Tribal college and university research journal最新文献

{"title":"Culture as Medicine for the Blackfeet Community: A pilot intervention.","authors":"Betty Henderson-Matthews, Megan Gordon, Sierra Mason, Agnieszka Rynda-Apple, Neha A John-Henderson","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"6 ","pages":"20-31"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9831844/pdf/nihms-1859740.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9083710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Demographics and the Demand for Higher Education","authors":"S. Rizvi","doi":"10.1353/book.57044","DOIUrl":"https://doi.org/10.1353/book.57044","url":null,"abstract":"","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"3 1","pages":"56"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91245501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Logistic modeling of university choice among student migrants to Karnataka for higher education","authors":"Veena Andini, Sandeep Rao","doi":"10.2139/SSRN.3181130","DOIUrl":"https://doi.org/10.2139/SSRN.3181130","url":null,"abstract":"In India, universities often study the broad characteristics of students who migrate to their state for educational purposes. This provides them with opportunities to collaborate with the state government in order to introduce education policies that can influence future students’ migration decisions. While studies already exist that focus on the determinants of student migration, this paper uses the logistic regression model to assess the probability of choice of private universities while using primary data collected from students who migrated to Karnataka. This paper also reports on tests of various hypotheses and on the finding that the admission quota has no significant effect on migrant students’ choice to enroll at a private university.","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"37 1","pages":"2-14"},"PeriodicalIF":0.0,"publicationDate":"2018-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88430726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing the New American University","authors":"M. Fifolt","doi":"10.1353/book.38428","DOIUrl":"https://doi.org/10.1353/book.38428","url":null,"abstract":"Designing the New American University CROW, M. M., AND W. B. DABARS. 2015. BALTIMORE, MD: JOHNS HOPKINS UNIVERSITY PRESS. 344 PP.In Designing the New American University, authors Crow and Dabars examine the scope and complexity of research institutions in the United States and explore the dilemmas and challenges these institutions face in serving the needs of 21st century learners. The authors envision the New American University as \"a complex and adaptive comprehensive knowledge enterprise committed to discovery, creativity, and innovation, accessible to the broadest possible demographic, both socioeconomically and intellectually\" (viii).Consistent with institutional design efforts articulated by Lombardi (2013), Crow and Dabars question whether education reform can better be achieved by strengthening elements of the existing system or by declaring the system to be fundamentally unsound and replacing it with a different type of learning organization. Ultimately, the authors suggest that a compromise may be possible and propose reconfiguring the existing organization while rethinking its current practices.With this compromise as the framework, the authors use the term \"New American University\" to describe a broad set of concepts that may apply to the approximately 200 private and public U.s. institutions that are classified as either RU/vh (research university/very high research activity) or RU/H (research university/high research activity) (Carnegie n.d.). According to Crow and Dabars, the New American University is intended to complement rather than replace the current model of U.s. research institutions.Historical BackgroundUnlike the first three-quarters of the 20th century, which saw massive investments and growth in higher education in the United States as well as widely shared prosperity and increases in the standard of living for most Americans, the 21st century has been marked by a widening gap in postsecondary education attainment by socioeconomic status. Comparable to findings by Mettler (2014), Crow and Dabars state:Despite the conventional wisdom that America is a classless society and represents the promise of boundless opportunity for those willing to work hard and sacrifice, stark inequalities in opportunities grounded in socioeconomic disadvantage based on family income and the educational attainment of parents increasingly remain a barrier to intergenerational economic mobility as well as access to higher education (42).The authors note further that socioeconomic forces affect not only access but also persistence and graduation rates; this has resulted in \"two opposing streams of upwardly mobile college-haves and downwardly mobile college-have-nots\" (54).According to Crow and Dabars, one of the primary contributors to the problem of accessibility is that the U.s. research university model is entrenched in obsolete institutional design, lacks scalability, and promotes residual elitism (19). Selective research universities have fa","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"79 1","pages":"65"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79690650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Politics of Performance Funding for Higher Education: Origins, Discontinuations, and Transformations","authors":"M. Fifolt","doi":"10.5860/choice.192275","DOIUrl":"https://doi.org/10.5860/choice.192275","url":null,"abstract":"THE POLITICS OF PERFORMANCE FUNDING FOR HIGHER EDUCATION: ORIGINS, DISCONTINUATIONS, AND TRANSFORMATIONS DOUGHERTY, K.J., AND R. S. NATOW. 2015. BALTIMORE, MD: JOHNS HOPKINS UNIVERSITY PRESS. 260 PP. Reviewed by Matthew Fifolt, Ph.D.In The Politics of Performance Funding for Higher Education, Dougherty and Natow address the emergent trend of performance funding of public higher education institutions in the United States. Hie authors define the practice as \"tying state funding directly to performance on specific indicators of institutional outcomes,\" (p. 1) such as rates of student persistence, course completion, degree completion, and job placement. Hie authors note that, as of September 2014,38 states have established performance funding programs; 30 states are actively using performance funding mechanisms as part of their financial allocation process (p.3).Using an exploratory case study design, Dougherty and Natow investigate eight states that either currently use performance funding or have used it in the past and discontinued it. These states include Florida, Illinois, Indiana, Missouri, Ohio, South Carolina, Tennessee, and Washington. The authors also explore programs within this cohort that have experienced long-term operational changes. Dougherty and Natow base their investigation on the following five questions:* What are the sociopolitical origins of performance funding for higher education?* Why have so many states that have established performance funding-if only for a while-later discontinued it?* How has performance funding evolved in states where it has been retained over a long period of time ?* Why have states replaced longstanding performance funding programs (pf i.o) with programs (pf 2.0) that are quite different in design and funding levels?* What is the likely future of performance funding given the political forces resulting in frequent adoption but also frequent discontinuation? (pp.4-5)In addition to conducting an extensive review of relevant reports, articles, and studies, the authors interviewed more than 200 political actors, including state- and locallevel higher education officials, state legislative representatives, governors, and more to gather firsthand accounts of performance funding in these targeted states (p.7).Overview of Performance FundingAccording to the authors, state allocations for higher education typically are calculated using a funding formula based on workload factors (eg, enrollment or size of physical plant) or a base plus/minus system based on the previous years funding and such factors as inflation, salary increases, program improvements, and productivity gains (p. 15). In addition to these input and process measures, many states have added student outcome indicators (i.e., performance measures) to inform decisions regarding state budgets.The authors describe two \"waves\" ofperformance funding adoption in higher education. In the first wave, performance funding (pf i.o) was envisioned as a bonus","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"16 1","pages":"62"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78408204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educating a Diverse Nation: Lessons from Minority-Serving Institutions","authors":"M. Fifolt","doi":"10.5860/choice.191313","DOIUrl":"https://doi.org/10.5860/choice.191313","url":null,"abstract":"EDUCATING A DIVERSE NATION: LESSONS FROM MINORITY-SERVING INSTITUTIONS CONRAD, C, AND M. GASMAN. 2015. CAMBRIDGE, MA: HARVARD UNIVERSITY PRESS. 289 PP.In Educating a Diverse Nation, Conrad and Gasman explore the best practices of Minority-Serving Institutions (ms is) in helping students learn and persist at the postsecondary level. The authors describe MS is as a relatively small number of colleges and universities that educate a large percentage of students of color and low-income students. They contend that while these institutions play a critical role in serving historically underrepresented students, they have \"long been invisible across much of the landscape in higher education as well as in the literature on our colleges and universities\" (p. 12).According to demographic trend data as reported by the U.S. Census, the United States continues to become an increasingly diverse nation. In fact, by 2050, racial and ethnic minorities are expected to account for more than half (52%) of the U.S. resident college-age population (U.S. Census 2009). Conrad and Gasman suggest that mainstream U.S. higher education institutions, or Predominantly White Institutions (pwis), are not culturally prepared to address the unique needs of this new majority-minority. Specifically, they state:Because many faculty members and staff in mainstream higher education know little about the history, challenges, strengths, and perspectives that traditionally underrepresented students bring to college, they expect all college students to assimilate into traditional higher education and adapt to the norms of the dominant culture, (p. 9)According to Conrad and Gasman, MS is increasingly have become a gateway to higher education for many underrepresented minority students. This is significant given the authors' observation of the relative indifference of PWls in meeting the needs of a diverse society.Study DesignThe goal of this three-year national study was to identify practices that enhance the learning and persistence of traditionally underserved and underrepresented students (10). Using a purposive approach, Conrad and Gasman identified twelve MS is that offer programs either to support diverse students or to contribute to their learning and persistence. The authors selected these twelve programs from 185 submissions by more than 160 MSls representing a wide variety of institutional types (eg., private, public, two year, four year) and geographic regions. Conrad and Gasman articulated four categories of MS is and conducted three in-depth case studies for each:* Tribal Colleges and Universities (tcus)* Hispanic-Serving Institutions (hsis)* Historically Black Colleges and Universities (hbcus)* Asian American and Native American Pacific Islander-Serving Institutions (aanapisis)The authors describe the distinct cultural, historical, and contextual factors that influenced the establishment of these four types of institutions. Despite their differences, MS is reach out to diverse","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"PC-30 4","pages":"58"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72590319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Minds on Fire: How Role-Immersion Games Transform College","authors":"M. Fifolt","doi":"10.5860/choice.190705","DOIUrl":"https://doi.org/10.5860/choice.190705","url":null,"abstract":"MINDS ON FIRE: HOW ROLE-IMMERSION GAMES TRANSFORM COLLEGE CARNES, M. C. 2014. CAMBRIDGE, MA: HARVARD UNIVERSITY PRESS. 387 PP. Reviewed by Matthew Fifolt, Ph.D.In Minds on Fire, Mark Carnes, professor of history at Barnard College-Columbia University, suggests that higher education in the United States is not \"all wrong\" but rather \"only half right\" (p. 13). The current pedagogical system, characterized by rational, hierarchical, and wellordered structures, often overlooks the equally important aspects of the human experience related to \"emotion, mischievous subversion, social engagement, and creative disorder\" (p. 13). Carnes suggests that active-learning pedagogies, such as Reacting to the Past and other historical simulations, resonate deeply with students and allow them to lose themselves in the experience (p. 312).For this investigation, Carnes interviewed more than 90 students enrolled at 30 colleges and universities over a four-year period to learn more about the motivational power of role-immersion curricula. Carnes notes that role-immersion courses are designed to promote in-class, interactive engagement. In fact, unlike many of his contemporaries who see online courses as the future of higher education, Carnes envisions role immersion as transforming traditional classroom pedagogies such that students will actually want to come to school (p. 15).Carnes observes that historically, U.S. higher education has struggled to engage undergraduate students in academic pursuits. In fact, recent findings reveal that students continuously demonstrate high levels of academic disengagement (Arum and Roska 2010) and low levels of motivation and interest (Bowen, Chingos and McPherson 2009). Further, faculty members, driven by a system that rewards scholarship over teaching (Bok 2013), continue to finds ways to \"free themselves from the ?burden' of undergraduate instruction\" (p. 21). Researchers have described this phenomenon as an educational stalemate in which students do as little as possible to receive the highest possible grades while faculty members focus on their research in order to earn promotion and tenure (Arum and Roska 2010, Levine and Dean 2012, Samuels 2013).Consistent with the findings of Cox (2009), Carnes argues, \"Colleges underachieve because the predominant modes of instruction are inadequate learning tools\" (p. 29). Despite calls for reforming the curriculum to include more active-learning pedagogies (Bok 2013, Johansson and Felten 2014), Carnes identifies three primary obstacles: (a) lack of resources to reward innovative teaching, (b) faculty preference to cling to professional conventions, and (c) student apprehension of active-learning approaches (p. 29). However, Carnes' development of Reacting to the Past, which he describes as \"innovation by accident,\" marked a significant shift in his thinking about classroom teaching and student learning.Frustrated with his own lecture-style class in the mid 199os, Carnes reformatted his se","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"46 1","pages":"57"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77311724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The War on Learning: Gaining Ground in the Digital University","authors":"M. Fifolt","doi":"10.5860/choice.190855","DOIUrl":"https://doi.org/10.5860/choice.190855","url":null,"abstract":"THE WAR ON LEARNING: GAINING GROUND IN THE DIGITAL UNIVERSITY LOSH, E. 2014. CAMBRIDGE, MA: THE MIT PRESS. 302 PP.In The War on Learning, self-described digital rhetorician Elizabeth Losh contends that postsecondary institutions in the United States have willingly adopted commodity solutions to instructional technology (i.e., learning management systems) when they would be better served to have invested resources in new practices of digital literacy. In this highly academic and technically specific book, Losh states that online learning platforms, interfaces, and codes require \"knowledge of technical specifics as well as practical pedagogical application\" (p. 8) but err too often on the side of profit and bottom-line efficiencies that undervalue intellectual development and scholarly participation.Losh argues that \"instructional technology shapes interaction, mediates communication, participates in social relations, and amplifies the message of the instructor\" (p. 5). Technology, therefore, is far from a neutral transmitter of information. Rather, it reflects biases and hidden assumptions that both influence and are influenced by classroom instruction. Three critical theoretical frameworks guide the discussion: (a) object-oriented ontology; (b) media archaeology; and (c) feminist theory, as related to boundary objects, infrastructure, and situated interactions (p. 3).Losh identifies her intended audience as college and university presidents but acknowledges that they tend to focus on grand visions for institutions rather than granular details of instructional technology. However, consistent with the findings of Chopp, Frost, and Weiss (2014), she notes that college presidents \"have to make decisions on a daily basis about where resources are invested-and when, how, and why and for whom\" (p. 15). This challenge becomes more difficult as instructional technology increases rather than decreases costs.COMPETITION AND CONFLICT VS. COOPERATIONLosh proposes that in the current era of \"socially networked computing,\" academic and popular forms of instruction should converge to support a \"life-long culture of inquiry, collective intelligence, and distributed learning practices\" (p. 18). Instead, higher education has created an environment that emphasizes competition and conflict over cooperation (p. 26). By way of example, Losh describes a \"war on learning\" in which faculty members use technology to \"command and control\" while students use technology to \"game the system.\" She suggests that Stake- holders in higher education must find common ground with one another to realize the full potential of the digital technologies they use every day.In an especially powerful example of conflict, Losh discusses a series of YouTube videos in which students exhibit techniques for cheating on exams. Media outlets seized upon these \"cheating videos\" as an example of how students are using technology to undermine or \"game\" the educational system, yet Losh points out that ","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"78 1","pages":"53"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84345587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The First 90 Days: Proven Strategies for Getting Up to Speed Faster and Smarter","authors":"Jerry Ross","doi":"10.5860/choice.51-1590","DOIUrl":"https://doi.org/10.5860/choice.51-1590","url":null,"abstract":"Download PDF Ebook and Read OnlineThe First 90 Days Epub Pdf Free%0D. Get The First 90 Days Epub Pdf Free%0D the first 90 days epub pdf free dienstleistung recht de The First 90 Days Epub Pdf Free PDF. Get Free Cabin Plans 100 Squat: Get Free & Instant Access To Over 150 Highly Detailed Woodworking Project Plans. http://www.fotopanas.club/the-first-90-days-epub-pdf-free-dienstleistung-recht-de.pdf Free download epub The First 90 Days Critical Free [download] [epub]^^ The First 90 Days Critical Success Strategies for New Leaders at All Levels Free [download] [epub]^^ The First 90 Days Critical Success Strategies for New Leaders at All http://www.fotopanas.club/Free--download-epub--The-First-90-Days-Critical--.pdf The First 90 Days pdf download 2shared The First 90 Days.pdf download at 2shared. Click on document The First 90 Days.pdf to start downloading. 2shared Online file upload unlimited free web space. File sharing network. File upload progressor. Fast download. 6712059 documents available. http://www.fotopanas.club/The-First-90-Days-pdf-download-2shared.pdf The First 90 Days Proven Strategies for Getting Up to The First 90 Days: Proven Strategies for Getting Up to Speed Faster and Smarter [epub mobi ebook free] by Michael D. Watkins (self.ebooks) submitted 1 year ago by mtuan123 Transitions are a critical time for leaders. http://www.fotopanas.club/The-First-90-Days--Proven-Strategies-for-Getting-Up-to--.pdf The First 90 Days Updated and Expanded Kobo com The First 90 Days, Updated and Expanded. by Michael D. Watkins. Thanks for Sharing! You submitted the following rating and review. We'll publish them on our site once we've reviewed them. http://www.fotopanas.club/The-First-90-Days--Updated-and-Expanded-Kobo-com.pdf The First 90 Days overview SlideShare The First 90 Days BusinessSummaries.com You have 90 days to prove that you are an asset to the company upon entering a new job or getting promoted to a higher position within the same organization. http://www.fotopanas.club/The-First-90-Days-overview--SlideShare.pdf The First 90 Days Critical Success Strategies For New Download Free (EPUB, PDF) The window of opportunity in a new position is a short one; according to career transition expert Michael Watkins, a new leader has 90 days to determine his success or failure on the job. In THE FIRST 90 DAYS,Watkins offers a practical, proven-effective guide for anyone moving into a new professional role. Whatever the stage of the listeners career, whether starting a http://www.fotopanas.club/The-First-90-Days--Critical-Success-Strategies-For-New--.pdf EbooK Epub The First 90 Days Critical Success Strategies [EbooK Epub] The First 90 Days: Critical Success Strategies for New Leaders at All Levels Ebook | Read online Get ebook Epub Mobi by Michael D. Watkins http://www.fotopanas.club/-EbooK-Epub--The-First-90-Days-Critical-Success-Strategies--.pdf Download The First 90 Days Updated and Expanded Proven The First 90 Days, Updated and Expanded: Proven Str","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"31 1","pages":"72"},"PeriodicalIF":0.0,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79147852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher Education in America","authors":"M. Fifolt","doi":"10.5860/choice.51-5145","DOIUrl":"https://doi.org/10.5860/choice.51-5145","url":null,"abstract":"HIGHER EDUCATION IN AMERICA BOK, D. 2013. PRINCETON: PRINCETON UNIVERSITY PRESS. 479 PP.Reviewed by Matthew FifoltHigher Education in America is a compelling and comprehensive overview of the systems, structures, and relevant issues in higher education in the United States. Written in a straightforward and authoritative style, Bok discusses the nature and scope of u.s. higher education and describes the strengths and potential vulnerabilities of a system that encompasses such differing institutions as community colleges, research universities, and for-profit institutions.Modeling the principles of scientific inquiry, the author frames the text with the following key questions:* How vigorously are u.s. universities responding to their emerging problems and opportunities?* Which of the many criticisms of u.s. higher education institutions' activities are truly valid, and which are unfounded or highly exaggerated?* What can u.s. colleges do to improve their performance, and how can such reforms best be brought about? (Bok Z013, p. 4)In each section of the book, Bok provides evidence to support or refute claims relevant to these primary questions. The sections are broad in scope and cover the context of higher education (e.g, its history, purposes, and governance) as well as the concepts of undergraduate and graduate education; professional education; research; and conclusions.Bok notes that as the education system in the United States has evolved, colleges and universities have codified the tripartite mission of higher education to include teaching, research, and service. More recently, a number of schools have added economic development as an accompanying institutional aim. The author acknowledges that colleges and universities can have multiple and complementary goals and that it is, indeed, inevitable that they do given the complex nature of the modern multiversity (Kerr 1963).Yet Bok cautions higher education leaders against taking on initiatives that divert their efforts from achieving their institutions' established mission and goals. Specifically, he regards the variety of institutions that comprise the u.s. education system as one of its greatest strengths and therefore recommends that institutions strive to do what they do well rather than succumb to the pressure to become something they are not (e.g, community colleges aspiring to become four-year institutions, four-year institutions aspiring to become comprehensive institutions, etc.).Despite the challenges associated with maintaining a disparate and distributed system, Bok suggests that the values and norms that define the academic community are core strengths of the education enterprise in the United States. Across institutional type, these values and norms provide a framework for defining responsibilities, establishing principles that guide behavior, delimiting individual actions, setting mutual expectations, and resolving differences of opinion.In persuasive and potentially controvers","PeriodicalId":75260,"journal":{"name":"Tribal college and university research journal","volume":"16 1","pages":"65"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89919261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}