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What's Public about Public Higher Ed? (eBook)

Artikelnummer: 978-1-4214-4253-2
Einband: Adobe Digital Editions
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Exploring the current state of relationships between public universities, government leaders, and the citizens who elect them, this book offers insight into how to repair the growing rift between higher education and its public.Higher education gets a bad rap these days. The public perception is that there is a growing rift between public universities and the elected officials who support them. In What's Public about Public Higher Ed?, Stephen M. Gavazzi and E. Gordon Gee explore the reality of that supposed divide, offering qualitative and quantitative evidence of why it's happened and what can be done about it. Critical problems, Gavazzi and Gee argue, have arisen because higher education leaders often assumed that what was good for universities was good for the public at large. For example, many public institutions have placed more emphasis on research at the expense of teaching, learning, and outreach. This university-centric viewpoint has contributed significantly to the disconnect between our nation's public universities and the representatives of the people they are supposed to be serving. But this gulf can only be bridged, the authors insist, if people at the universities take the time to really listen to what the citizens of their states are asking of them. Gavazzi and Gee draw on never-before-gathered survey data on public sentiment regarding higher education. Collected from citizens residing in the four most populous states-California, Florida, New York, and Texas-plus Ohio and West Virginia, the authors' home states, this data reflects critical issues, including how universities spend taxpayer money, the pursuit of national rankings, student financial aid, and the interplay of international activities versus efforts to create "e;closer to home"e; impact. An unflinching, no-holds-barred exploration of what citizens really think about their public universities, What's Public about Public Higher Ed? also places special emphasis on the events of 2020-including the COVID-19 pandemic and the worst racial unrest seen in half a century-as major inflection points for understanding the implications of the survey's findings.

Exploring the current state of relationships between public universities, government leaders, and the citizens who elect them, this book offers insight into how to repair the growing rift between higher education and its public.Higher education gets a bad rap these days. The public perception is that there is a growing rift between public universities and the elected officials who support them. In What's Public about Public Higher Ed?, Stephen M. Gavazzi and E. Gordon Gee explore the reality of that supposed divide, offering qualitative and quantitative evidence of why it's happened and what can be done about it. Critical problems, Gavazzi and Gee argue, have arisen because higher education leaders often assumed that what was good for universities was good for the public at large. For example, many public institutions have placed more emphasis on research at the expense of teaching, learning, and outreach. This university-centric viewpoint has contributed significantly to the disconnect between our nation's public universities and the representatives of the people they are supposed to be serving. But this gulf can only be bridged, the authors insist, if people at the universities take the time to really listen to what the citizens of their states are asking of them. Gavazzi and Gee draw on never-before-gathered survey data on public sentiment regarding higher education. Collected from citizens residing in the four most populous states-California, Florida, New York, and Texas-plus Ohio and West Virginia, the authors' home states, this data reflects critical issues, including how universities spend taxpayer money, the pursuit of national rankings, student financial aid, and the interplay of international activities versus efforts to create "e;closer to home"e; impact. An unflinching, no-holds-barred exploration of what citizens really think about their public universities, What's Public about Public Higher Ed? also places special emphasis on the events of 2020-including the COVID-19 pandemic and the worst racial unrest seen in half a century-as major inflection points for understanding the implications of the survey's findings.

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VerlagJohns Hopkins University Press
EinbandAdobe Digital Editions
Erscheinungsjahr2021
Seitenangabe0 S.
AusgabekennzeichenEnglisch
Masse1'443 KB
PlattformEPUB
AutorGavazzi, Stephen M.

Über den Autor Stephen M. Gavazzi

Stephen M. Gavazzi, Ph.D., is Professor, Department of Human Sciences, and Director of CHRR at The Ohio State University. During the past 30 years at Ohio State, Dr. Gavazzi has established a research program that identifies the impact of family dynamics on youth development, psychopathology, and problem behavior. This work has been supported by more than $5 million in grants from a wide variety of federal, state, and private sources. He also is a trained Family Therapist, thus bringing an applied clinical perspective to his work. Dr. Gavazzi has been involved in the development and evaluation of a number of family-based programming efforts, including a multifamily psychoeducational group for families containing children with mood disorders, as well as a strength-based program for families who have adolescents involved in some aspect of the juvenile court. Notably, he provided leadership in the development of the Global Risk Assessment Device, a web-based instrument designedto generate information that assists professionals in making appropriate service referrals for at-risk youth and their families.  Dr. Ji-Young Lim, Ph.D., is a Professor in the Department of Child and Family Studies at Kyungpook National University in South Korea. Dr. Lim embarked on a rewarding and impactful professional journey with a Ph.D. in Human Development and Family Science (HDFS) from The Ohio State University, where she also minored in Quantitative Psychology. Her career began as an Assistant Professor at the Department of Family Studies and Social Work at Miami University. Over the past 17 years, Dr. Lim has diligently employed diverse quantitative research methods to delve into various facets of children and adolescents within diverse family contexts. Notably, she played a significant role in validating the Korean Version of Rothbart's Temperament scales, a project funded by the Korea Research Foundation. Her research efforts have shed lighton child and adolescent development within multicultural families in South Korea. Dr. Lim's dedication to rigorous scholarship is evident through her extensive publication record, which boasts over 100 papers published in peer-reviewed journals. 

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