CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Commitment to the Core: A Longitudinal Analysis of Humanities Degree Production in Four-Year Colleges
Tác giả
Hearn J.C.; Belasco A.S.
Năm xuất bản
2015
Source title
Journal of Higher Education
Số trích dẫn
1
DOI
10.1080/00221546.2015.11777369
Liên kết
Tóm tắt
As many national commissions and observers have noted, the past forty years have brought unprecedented declines in humanities enrollments and programs in U.S. higher education. These changes are particularly striking in the iconic academic heart of the enterprise, the four-year college sector, where many institutions have diversified curricular offerings well beyond their historic roots in the liberal arts. Colleges have significantly varied, however, in the extent of their retreat from the traditional core curriculum. What factors, then, are associated with maintaining earlier established academic norms in this organizational field? This analysis of four-year colleges’ humanities degree production investigates sev-eral propositions, concluding that deeper institutionalization and stronger financial resources have been especially important in constraining schools’ retreat from the humanities over recent decades. Examination of time-based interaction effects suggests notable evolution in the role of religious affiliation and gender in humanities degree production over the period. Implications of the findings for research and policy are considered. © The Authors.
Từ khóa
college degrees; humanities; liberal arts colleges; organizational change
Tài liệu tham khảo
Alvarez L., Florida may reduce tuition for select majors, The New York Times., (2012); The Heart of The Matter: The Humanities and Social Sciences for a Vibrant, Competitive, and Secure Nation, (2013); Astin A., How liberal arts colleges affect students, Daedalus, 128, 1, pp. 77-100, (1999); Astin A., Korn W., Green K., Retaining and satisfying students, Educational Record, 68, 1, pp. 36-42, (1987); Baker V.L., Baldwin R.G., Makker S., Where are they now? Revisiting Brene-man’s study of liberal arts colleges, Liberal Education, 98, 3, (2012); Breneman D.W., Liberal Arts Colleges: Thriving, Surviving, Or Endangered?, (1994); Breusch T., Ward M.B., Nguyen H.T., Kompas T., On the fixed effects vector decomposition, Political Analysis, 19, 2, pp. 123-134, (2011); Brint S., The rise of the “practical arts.”, The Future of the City of Intellect, (2002); Brint S., Karabel J., Institutional origins and transformations: The case of American community colleges, The New In-Stitutionalism in Organizational Studies, pp. 337-360, (1991); Brint S., Riddle L., Turk-Bicackilevy C.S., From the liberal to the practical arts in American colleges and universities: Organizational analysis and curricular change, The Journal of Higher Education, 76, 2, pp. 151-180, (2005); Brint S., Proctor K., Hanneman R.A., Mulligan K., Rotondi M.B., Murphy S.P., Who are the early adopters of new academic fields? Comparing four perspectives on the institutionalization of degree granting programs in US four-year colleges and universities, 1970–2005, Higher Education, 61, pp. 563-585, (2011); Brint S., Proctor K., Mulligan K., Rotondi M.B., Hanneman R.A., Declining academic fields in U.S. four-year colleges and universities, 1970–2006, The Journal of Higher Education, 83, 4, pp. 582-613, (2012); Brint S., Proctor K., Murphy S.P., Hanneman R.A., The market model and the growth and decline of academic fields in U.S. four-year colleges and universities, 1980–2000, Sociological Forum, 27, 2, (2012); Brint S., Turk-Bicakci L., Proctor K., Murphy S.P., Expanding the social frame of knowledge: Interdisciplinary, degree-granting fields in American colleges and uni-versities, 1975–2000, Review of Higher Education, 32, 2, pp. 155-183, (2009); Brooks D., The humanist vocation, The New York Times, (2013); Cameron K.S., Organizational adaptation and higher education, The Journal of Higher Education, 55, 2, pp. 122-144, (1984); Clark B.R., The Distinctive College, (1970); Clark B.R., The Higher Education System: Academic Organization in Cross-Nation-Al Perspective, (1983); Colby A., Ehrlich T., Sullivan W.M., Dolle J.R., Rethinking Undergraduate Business Education, (2011); Delbanco A., College: What It Was, Is, and Should Be, (2012); Delucchi M., “Liberal arts” colleges and the myth of uniqueness, The Journal of Higher Education, 68, 4, pp. 414-426, (1997); Dimaggio P.J., Powell W.W., The iron cage revisited: Institutional isomor-phism and collective rationality in organizational fields, American Sociological Review, 48, pp. 147-160, (1983); Estanek S.M., James M.J., Norton D.A., Assessing Catholic identity: A study of mission statements of Catholic colleges and universities, Catholic Education: A Journal of Inquiry and Practice, 10, 2, (2006); Ewest T., Kliegl J., The case for change in business education: How liberal arts principles and practices can foster needed change, Journal of Higher Education Theory and Practice, 12, 3, (2012); Ferrall V.E., Liberal Arts at the Brink, (2011); Ficano C., Cunningham B., The determinants of donative revenue flows from alumni of higher education, Journal of Human Resources, 37, 3, pp. 540-569, (2001); Greene W., Fixed effects vector decomposition: A magical solution to the problem of time-invariant variables in fixed effects models?, Political Analysis, 19, 2, pp. 135-146, (2011); Gujarati D., Porter D., Basic Econometrics, (2009); Gumport P.J., Sporn B., Adapting to Changing Environments: Prescriptions for Management Reform, (1999); Hannan M.T., Freeman J., Organizational Ecology, (1989); Hartley M., A Call to Purpose: Mission-Centered Change at Three Liberal Arts Col-Leges, (2002); Hawkins H., The making of the liberal arts college identity, Daedalus, 128, 1, pp. 1-25, (1999); Hearn J.C., Gorbunov A.V., Funding the core: Understanding the financial contexts of academic departments in the humanities, Tracking Changes in the Humanities: Essays on Finance and Education, pp. 1-45, (2005); Hill C., Corbett C., St. Rose A., Why So Few? Women in Science, Technology, Engineering, and Mathematics, (2010); Horowitz H.L., In the wake of Laurence Veysey: Re-examining the liberal arts college, History of Education Quarterly, 45, 3, pp. 420-426, (2005); Jaquette O., In Pursuit of Revenue and Prestige: The Adoption and Production of master’s Degrees by U.S. Colleges and Universities (Unpublished Doctoral Dissertation), (2011); Jaquette O., Why do colleges become universities? Mission drift and the enrollment economy, Research in Higher Education, 54, pp. 514-543, (2013); Keohane N.O., The liberal arts and the role of elite higher education, In Defense of American Higher Education, pp. 181-201, (2001); Kerr C., The Uses of the University: Fourth Edition, with 1994 Commentaries on past Developments and Future Prospects, (1994); Kiley K., Liberal arts colleges rethink their messaging in the face of criticism, Inside Higher Education, (2012); Kiley K., Zone Defense. inside Higher Education, (2012); Kiley K., Another Liberal Arts Critic. inside Higher Education, (2013); Koblik S., Graubard S., Distinctly American: The Residential Liberal Arts College, (2000); Kraatz M.S., Learning by association? Interorganizational networks and adaptation to environmental change, Academy of Management Journal, 41, 6, pp. 621-643, (1998); Kraatz M.S., Zajac E.J., Exploring the limits of new institutionalism: The causes and consequences of illegitimate organizational change, American Sociological Review, 61, 5, pp. 812-836, (1996); Kraatz M.S., Ventresca M.J., Deng L., Precarious values and mundane in-novations: Enrollment management in American liberal arts colleges, Academy of Management Journal, 53, 6, pp. 1521-1545, (2010); Labianca G., Fairbank J.F., Thomas J.B., Gioia D.A., Umphress E.E., Emulation in academia: Balancing structure and identity, Organization Science, 12, pp. 312-330, (2001); Lapovsky L., Tale of Three Campuses: A Comparison of Three Small Liberal Arts Col-Leges, (2012); Lewin T., As interest fades in the humanities, colleges worry, The New York Times, (2013); Marcus J., In era of high costs, humanities come under attack, Hech-Inger Report., (2013); Marsden G.M., The Soul of the American University: From Protestant Establish-Ment to Established Nonbelief, (1994); McPherson M.S., Schapiro M.O., The future economic challenges for the liberal arts colleges, Daedalus, 128, 1, pp. 47-75, (1999); Morphew C.C., “A rose by any other name”: Which colleges became universities, Review of Higher Education, 25, 2, pp. 207-223, (2002); Morphew C.C., Conceptualizing change in the institutional diversity of U.S. colleges and universities, The Journal of Higher Education, 80, 3, pp. 243-269, (2009); Morphew C., Hartley M., Mission statements: A thematic analysis of rhetoric across institutional type, The Journal of Higher Education, 77, 3, pp. 456-471, (2006); Neely P., The threats to the liberal arts colleges, Daedalus, 128, 1, pp. 27-45, (1999); Nelson L.A., The Bennett Hypothesis Returns. inside Higher Education; Oakley F., The liberal arts college: Identity, variety, destiny, American Council of Learned Societies, Liberal Arts Colleges in American Higher Education: Challenges and Opportunities, pp. 1-14, (2005); Pascarella E., Terenzini P., How College Affects Students (Vol. 2): A Third Decade of Research, (2005); Pfeffer J.A., Organizations and Organization Theory, (1982); Pfeffer J.A., The External Control of Organizations: A Resource Dependence Per-Spective, (2003); Plumper T., Troeger V., Efficient estimation of time-invariant and rarely changing variables in finite sample panel analyses with unit fixed effects, Political Analysis, 15, 2, pp. 124-139, (2007); Plumper T., Troeger V.E., Fixed-effects vector decomposition: Properties, reli-ability, and instruments, Political Analysis, 19, 2, pp. 147-164, (2011); Richardson M., Tracking Changes in the Humanities: Essays on Finance and Education, (2005); Pope L., Colleges that Change Lives., (2006); Pryor J.H., Eagan K., Blake L.P., Hurtado S., Berdan J., Case M.H., The American Freshman: National Norms 2012, (2012); Schneider C.G., The narrowing of the American mind, Chronicle of Higher Education; Scott W.R., Conceptualizing organizational fields: Linking organizations and so-cietal systems, Systemrationalitat Und Partialinteresse, pp. 203-221, (1994); Scott W.R., Institutions and Organizations, (1995); Selznick P., Institutionalism “old” and “new.”, Administrative Science Quarterly, 41, pp. 270-277, (1996); Shulman L.S., The Carnegie Classification of Institutions of Higher Education, (2001); Silver N., As more attend, majors are becoming more career-focused, The New York Times; Spellman B., The Resilient Liberal Arts College. inside Higher Education; Supiano B., How liberal arts majors fare over the long haul, Chronicle of Higher Education; Taylor B.J., Cantwell B., Slaughter S., Quasi-markets in U.S. higher edu-cation: The humanities and institutional revenues, The Journal of Higher Education, 84, 5, pp. 675-707, (2013); Tolbert P.S., Institutional environments and resource dependence: Sources of administrative structure in institutions of higher education, Administrative Science Quar-Terly, 30, pp. 1-13, (1985); Turner S.E., Bowen W.G., The flight from the arts and sciences: Trends in degrees conferred, Science, 250, 4980, pp. 517-521, (1990); Umbach P., Kuh G., Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness, The Journal of Higher Education, 77, 1, pp. 169-192, (2006); Veysey L.R., The Emergence of the American University, (1965); Wieseltier L., Crimes against the humanities: Now science wants to invade the liberal arts—Don’t let it happen, New Republic; Williamson O.E., The economics of organization: The transaction cost approach, American Journal of Sociology, 87, 3, pp. 548-577, (1981); Wilson R., Humanities scholars see declining prestige, not a lack of interest, Chronicle of Higher Education; Winston G.C., Subsidies, hierarchy, and peers: The awkward economics of higher education, Journal of Economic Perspectives, 13, pp. 13-36, (1999)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus