Those who work within adult higher education know there is something unique about their perspective on academic life. Employed in the adult education arena in one capacity or another since 1993, the author has had the privilege of working at an institution with a small adult program and an institution with a very large adult program. In this…

Many small institutions face difficulties, and the person who bears the brunt of dealing with those challenges is the college president. While each situation is unique, presidents can learn from the experiences of others, and at the very least, commiserate with each other regarding the challenges they face, especially when their institutions are…

Over the past decade, the National Collegiate Athletic Association (NCAA) has become increasingly concerned about the educational experience of student athletes, beyond enforcement of eligibility rules and regulations. Perhaps this growing interest is in response to public criticism of the poor performance--and even misconduct--associated with the…

Accreditation may be the sole opportunity for all parts of an institution to inquire together and in depth about the totality of their mission. In this chapter, the author seeks to frame the accreditation process well and defend the process with vigor and confidence. Before moving on to discuss a quite different perspective on accreditation, the…

In this chapter, the author contemplates the future of accreditation in the changing landscape of higher education in the United States. He presents a set of proposals for how accreditation can regain the confidence of college leaders and public policymakers. He begins with the assumption that changes in accreditation--some significant in their…

While the common elements of collegiate transition have been defined and explored, there are layers of complexity in students' characteristics and educational pathways that make this transition experience different for every student. This exploration centers on students as they experience the higher education continuum, beginning before the first…

It is argued that leaders within higher education should examine the culture of their own institutions and academic disciplines in order to respond effectively to faculty who are at the margins. Ultimately, creating a culture of respect will lead to positive change. Yet is this a realistic goal in times of budget constraints, increasing demands…

Many commentators have noted that growing commercialization of college sports has made it increasingly difficult for universities to reconcile the gap between college sports and the fundamental mission of higher education. This article considers those individuals who choose to be a student athlete in good faith, and suggests strategies that can be…

The project of building the tenth University of California (UC) campus--UC Merced--was a lightning rod for all the various pushes and pulls in California society between 1983 and 2005. In fact, the author suggests, the project provides a clear window into California during this period. In this chapter, she describes the political and economic…

The author explores his insights and lessons learned during service as a dean at two business schools.

This recounting of the author's journey through a career as a faculty member and in various administrative positions offers lessons learned along the way.

Instead of the traditional view of learning as acquiring cognitive knowledge or data, the author argues for a broader notion of knowledge that includes emotions, values, intuition, and creativity.

Research centers and institutes are one example of how institutional governance has become increasingly disjointed; as the "suburbs" of the university expand, core governance structures lose influence. (Contains 1 table and 1 figure.)

Cultural and symbolic processes--that is, communication--quite frequently play as important a role as structural issues in enabling effective governance.

Even at institutions where highly trained, highly motivated, and deeply committed part-timers teach, part-time instruction can adversely affect teaching, the support of students, the general quality of education, and morale in departments.