By Penny A. Pasque (auth.)
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Extra resources for American Higher Education, Leadership, and Policy: Critical Issues and the Public Good
In order to explore contemporary literature, the following orienting questions were asked: What are the different contemporary conceptualizations of higher education’s relationships with society that have been developed by higher education leaders? What are the benefits (and evidence for these benefits) of higher education for society (or for individuals who may then benefit society) that are associated with the various conceptualizations? And, importantly, what are the implications of the relationships between conceptualizations?
When citizen-consumers have the choice between competing suppliers, then those individuals possess the power that holds the suppliers 22 HIGHER EDUCATION, LEADERSHIP, AND POLICY accountable . . Competition puts power in the hands of individual citizens, not bureaucracies” (p. 10). The major recommendation from Brandl and Weber is to “radically change the way state funds for higher education are appropriated by giving more to students and less to institutions” (p. 25). This vision of competition reallocates state appropriations for colleges and universities to individuals as it supports a market-based and competitive higher education enterprise.
24). ” Educational capital (also cited as academic capital) in these contexts is defined as goods yielded by higher education that are both private (including human capital) and public (including social capital). ” Coleman’s theory of social capital is grounded in a structural-functionalist theoretical frame. Coleman attempts to merge sociology and economics using “the economists’ principle of rational action for use in the analysis of social systems proper, including but not limited to economic systems, and to do so without discarding social organization in the process” (Coleman, 1988).