tps 1826: comparative higher education fall 2010 tuesday 1:00 … · 2011-01-25 · tps 1826:...

TPS 1826: Comparative Higher Education

Fall 2010

Tuesday 1:00-4:00pm

Purpose and Approach:

This course was first developed in the mid-1980s to complement Comparative Education

Theory and Methodology (1825) by focusing on higher education within the frame of comparative

education theory and methodology. In 1992-3, after the collapse of the Soviet Union, and the

emergence of a literature around the dialogue/clash of civilizations, a group of graduate students

worked with me to re-think the course completely. We wanted to develop an approach to comparative

higher education that emphasised culture and civilization as the basic framework, rather than the

modern political economy. We also wished to integrate feminist concerns and perspectives

throughout the course reading materials. In 2004, the course was again revised fundamentally, with

students contributing especially to the shaping of the thematic sections in Part D.

The course attempts to introduce three distinct literatures which can be drawn upon for

comparative higher education - a classic historical literature, the literature of comparative education

as it applies to higher education and social change, and the specialist literature of comparative higher

education, which deals mainly with sociological and anthropological aspects of higher education

systems. The focus is on the work of scholars that have had longstanding influence.

The course begins from a civilizational perspective, looking at higher learning institutions in

various world civilizations, and considering the situation of both women and men in these traditions.

It then turns to the great social change period that has been termed "modernization" and looks at how

comparative education scholars such as Brian Holmes, George Bereday and Gail Kelly applied their

methodology to issues of higher education in a comparative perspective. Next, it considers the

literature on comparative higher education, developed by scholars such as Burton Clark and Tony

Becher, and sees how the disciplines of sociology and anthropology are used for comparative analysis

among different national systems. This is set against a parallel feminist literature on higher education.

Next come several regional examples of higher education in the transition to "modernity" - Europe,

Latin America, and East Asia.

The final part of the course deals with themes or issues in higher education which can be

analysed using some of the theoretical frameworks suggested in the literature: university-state

relations in different societies, the professoriate, students and student movements. This fourth part

of the course is highly flexible, and students will be encouraged to work with one of the above issues,

or select a different issue for comparative reflection.

The main purpose of the course is to acquaint students with the wealth of literature available

for the study of comparative higher education, and to assist them in developing an understanding of

the different types of literature and critical judgement for selecting material from the literature.

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Method of Evaluation: Evaluation for the course is based on a brief critical summary of one article,

book or book chapter dealing with theoretical or conceptual issues in comparative higher education

(15%). This will be due by October 19. A second short reflective paper will be due on November 16,

which should draw on selected literature and focus on an issue or theme that will be pursued in the

final research paper. (15%) We will organise small groups according to closeness of theme, so there

can be time for discussion and planning, as well as presentations of these papers during the second

half of the course. Each student will also be able to discuss the paper with the instructor on an

individual basis. The final paper will be a research essay of fifteen to twenty pages in which an issue

in higher education is analyzed comparatively. (70%) It will be due towards the end of December.

Core Reference Material for the Course:

James Forest and Philip Altbach, International Handbook of Higher Education, Parts One and Two

(Dordecht, Netherlands: 2006).

Ruth Hayhoe and Julia Pan, Knowledge Across Cultures: A Contribution to Dialogue Among

Civilizations (Hong Kong: Comparative Education Research Centre, University of Hong Kong,

2001).

Major Journals:

Comparative Education

Comparative Education Review

Higher Education: the international journal of higher education and educational planning

International Higher Education (newsletter from Boston College Higher Education Centre under

Professor Philip Altbach)

Part A: Civilizational Perspectives on Higher Education

Session 1 Higher Learning and Universities in World Civilization

Common Readings:

1. Le Than Khoi, "Towards a General Theory of Education," in Comparative Education

Review, Vol. 30, No. 1, 1986, pp. 12-29.

2. Rashdall, Hastings, "What is a University?" Chapter One, Volume 1 of The Universities of

Europe in the Middle Ages, (Oxford: Clarendon Press, 1987), pp. 1-24.

3. David Noble, A World Without Women: The Christian Clerical Culture of Western Science

(New York: Alfred Knopf, 1992), Chapter Seven, pp. 138-160, and Epilogue, pp. 279-286.

Discussion Questions:

1. How does Le Than Khoi open our minds to reflect on education and higher learning at

different periods of world history and in different societies and civilizations? What were the

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main concerns of higher learning institutions in classical civilizations? How did they relate to

religion, the natural environment, the socio-political and economic environment?

2. What does Rashdall see as the main characteristics of universities as they emerged in Europe?

In what ways did the Church, the guild and the monastery shape the medieval university in

Europe in distinctive ways?

3. How does Noble account for the exclusion of women from the newly emerging universities

of Europe? How was this exclusion justified and how did it shape the emergence of modern

science?

Additional Readings

Cobban, A.B., The Medieval Universities: Their Development and Organisation (London: Methuen,

1975).

Gabriel, Askiel, Garlandia: Studies in the History of the Medieval University, (Frankfurt am Main:

Josef Knecht, 1969).

Haskins, Charles Homer, The Rise of the University, (Ithaca, New York: Cornell University Press,

1965).

*Holmes, B., “Ideal Typical Normative Models,” in Comparative Education: Some

Considerations of Method (London: George Allen and Unwin, 1981), chapter 6, pp. 111-132

Kibre, Pearl, The Nations in the Medieval Universities, (Cambridge, Mass.: Medieval Academy of

America, 1948).

Kittleson, James and Transure, Pamela [eds.], Rebirth, Reform and Resilience: Universities in

Transition 1300-1700, (Columbus: Ohio State University Press, 1984).

Leff, Gordon, Paris and Oxford Univerities in the Thirteenth and Fourteenth Centuries: An

Institutional and Intellectual History (New York: John Wiley and Sons, 1968).

Merchant, Carolyn, The Death of Nature: Women, Ecology and the Scientific Revolution, (San

Francisco: Harper and Row, 1980).

Perkin, Harold, “History of Universities” in James Forest and Philip Altbach, International Handbook

of Higher Education, Parts One and Two (Dordecht, Netherlands: 2006), Part One, pp. 159-206.

Piltz, Anders, The World of Medieval Learning, (New Jersey: Barnes and Noble Books, 1981),

especially pp.81-149.

Rait, Robert, Life in the Medieval Universities, (Cambridge: Cambridge University Press, 1912).

*Schachner, N., The Medieval Universities (New York: A.S. Barnes and Co., 1962), especially

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chapters V and VII.

Sterk, Andrea, Religion, Scholarship and Higher Education: Perspectives, Models and Future

Prospects (Notre Dame, Indiana: University of Notre Dame Press, 2002).

*Weber, Max, The Methodology of the Social Sciences (New York: Free Press, 1948), pp. 85-112.

[Weber’s explanation of the concept and use of ideal types]

Woody, Thomas, Life and Education in Early Societies (New York: Hafner Publishing Co., 1970).

Session 2: Asian and Middle Eastern Traditions of Higher Learning

Common Readings:

1. Altekar, A.S., Education in Ancient India (Bansphatak, Varanasi: Nand Kisore and Sons,

1944) Chapter V, pp. 105-125, Chapter IX, pp. 207-227.

2. Charles M. Stanton Higher Learning in Islam: The Classical Period A.D. 700-1300

(Maryland: Rowman and Little Publishers, 1990), “Introduction” pp. (ix-xiii).

3. Nakosteen, Mehdi, History of Islamic Origins of Western Education A.D. 800-1350

(Boulder, Colorado: University of Colorado Press, 1964), Chapter II, pp. 13-24, Chapter IX,

pp. 179-195.

4. Hayhoe, R. “Lessons from the Chinese Academy,” in R. Hayhoe and J. Pan, Knowledge

Across Cultures: A Contribution to Dialogue among Civilizations (Hong Kong: Comparative

Education Research Centre, University of Hong Kong, 2001), pp. 323-347.


1. What do we learn from Altekar about the ancient institutions of higher learning in India?

What subjects were studied and how broad was their influence? What was the experience

of women in ancient Indian education?

2. What are some of the valuable aspects of Islamic higher learning which Stanton suggests

gave an important legacy to European universities?

3. Nakosteen’s account of the Academy of Jundi-Shapur and the ways in which it prospered

during the early period of Islamic development provides a dynamic picture of early

Islamic higher education. What did you find most striking in this picture? What fields of

knowledge were a particularly valuable legacy to the European universities?

4. What do you see as the most significant differences between the core values and views of

knowledge in classical Chinese institutions of higher learning and the medieval

universities of Europe? How does an understanding of these differences help to explain

the conflicts that have arisen in the development of modern Chinese universities under

Western influence? Can it be helpful in anticipating the future?

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Additional Readings

*Altekar, A.S. "Childhood and Education," in The Position of Women in Hindu Civilization from

Prehistoric Times to the Present Day (Delhi: Motilal Banarsidass, 1962), pp. 1-28.

Berggren, Len, “Historical Reflections on Scientific Knowledge: The Case of Medieval Islam,” in

Ruth Hayhoe and Julia Pan, Knowledge Across Cultures: A Contribution to Dialogue Among

Civilizations (Hong Kong: Comparative Education Research Centre, University of Hong Kong,

2001), pp. 127-138.

Bulliet, W., The Patricians of Nishapur: A Study in Medieval Islamic Social History (Cambridge,

Mass.: Harvard University Press, 1972).

*Hayhoe, Ruth, “Ideas of Higher Learning, East and West: Conflicting Values in the Development

of the Chinese University,” Minerva Vol. XXII, No. 4, Winter, 1994, pp. 361-382.

*Hu, C.T., "The Historical Background: Examinations and Controls in pre-modern China,"

Comparative Education, Vol. 20, No. 1, 1984, pp. 7-26.

Chang Chung-li, The Chinese Gentry: Studies in Their Role in the 19th Century Seattle, Washington:

University of Washington Press, 1955.

Guisso, Richard and Johannesen, Stanley Women in China: Current Directions in Historical

Scholarship (Lewiston, New York: The Edwin Mellen Press, 1981).

Halstead, J. Mark, “An Islamic concept of education,” Comparative Education Vol. 40, No. 4, Nov.

2004, pp. 517-529.

Herrara, Linda, “Education, Islam and Modernity: Beyond Westernization and Centralization,” Essay

review of three books, in Comparative Education Review Vol. 48, No. 3, August 2003, pp. 318-326.

Ji, Shuli, “A Modern Interpretation of Sinic Science,” in Ruth Hayhoe and Julia Pan, Knowledge

Across Cultures: A Contribution to Dialogue Among Civilizations (Hong Kong: Comparative

Education Research Centre, University of Hong Kong, 2001), pp. 139-151.

Ko, Dorothy et al (eds.), Women and Confucian Culture in pre-modern China, Korea and Japan

(Berkeley: University of California Press, 2003).

Ko, Dorothy, Teachers of the Inner Chambers: Women and Culture in Seventeenth Century China

(Stanford: Stanford University Press, 1994).

Makdisi, George, The Rise of Colleges in Islam and the West (Edinburgh: Edinburgh University

Press, 1981).

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Menzel, Joanna (ed.), The Chinese Civil Service? Career Open to Talent? (Boston: D.C. Heath and

Co., 1963).

Meskill, John, Academies in Ming China: A Historical Essay (Arizona: University of Arizona Press,

1982).

Miyazaki, Ichisada, China's Examination Hell (New Haven and London: Yale University Press,

1981).

Needham, Joseph, The Shorter Science and Civilization in China (Cambridge: Cambridge University

Press, 1978).

Rajagopal, Pinayur, “Indian Mathematics and the West” in R. Hayhoe and J. Pan (eds), Knowledge

Across Cultures: A Contribution to Dialogue among Civilizations (Hong Kong: Comparative

Education Research Centre, University of Hong Kong, 2001), pp. ), pp. 113-125.

Rosenthal, Franz, Knowledge triumphant; the concept of knowledge in medieval Islam (Leiden:

E.J. Brill 1970).

*Stanton, Charles, Higher Learning in Islam: The Classical Period A.D. 700-1300 (Maryland:

Rowman and Little Publishers, 1990), Chapter 7, Formal Institutions of Higher Education, pp.

21-52)

Suen, Hoi K. and Yu, Lan, “Chronic Consequences of High-Stakes Testing? Lessons from the

Chinese Civil Service Exam,” Comparative Education Review, Vol. 50, No. 1, 2006, pp. 46-65.

Talbani, Aziz, “Pedagogy, Power and Discourse” Transformation of Islamic Education,”

Comparative Education Review, Vol. 40, No. 1, February, 1996, pp. 66-82.

Teng Hsu-yu, "Chinese Influence in the Western Examination System", in Harvard Journal of Asiatic

Studies, Vol. 7, No. 4, 1942-43.

Tibawi, A. L. "Origin and Character of Al-Madrasseh," in A.L. Tibawi, Arabic and Islamic Themes

(London: Luzac and Co. Ltd., 1974).

*Weber, Max, "The Chinese Literati", in Gerth and Mills (ed.), From Max Weber: Essay in

Sociology (New York: Oxford University Press, 1946), pp.416-444.

Part B Methodological Considerations in Comparative Higher Education

Session 3: Approaches from the Comparative Education Literature

Common Readings:

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1. Brian Holmes, "Universities, Higher Education and Society," in Brian Holmes and David

Scanlon (eds.), Higher Education in a Changing World (New York: Harcourt Brace

Jovanovich, Inc., 1972), pp. 1-12.

2. George Bereday, Universities for All (San Francisco: Jossey Bass, 1973), Preface (vii-xiv),

chapter one (1-18) and chapter eight (131-145).

3. Gail Kelly, "Education, Women and Change," in P. Altbach, R. Arnove and G. Kelly (eds.),

Emergent Issues in Education: Comparative Perspectives (Albany: SUNY Press, 1992), pp.

267-282.


1. Consider how the first two readings by Holmes and Bereday exemplify hypothetico-deductive and

inductive method respectively in comparative education. What strengths and weaknesses do these

approaches have in dealing with issues concerning the modern university and the transition from elite

to mass higher education?

2. How far have Bereday's three theoretical conclusions about mass higher education been born out in

the experience of the many other nations that have moved to this phase since the early seventies?

3. How would Holmes' approach help us to reflect on dimensions of societal culture and academic

tradition which may shape the transition to mass higher education differently in various countries?

4. What has been the differential experience of women in the transition to mass higher education?

What accounts for the differences in participation by level and by knowledge area

which persist? What has happened to professional areas where women tend to dominate?

Additional Readings:

*Altbach, Philip, “Globalization and the University: Realities in an Unequal World,” in James Forest

and Philip Altbach, International Handbook of Higher Education, Part One (Dordecht, Netherlands:

2006), pp. 121-140.

Altbach, Philip, Kelly, David and Kluczynski, Jan, Higher Education in International Perspective:

A Survey and Bibliography, (London, New York: Mansell, 1985).

Altbach, Philip, The Knowledge Context, (New York: SUNY Press, 1987).

Ashby, Eric, Universities: British, Indian, African, [London: Weidenfield and Nicolson, 1966].

Ben-David, Joseph, Centers of Learning, [New York: McGraw Hill Book Co., 1977].

Burns, Barbara, Higher Education in Nine Countries: A Comparative Study of Colleges and

Universities Abroad [New York: McGraw Hill, 1971].

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Cerych, Ladislav, and Sabatier, Paul, Great Expectations and Mixed Performance: The

Implementation of Higher Education Reforms in Europe (London: Trentham Books, 1986).

Flexner, Abraham, Universities: American, English, German [London: Oxford University Press,

1968].

Kelly, Gail "Achieving Equality in Education: Prospects and Realities," in Gail Kelly (ed.),

International Handbook of Women's Education (New York: Greenwood Press, 1989), pp. 547-569.

*Kelly, Gail, “Women and Higher Education,” in P. Altbach (ed.) International Higher Education:

An Encyclopedia (New York: Garland Publishers, 1991), pp. 297-323

Kelly, Gail Paradise, Women's higher education in comparative perspective (Dordecht,

Netherlands: Kluwer Academic Publishers, c1991. xiv, 359 p.

Kerr, Clark, Twelve Systems of Higher Education: Six Decisive Issues, (New York: International

Council for Educational Development, 1978).

Niblett, R. and Butts, R., Universities Facing the Future, World Yearbook of Education 1972-3,

[London: Evans Brothers, 1973.]

Pearson, C. (ed.), Educating the Majority: Women Challenge Tradition in Higher Education (New

York: Macmillan, 1989).

*Trow, Martin, “Reflections on the Transition from Elite to Mass to Universal Access: Forms and

Phases of Higher Education in Modern Societies since WWII,” in James Forest and Philip Altbach,

International Handbook of Higher Education, Parts One (Dordecht, Netherlands: 2006), pp. 243-280.

Session 4: Approaches from the Literature on Comparative Higher Education

1. John Van der Graff & Dorothea Furth, “Introduction” (pp.1-12) and Burton Clark,

“Academic Power: Concepts, Modes and Perspectives” (pp. 164-189) in John Van de Graff,

Burton Clark, Dorothea Furth, Dietrich Goldschmidt, Donald F. Wheeler (eds.) Academic

Power: Patterns of Authority in Seven National Systems of Higher Education (New York:

Praeger, 1978).

2. Tony Becher, "The Cultural View" in Burton Clark (Ed.), Perspectives on Higher Education:

Eight Disciplinary and Comparative Views (Berkeley: University of California Press, 1984),

pp. 165-198.

3. Acker, Sandra, “Feminist Theory and the Study of Gender and Education,” International

Review of Education Vol. 33, 1987, pp. 419-435.


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1. What do you see as the main strengths and weaknesses of Clark's sociological approach to

comparison in higher education systems?

2. How does Becher's anthropological approach suggest a completely different set of comparisons?

Do you think this kind of comparison can be extended to non-Western patterns? What type of

adjustment might have to be made?

3. How are issues of women’s participation in higher education viewed within three major Western

feminist paradigms? What did Acker see as the limitations and possibilities of these theoretical

approaches?

Additional Readings

Acker, Sandra and Piper, David Warren, Is Higher Education Fair to Women (Surrey, Great Britain:

Society for Research on Higher Education and NFER-Nelson, 1984).

Acker, S. & Feuerverger, G. Enough is never enough: women's work in academe. In C. Marshall (Ed.), Feminist Critical Policy Analysis - A Perspective From Post-Secondary Education (London: Falmer Press, 1997), pp. 122-140. Acker, S. , Caring as work for women educators. In E. Smyth, S. Acker, P. Bourne & A. Prentice (Eds.), Challenging Professions: Historical and Contemporary Perspectives on Women's Professional Work (Toronto: University of Toronto Press, 1999), pp. 277-295.

Altbach, Philip, International Higher Education: Knowledge, the University and Development (New

York: Ablex Publishers, 1998)

*Becher, Tony, Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines

(Milton Keynes: The Open University Press, 1989, updated version in 2001). Chapters 1 and 2.

Becher, Tony, "The Disciplinary Shaping of the Professions," in Burton Clark (ed.), The Academic

Profession (Berkeley: University of California Press, 1987).

*Belenky, Mary, Clinchy, Blythe, Goldberger, Nancy and Tarule, Jill Women's Ways of Knowing:

The Development of Self, Voice and Mind (New York: Basic Books, 1986), "Introduction: To the

Other Side of Silence"(3-22), chapter 9: "Towards an Education for Women" (190-213), Chapter 10:

"Connected Teaching" (214-229).

Castenell, Louis and Tarule, Jill, The Minority Voice in Education Reform: an analysis of minority

and women college of education deans (Greenwich, Connecticut: Ablex Publishing Corps, 1999)

*Clark, Burton, “The Self-reliant University” in Sustaining Change in Universities: Continuities in

case studies and concepts (Maidenhead, Berkshire: The Open University Press, 2004), pp. 169-184.

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Clark, Burton, Creating Entreprenurial Universities: Organizational Pathways of Transformation

(Oxford: Pergamon, for the IAU, 1998)

Clark Burton, Places of Enquiry: research and advanced education in modern universities

(Univerisity of California Press, 1995)

Clark, Burton, The Research Foundations of Graduate Education: Germany, France, United States,

Japan (University of California Press, 1993)

Clark, Burton, The Academic Profession: national, disciplinary and institutional settings (University

of California Press, 1987).

Clark, Burton, The Higher Education System: academic organization in cross-national perspective

(University of California Press, 1983)

Francis, Becky and Skelton, Christine, Investigating Gender: Contemporary perspectives in

education (Buckingham: Open University Press, 2001)

Harding, Sandra, The Science Question in Feminism (Ithaca, New York: Cornell University Press,

1986).

Harding, Sandra, Feminist Epistemology: Social Science Issues (Bloomington, Indiana: Indiana

University Press, 1987)

Harding, Sandra, Whose Science? Whose Knowledge? Thinking from Women's Lives (Ithaca,

New York: Cornell University Press, 1991)

Moore, Kathryn, “Women’s Access and Opportunity in Higher Education: toward the twenty-first

century,” in Comparative Education, Vol. 23, No. 1, 1987, pp. 23-34.

*Stromquist, Nelly, “Gender Studies: A global perspective of their evolution, contribution and

challenges to comparative higher education,” Higher Education Vol. 41, No. 4, June, 2001, pp.

373-387.

*Slaughter, Sheila, “Problems in Comparative Higher Education: Political Economy, political

sociology and posmodernism,” Higher Education Vol. 41, No. 4, June 2001, pp. 389-412.

*Teichler, Ulrich, “Comparative Higher Education: potentials and limits,” in Higher Education Vol.

32, 1996, pp. 431-456.

Tight, Malcolm, “Higher education research as tribe, territory and/or community: a co-citation

analysis,”Higher Education, Vol. 55. No. 5, May 2008, pp. 593-605.

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Part C Higher Education and Modernization

Session 5: The European Experience

Common Readings

1. Wilhelm Von Humboldt, "On the Spirit and Organisation of Intellectual Institutions in

Berlin", Minerva, April, 1970, pp.242-251.

2. H.C. Barnard, Education and the French Revolution (Cambridge: Cambridge University

Press, 1969), chapter 15, pp. 210-222.

3. Eric Ashby, Universities: British, Indian, African (London: Weidenfield and Nicolson, 1966),

Part I, pp.19-28.

4. Brenda Johnston and Lewis Elton, “German and UK higher education and graduate

employment: the interface between systemic tradition and graduate views” Comparative

Education Vol. 41, No. 3, August 2005, pp. 351-373.

Discussion Questions

1. What are the notable features of Humboldt's vision of the modern German university? Why

do you think it became so influential?

2. What are the main characteristics of the Napoleonic University? How would it appeal to those

interested in harnessing the university for modernization and state building tasks?

3. What five distinctive university models does Ashby identify in 19th

century Britain? Why was

the University of London see as most suitable for export?

4. Why do Johnston and Elton take a careful look at German and British traditions of higher

learning in their consideration of the aspirations of contemporary British and German

students for employment? How helpful do you find this approach?

Additional Readings

Europe

Amaral, Alberto, Neave, Guy, Musselin, Christine, Maassen, Peter (eds.) European Integration and

the Governance of Higher Education and Research (Dordecht and New York: Springer, 2009.

Amaral, Alberto and Magalhaes, Antonio, “Epidemiology and the Bologna Saga,” Higher Education,

Vol. 48, No. 1, July, 2004, pp. 79-100.

*De Wit, Hans, “European Integration in Higher Education: The Bologna process Towards a

European Higher Education Area,” in James Forest and Philip Altbach, International Handbook of

Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 461-182.

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Enders, Juergen, “Academic Staff Mobility in the European Community: The ERASMUS

Experience,” Comparative Education Review, Vol. 42, No. 1, Feb. 1998, pp. 46-60.

Heinze, Torben and Knill, Christine, “Analysing the differential impact of the Bologna Process:

Theoretical considerations on national conditions for international policy convergence,” Higher

Education, Vol. 56, No. 4, October 2008, pp. 493-510.

Kivinen, Osmo and Nurmi, Jouni, “Unifying Higher Education for Different Kinds of Europeans.

Higher Education and Work: a comparison of ten countries,” Comparative Education Vol. 39, No. 1,

February 2003, pp. 83-104.

Kivinen, Osmo and Poikus, Petri, “Privileges of Universitas Magistrorum et Scolarium and their

justification in charters of foundation from the 13th

to the 21st centuries,” Higher Education, Vol. 52,

No. 2, September 2006, pp. 185-213.

Musselin, Christine, “European Academic Labour Markets in transition, “ Higher Education, Vol.

49, Nos. 1 and 2, January/March 2005, pp. 135-154

Palomba, Donatella, Changing Universities in Europe and the “Bologna Process” (Rome:Aracne

Editrice, 2008)

Papatsiba, V., “Making higher education more European through student mobility? Revisiting EU

initiatives in the context of the Bologna Process,” Comparative Education Vol. 42, No. 1, February,

2006 (special issue on European education)

Philips, David, “European Union Education and Training Policy,” special issue of Comparative

Education, Vol. 42, No. 1, February 2006.

Portela, M et al, “Perceptions of the Bologna Process: what do students’ choices reveal?”

France:

Archer, Margaret, Students, University and Society: A Comparative Sociological Review (London:

Heinemann, 1972)

.

Aron, Raymond, The Elusive Revolution: Anatomy of a Student Revolt (London: Pall Mall Press,

1969).

Artz, F.B., The Development of Technical Education in France 1500-1800 (Cambridge, Mass. and

London: Society for the History of Technology and M.I.T. Press, 1966).

Bourdieu, Pierre and Passeron, Jean-Claude, The Inheritors: French Students and their Relation to

Culture (Chicago and London: University of Chicago Press, 1979).

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Cohen, Habiba, Elusive Reform: The French Universities 1968-1978 (Boulder, Colorado: Westview

Press, 1978.

Durkheim, Emile, The Evolution of Educational Thought (London: Routledge and Kegan Paul,

1977).

Grignon, C. and Passeron, J.C., French Experience Before 1968 [Paris: O.E.C.D., 1969].

Moody, Joseph, French Education Since Napoleon (New York: Syracuse University Press, 1978.

*Musselin, Christine, “France,” in James Forest and Philip Altbach, International Handbook of


Prost, Antoine, L'Enseignement en France 1800-1967 (Paris: Armand Colin, 1968).

Smith, Robert, The Ecole Normale Superieure and the Third Republic (Albany: SUNY, 1982).

Weisz, George, The Emergence of Modern Universities in France 1863-1914 (Princeton, N.J.:

Princeton University Press, 1983).

Weisz, George, "The Anatomy of University Reform 1863-1914" in Baker, Donald and Harrigan,

Patrick [eds.], The Making of a Frenchman: Current Directions in the History of Education in France

1679-1979, [Waterloo, Ontario: Historical Reflections Press, 1980], pp.363-379.

Germany:

Fallon, Daniel, The German University (Colorado: Colorado Associated University Press, 1980].

*Kehm, Barbara H., “Germany,” in James Forest and Philip Altbach, International Handbook of


Jarausch, Konrad, Students, Society and Politics in Imperial Germany: The Rise of Academic

Illiberalism (Princeton: Princeton University Press, 1982).

Jaspers, Karl, The Idea of the University) (London: Peter Owen, 1960.

Lilge, F., The Abuse of Learning: The Failure of the German University (New York: The MacMillan

Co., 1948).

McLelland, Charles, State, Society and Univerity in Germany 1700-1914 (Cambridge: Cambridge

University Press, 1980).

Peisert, Hans and Framheim, Gerhild, Systems of Higher Education: Federal Republic of Germany

(U.S.A.: International Council for Educational Development, 1978).

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Pritchard, Rosalind, “Humboldtian Values in a Changing World: staff and students in German

Universities,” Oxford Review of Education Vol. 30, No. 4, 2004, 509-528.

Pritchard, Rosalind, “Trends in the Restructuring of German Universities,” Comparative Education

Review Vol. 50, No. 1, February, 2006, pp. 90-112.

Ringer, Fritz, The Decline of the German Mandarinate (Cambridge, Mass.: Harvard University

Press, 1969).

Teichler, Ulrich, Higher Education in the Federal Republic of Germany: Developments and Recent

Issues (New York: Center for European Studies, 1986).

Weiler, Hans, “Ambivalence and the politics of knowledge: The struggle for change in German

higher education,” Higher Education, Vol. 49, Nos. 1 and 2, January/March, 2005, pp. 177-195.

United Kingdom:

Becher, Tony, Embling, Jack and Kogan, Maurice, Systems of Higher Education: United Kingdom

(New York: International Council for Educational Development, 1978).

Halsey, A.H. and Trow, Martin, The British Academics (Cambridge, Mass.: Harvard University

Press, 1971).

Newman, John, The Idea of a University (New York: Holt, Rinehart and Winston, 1960).

Lord Robbins, Higher Education Revisited (London: MacMillan, 1980).

Scott, Peter, The Crisis of the University (London: Croom Helm, 1984).

Scott, Peter, Higher Education Re-formed (England: Falmer Press, 2000).

Shattock, Michael, “United Kingdom,” in ,” in James Forest and Philip Altbach, International

Handbook of Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp. 1019-1034.

Session 6 The Latin American Experience

Common Readings

1. Schwartzman, Simon, "Policies for higher education in Latin America: the context," in

Higher Education, 25, 9-20, 1993, pp. 9-28.

2. Levy, Daniel, “Latin American Student Politics: beyond the 1960s,” in Philip Altbach (ed.),

Student Political Activism: An International Reference Handbook (New York:

Greenwood Press, 1989), pp. 316-337.

15

3. Arocena, Rodrigo and Sutz, Judith, “Latin American Universities: From an original

revolution to an uncertain transition,” Higher Education, Vol. 50, No. 4, November,

2005, pp. 573-592.


1. What are the distinctive characteristics of the Latin American experience of higher education

development in relation to modernization, according to Schwartzman? How helpful do you

find the ideal types used to explain these characteristics?

2. What are the historic reasons that students have played a very important role in Latin

American universities? What are the different elements in the comparative framework that

Levy develops for exploring the role of students in various countries of Latin America?

3. How do Arocena and Sutz see the present prospects of Latin American universities facing

globalization and neo-liberal economic pressures?

Additional Readings

Altbach, Philip G and Balan, Jorge, World Class Worldwide: Transforming Research Universities

in Asia and Latin America (Baltimore: Johns Hopkins University Press, 2007).

Bernasconi, Andrés, “Is there a Latin American Model of the University?” in Comparative Education

Review, Vol. 52, No. 1, February, 2008.

Boothe, Leon E. "Gaining a Pan-American perspective," in Educational Record, 72:4, Fall, 1991, pp.

59-61.

*Brunner, Jose Joachim and Tillett, Anthony, “Chile” in James Forest and Philip Altbach,

International Handbook of Higher Education, Part Two (Dordecht, Netherlands: Springer, 2006), pp.

647-666.

Clark, Burton, “The Catholic University of Chile: Lessons from South America,” in Sustaining

Change in Universities ((Maidenhead, Berkshire: The Open University Press, 2004), pp. 110-121.

De Figuereido-Cowen, Maria, “Latin American Universities, Academic Freedom and Autonomy: a

long-term myth?” in Comparative Education, Vol. 38, No. 4, Nov. 2002, pp. 471-484.

Gangemi, Joseph P. and Kowalski, Casimir J., Higher Education in the United States and Latin

America (New York: Philosophical Library Inc., 1982)

*Hennessy, Alistair "Students in the Latin American University," in Joseph Maier and Richard W.

Weatherhead (eds.), The Latin American University (Alberquerque: University of New Mexico

Press, 1979), pp. 147-179.

16

Kempner, Ken and Jurema, Ana Loureiro, “The global politics of education in Brazil,” Higher

Education, Vol. 43, No. 3, April, 2002, pp. 331-354.

Levy, Daniel C., To export progress : the golden age of university assistance in the Americas

(Bloomington, Indiana: Indiana University Press, 2005)

Levy, Daniel C., Higher education and the State in Latin America: Private challenges to public

dominance (Chicago: University of Chicago Press, 1986)

Liebman, A., Walker, K.N., and Glazer, Myron, Latin American University Students: A six nation

study (Cambridge: Harvard University Press, 1972)

*Mollis, Marcela, “Latin American University Transformation of the 1990s: Altered Identities?” in

James Forest and Philip Altbach, International Handbook of Higher Education, Part Two (Dordecht,

Netherlands: 2006), pp. 503-516.

Mollis, Marcela and Marginson, Simon, “The assessment of universities in Argentina and Australia:

Between autonomy and heteronomy” in Higher Education, Vol. 43, No. 3, April, 2002, pp. 331-354.

Olivera, Carlos E. " Is education in Latin America dependent?" Prospects, 15:2, 1985, pp. 227-238.

Rhoads, Robert and Mina, Liliana, “The Student Strike at the National Autonomous University of

Mexico: A Political Analysis,” Comparative Education Review, Vol. 45, No. 3, August, 2004, pp.

334-353.

Ribeiro, Darcy. "Universities and social development," in Lipset, Seymour M. and Solari, Aldo

(eds.), Elites in Latin America. New York: Oxford University Press, 1967) pp.343-381.

Sander, Benno, "Education and dependence: The role of Comparative Education," in Prospects,

15:2, 1985, pp.195-203.

*Schwartzman, Simon, "Latin America: Higher education in a lost decade," in Prospects, 21:3, 1991,

pp. 363-373.

*Schwartzman, Simon, “Brazil” in James Forest and Philip Altbach, International Handbook of


Torres, Carlos and Schugurensky, Daniel, “The political economy of higher education in the era of

neo-liberal globalization: Latin America in comparative perspective,” Higher Education Vol. 43, No.

4, June 2002, pp. 429-455.

Vega-Jurado, I., et al, “University-industry relations in Bolivia: implications for university

transformation in Latin America, Higher Educaiton, Vol.. 56, No. 2, 2008, pp. 205-220.

Winkler, Donald R, Higher Education in Latin America; Issues of Efficiency and Equity. World

Bank Discussion Papers: Washington, D.C, 1990.

Session 7 The East Asian Experience

17

Common Readings

1. Philip Altbach, "Twisted Roots: The Western Impact on Asian higher education," in P.

Altbach and V. Selvaratnam, From Dependence to Autonomy: The Development of Asian

Universities (The Netherlands: Kluwer Academic Publishers, 1989), pp. 1-24.

2. Shigeru Nakayama, "Independence and Choice: Western Impacts on Japanese higher

education," in P. Altbach and V. Selvaratnam, From Dependence to Autonomy: The

Development of Asian Universities (The Netherlands: Kluwer Academic Publishers,

1989),pp. 97-116

3. R. Hayhoe "An Asian Multiversity: Comparative Reflections on the Transition to Mass

Higher Education in East Asia" in Comparative Education Review Vol. 39, No. 3, 1995 pp.

299-321


1. What similarities and differences do you see in the experience of Asian universities and the

transition of their societies to modernity? How might they be explained?

2. What aspects of Japan's modern higher education system are connected to its own cultural

patterns and which aspects might be seen as part of a universal process of change?

3. In what ways did China's experience with socialism give a distinctive role to her higher

education system, and make the transition to modernity different from other countries in East

Asia?

4. What choices and possibilities face China's higher education in the transition to a mass

system? Can comparative data help in anticipating how this is likely to affect women students

and faculty?

Additional Readings

East Asia

Altbach, Philip, “The Past and Future of Asian Universities: Twenty First Century Challenges,” in

Altbach, Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and Contemporary

Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp. 13-32.

Chapman, David, Cummings, William and Postiglione, Gerard (eds.), Crossing Borders in East

Asian Higher Education (Hong Kong: Comparative Education Research Centre, University of Hong

Kong and Springer, 2010)

*Umakoshi, Toru, “Private Higher Education in Asia: Transitions and Development,” in Altbach,

Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and Contemporary

Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp. 33-52

Zeng, Kangmin, “Prayer, Luck and Spiritual Strength: The Desecularization of Entrance

Examination Systems in East Asia,” Comparative Education Review, Vol. 40, No. 3, 1996, p.

264-t279.

Shin, J.C. “Building world-class research university: The Brain Korea 21 Project,” Higher Education,

Vol. 58, NO. 5, November 2009, pp. 689-722.

18

China

Agalesto, Michael, Higher Education in Post-Mao China (Hong Kong: University of Hong Kong

press, 1998)

Chen Hsi-en, Theodore, Chinese Education Since 1949: Academic and Revolutionary Models (New

York: Pergamon Press, 1981)

Ding, Anning and Levin, John, “The interventionary state in China and programs and curricula at a

Chinese vocational university,” Higher Education, Vol. 53, No. 5, 2007, pp. 539-560.

Gu Mingyuan, Education in China and Abroad: Reflections from a Lifetime in Comparative

Education (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2001).

*Hayhoe, R., "China's Universities and Western Academic Models," in P. Altbach and V.

Selvaratnam, From Dependence to Autonomy The Development of Asian Universities (The

Netherlands: Kluwer Academic Publishers, 1989), pp. 25-60.

Hayhoe, R. and Zha Q., “China” in James Forest and Philip Altbach, International Handbook of


Hayhoe, Ruth, Portraits of Influential Chinese Educators (Hong Kong: Comparative Education

Research Centre, University of Hong Kong, 2006).

Hawkins, John, Mao Tse-tung and Education: His Thoughts and Teachings (Connecticut: Linnet

Books, 1974).

Henze, J., "Higher Education: The Tension between Quality and Equality", in Hayhoe, R. (ed.),

Contemporary Chinese Education (London: Croom Helm, 1984)

Min Weifang, “Chinese Higher Education: The Legacy of the Past and the Context of the Future” in

Altbach, Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and Contemporary

Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp. 53-84.

Mok, Ka Ho, “Globalization and educational restructuring: University merging and changing

governance in China,” Higher Education, Vol. 50, No. 1, July, 2005, pp. 57-88.

Pepper, Suzanne, Radicalism and Educational Reform in 20th- Century China: The Search for an

Ideal Development Model. (Cambridge: Cambridge University Press. 1996).

Seybolt, P. (ed.), Revolutionary Education in China: Documents and Commentary (New York:

I.A.S.P. Press, 1973), pp.272-302,

Taylor, Robert, China's Intellectual Dilemma: Politics and University Enrolment 1949-1981)

(Vancouver and London: University of British Columbia Press, 1981).

Yang, Rui, “Tensions between the global and the local: A comparative illustration of the

reorgnaization of China’s higher education in the 1950s and the 1990s,” Higher Education, Vol. 39,

19

No. 3, April, 2000, pp. 319-337.

Yang, Rui, Vidovich, Lesley and Currie, Jan, “”Dancing in a Cage”: Changing autonomy in Chinese

higher education,” Higher Education, Vol. 54, NO. 4, October, 2007, pp. 575-592.

Zhong, N. and Hayhoe, R.,“University Autonomy and Civil Society in Modern China”, in G.

Peterson, R. Hayhoe and Y. Lu (eds.), Education, Culture and Identity in 20th

Century China (Ann

Arbor: University of Michigan Press, 2001).

Japan

Altbach, Philip and Ogawa, Yoshikazu, “Special Issue on Japan: Reform and Change in the 21st

Century” Higher Education Vol. 43, No. 1, January, 2002.

*Amano, Masako, “Women in Higher Education [in Japan]”, Higher Education, Vol. 34, No. 2,

September, 1997, pp. 215-235. (Special issue on Japanese higher education)

Amano Ikuo, "Continuity and Change in the Structure of Japanese Higher Education," in Amano

Ikuo and William Cummings (eds.), Changes in the Japanese University (New York: Praeger, 1979),

pp. 10-39.

Amano, Ikuo and Poole, Gregory, “The Japanese University in Crisis,” Higher Education, Vol. 50,

No. 4, November 2005, pp. 685-711.

Cummings, W. , Amano, I. and Kitamura, K. (eds.), Changes in the Japanese University (New York:

Praeger, 1979)

ElAgraa, Ali and Akira, Ichii, "The Japanese Education System with Special Emphasis on Higher

Education," in Higher Education, Vol. 14, No. 1, Feb., 1985, pp. 1-16.

Fujimura-Fanselow, Kumiko and Imamura, "The Education of Women in Japan," in Edward

Beauchamp (ed.), Windows on Japanese Education (Westport, Connecticut: Greenwood Press,

1980), pp. 229-258.

Horio Teruhisa, Educational Thought and Ideology in Modern Japan: State Authority and Intellectual

Freedom (Tokyo: University of Tokyo Press, 1988)

Hotta Taiji, "Japanese Educational Assistance to Developing Countries," in Comparative Education

Review, Vol. 35, No. 3, August, 1991, pp. 476-490.

Kaneko, Motohisa, “Japanese Higher Education: Contemporary Reform and the Influence of

Tradition,” in Altbach, Philip and Umakoshi, Toru, Asian Universities: Historical Perspectives and

Contemporary Challenges (Baltimore and London: The Johns Hopkins University Press, 2004), pp.

115-144.

Lincicome, Mark, "Nationalism, Internationalism and the Dilemma of Japanese Educational

Reform," in Comparative Education Review, Vol. 37, No. 2, May 1993.

Nagai Michio, Higher Education in Japan: Its Takeoff and Crash (Tokyo: University of Tokyo Press,

20

1970)

Nagai, Michio, An Owl Before Dusk (Berkeley: The Carnegie Foundation for the Advancement of

Teaching, 1975).

Nakayama, S Academic and Scientific Traditions in China Japan and the West. (Tokyo: Tokyo

University Press, 1984)

Pempel, T.J., "Higher Education: Aiding Privatized Expansion," in Pempel, Policy and Politics in

Japan: Creative Conservatism (Philadelphia: Temple University Press, 1982).

Smith, Henry DeWitt, Japan's First Student Radicals (Cambridge: Harvard University Pres, 1972)

Ushiogi Morikazu, "Graduate Education and Research Organization in Japan," in Burton Clark (ed.),

The Research Foundations of Graduate Education (Berkeley: University of California Press, 1993).

Yamashita Shoichi, Transfer of Japanese Technology and Management to the ASEAN Countries

(Tokyo: University of Tokyo Press, 1991)

Yonezawa, Akiyoshi, “Japanese flagship universities at a crossroads,” Higher Education, Vol. 54,

No. 4, October 2007, pp. 483-499.

Part D Issues for Comparative Analysis

Session 8: Higher Education and the State

Common Readings:

1. Neave, Guy, “The European Dimension in Higher Education: An Extension into the Modern

Use of Analogues,” in J. Huisman, P. Maassen and G. Neave (eds.), Higher Education and the

Nation State: The International Dimension of Higher Education (Oxford: Pergamon, 2001),

pp. 13-75.

2. DeFigueirdo-Cowen, Maria, “Latin American Universities, Academic Freedom and

Autonomy: a long-term myth?” in Comparative Education, Vol 38, No. 4, pp. 471-484.

3. King, Alexander F., “The Changing Face of Accountability: Monitoring and Assessing

Institutional Performance in Higher Education, The Journal of Higher Education Vol. 71, No.

4, 2000, pp. 411-431.


1. How does Guy Neave define the difference between state controlled and state

supervisory models of higher education? How important is history and an

understanding of longstanding cultural factors in the comparative understanding of

different types of university-state relations in Europe and North America? What did

you find most helpful for a deep understanding of differences in Neave’s account?

2. How have the values of university autonomy and academic freedom been played out

in the experience of Brazil and other Latin American countries over the twentieth

century? What are the most important points made in the analysis of De

Figureido-Cowan?

21

3. How is globalization and marketization affecting university-state relations in OECD

countries, according to King? What do you see as the benefits and risks of using

performance-based accountability instruments to ensure the accountability of public

higher education systems to the state?


Altbach, Philip, “Academic Freedom: International realities and challenges,” Higher Education, Vol.

41, pp. 205-219.

Ashby, Eric, Universities: British, Indian, African (London: Weidenfield and Nicolson, 1966), Part

III, pp. 320-343.

Berdahl, Robert O. and Millett, John D. "Autonomy and Accountability in U.S. Higher Education,"

in Guy Neave and Frans A. Van Vught (eds.), Prometheus Bound: The Changing Relationship

between Government and Higher Education in Western Europe (Oxford: Pergamon Press, 1990, pp.

215-238.

Bruneau, William and Savage, D.C., Counting out the Scholars: The Case Against Performance

Indicators in Higher Education (Toronto: CAUT Series, 2002).

*Caston, Geoffrey "Academic Freedom: The Third World Context," in Oxford Review of Education,

Vol. 15, No. 3, 1989, pp. 305-338.

Clark, Burton, and Youn, Ted, Academic Power in the United States (Washington, D.C.: The

American Asociation for Higher Education, 1976).

De la Fuente J.R., “Academic freedom and social responsibility,” Higher Education Policy Vol. 15,

No. 4, pp. 337-339.

Hofstadter, R. and Metzger, W., The Development of Academic Freedom in the United States (New

York and London: Columbia University Press, 1955).

Horta, H., “Global and national prominent universities: internationalization, competitiveness and the

role of the State,” Higher Education, Vol. 58, No. 3, Sept. 2009, pp. 387-405.

Li-Chuan, C., “The relationship between university autonomy and funding in England and Taiwan,”

Higher Education Vol. 48, No. 2, 2004, pp. 189-212.

Meek, V.L., “Changing Patterns in Modes of Coordination of Higher Education,” in J. Enders and

O. Fulton (eds.) Higher Education in a Globalizing World (Dordecht, Netherlands: Kluwer, 2002).

Mok Ka-Ho, “Globalisation and Higher Education Restructuring in Hong Kong, Taiwan and

Mainland China,” in Higher Education Research and Development Vol. 22, No. 2, pp. 117-129.

Neave, Guy and Van Vught, Franz, Prometheus Bound: The Changing Relationship between

Government and Higher Education in Western Europe (Oxford: Pergamon Press, 1991).

Neave, G. and Van Vught, F.A., “Government and Higher Education in Developing Nations: A

22

Conceptual Framework,” in G. Neave and F.A. Van Vught, Government and Higher Education

Relationships Across Three Continents: The Winds of Change (Oxford:Pergamon Press, 1994).

Ordorika, I., “The Limits of University Autonomy: Power and Politics at the Universidad Nacional

Autonoma de Mexico, Higher Education Vol. 46, 2004, pp. 361-388.

Sirat, Morshidi and Kaur, Sarjit, “Changing state-university relations: the experiences of Japan and

lessons for Malaysia, Comparative Education, Vol. 46, No. 2, 2010, pp. 189-206.

Skolnik, Michael and Jones, Glen, "A Comparative Analysis of State Coordination of Higher

Education in Canada and the United states," in Journal of Higher Education, Vol. 63, No. 2

(March/April, 1992), pp. 121-142.

Slaughter, Sheila, "Academic Freedom and the State: Reflections on the Uses of Knowledge," in

Journal of Higher Education, Vol. 59, No. 3 (May/June, 1988), pp. 241-262.

Session 9: The Professoriate

Common Readings:

1. Antony Welch, “The End of Certainty: The Academic Profession and the Challenge of

Change,” Comparative Education Review Vol. 42, No. 1, February, 1998, pp. 1-14.

2. Esther E. Gottlieb and Bruce Keith, “The academic research-teaching nexus in eight

advanced industrialized countries,” Higher Education, Vol. 34, No. 3, October 1997, pp.

397-420.

3. Sandra Acker, “Gendered Games in Academic Leadership,” International Studies in

Sociology of Education, Vol. 20, No. 2, pp. 129-152.

.


1. In what ways does the professoriate differ from other professions? Consider definitions of

work, governance and control, prestige, affiliation, reward structures and other variables you

believe are relevant. What are the main pressures for change identified in Welch’s essay?

How does he view the future of the profession?

2. What does historical analysis and understanding contribute to Gottlieb and Keith’s study of

the ways in which research and teaching interact in the academic profession? What do you

consider the most significant findings of the empirical study of faculty in eight countries?

Why?

3. To what extent is it possible to generalize a woman's experience in the professoriate? To

what extent are women professors in leadership positions handling the pressures of

globalization and change differently than men might do in the three countries covered in

Acker’s study?

Additional Readings

Acker, Sandra, “Gender Equity and Tenure,” in Academic Matters, Journal of OCUFA, forthcoming in 2009. Sandra Acker, “Gender, Leadership and Change in faculties of education in three countries,” in C. Reynolds and J. Collard (eds.), Leadership, Gender and Culture (Maidenhead: Open University

23

Press, 2005.), pp. 210-224 Acker, Sandra, “Gender and the Chair,” in Wagner, Anne, Acker, Sandra & Mayuzumi, Kimine

(eds.), Whose University Is It, Anyway? Power and Privilege on Gendered Terrain (Toronto:

Sumach Press, 2008). Acker, S. & Armenti, C. (2004). Sleepless in academia Gender and Education, 16 (1), 3-24. Akerlind, Gerlese S., “Academic growth and development – How do university academics experience it?” Higher Education Vol. 50, No. 1, July 2005, pp. 1-32.

Altbach, Philip and Chait, Richard, “Special Issue on the Changing Academic Workplace:

Comparative Perspectives, Higher Education, Vol. 41, Nos. 1-2, January-March, 2000. (Essays on

Germany, Britain, France, The Netherlands, Italy, Spain and the United States)

Altbach, Philip, Comparative Perspectives on the Academic Profession (New York and London:

Praeger Publishers, 1977)

Bain, Olga and Cummings, William “Academe’s Glass Ceiling: Professional, Organizational and

institutional Barriers to the Career Advancement of Academic Women,” Comparative Education

Review, Vol. 44, No. 4, November 2000, pp. 493-514.

Boyer, E, Altbach, P., Whitelaw, M. The academic profession: An international perspective

(Princeton, New Jersey: The Carnegie Foundation for the Advancement of Teaching, 1994).

Boyer, Ernest, Scholarship Reconsidered: Priorities of the Professoriate (Lawrenceville, New Jersey:

Princeton University Press, 1990.

Caplin, P., Lifting a Ton of Feathers: A Woman's Guide to Surviving in the Academic World

(Toronto: University of Toronto Press, 1993).

Chevaillier, “French academics: Between the professions and the civil service,” Higher Education

Vol. 41, Nos. 1-2, January-March, 2000, pp. 49-75.

Clark, Burton (ed.), The Academic Profession: National, Disciplinary and Institutional Settings

(Berkeley: University of California Press, 1987).

Clark, Burton, The Academic Life: Small Worlds Different Worlds (Princeton, New Jersey: The

Carnegie Foundation for the Advancement of Learning, 1987), “Forward” by Ernest Boyers,

“Introduction” (pp. xxi-xxx) and Chapter VII, “The Promises of Career” (pp. 187-222)

Clifford, Geraldine J. , Lone Voyagers: Academic Women in Coeducational Universities 1870-1937

(New York: The Feminist Press at the City University of New York, 1989), "Introduction," pp. 1-44.

Currie, Jan, “Globalization Pressures and the Professoriate in Anglo-Pacific and North American

Universities,” Comparative Education Vol. 42, No. 1, February, 1998, pp. 15-29.

Enders, Juergen, “The Academic Profession,” in James Forest and Philip Altbach, International

Handbook of Higher Education, Part One (Dordecht, Netherlands: Springer, 2006), pp. 5-21.

24

Enders, Juergen, “A chair system in transition: Appointments, promotions, and gate-keeping in

German higher education,” Higher Education, Vol. 41, Nos. 1-2, January-March, 2000, pp. 3-25.

He, Xiao-Xing et al, “A comparative study of stress among university faculty in China and Japan,”

Higher Education Vol. 39, No. 3, April 2000, pp. 253-278

Lie, S. and O'Leary, V., Storming the Tower: Women in the Academic World (London: Kogan Page,

1990.

Lindsay, Beverley, “Women Chief Executives and their Approach Towards Equity in American

Universities,” Comparative EducationVol. 35, No. 2, June 1999, pp. 187-200.

Luke, Caren Globalization and Women in Academia: North/West-South/East (London and

Mahwah, NewJersey: Lawrence Erlbaum Associates Publishers, 2001)

Makabola, R. and Green, A. (eds.), Sisters of the Academy: Emergent Black Women Scholars in

Higher Education (Sterling, Virginia: Stylus, 2001).

Mamiseishvili, K, “Foreign-born women faculty work roles and productivity at research universities

in the United States,” Higher Education, Vol. 60, No. 2, August, 2010, pp. 139-156.

Neave, Guy and Rhoades, Gary "The Academic Estate in Western Europe," in B. Clark (ed.), The

Academic Profession: National, Disciplinary and Institutional Settings (Berkeley: University of

California Press, 1987), pp. 211-270.

Poole, Millicent, Bornholt, Laurel and Summers, Finoa, “An international study of the gendered

nature of academic work: Some cross-cultural explorations,” Higher Education, Vol. 34, No. 3,

October 1997, pp. 373-396.

Pritchard, Rosalind, “The influence of market force culture on British and German academics,”

Comparative Education Vol. 41, No. 4, November, 2005, pp. 433-454.

Research Institute for Higher Education, The Changing Academic Profession in International

Comparative and Quantitative Perspectives (Hiroshima, Research Institute for Higher Education,

2008).

Research Institute for Higher Education, The Changing Academic Profession over 1992-2007:

International Comparative and Quantitative Perspectives (Hiroshima, Research Institute for Higher

Education, 2009).

Ssesanga, Karim and Garrett, Roger M., “Job satisfaction of University academics: Perspectives from

Uganda,” Higher Education Vol. 50, No. 1, July 2005, pp. 33-5.

Twombly, Susan, “Women Academic leaders in a Latin American university: Reconciling the

paradoxes of professional lives,” Higher Education Vol. 35, No. 4, June 1998, pp. 367-397.

Watson, Cicely (ed.), The Professoriate: Occupation in Crisis (Toronto: Higher Education Group,

OISE, 1985).

25

Witt, S, The Pursuit of Race and Gender Equity in American Academe (New York: Praeger, 1990).

Wyn, J., Acker, S., and Richards, E. (2000). Making a difference: women in management in Australian and Canadian faculties of education. Gender and Education 12 (4): 435-447.

Session 10: Students and Student Movements

Common Readings:

1. Seymour Martin Lipset, "Students and Politics in Comparative Perspective," in Philip

Altbach (ed.), The Student Revolution: A Global Analysis (Bombay: Lalvani Publishing

House, 1970), pp. 29-49.

2. Philip Altbach, “Student Politics: Activism and Culture,” in James Forest and Philip Altbach,

International Handbook of Higher Education, Part One (Dordecht, Netherlands: Springer,

2006), pp. 329-346.

3. Robert A. Rhoads, “Preface and Acknowledgements” and Chapter One, “Passion and Protest

on Campus,” Freedom’s Web: Student Activism in an Age of Cultural Diversity (Baltimore

and London: The John Hopkins University Press, 1998), pp. i-vii, 1-27.


1. What different aspects of a student's background are likely to affect their decisions about

involvement in political movements? What broad contextual factors seem to lie behind the

emergence of and development of student movements according to Lipset?

2. What major comparative distinctions does Philip Altbach identify in a retrospective look at

student politics from the perspective of the 21st century?

3. What new dimensions does Rhoads identify in student activism that are related to issues of

cultural diversity?


Altbach, Philip, “Student Politics and Higher Education in India,” in P. Altbach (ed.) Turmoil and

Transition: Higher Education and Student Politics in India (New York: Basic Books, 1968).

Altbach, Philip (ed.), Student Politics: Perspectives for the Eighties (Methuen, New Jersey:

Scarecrow Press, 1981).

Altbach, Philip and Cohen, Robert, “American Student Activism: The Post-Sixties Transformation,”

Journal of Higher Education, Vol. 61, No. 1, 1990, pp. 32-49.

DeGroot, Gerard (ed.), Student Protest: The Sixties and After (New York: Longman Ltd., 1998).

Hazary, Subas Chandra, Student Politics in India (New Delhi: Ashish Publishing House, 1987).

Levitt, Cyril, C hildren of Privilege: Student Revolt in the Sixties: A Study of Student Movements in

Canada, the United States and Western Germany (Toronto: University of Toronto Press, 1984).

Levy, Daniel, “Student Politics in Contemporary Latin America,” in Altbach, Philip (ed.), Student

Politics: Perspectives for the Eighties (Methuen, New Jersey: Scarecrow Press, 1981), pp. 187-213.

26

*Levy, Daniel, “Latin American Student Politics: beyond the 1960s,” in Philip Altbach (ed.), Student

Political Activism: An International Reference Handbook (New York: Greenwood Press, 1989), pp.

316-337.

Liebman, Arthur, Walker, Kenneth and Glazor, Martin, “Universities, University reform and student

Politics in Latin America: A Historical Overview,” in Seymor Martin Lipset (ed.) Latin American

University Students: A Six Nation Study (Cambridge, MA: Harvard University Press, 1972), pp.

1-32.

Lipset, Seymour Martin, Rebellion in the University, Third Edition (New Brunswick, New Jersey:

Transaction Publishers, 1993).

*Rhoads, Robert, “Collectivist Consciousness: Towards an Activist Identity,” Chapter Eight, in

Freedom’s Web: Student Activism in an Age of Cultural Diversity (Baltimore and London: Johns

Hopkins University Press, 1998).

Slocum, Jenée and Rhoads, Robert, A., “Faculty and Student Engagement in the Argentine grassroots

rebellion: toward a democratic and emancipatory vision of the university,” Higher Education, Vol.

57, No. 1, January, 2007, pp. 85-105.