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1. |
Record Nr. |
UNINA9910789907803321 |
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Autore |
Fethke Gary C (Gary Craig), <1942-> |
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Titolo |
Public no more [[electronic resource] ] : a new path to excellence for America's public universities / / Gary C. Fethke and Andrew J. Policano |
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Pubbl/distr/stampa |
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Stanford, California, : Stanford Business Books, an imprint of Stanford University Press, 2012 |
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ISBN |
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Descrizione fisica |
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1 online resource (282 p.) |
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Altri autori (Persone) |
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PolicanoAndrew J. <1949-> |
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Disciplina |
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Soggetti |
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Public universities and colleges - United States |
Universities and colleges - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Contents; Preface; Part I: Environmental Issues; 1. Introduction: Challenges, Solutions, and Themes; 2. Challenges Facing Public Research Universities; Part II : Practices, Procedures, and Strategies; 3. A Framework for Defining, Creating, and Distributing Value; 4. Tuition Setting in Practice; 5. Basic Financial Structure of Public Universities; 6. Two Prominent Models for Resource Allocation: Central-Administration Management and Responsibility-Centered Management; Part III : Policy and Analysis; 7. Subsidies to Public Higher Education; 8. An Efficiency-Based Subsidy and Tuition Policy |
9. The Quality of EducationPart IV: Culture and Governance; 10. Cultural Impediments to Change; 11. Templates for Change and Lost Opportunities; 12. Public No More; Notes; References and Selected Bibliography; Index |
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Sommario/riassunto |
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Public No More examines the quickly changing environment within higher education, including the permanent decline in state support for public universities. This book raises the question of how research universities can survive with reduced subsidies and increased competition from both non-profit and growing for-profit institutions. Authors Gary C. Fethke and Andrew J. Policano, both longtime university administrators, offer a strategic framework for determining how tuition and access should be set and how universities should decide on quality and program scope. Throughout the te |
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2. |
Record Nr. |
UNINA9910953637903321 |
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Titolo |
The knowledge base in educational administration : multiple perspectives / / edited by Robert Donmoyer, Michael Imber, James Joseph Scheurich |
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Pubbl/distr/stampa |
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Albany, : State University of New York Press, c1995 |
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ISBN |
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1-4384-0137-X |
0-585-09039-4 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (175 p.) |
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Collana |
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SUNY series in educational leadership |
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Altri autori (Persone) |
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DonmoyerRobert |
ImberMichael |
ScheurichJames Joseph <1944-> |
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Disciplina |
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Soggetti |
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School management and organization - United States - Philosophy |
School management and organization - Social aspects - United States |
School supervision - United States |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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CONTENTS; INTRODUCTION: KNOWLEDGE BASE PROBLEMS IN EDUCATIONAL ADMINISTRATION; PART I. FRAMING THE DEBATE: PHILOSOPHICAL, HISTORICAL, AND PRACTICAL ISSUES; The Knowledge Base in Educational Administration: Postpositivist Reflections by James Joseph Scheurich; The Myth of a Knowledge Base in Administration by Janet Littrell and William Foster; Building a Professional Knowledge Base in Educational Administration: Opportunities and Obstacles by Paul V. Bredeson; The Knowledge Base in School Administration: Historical Footings and Emerging Trends by Joseph Murphy |
A Knowledge Base for Educational Administration: Notes from the Field by Robert DonmoyerCraft Knowledge and Institutional Constraints by Rodney Muth; Organizational Counterproductivism in Educational Administration by Michael Imber; Narrative Knowledge and Educational Administration: The Stories that Guide Our Practice by Gary L. Anderson and Bonnie Page; PART II. HEARING TRADITIONALLY EXCLUDED VOICES: RACE, ETHNICITY, AND GENDER IN EDUCATIONAL ADMINISTRATION; A Cup Half Full: A Gender Critique of the Knowledge Base in Educational |
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Administration by Charol Shakeshaft |
How Gender and Ethnicity Interact in the Practice of Educational Administration: The Case of Hispanic Female Superintendents by Flora Ida Ortiz and David Jude OrtizGender, Race, Ethnicity and the Quest for a Knowledge Base in Educational Administration by Vivian Ikpa; Lessons of Leadership: A Critique of the Knowledge Base in Educational Administration by Jayminn Sulir Sanford, Ed.D.; Fe/male Voices: Leadership and the Knowledge Base by Rosemary Papalewis; PART III. ADDING NEW POINTS OF VIEW: ALTERNATIVE THEORETICAL APPROACHES AND MODELS; The Micropolitics of Education by Joseph Blase |
Developments in Theory and Practice: An Opportunity to Examine the Impact of the Environment on School Organizations by Rodney T. OgawaThe Preparation of Educational Leaders and Rational Choice Theory by Tyll van Geel; Needed: A Knowledge Base that Promotes Creativity-Toward a Rhetorical Knowledge Base for Educational Administration by Jane Clark Lindle; A Constructivist View of the Knowledge Base in Educational Administration by Nona A. Prestine; An Otherist Poststructural Perspective of the Knowledge Base in Educational Administration by Colleen A. Capper |
Theoretical Pluralism in Educational Administration by Daniel E. GriffithsCONTRIBUTORS; INDEX; A; B; C; D; E; F; G; H; I; L; M; N; O; P; Q; R; S; T; U |
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Sommario/riassunto |
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This anthology summarizes and critiques the current knowledge base in the field of educational administration. For scholars and practitioners who are interested in or are concerned about knowledge-based issues, this book provides a needed antidote to narrow discussions of foundational issues. The editors of this book maintain that discussions of a knowledge base in educational administration have typically been limited to a fairly traditional range of scholarly commentary reflective of the status quo within departments of educational administration over the past several decades. Other views, such as feminist views, race/ethnic-based orientations, those that dispute the very idea of a knowledge base, and those that simply expand the traditional range, have been given little attention within the knowledge-base discourse. The purpose of this book is, thus, to open up this discourse by broadening the range of viewpoints being considered. Robert Donmoyer is Professor, Educational Policy & Leadership, The Ohio State University. He is co-editor, with Raylene Kos, of At-Risk Students: Portraits, Policies, Programs, and Practices , also published by SUNY Press. Michael Imber is Professor, Educational Policy & Leadership, University of Kansas. James Joseph Scheurich is Assistant Professor, Educational Administration, The University of Texas at Austin. |
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