000			05715cam a2200577 i 4500
001			u158599
003			SIRSI
005			20240916205737.0
008			150127s2015 nju b 001 0 eng
010			_a 2014036704
015			_aGBB504318 _2bnb
020			_a9780691166421 _q(hardback)
020			_a0691166420 _q(hardback)
020			_a9781400865635
020			_a1400865638
024	8		_a40024597961
035			_a(OCoLC)894625453 _z(OCoLC)902999975 _z(OCoLC)935948293 _z(OCoLC)946567790
050	0	0	_aLB2331.72 _b.B684 2015
082	0	0	_a378.1/010973 _223
092			_a378.101 _bB786L
100	1		_aBowen, William G.
245	1	0	_aLocus of authority : _bthe evolution of faculty roles in the governance of higher education / _cWilliam G. Bowen and Eugene M. Tobin.
264		1	_aPrinceton : _bPrinceton University Press, _c[2015]
300			_axvii, 380 pages ; _c23 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
500			_aIncludes index.
520			_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			_aIncludes bibliographical references and index.
505	0		_aIntroduction -- Historical 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 -- Historical 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 -- Faculty 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 -- Overarching 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" -- Case Studies. Introduction to the Case Studies ; The University of California ; Princeton University ; Macalester College ; The City University of New York.
650		0	_aUniversities and colleges _zUnited States _xFaculty.
650		0	_aTeacher participation in administration _zUnited States.
650		0	_aUniversities and colleges _zUnited States _xAdministration.
650		0	_aEducation, Higher _zUnited States _xAdministration.
650		7	_aEDUCATION _xHigher. _2bisacsh
650		7	_aEDUCATION _xEducational Policy & Reform _xGeneral. _2bisacsh
650		7	_aEducation, Higher _xAdministration. _2fast _0(OCoLC)fst00903010
650		7	_aTeacher participation in administration. _2fast _0(OCoLC)fst01144218
650		7	_aUniversities and colleges _xAdministration. _2fast _0(OCoLC)fst01161604
650		7	_aUniversities and colleges _xFaculty. _2fast _0(OCoLC)fst01161748
651		7	_aUnited States. _2fast _0(OCoLC)fst01204155
650		7	_aHochschule _2gnd
650		7	_a _2gnd
650		7	_aHochschulverwaltung _2gnd
650		7	_aGovernance _2gnd
650		7	_aEntwicklung _2gnd
650		7	_aEinfluss _2gnd
700	1		_aTobin, Eugene M.
949			_cc.1 _lON-ORDER _tBOOK _xPRINT _p
999			_a378.101 B786L _wDEWEY _c5347 _i51994001711680 _f6/29/2023 _g2 _lCIRCSTACKS _mLRC _p$29.95 _rY _sY _tBOOK _u7/8/2019 _xPRINT _d5347