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The life and times of innovative colleges and universities: Factors affecting the endurance and transformation of institutional reforms in higher education.

机译：创新型大学的生活和时代：影响高等教育体制改革的承受力和变革的因素。

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摘要

This investigation examined the history and durability of educational innovation at six colleges and universities that were founded in the 1960s and 1970s as alternatives to the mainstream of American higher education. The goal of the research was to understand how and why innovative or experimental campuses preserve their founding missions or dreams in a changing--often non-supportive--social, political, and economic climate.;The results of this study demonstrate that smaller innovative campuses are more likely to maintain their distinctive missions than larger public universities. The findings suggest that innovation is more likely to endure at institutions where there still is a significant presence of charter professors, where faculty are recruited on the basis of their interest in innovative approaches, where academics are rewarded for distinctive teaching and curricular development, where organizational hierarchies and departmental structures are minimized; and where there is administrative support for innovation. The results also indicate that affiliation with a consortium of institutions, a later start-up date, the ability to adapt and change, and community support may enhance the survival of a distinctive campus.;At the same time, the pressures and constraints imposed by a public university system, enrollment declines, and increasing student-to-faculty ratios have been found to inhibit the endurance of innovation at alternative institutions. Among the most fundamental challenges facing distinctive campuses are the retirements of founding faculty, campus image problems, student attrition, onerous faculty workloads, faculty immobility, and the ability to remain both innovative and innovating. The general implications of these findings point to the need for national recognition and promotion of creative alternatives in higher education.;Four-to five-day site visits were conducted at six distinctive institutions across the United States: Pitzer College in California; New College of the University of South Florida; Hampshire College in Massachusetts; University of Wisconsin-Green Bay; University of California, Santa Cruz; and The Evergreen State College in Washington. Altogether, 151 interviews were held with founding or long-time faculty members, administrators, students, alumnae/i, and trustees. Interviews were supplemented with observational research and archival document review. Data were analyzed inductively both within and across sites.
机译：这项调查研究了1960年代和1970年代成立的六所大学的教育创新的历史和持久性，以替代美国高等教育的主流。该研究的目的是了解创新型或实验型校园如何以及为什么在不断变化的（通常是非支持性的）社会，政治和经济环境中维护其创始使命或梦想;本研究的结果表明，较小型的创新与大型公立大学相比，校园更有可能维持其独特的使命。研究结果表明，在特许教授仍然大量存在的机构中，创新更有可能持续下去；根据对创新方法的兴趣，招募教师；在这些机构中，学者因独特的教学和课程发展而受到奖励；层次结构和部门结构被最小化；以及对创新有行政支持的地方。研究结果还表明，与机构联盟的隶属关系，较晚的启动日期，适应和变化的能力以及社区的支持可能会增强独特校园的生存能力。公立大学系统，入学率下降和学生与教师的比例增加，已经发现抑制了替代机构创新的承受力。独特的校园面临的最基本挑战包括创建教师的退休，校园形象问题，学生流失，繁重的教师工作量，教师流动性以及保持创新能力和创新能力。这些发现的总体含义表明，需要在全国范围内认可和推广高等教育中的创造性替代方法。在美国六个独特的机构进行了四到五天的实地考察：加利福尼亚的皮策尔学院；南佛罗里达大学新学院；马萨诸塞州汉普郡学院；威斯康星大学绿湾分校；加州大学圣克鲁斯分校；和华盛顿的常绿州立学院。与创始或长期教职员工，管理人员，学生，校友和受托人进行了151次面试。访谈还辅以观察性研究和档案文件审查。在站点内部和站点之间对数据进行归纳分析。

著录项

  • 作者

    Rosenzweig, Joy Suzanne.;

  • 作者单位

    The Claremont Graduate University.;

  • 授予单位 The Claremont Graduate University.;
  • 学科 Education Higher.;Education History of.
  • 学位 Ph.D.
  • 年度 1997
  • 页码 426 p.
  • 总页数 426
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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