437q6c52011-07-02T17:53:40Zqt4437q6c5The Merits of the National Merit Scholars Program: Questions and ConcernsHayashi, Patrick2005-03-01After passage of Proposition 209, the University of California began searching for race-neutral admissions criteria that would allow it to minimize drops in enrollment of underrepresented minorities. Concern for underrepresented minorities led to several changes in admissions policies, most notably the introduction of comprehensive or holistic review for freshmen admission at all UC campuses. These efforts to identify criteria that would support UC’s efforts to maintain a racially and ethnically diverse student body have led to another unexpected development. The Board of Admissions and Relations with Schools (BOARS), UC’s faculty committee charged with overseeing admissions policies, has begun to do more than try to find admissions criteria that can help maintain racial and ethnic diversity. The committee has begun to question all criteria, including criteria that have long been regarded as reflecting high academic achievement. The first criterion that BOARS has questioned is related to the National Merit Scholarship Program. On March 1, 2005, Professor Michael Brown, chair of BOARS, wrote to campus admissions committees asking them to reconsider any preferences they might be giving to National Merit Scholars because BOARS had questions and concerns about the "merits of the National Merit Scholars Program." This paper describes the questions and concerns that prompted this inquiry.Higher EducationTestingAdmissionsAffirmative ActionRaceUnder-represented MinoritiesPolicyPSATNational Merit ScholarsCaliforniaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4437q6c5articleoai:escholarship.org:ark:/13030/qt8tp5b7kd2011-07-02T17:53:35Zqt8tp5b7kdHow Best to Coordinate California Higher Education: Comments on the Governor's Proposed ReformsFox, Warren H.2005-03-01California government is now considering major reforms in the organization of higher education, specifically dismantling the state’s independent planning and coordinating agency, the California Postsecondary Education Commission (CPEC), and placing it and the Student Aid Commission under a new position in the governor’s office, possibly a Secretary of Higher Education. This recommendation is the result of Governor Schwarzenegger’s establishment of the California Performance Review Commission, in February of 2004, to investigate possible reorganization and other reforms for reducing spending and creating greater efficiencies in state government. Some fourteen teams, divided into seven "functional" areas (e.g., education) and seven cross-cutting areas (e.g., procurement and information technology), developed recommendations for consideration by the governor’s office. This paper comments on the governor’s proposal and more generally on the appropriate structure for coordinating California’s massive higher education system.Higher EducationGovernmentPolicyReformCaliforniaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8tp5b7kdarticleoai:escholarship.org:ark:/13030/qt3ft1g8rz2011-07-02T17:53:25Zqt3ft1g8rzThe Role of Advanced Placement and Honors Courses in College AdmissionsGeiser, SaulSantelices, Veronica2004-07-01This study examines the role of Advanced Placement (AP) and other honors-level courses as a criterion for admission at a leading public university, the University of California, and finds that the number of AP and honors courses taken in high school bears little or no relationship to students’ later performance in college. AP is increasingly emphasized as a factor in admissions, particularly at selective colleges and universities. But while student performance on AP examinations is strongly related to college performance, merely taking AP or other honors-level courses in high school is not a valid indicator of the likelihood that students will perform well in college. These findings suggest that institutions may need to reconsider the use of AP as a criterion in “high stakes” admissions, particularly given the marked disparity in access to AP and honors courses among disadvantaged and underrepresented minority students.Higher EducationAdmissionsTestingAdvanced PlacementAffirmative ActionMinority EnrollmentEligibility in the Local ContextUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3ft1g8rzarticleoai:escholarship.org:ark:/13030/qt6qq4j13n2011-07-02T17:53:21Zqt6qq4j13nReport: Public Trust in Higher Education and A Media Review of Press Articles in CaliforniaFox, Warren H.Earl-Novell, Sarah L.2004-08-01The purpose of this report is to better determine the level of general public trust in public higher education and the content of published articles in the press that may influence and reflect public confidence. By conducting a six-month media scan of four California newspapers, an overview is provided of the key concerns and issues facing higher education today.Higher EducationPublic TrustPublic OpinionMediaPublic UniversitiesAdmissionsBudgetFiscal CrisisDiversityAppointmentsBusinessUnionStrikesNuclear Weapons LabsClark KerrTextbooksLawInternationalBasic Academic SkillsUniversity of CaliforniaCal State UniversityCalifornia Community Collegesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6qq4j13narticleoai:escholarship.org:ark:/13030/qt1dp6w2cc2011-07-02T17:53:16Zqt1dp6w2ccThe Role of the Land-Grant Institution in the 21st CenturySherwood, James E.2004-08-01The paper focuses on the land-grant mission of outreach to its community. It reviews the history of the land-grant institution and its missions, especially in the context of changes in higher education at the end of the 20th century that affect funding, demographics, and institutional mission and culture. UC Berkeley provides a case study. The paper proposes that land-grant institutions need a specific organization or unit dedicated to lifelong learning, and that there needs to be a national, standard-setting body for engagement.Higher EducationOutreachAcademic EngagementLifelong LearningLand-Grant InstitutionsMissionPolicyUC BerkeleyExtensionKellogg Commissionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1dp6w2ccarticleoai:escholarship.org:ark:/13030/qt3d2873q32011-07-02T17:53:02Zqt3d2873q3Californians Redefine Academic FreedomTrow, Martin A2005-02-01This position paper discusses the changes to the UC Academic Senate’s regulations on academic freedom and on policies for teaching potentially contentious or political issues, arguing that the new regulation has not been adequately considered in light of its detrimental effect on academic standards. Whereas previously the university’s policy had stated that faculty were not to use their teaching to "convert" students, the new regulation relies on individual instructors’ "competence" and allows for their politically committed viewpoints instead of establishing any guidelines for unbiased teaching practices.Academic FreedomHigher EducationPolicyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3d2873q3articleoai:escholarship.org:ark:/13030/qt2d83s4q02011-07-02T17:52:56Zqt2d83s4q0The Educational Benefits of Sustaining Cross-Racial Interaction Among UndergraduatesChang, Mitchell J.Denson, NidaSáenz, VictorMisa, Kimberly2005-02-01This study examined whether or not students who either had higher levels of cross-racial interaction during college or had same-institution peers with higher average levels of this type of interaction tend to report significantly larger developmental gains than their counterparts. Unlike previous quantitative studies that tested cross-racial interaction using single-level linear models, this study more accurately models the structure of multilevel data by applying Hierarchical Linear Modeling (HLM). The general pattern of findings suggests that higher individual levels of cross-racial interaction have positive effects on students' openness to diversity, cognitive development, and self-confidence. The results also show that even though a student’s own level of cross-racial interaction is a more direct and powerful way to realize developmental gains, simply being in an environment where other students are interacting frequently also contributes to students’ self-reported development.Cross-Racial InteractionDiversityAffirmative ActionPolicyHigher EducationAccessAdmissionsStudent Developmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2d83s4q0articleoai:escholarship.org:ark:/13030/qt387992mw2011-07-02T17:52:52Zqt387992mwUniversities and the Entrepreneurial State: Politics and Policy and a New Wave of State-Based Economic InitiativesDouglass, John Aubrey2006-09-01The convergence of US federal science and economic policy that began in earnest in the Reagan administration formed the first stage in an emerging post-Cold War drive toward technological innovation. A frenzy of new state-based initiatives now forms the Second Stage, further promoting universities as decisive tools for economic competitiveness. State governments have largely become the political environment in which new policy ideas are emerging, influenced by a sense of increased competition among states and other international economies for economic growth. The paper outlines the characteristics of this Second Stage, and offers short case studies of two influential HT initiatives in California--a leading HT state. Among the author's conclusions: HT economic activity is already relatively widespread among the various states (more so than perhaps previously thought); leading HT states rely heavily on their university sectors and a highly educated workforce, yet are increasingly importing talent and neglecting investment in the education and skills of their native populations; the long-term commitment of states to financially support the frenzy of HT initiatives is unclear; and state initiatives are rationalized by lawmakers as filling a need not currently met by the private sector or universities and, in part, as a response to a sense of competition between states, and thus far with only a minor concern for global competition. As this paper explores, the politics of HT--including the focus on university-industry collaboration and neo-conservative religious/moral controversies over stem cell research--is a significant factor for understanding how and why most states are pursuing the Second Stage.Higher EducationTechnologyScienceEconomic PolicyCompetitivenessState and Federal GovernmentsInternationalGlobalizationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/387992mwarticleoai:escholarship.org:ark:/13030/qt77j889gf2011-07-02T17:52:46Zqt77j889gfThe Influence of Academic Values on Scholarly Publication and Communication PracticesHarley, DianeEarl-Novell, SarahArter, JenniferLawrence, ShannonKing, C. Judson2006-09-01This study reports on five disciplinary case studies that explore academic value systems as they influence publishing behavior and attitudes of University of California, Berkeley faculty. The case studies are based on direct interviews with relevant stakeholders--faculty, advancement reviewers, librarians, and editors--in five fields: chemical engineering, anthropology, law and economics, English-language literature, and biostatistics. The results of the study strongly confirm the vital role of peer review in faculty attitudes and actual publishing behavior. There is much more experimentation, however, with regard to means of in-progress communication, where single means of publication and communication are not fixed so deeply in values and tradition as they are for final, archival publication. We conclude that approaches that try to "move" faculty and deeply embedded value systems directly toward new forms of archival, "final" publication are destined largely to failure in the short-term. From our perspective, a more promising route is to (1) examine the needs of scholarly researchers for both final and in-progress communications, and (2) determine how those needs are likely to influence future scenarios in a range of disciplinary areas.Higher EducationScholarly PublishingFacultyPromotion and TenureDigital PublishingOnline Publicationsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/77j889gfarticleoai:escholarship.org:ark:/13030/qt3r51g7nw2011-07-02T17:52:42Zqt3r51g7nwIndustry, Philanthropy, and Universities: The Roles and Influences of the Private Sector in Higher EducationVest, Charles M2006-09-01Charles Vest gave the third of three Clark Kerr Lectures on the Role of Higher Education in Society on September 13, 2005 on the Berkeley campus. In public as well as private universities, resources provided by philanthropic individuals and foundations and by corporate research sponsors increasingly support the margin of university excellence, and increase the access of students to that excellence. The congruence of interests, goals, and expectations of philanthropists and corporate sponsors with those of universities must be carefully considered. The values of excellence and access frequently come into conflict as schools decide how to award student financial aid from gifts and endowments on the basis of merit or on the basis of financial need. Despite such interesting and important challenges, the generosity of individuals and foundations and the support of far-sighted corporations and industry consortia are central to maintaining and enhancing America's outstanding system of higher education.Higher EducationPhilanthropyFoundationsCorporationsEconomicsInstitutional MissionAccessFinancial Aidapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3r51g7nwarticleoai:escholarship.org:ark:/13030/qt2mg0z2vn2011-07-02T17:52:37Zqt2mg0z2vnOn College TeachingCross, K. Patricia2005-12-01A survey of 2800 teachers from 33 two- and four-year colleges shows markedly different perceptions of teaching goals and roles. The most significant differences occurred across fields of study. For example, whereas 55 percent of the science teachers said they were primarily concerned about teaching students the facts and principles of their subject matter, only 17 percent of the English teachers saw mastery of subject matter as their primary goal. These and other findings are related to research on college teaching, and suggestions are offered for applying findings to classroom teaching.Higher EducationTeachingPedagogyBest PracticeFacultyDisciplineScienceSocial ScienceHumanitiesSurveyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/2mg0z2vnarticleoai:escholarship.org:ark:/13030/qt8t1820mv2011-07-02T17:52:31Zqt8t1820mvThe Carnegie Commission and Council on Higher Education: A RetrospectiveDouglass, John Aubrey2005-11-01It has been nearly forty years since Clark Kerr was asked to create and lead the Carnegie Commission on Higher Education under the auspices of the Carnegie Corporation. The Commission was to be a national effort, unprecedented both in scope and in the freedom of its director, Kerr, to guide its research and productivity. Carnegie President Alan Pifer promised substantial funding for five years or more. Working with Pifer, and with Alden Dunham, David Robinson, and others, Kerr initiated a great array of studies and provide recommendations on the most vital issues facing American higher education in the latter part of the twentieth century. This essay reviews the origins of the Commission, its successor organization, the Carnegie Council, and the influence of a number of major reports. The essay also notes the need to revisit the work of the commission and council as a source of ideas relevant today, and suggests that there is a need for a greater national approach to supporting US higher education.Carnegie CommissionCarnegie CouncilClark KerrPolicyHigher EducationPolicyHistoryResearchFinanceapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8t1820mvarticleoai:escholarship.org:ark:/13030/qt6sp9787j2011-07-02T17:52:26Zqt6sp9787jThe Student Debt Dilemma: Debt Aversion as a Barrier to College AccessBurdman, Pamela2005-10-01Though the rise in college student debt often has been blamed on rising tuition, a radical shift in student financial aid--from a system relying primarily on need-based grants to one dominated by loans--has been equally important. Numerous reports have highlighted the burdens faced by students who borrow large sums, but less is known about students who are averse to borrowing. For these students, the increasing prominence of loans could actually narrow their options and decrease their chances of attending and completing college. Given the increasingly important role of student loans in financial aid packages, perceptions about debt influence the ability of loan programs to achieve their goal of equalizing opportunity for students at all income levels. Based on interviews with students, counselors, outreach professionals, and financial aid directors, as well as a review of relevant research, this discussion paper offers an initial gauge of the debt dilemma and recommends four broad strategies: (1) making more grant money available for low-income and first-generation students, (2) making loan programs more attractive and efficient through income-based repayment strategies, (3) better integrating financial aid awareness into high school counseling, and (4) providing more pathways for students who prefer to attend part-time. Loans are likely to remain a mainstay of federal financial aid programs, so as interest rates begin to rise for the first time in years, foreshadowing higher future payments, the problems faced by students who borrow as well as the barriers confronted by those who are averse to borrowing are only liable to increase.Higher EducationFinancial AidStudent LoansDebtAccessPolicyRetentionCompletionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6sp9787jarticleoai:escholarship.org:ark:/13030/qt5nb2g9662011-07-02T17:52:22Zqt5nb2g966"Rigorous Courses" and Student Achievement in High SchoolShireman, Robert2004-08-01Holding schools accountable for student achievement can only work if the goals are clear. California's school standards are well-regarded nationally for their clarity and their rigor, but it is not clear what courses students are expected to take beyond the minimum graduation requirements. The paper discusses the relatively successful efforts to encourage students to take higher-level courses in high school in two states, Indiana and Texas; it outlines potential stumbling blocks in these efforts; and it suggests three options for California: (1) Do not focus specifically on higher-level course-taking; (2) Propose legislation to raise the minimum courses required for graduation; and (3) Use the bully pulpit to encourage higher-level course-taking in high school.AccountabilityStandardsAchievementHigh SchoolGraduation RequirementsCaliforniaIndianaTexasapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5nb2g966articleoai:escholarship.org:ark:/13030/qt8c43w24h2011-07-02T17:52:10Zqt8c43w24hUse and Users of Digital Resources: A Focus on Undergraduate Education in the Humanities and Social SciencesHarley, DianeHenke, JonathanLawrence, ShannonMiller, IanPerciali, IreneNasatir, David2006-04-05application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/8c43w24harticleoai:escholarship.org:ark:/13030/qt5nz5695t2011-07-02T17:52:05Zqt5nz5695tAffirmative Action in Higher Education in India and the US: A Study in ContrastsGupta, Asha2006-06-01The 21st century has brought new challenges and opportunities for higher education. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become race-exclusive and gender-neutral. The following paper makes an attempt to understand the nuances of a caste-based reservation policy in higher education in light of recent controversies, court verdicts, a subsequent amendment to the constitution in India; and affirmative action policies, court verdicts, and alternatives to affirmative action in certain universities in the US. The objective is to bring out commonalities and contrasts between the two countries in terms of legal, political, socio-cultural, economic, and psychological perspectives.Higher EducationUSIndiaPolicyGovernmentAffirmative ActionDiversityAccessParticipationRaceGenderMinorityapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5nz5695tarticleoai:escholarship.org:ark:/13030/qt4ch9m7j02011-07-02T17:52:01Zqt4ch9m7j0International Trends in Higher Education and the Indian ScenarioGupta, Asha2005-09-01This paper highlights the political, economic, socio-cultural, ethical, philosophical, legal, and practical aspects of the far-reaching theme of international trends in private higher education, in general. It also focuses on the driving forces, causes and consequences of the emergence of private higher education in India during the last three decades, in particular. Though there has been more acceptance of private higher education institutions in India today than the ‘trepidation’ felt at their emergence three decades ago, certain basic questions about its role remain. Is the presence of the private sector in higher education inevitable? Is it desirable? Besides focusing on certain basic issues at stake, this paper discusses at length the role of judiciary in private higher education in India.Higher EducationPolicyIndiaInternationalPrivatizationFundingGovernmentapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/4ch9m7j0articleoai:escholarship.org:ark:/13030/qt0tp9x6cf2011-07-02T17:51:55Zqt0tp9x6cfSuperstars and Rookies of the Year: Faculty Hiring Practices in the Postmodern AgeBurgan, Mary2005-08-01Hiring new colleagues is a matter that engages individual faculty members intensely, for peer control of admission to the professoriate has been a highly successful source of academic quality in American higher education. “Super Stars and Rookies of the Year” analyzes the fixation on research acclaim as a negative version of academic hiring practices which has become embedded within the academic psyche. This fixation tends to be aroused by the rituals of recruitment and retention that take place on all campuses. But when recruitment becomes an exercise in what some economists have called “the-winner-take-all” mentality of our culture, departments, and programs can become unhealthy environments. When faculty and administrations insist on the extremely volatile criteria of early promise or current fame in choosing new colleagues, their efforts to build a community of scholars can become an exercise in professional pathology. When they neglect excellent current members of their departments to recruit outsiders at higher pay and richer benefits, they risk alienating their own excellent faculties. The antidote is a wise consideration of the total identity and mission of institutional departments in all recruitment efforts.Higher EducationHiringProfessoriateFacultyRecruitmentSalaryFinanceInstitutional CultureMissionapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/0tp9x6cfarticleoai:escholarship.org:ark:/13030/qt1vq388vv2011-07-02T17:51:51Zqt1vq388vvStraight Talk on Student LoansShireman, Robert2004-10-01The federal government provides student loans for college and graduate school in two ways: by guaranteeing bank loans, and by lending directly to students. In the guaranteed loan program, banks lend students money and profit from the interest payments while the government guarantees the loans against default and makes subsidy payments to the banks. In the direct loan system, the government provides low-interest loans directly to students, using borrower interest payments to help cover the costs of the program. There have been numerous audits and investigations of both the direct and guaranteed student loan programs, and in every case the auditors have agreed: Direct lending is much more cost effective. Switching completely to direct lending would save billions of dollars a year. Congress should move all campuses to direct lending and turn the savings over to colleges and states for programs that ensure that all Americans have access to higher education.Higher EducationFederal GovernmentStudent LoansEconomicsCostsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1vq388vvarticleoai:escholarship.org:ark:/13030/qt3z26h30n2011-07-02T17:51:41Zqt3z26h30nAll Globalization Is Local: Countervailing Forces and the Influence on Higher Education MarketsDouglass, John Aubrey2005-01-01Globalization trends and innovations in the instructional technologies are widely believed to be creating new markets and forcing a revolution in higher education. Much of the rhetoric of "globalists" has presented a simplistic analysis of a paradigm shift in higher education markets and the way nations and institutions deliver educational services. This essay provides an analytical framework for understanding global influences on national higher education systems. It then identifies and discusses the "countervailing forces" to globalization that help to illuminate the complexities of the effects of globalization (including the General Agreement on Trade and Services) and new instructional technologies on the delivery and market for teaching and learning services. Globalization does offer substantial and potentially sweeping changes to national systems of higher education, but there is no uniform influence on nation-states or institutions. All globalization is in fact subject to local (or national and regional) influences.Higher EducationGlobalizationInternationalUKUSGovernmentMissionEconomicsInstructional TechnologyBusinessAccessapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3z26h30narticleoai:escholarship.org:ark:/13030/qt7866g5t72011-07-02T17:51:36Zqt7866g5t7A New Cycle of UK Higher Education Reforms: New Labour and New Fees May Foster Mission DifferentiationDouglass, John Aubrey2004-12-01A White Paper issued by the Labour government--under Prime Minister Tony Blair--in January 2003 outlines potentially sweeping changes in how British universities might be funded and regulated. These changes would build on three major paradigm shifts and experiments in system building in higher education in the United Kingdom since World War II: the creation and subsequent collapse of a binary system of higher education that included both universities and polytechnics; a decrease in governmental funding and an increase in regulations; and the introduction of student fees into the previously exclusively government-funded higher education sector. The Labour government's new White Paper proposes both to increase funding and to diversify the sources, and more controversially, to allow universities to set their own fees. At the same time, it continues to rely on an accountability and regulatory bureaucracy, and incentive funding, to encourage enrollment growth and to expand access to underserved populations.United KingdomBritainHigher EducationLabour PartyGovernmentMissionFundingFeesReformRegulationsAccessapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7866g5t7articleoai:escholarship.org:ark:/13030/qt45h001112011-07-02T17:48:10Zqt45h00111Report: Promoting Civic Engagement at the University of California: Recommendations from the Strategy Group on Civic and Academic EngagementJodi AndersonDouglass, John Aubrey2005-12-01The University of California is the nation’s largest and most prestigious public research institution. As such, we have an opportunity and a responsibility to assume a leadership role in an emerging national movement within higher education, translating our identity as a land grant institution into 21st century terms.On June 10, 2005, over 70 faculty, students, and administrators, representing all 10 University of California campuses as well as the Office of the President, met to discuss this timely and significant topic. This meeting provided an opportunity to examine current civic engagement activities and strategies to deepen and broaden efforts in this area as well as to explore the leadership role our system might provide. The consensus of the group was that the UC is poised to assume a leadership role in a national movement that seeks to better integrate knowledge production through engaged scholarship with clear and critical public purposes.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/45h00111articleoai:escholarship.org:ark:/13030/qt6sr3n6km2011-07-02T15:04:39Zqt6sr3n6kmThe Big Curve: Trends in University Fees and Financing in the EU and USDouglass, John AubreyKeeling, Ruth2008-11-01Globally, fees and tuition are growing as an important source of income for most universities, with potentially significant influence on the market for students and the behavior of institutions. Thus far, however, there is no single source on the fee rates of comparative research universities, nor information on how these funds are being used by institutions. Furthermore, research on tuition pricing has also focused largely on bachelor’s degree programs, and not on the rapid changes in tuition and fees for professional degrees. This paper offers a brief scan of pricing trends among a sample group of 24 public and private research universities in the US, all with a wide array of graduate and professional programs, and a small sample group of EU universities. We trace a pattern of convergence not only between US public and private institutions, but also find indications that these trends occur among EU universities. We theorize that pricing among major research universities is increasingly influenced by levels of market tolerance, and a convergence in pricing driven in part by the perception that price confers quality and a corresponding level of prestige to consumers. This study focuses on pricing, and hence does not delve into the complex moderating effects of bursaries and student costs such as room and board. The recent implosion in credit markets may seriously shake this emerging pricing model, in large part because it is increasingly dependent on students taking out sizable loans. But it is our sense that the long-term trends in pricing, including some level of convergence, will continue as institutions that are globally competitive look over their shoulder at what their perceived peer (or near peer) institutions are charging for specific degrees and programs. This in turn will influence the entire higher education market.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6sr3n6kmarticleoai:escholarship.org:ark:/13030/qt3f0384w82011-07-02T15:04:34Zqt3f0384w8University Roles in Technological Innovation in CaliforniaKing, C. Judson2007-05-31California has achieved considerable economic success through technological innovation and the formation of businesses based upon those technologies. This paper addresses some of the roles of universities in that success story. It starts with some measures of the contributions of innovation and a robust university structure to the California economy, drawn from the biotechnology and wine industries. This is followed by an exploration of some recent partnership structures involving universities with industry and/or the state government. Emphasis is on the University of California, since that is where the experience of the author lies. This is followed by considerations of how such partnerships can be most successful and at the same time meet concerns about potential undesirable consequences stemming from them.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3f0384w8articleoai:escholarship.org:ark:/13030/qt5c10883g2011-07-02T15:04:19Zqt5c10883gThe Transformation of Academic Work: Facts and AnalysisMusselin, Christine2007-02-10This paper outlines the main changes that have effected a transformation in the nature of academic work: on the one hand, the increasing diversification and specialisation of academic tasks, and on the other, new forms of control over academic work. An analysis of these trends leads to a discussion of the relationships between the evolution of academic work and non-academic work.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5c10883garticleoai:escholarship.org:ark:/13030/qt74q6c70t2011-07-02T15:04:14Zqt74q6c70tThe Regulation of E-learning: New National and International Policy PerspectivesHarley, DianeLawrence, Shannon2007-02-07The universe of postsecondary education is expanding. It is an era of rapid demographic and labor market changes, increased competition and shifts in institutional form (e.g., the rise of for profit degree granters, the hybrid form of nonprofit/for-profit partnerships, corporate universities), and new forms of delivery driven by emerging technologies. In nearly all of these cases, the pace of innovation and establishment of new institutional forms outstrips the ability of regulators or policy makers to stay ahead of the curve.To better understand the complex interplay of public policy drivers regulating e-learning, the Center for Studies in Higher Education convened a meeting of experts in February 2006 for a preliminary examination of existing and emerging public policies that will shape its regulation both domestically and internationally. Three white papers were used as a point of departure for the discussions, which focused on the following areas: The Changing Regulatory Environment: Who, What, Why, and Where?; Finance, Investment, and the Flow of Capital; Student Access and Equity; Social Costs and Benefits from an International Perspective; and Consumer Protection and Cross-border Education. This report summarizes our conversations and recommendations for future research.postsecondary educatione-learningemerging technologypublic policyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/74q6c70tarticleoai:escholarship.org:ark:/13030/qt1ch733522011-07-02T15:04:09Zqt1ch73352On the Brink: Assessing the Status of the American FacultySchuster, Jack H.Finkelstein, Martin J.2007-02-09This paper focuses on the present condition and future of the professoriate and is part of a long-term study on how the academic profession is changing, now more rapidly than at any time in memory. These dramatic shifts have led to a deep restructuring of academic appointments, work, and careers. The question now looming is whether the forces that have triggered academic restructuring will, in time, so transform the academic profession that its role—its unique contribution—is becoming ever more vulnerable to dangerous compromise. Whether the academic profession is able to negotiate successfully its role in the new era—to preserve core values and to ensure the indispensable contributions of the academy to society—remains to be seen.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1ch73352articleoai:escholarship.org:ark:/13030/qt6k54d73t2011-07-02T15:04:04Zqt6k54d73tMultiple Goals, Satisfaction, and Achievement in University Undergraduate Education: A Student Experience in the Research University (SERU) Project Research PaperRoebken, Heinke2007-02-08This study examines the relationship between student goal orientation and student satisfaction, academic engagement, and achievement. A variety of studies has shown that the type of goal orientation determines students’ cognitive and behavioral reactions as well as their educational performance. Using data on 2309 college students from the University of California Undergraduate Experience Survey (UCUES), this study analyzes the relationship between different types of goal orientations and student behavior and academic outcomes. Three questions are addressed in this paper: First, it explores how students can be classified according to their goal orientation. Second, the study examines how multiple achievement goals relate to different socio-demographic characteristics. Third, the relative influence of goal orientation on indices of satisfaction, achievement, and academic engagement among undergraduate students is assessed. The results support the notion that students pursuing both mastery and performance goals are more satisfied with their academic experience, show a higher degree of academic engagement, and achieve better grades than students who pursue a mastery orientation alone or a work-avoidance/performance orientation. One practical implication of the study of goal orientation is that student applicants could be screened on the basis of both a high mastery as well as a high performance orientation.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/6k54d73tarticleoai:escholarship.org:ark:/13030/qt61g3s91k2011-07-02T15:04:00Zqt61g3s91kWhy Study Users? An Environmental Scan of Use and Users of Digital Resources in Humanities and Social Sciences Undergraduate EducationHarley, DianeHenke, JonathanLawrence, Shannon2006-09-01This paper presents an overview of a two-year study funded by the Andrew W. Mellon and the William and Flora Hewlett Foundations that (1) mapped the universe of digital resources available to undergraduate educators in the humanities and social sciences (H/SS) and (2) examined how a better understanding of the variation in use and users can benefit the integration of these resources into undergraduate teaching. In order to address questions around user demand and resource sustainability, we used a variety of methodologies that included an extensive literature review; discussions with and surveys of faculty from different disciplines and institutions; and discussions and interviews with site owners, use researchers, librarians, and educational technology professionals. Our results suggest that faculty use a vast array of online materials from both educational and "non-educational" sources, including their own personal collections and the ubiquitous Google-type search. Individual characteristics, including disciplinary and institutional affiliation, affected patterns of use. Many faculty, however, do not use digital resources for a host of reasons including the lack of direct relevance to their preferred pedagogical approaches and insufficient time and classroom resources. Our discussions with digital resource providers confirmed that resources created by higher education institutions will continue to proliferate despite a lack of formal knowledge about users and/or clear models for financial sustainability. A more precise understanding of the diversity of use and user behavior, and the ability to share findings from user studies, will demand that the digital resource development community make typologies, standards of data and data collection, and results more transparent.Higher EducationDigital ResourcesUsePedagogyapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/61g3s91karticleoai:escholarship.org:ark:/13030/qt929006s72011-07-02T15:03:53Zqt929006s7How California Determined Admissions Pools: Lower and Upper Division Student Targets and the California Master Plan for Higher EducationDouglass, John Aubrey2001-09-17The 1960 California Master Plan for Higher Education made a number of recommendations in the area of admissions. Key was a proposed target of at least 60% of all undergraduate students being at the upper division level at the University of California and what became the California State University system. At the time, approximately 51 percent of the instruction at both UC and the State Colleges (CSU) were at the upper division. It was assumed that there was a high correlation between upper division instruction and the status of undergraduates as Juniors and Seniors. The plan, subsequent actions by the Board of Regents. and amendments to the California Education Code, reinforce the general concept that the 40/60 ratio is a minimum target, with the 40 percent a ceiling, and the 60 percent upper division a floor. This paper was developed at the request of the UC Office of the President and outlines the development of this policy and its key role in setting current UC and CSU admissions pools.University of CaliforniaCalifornia State UniversitiesUndergraduate Admissionsapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/929006s7articleoai:escholarship.org:ark:/13030/qt80t6f71q2011-07-02T13:12:09Zqt80t6f71qWhat's for Sale These Days in Higher Education: Two StoriesRosenzweig, Robert M.1999-10-01"What's for sale and what isn't?" The author has no doubt that we will see more corporate involvement in teaching and research. Universities will increasingly sell or rent to corporations those activities to which a dollar value can be attached that is agreeable to both sides. The financial pressures on universities and the value of what they do, as perceived by widening sectors of business, make that close to inevitable. The author, however, is dubious that many universities can be trusted to know the difference between what is marginal and what is central.University/Industry RelationsTechnology TransferNovartis Agreementapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/80t6f71qarticleoai:escholarship.org:ark:/13030/qt1dx9w9812011-07-02T13:12:03Zqt1dx9w981The Community Colleges and the Path to the BaccalaureateCohen, Arthur M.2003-04-01This paper discusses several aspects of the community college role in providing access to further studies: ways of calculating transfer rates and estimates of the number of students making the transition, incentives for and inhibitors to student transfer as reflected in state policy and institutional practice, and a look to the future of transfer. It emphasizes California, which boasts by far the greatest community college and public university enrollment figures.Higher EducationCommunity CollegeUniversity of CaliforniaTransferArticulationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1dx9w981articleoai:escholarship.org:ark:/13030/qt3xj0b7482011-07-02T13:11:57Zqt3xj0b748Politics, Markets, and University Costs: Financing Universities in the Current EraGeiger, Roger L.2000-12-01The purpose of this study is to determine the factors shaping the financing of the principal universities of the United States, and to explore the consequences for institutions and for students. Revenues are the lifeblood of these or any other universities. The level of resources that universities command from society determines the level and scope of their activities, and who provides these resources greatly affects their behavior. Moreover, where resources are concerned, both inequality and inconsistency have been the rule. During the 1980s, universities generally were able to lift their resource levels above the depths of the late 1970s; in the 1990s, however, some prospered while others actually lost ground. The university expenditures that lie at the heart of the current controversy were shaped during these two decades, the current era for higher education.MarketsUniversity CostsTuitionValue of Degreesapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/3xj0b748articleoai:escholarship.org:ark:/13030/qt9f02k0d12011-07-02T13:11:33Zqt9f02k0d1From Mass Higher Education to Universal Access: The American AdvantageTrow, Martin A2000-03-01This paper reflects on some of the main issues facing research universities as they strive to simultaneously complete the creation of systems of mass higher education and also move towards Internet-based universal access. It examines these issues from an American perspective, but in comparative context. Universities on both sides of the Atlantic face problems, but they take different (though similar) forms and evoke different responses. They are part of a larger crisis in higher education in Western societies. That these problems flow from the partial success in creating and adapting systems of mass higher education over the past half-century make them no less threatening to the institutions which achieved that success.Mass Higher EducationAccessInternet TechnologyInternational Higher Educationapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/9f02k0d1articleoai:escholarship.org:ark:/13030/qt7dv313r52011-07-02T13:11:28Zqt7dv313r5The Logic of Opportunity: A Formal Analysis of the University of California's Outreach and Diversity DiscourseMohr, John W.Bourgeois, MichaelDuquenne, Vincent2004-10-01Since 1995, the University of California has been prohibited from employing affirmative action principles in student admissions. In response to this constraint, the UC has sought to pursue a number of other avenues for promoting the selection and retention of a diverse student body. In this paper we look at how officials and staff within the UC system have sought to develop an alternative rationale for managing the categorical problem of identifying types and classes of applicants along with strategies of action that stay within legally allowable frameworks. We argue that a new framework for organizational action has emerged (a cultural logic) which is made up of a dually ordered system of identity categories and institutional activity categories. We use Galois lattices as a way of unpacking the dynamic emergence of this new organizational logic.Higher EducationAdmissionsAffirmative ActionDiversityUniversity of Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/7dv313r5articleoai:escholarship.org:ark:/13030/qt1s98k07z2011-07-02T13:08:29Zqt1s98k07zCredential Inflation and the Professional Doctorate in California Higher EducationLa Belle, Thomas J.2004-04-01The article argues that the time has come to change California’s 1960 Master Plan for higher education by permitting the California State University (CSU) to award the doctorate in selected professional programs. The article also addresses the inadequacies of the joint doctorate as the means to remedy degree or credential creep; the CSU’s focus on securing permission to grant the Ed.D. rather than other professional doctoral degrees; and the dominant role played in the State by the CSU relative to the UC in master’s level education. Subsequently, the article considers why degree and credential creep occurs and explanations for the changes going on in physical therapy and audiology; and it explores other fields where degree changes are in flux.Higher EducationUniversity of CaliforniaCalifornia State UniversityMaster PlanAudiologyPhysical TherapyProfessional Doctorateapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/1s98k07zarticleoai:escholarship.org:ark:/13030/qt53g8521z2011-07-02T10:37:19Zqt53g8521zTwo Cultures: Undergraduate Academic EngagementBrint, StevenAllison M. CantwellRobert A. Hannerman2008-03-02Using data on upper-division students in the University of California system, we show that two distinct cultures of engagement exist on campus. The culture of engagement in the arts, humanities and social sciences focuses on interaction, participation, and interest in ideas. The culture of engagement in the natural sciences and engineering focuses on improvement of quantitative skills through collaborative study with an eye to rewards in the labor market. The two cultures of engagement are strongly associated with post-graduate degree plans. The findings raise questions about normative conceptions of good educational practices in so far as they are considered to be equally relevant to students in all higher education institutions and all major fields of study.application/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/53g8521zarticleoai:escholarship.org:ark:/13030/qt5g4224kr2011-07-01T07:22:09Zqt5g4224krThe Corporation of Learning: Nonprofit Higher Education Takes Lessons from BusinessKirp, David L.2003-05-01This essay examines the ways in which nonprofit universities increasingly emulate businesses, focusing on two of the most direct forms of emulation: the creation of internal university markets at the University of Southern California through adoption of variants of resource center management (RCM) and the privatization of public higher education at the University of Virginia.Higher EducationEconomicsFinanceBusinessResource Center ManagementPrivatizationUniversity of VirginiaUniversity of Southern Californiaapplication/pdfpubliceScholarship, University of Californiahttps://escholarship.org/uc/item/5g4224krarticle