Advancing Higher Education as a Field of Study: In Quest of Doctoral Degree Guidelines--Commemorating 120 Years of Excellence

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Sonst. Personen	Freeman, Sydney, Jr. (Hrsg.); Hagedorn, Linda Serra (Hrsg.); Goodchild, Lester (Hrsg.); Wright, Dianne (Hrsg.)
Titel	Advancing Higher Education as a Field of Study: In Quest of Doctoral Degree Guidelines--Commemorating 120 Years of Excellence
Quelle	(2013), (350 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-62036-111-5
Schlagwörter	Higher Education; Intellectual Disciplines; Doctoral Degrees; Guidelines; College Preparation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Doctoral degree; Doktorgrad; Richtlinien
Abstract	Where is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs' vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master's level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master's degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field's history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education. Following the Introduction and Overview (Sydney Freeman, Jr., Linda Serra Hagedorn, Lester F. Goodchild, and Dianne A. Wright), this book is divided into three parts. Part 1, History and the Contemporary Condition of Higher Education as a Field of Study, contains the following chapters: (1) Higher Education as a Field of Study: Its History, Degree Programs, Associations, and National Guidelines (Lester F. Goodchild); and (2) Contemporary Condition of Higher Education Programs in the United States and Canada: An Initial 2012 Report (Adrienne E. Hyle and Lester F. Goodchild). Part 2, Existing Higher Education Program Guidelines Considerations contains the following chapters: (3) Professional Competencies and Standards of Practice: The Student Affairs Perspective From the Student Affairs Administrators in Higher Education, College Student Educators International, and Council for the Advancement of Standards in Higher Education (David C. DiRamio); (4) The Council for the Advancement of Standards in Higher Education and the Role of Standards in Professional Practice (Laura A. Dean and Ginny M. Jones); (5) Council for the Advancement of Higher Education Programs' Master's Degree Guidelines for Higher Education Administration Programs (Dianne A. Wright and Adrienne E. Hyle); Appendix: A Commitment to Quality: Guidelines for Higher Education Administration and Leadership Preparation Programs at the Master's Degree Level (2010); and (6) Academic Freedom and Empowerment Under CAHEP Guidelines: The Case of East Carolina University (Crystal R. Chambers). Part 3, Implications for Higher Education Administration Degree Programs' Possible Movement Toward Doctoral Degree Guidelines, contains the following chapters: (7) Toward a Theoretical Framework for the Doctorate in Higher Education Administration (Sydney Freeman, Jr., and Frances Kochan); (8) The Evolution of Community College Administration and Leadership Programs: The Question of Doctoral Degree Guidelines (Linda Serra Hagedorn and Agustina Veny Purnamasari); Appendix: Community College Leadership Programs Across Universities; (9) Standards, Success, and the Carnegie Project on the Education Doctorate: A Foucauldian Examination of Best Practices for Doctoral Programs in Education (Jeni Hart and Eric S. Ludwig); (10) Program Specification or Collaboration: Which Way Toward Quality and Survival? (Carol L. Colbeck and Erica M. Southworth); (11) The Core Knowledge of Higher Education (Robert M. Hendrickson); and (12) The Future of Higher Education Administration Preparation Program Guidelines and Their Implementation (Dianne A. Wright and Sydney Freeman, Jr.). An afterword, A Critical Moment in the Study of Higher Education Administration (Sydney Freeman Jr., Linda Serra Hagedorn, Lester F. Goodchild, and Dianne A. Wright) and index are included. [Foreword by Lisa Wolf-Wendel and Acknowledgments by Sydney Freeman, Jr.] (ERIC).
Anmerkungen	Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01