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ERIC Number: ED276325
Record Type: RIE
Publication Date: 1982
Pages: 129
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-931050-21-9
The Control of the Campus. A Report on the Governance of Higher Education. A Carnegie Foundation Essay.
Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.
Governance in U.S. higher education is discussed, based on a 1982 survey of decision making in higher education with attention to its roots, the effects of current conditions on decision-making arrangements, and a possible governance framework for the future. While both private and public education are considered, the public sector is emphasized. Governance is defined as both formal decision arrangements and informal procedures by which standards are maintained. Information was obtained from a survey of decision-making in state higher education agencies, flagship universities, four-year colleges, and two-year colleges. After discussing the mission of universities, the tradition of self-regulation in American higher education is examined, including the governing board and voluntary accreditation. Also covered are outside governance connections (the state, the federal government, and the courts) that have significantly altered the mission and governance of higher education. It is concluded that, on balance, higher education's partnership with governments on both state and national levels has generated far more benefits than it has administrative burdens. However, because external influences on academic governance should not be allowed to overwhelm internal governance structures, colleges are urged to strengthen self-regulation capacity, to take leadership roles, and to revitalize their historic governance tradition. The survey questionnaire is included, together with a list of participating institutions and agencies. (SW)
Princeton University Press, 3175 Princeton Pike, Lawrenceville, NJ 08648 ($6.95, prepaid).
Publication Type: Tests/Questionnaires; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.