Structural and Philosophical Barriers Likely to Make the University Obsolete in These Troubled Times

The authors contend that erroneous assumptions held by faculty and administrators about higher education allow institutions to function either as religious organizations (with beliefs in a body of revealed truth and a priesthood of hierarchy and entitlement) or as corporations (complete with the mis...

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Bibliographic Details
Published in:The American behavioral scientist (Beverly Hills) 1999-02, Vol.42 (5), p.766-775
Main Authors: KEELE, REBA L., NICKMAN, NANCY A.
Format: Article
Language:English
Subjects:
Accountability
Administrator Attitudes
Administrators
Beliefs
Clergy
College campuses
College faculty
College Role
Colleges & universities
Companies
Curricula
Debate
Education
Education policy
Educational Assessment
Educational Philosophy
Future
Governors
Hierarchies
Higher Education
Institutional Mission
Institutional Survival
Miscommunication
Pedagogy
Reinforcement
Religion
Religious organizations
School Community Relationship
Social Function
Social Responsibility
Students
Teacher Attitudes
Teaching
Tertiary education
Truth
U.S.A
United States
United States of America
Universities
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Summary:The authors contend that erroneous assumptions held by faculty and administrators about higher education allow institutions to function either as religious organizations (with beliefs in a body of revealed truth and a priesthood of hierarchy and entitlement) or as corporations (complete with the misunderstanding and misapplication of the corporate concepts of accountability and reward systems). These assumptions prevent necessary discussion among faculty and constituencies about the multiple missions and obligations of higher education. This situation only serves to further fuel public dissatisfaction and questions about funding and purposes. The authors identify a number of critical questions for discussion both inside and outside of academic circles that should move both higher education institutions and their local constituencies and stakeholders past the inevitable stalemate that has been developing for a number of years regarding higher education purposes, roles, and responsibilities.
ISSN:0002-7642
1552-3381
DOI:10.1177/00027649921954507