Literaturnachweis - Detailanzeige
| Autor/in | Adelman, Clifford |
|---|---|
| Titel | To Compete or Not Compete: What Higher Education Can Do While Everyone Else Sorts It Out. |
| Quelle | (1988), (21 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Achievement Need; Competition; Economic Development; Economic Progress; Economic Status; Education Work Relationship; Females; Higher Education; Postsecondary Education; Productivity; Social Change; Technology Transfer |
| Abstract | Competitiveness is viewed as an umbrella for such concerns as trade and budget deficits, savings and investment rates, real wage growth, productivity growth, and retraining of dislocated workers. The main reason for interest in competitiveness in the United States now, it is suggested, is the recent massive U.S. trade deficit. The view is stressed that higher education should contribute to the national economic development by providing a "higher quality educational product." A recommendation is to contribute via realistically sized tasks that relate directly to the various aspects of the main problem. Higher education can be used to enhance the American workforce's vitality. The idea is to use higher education to provide the economy with more people who have a larger amount of relevant knowledge, and who will help the U.S. economy by designing, generating, and marketing in a far better manner than they do now on the international stage. This will encourage the American economy to request and support more educational enterprise. Specific recommendations are made for improving the undergraduate training of the business and engineering workforces, including stricter science and language requirements and a greater emphasis on verbal skills. It is also suggested that all people working in higher education should engage in continuing education and training, that high school girls be encouraged in the areas of math and science (since statistics show women are establishing small businesses at a much higher rate than men), and that people in occupational associate's degree programs be required to have enough generalist learning to ensure twelfth grade performance in language, math, science, and social science. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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