000			05313cam a2200493 i 4500
001			ocn894625453
003			OCoLC
005			20240726082139.0
008			150127s2015 nju b 001 0 eng
010			_a2014036704
015			_aGBB504318 _2bnb
016	7		_a017009186 _2Uk
020			_a9780691166421
020			_a9781400865635
035			_a(OCoLC)894625453
040			_aDLC _beng _erda _cDLC _dYDXCP _dBTCTA _dBDX _dUPM _dDAY _dCDX _dUNE _dOCLCF _dUKMGB _dVLR _dCHVBK _dOCLCQ _dUWW _dOCLCQ _dVTU _dMNS _dOCLCO _dOCLCQ _dSBI
042			_apcc
043			_an-us---
049			_aSBIM
050	0	4	_aLB2331.T629.L638 2015
050	0	4	_aLB2331
100	1		_aBowen, William G, _e1
245	1	0	_aLocus of authority : _bthe evolution of faculty roles in the governance of higher education / _cWilliam G. Bowen and Eugene M. Tobin. _hPR
260			_aPrinceton : _bPrinceton University Press, _c(c)2015.
300			_axvii, 380 pages ; _c23 cm
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a4..
520	0		_a"Locus of Authority argues that every issue facing today's colleges and universities, from stagnant degree completion rates to worrisome cost increases, is exacerbated by a century-old system of governance that desperately requires change. While prior studies have focused on boards of trustees and presidents, few have looked at the place of faculty within the governance system. Specifically addressing faculty roles in this structure, William G. Bowen and Eugene M. Tobin ask: do higher education institutions have what it takes to reform effectively from within? Bowen and Tobin use case studies of four very different institutions--the University of California, Princeton University, Macalester College, and the City University of New York--to demonstrate that college and university governance has capably adjusted to the necessities of the moment and that governance norms and policies should be assessed in the context of historical events. The authors examine how faculty roles have evolved since colonial days to drive change but also to stand in the way of it. Bowen and Tobin make the case that successful reform depends on the artful consideration of technological, financial, and cultural developments, such as the explosion in online learning. Stressing that they do not want to diminish faculty roles but to facilitate their most useful contributions, Bowen and Tobin explore whether departments remain the best ways through which to organize decision making and if the concepts of academic freedom and shared governance need to be sharpened and redefined. Locus of Authority shows that the consequences of not addressing college and university governance are more than the nation can afford"-- _cProvided by publisher.
504			_a2
505	0	0	_aIntroduction -- _tHistorical Overview, Part 1, From the Beginnings to World War II. Antecedents in Europe and Colonial America ; The Emergence of the Research University ; Control of Faculty Personnel Decisions and Issues of Academic Freedom ; World War I and the Interwar Years -- _tHistorical Overview, Part 2, World War II to the Present. World War II and the Growth of Sponsored Research ; The "Red Scare" and the Loyalty Oath Controversies ; The Explosive Expansion of Higher Education, Leading to the "Golden Age" of the 1960s ; Protests and Rebellions ; Retrenchment in the 1970s and Subsequent Ups and Downs ; The Real Estate "Bubble" Breaks and Fiscal/Political Realities Take Hold (or Do They?) ; The Impact of Experiments with Online Learning ; The Pathways Initiative at CUNY -- _tFaculty Roles Today and Tomorrow, Topical Issues. The Selection and Tenure of the President ; The Faculty Appointment Process : Criteria and Decision-Making Authority ; The Role of the Faculty in Giving Advice of All Kinds ; The Role of Faculty in Staffing Decisions and the Rise of Non-Tenure-Track Faculty (the New Majority) ; Faculty Responsibility for Maintaining Academic Standards in Admissions, Curricular Content, and Student Performance ; Control over New Teaching Methods : Online Learning -- _tOverarching Challenges. Confronting Trade-offs and the Need for Upfront Consideration of Costs ; Aligning Roles and Responsibilities ; Coping with an Ever-Changing Academic Landscape ; Clarifying Notions of "Academic Freedom" ; Rethinking "Shared Governance" -- _tCase Studies. Introduction to the Case Studies ; The University of California ; Princeton University ; Macalester College ; The City University of New York.
530			_a2
650		0	_aUniversities and colleges _zUnited States _xFaculty.
650		0	_aTeacher participation in administration _zUnited States.
650		0	_aEducation, Higher _zUnited States _xAdministration.
700	1		_aTobin, Eugene M.
907			_a.b17106643 _b04-24-18 _c04-13-15
942			_cBK _hLB _m2015 _e _i2018-07-15 _k15.65
998			_accst _acim _b04-23-18 _cm _da _e- _feng _gnju _h0
994			_aC0 _bSBI
945			_g1 _i31923001699673 _j2 _lcimc _nPurchased from AMAZON INV 112-8967335-9193058 Date: 4-5-18 PO: 10-1411-7022-0000-SLD Request Type: Silvia Lucaschi-Decker _o- _p15.65 _q- _r- _s- -- _t61 _u1 _v3 _w1 _x0 _y.i20488269 _z04-23-18
999			_c6626 _d6626
902			_a1 _bCynthia Snell _c1 _dCynthia Snell