Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000003209644 | LA227.4 M54 1991 | Open Access Book | Book | Searching... |
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Summary
Summary
Taking a stand against popular criticisms of today's colleges and universities, Richard M. Millard rejects the view that higher education is currently failing to respond to new challenges and that it should revert to its past as a model for the future. In this book he exposes prevalent myths about higher education that inhibit administrators and faculty from realistically dealing with changing conditions and that reinforce an elitist conception of the function of higher education in society. Today's Myths and Tomorrow's Realities attempts to show how, through careful analysis and innovative programmes, these assumptions and beliefs can be reshaped to help higher education leaders and their institutions meet the challenges presented by an ageing population, ethnic and racial diversity, and demands for a more educated and skilled work force. Drawing on his extensive experience as a college educator, administrator, and state board member, Millard identifies and analyzes seven groups of myths that restrain critical areas of higher education today - and describes what higher education must do to free itself from these facilities.
Reviews 1
Choice Review
Millard (president emeritus, Council on Postsecondary Accreditation) has written one of the most sober, intelligent, and incisive books on recent issues and controversies in higher education. While rejecting the view that American colleges and universities are failing to meet new challenges, he speaks with clarity and precision on the need to face academic and societal changes boldly and realistically. Millard examines academe's myriad "sacred cows," territorial turf wars, curricular myopia, concerns for quality and equity, technological and commercial threats, and the significance of both tradition and future progress. Emphasizing the criterion of value-added results, he poses direct questions to those who uphold mere reputational indexes for collegiate vitality. He also presents intriguing arguments for the integration of liberal, nontraditional, and career education. Must reading for all those interested in each and every level of higher education. Graduate, undergraduate, and community college students.-J. L. DeVitis, SUNY at Binghamton
