Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.
How did public higher education become an industry? This unprecedented account reveals how campus leaders and faculty preserved the vitality and core values of public higher education despite changing resources and expectations. American public higher education is in crisis. After decades of public scrutiny over affordability, access, and quality, indictments of the institution as a whole abound. Campus leaders and faculty report a loss of public respect resulting from their alleged unresponsiveness to demands for change. But is this loss of confidence warranted? And how did we get to this point? In Academic Fault Lines, Patricia J. Gumport offers a compelling account of the profound shift in societal expectations for what public colleges and universities should be and do. She attributes these new attitudes to the ascendance of "industry logic"—the notion that higher education must prioritize serving the economy. Arguing that industry logic has had far-reaching effects, Gumport shows how this business-oriented mandate has prompted colleges to restructure for efficiency gains, adopt more corporate forms, develop deeper ties with industry, and mold academic programs in the interest of enhancing students' future employment prospects. She also explains how industry logic gained traction and momentum, altering what constitutes legitimacy for public higher education. Yet Gumport's narrative is by no means defeatist. Drawing on case studies of nine public colleges and universities, as well as more than 200 stakeholder interviews, Gumport's nuanced account conveys the successful efforts of leaders and educators to preserve and even strengthen fundamental public values such as educational access, knowledge advancement regardless of currency, and civic responsibility. Ultimately, Academic Fault Lines demonstrates how intrepid faculty and administrators engaged their communities both on and off campus, collaborating and inventing win-win scenarios to further public higher education's expanding legacy of service to all citizens while preserving its centrality to society and the world.
THIS TITLE IS OUT OF PRINT. Founded in 1892 as North Carolina's first state college for women, the State Normal and Industrial School quickly transcended its name and original mission. From the beginning, founder and first President Charles Duncan McIver and his colleagues strove to attain full college status, centering on the liberal arts. By 1919, that goal was a reality and the institution became the North Carolina College for Women. McIver's successor, Julius I. Foust, set out to make it the state's university for women, parallel to the university at Chapel Hill. That dream evaporated in the Depression as the Chapel Hill, Raleigh, and Greensboro campuses consolidated under a single board and most of the graduate work went to Chapel Hill. The Greensboro campus became the UNC Woman's College, or WC. In 1963, all the UNC campuses became coeducational and WC became the University of North Carolina at Greensboro, or UNCG. UNCG has become a metropolitan university -- a category sometimes called the land-grant universities of the 21st century. Like its peers, UNCG offers an education of national, if not worldwide, repute, yet draws the great majority of its students from the surrounding Greensboro/Winston-Salem/High Point metropolitan area. Three-quarters of its students now live off campus; and reflecting its Woman's College origins as well as a national trend, two-thirds are female. This book traces the many, sometimes dramatic changes seen at the school/college/university from its 1892 beginning until 1994. They include the physical campus; administrative leadership; faculty organization, status, and professional allegiance (the institution versus one's academic discipline); the curriculum; student identity, culture, and struggles to win freedom from parietal regulations; and shifting alumni relations. For many years, a perception of underfunding and neglect from above bred identity problems on campus. Recent years brought other problems, from campus expansion and resultant friction with its neighbors, to controversy over athletic scholarships, to a brief war over control of the Alumni Association. Making North Carolina Literate should be of interest to UNCG alumni, faculty, and students; to readers concerned with North Carolina history, women's history, and the history of higher education. "Despite Trelease's long association with UNCG as a professor of history, he is concise and unsentimental in his appraisals... The result is a well-written, often witty account of the growth of an educational institution and its larger place in North Carolina and the nation." -- News & Record "The content and bibliography of this book, a comprehensive work in progress for over a decade, testify to the author's dedicated research and inclusion of a variety of campus constituents." -- The North Carolina Historical Review "[H]ood's meticulous research, his exploration of the rural reform experience during the Progressive era, and his willingness to place his topic in a larger historiographical context make it a useful model for others to test how representative Nelson and Washington Counties were." -- The Journal of Southern History
