Presidents and governing boards of institutions of higher education are shown to be leaders mainly in title and visibility. Internal limitations by technical staffs and the external power of accrediting agencies and state and federal governments are discussed. (Article originally published in 1972.) (AF)

The problem of the continuing intellectual life of college and university alumni and institutional response to their needs is discussed. College and university limitations for serving alumni are noted and suggestions for overcoming them are offered. (Article originally published in 1931.) (AF)

Though the terms "talent" and "talent loss" can be defined several ways, social scientists and educators doing research define them in surprisingly uniform and limited ways. Some of the fallacies and limitations of these definitions are pointed out and some alternative approaches are suggested. (Article originally published in 1962.) (AF)

Theories of scholarship as ritual in nursery school and kindergarten and education as contest in elementary school through secondary school are discussed. Consequences of carrying such false notions into higher education are noted. Mastery, intellect, and courage are proposed as the three elements necessary to scholarship. (Article originally…

The academic con-man is defined as one who, despite a lack of striking originality or tremendous learning, becomes extraordinary, well-known, and revered in the world of higher education. Advice is offered to young college professors on how they can achieve such status. (Article originally published in 1961.) (AF)

Robert Frost's method of teaching is explained. He saw all education as self-education, not something a teacher can give a student. Frost believed freedom to be a necessity and his method gives the student much freedom while also placing a heavy burden of responsibility on him. (Article originally published in 1951.) (AF)

In an examination of higher education's role, uncertainty alone is believed to afford freedom to continue the quest for truth. The belief is affirmed that it is possible to be uncertain, accept no closed system of thought, and at the same time possess a constructive faith. (Article originally published in 1951.) (AF)

The concepts of the university as an organic whole and faculty structures that further their organic relationship are questioned. Suggestions offered include those concerning flexibility of faculty organizational structure and methods of organizing disciplinary departments to combat fragmentation. (Article originally published in 1959.) (AF)

The academic community and the support base for higher education are seen as two seemingly opposing forces. Institutional research is proposed as a third force which, in its role of intermediary and articulator, can re-energize the planning-management systems of higher education. (Article originally published in 1972.) (AF)

Deficiencies in graduate-school training are detailed in terms of the character of students attracted, examinations, requirements for the Doctor's degree, and the loss of a sense of proportion by graduate students. A model institution is suggested as an addition to the present graduate school. (Article originally published in 1930.) (AF)

The liberal arts college is felt to have made higher education impersonal, its organizational structure defeating the educational aims it purportedly serves. Higher education is seen as bureaucratization of the individual, with standardizing effects and narrowing of intellectual vision and social insight. (Article originally published in 1949.)…

Higher education's problems of adjustment and survival during World War II are discussed. Topics include acceleration of college programs in general, emphasis of vocational training, and staff and equipment diversion from undergraduate teaching to the war effort. (Article originally published in 1942.) (AF)

Five types of theoretical constructs are presented as suggestions for theory reconstruction in student personnel work: (1) the community as ultimate source and validity; (2) ontological--the nature of things as justification; (3) mystic--intuitions and visions as basis; (4) anthropologic; and (5) historical. (Article originally published in 1945.)…

A variety of contributory causes for serious inequalities in the actual college operation are noted, and 13 general propositions are offered that enunciate the broad approaches toward greater equality in higher education. (Article originally published in 1956.) (AF)

Campus design is discussed as a metaphor for an educational world view. Present spatial organization of the average campus works against the best interests and efforts of the academic community. Implications for spatial reorganization are detailed. (Article originally published in 1971.) (AF)