Declining Academic Fields in U.S. Four-Year Colleges and Universities, 1970—2006

Brint, Steven; Proctor, Kristopher; Mulligan, Kerry; Rotondi, Matthew B.; Hanneman, Robert

doi:10.1080/00221546.2012.11777258

Cited by 12 publications

(10 citation statements)

References 25 publications

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“…Canadian universities, like counterparts across much of the developed world (see Slaughter and Leslie, ; Slaughter and Rhodes, ), have been deprived of generous and reliable government funding in recent decades, and forced to rely increasingly upon private and unstable sources of income (Metcalfe, ; Jones, ). Scholars note that these institutions have responded by becoming increasingly ‘entrepreneurial’ (Quirke and Davies, ), strategically seeking and competing over lucrative industry partnerships (see Newson, ; Polster, ), as well as emerging markets for executive, adult and more vocationally oriented forms of training (Davies and Pizarro Milian, ; also see Brint et al ., ). An additional and notable consequence of this new environment has been the more aggressive marketing of universities to external stakeholders, whether it be prospective students, academics or the broader public (Hemsley‐Brown and Oplatka, ; Pizarro Milian and McLaughlin, ).…”

Section: Introductionmentioning

confidence: 97%

What's for Sale at Canadian Universities? A Mixed‐Methods Analysis of Promotional Strategies

Milian

2016

Higher Education Quarterly

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The current fiscal environment has driven Canadian universities to become more entrepreneurial, seeking out and competing over new sources of funding. Despite such intensifying competition, little effort has been made to document the promotional tactics that Canadian universities are using to render themselves appealing to external audiences. This study examines the contents of the home pages of English‐speaking universities in Canada. It finds that, though there are some differences in the tactics that primarily undergraduate and research‐intensive universities employ, both generally strive to emulate the same institutional ‘template’. Moreover, the usage of more unorthodox promotional tactics, drawing on labour market rhetoric or discourses of inclusivity, is limited. These findings are theorised in relation to contemporary work within organisational sociology and strategic management.

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Section: Introductionmentioning

confidence: 97%

What's for Sale at Canadian Universities? A Mixed‐Methods Analysis of Promotional Strategies

Milian

2016

Higher Education Quarterly

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“…Apart from a handful of studies that utilize longitudinal data (Brint et al 2009;Brint et al 2012;Frickel and Ilhan 2013;Rojas 2007;Turk-Bicakci 2007), we still largely are in dark about how large-scale disciplinary change occurs.…”

Section: Resultsmentioning

confidence: 99%

“…The Growth of Five US Design Disciplines, 1984-2012 Ali O. Ilhan different intra-and extra-institutional factors shaped this growth. This dramatic growth during the last twenty-five years in the US is quite remarkable.…”

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confidence: 99%

The Growth of Five US Design Disciplines, 1984-2012

Ilhan¹

2016

11th EAD Conference Proceedings: The Value of Design Research

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This paper undertakes a quantitative, macro-comparative study of the institutionalization and growth of five design disciplines (architecture, landscape architecture, urban/city planning, interior design, industrial design) in the US. By analyzing the intra-and extra-institutional resources and conditions that promote the growth of design disciplines using lagged random effects regression models, the paper provides valuable insights to policymakers and administrators who seek to make meaningful interventions within the academy and will advance sociological understanding of the changing organization of academic knowledge.This study is unique for a couple of reasons. First, it is the first of its kind that utilizes IPEDS database. Second, there are no analyses that assess the growth and institutionalization of design disciplines using longitudinal data and complex statistical tools. The studies in the extant literature are generally limited to historical and isolated cases studies and as such, far from providing a holistic picture of the development of design in the US Higher Education. Keywords: Design education in the US, longitudinal analysis, higher education, sociology of design INTRODUCTION AND BACKGROUNDThis paper analyses the patterns of growth and decline among design disciplines during the period 1984-2010 in the US higher education system. I examine the institutional trajectories of the five major design fields: architecture, interior design, landscape architecture, urban/city/community and regional planning (henceforth, urban planning), and industrial design. These five fields were selected because: a) they are older and more established design fields compared to others, and hence provide an exemplar for the newer design disciplines; and b) since they are older, the data regarding them is more consistent and goes back to 1984 without any major problems that may jeopardize my research design. In some other fields (e.g. graphic design, jewelry design, fashion design etc.) the coding schemes of my data sources are not as robust.My research objectives are fourfold. First, I will examine the institutional factors that inhibit or promote the institutional growth of design disciplines. Second, I will also examine the extra-institutional factors that inhibit or promote growth (e.g. unemployment and economic growth). Third, I will analyze how visual arts and engineering fields affect the institutional growth of the design disciplines as these fields share historical/institutional ties. Fourth, I will investigate the effects of the "disciplinary clustering" effect on the growth and institutionalization of the design disciplines.

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“…Entrepreneurship first emerged as field of study in North American PSE in 1947, when the Harvard Business School offered its first MBA-level course on the subject (Gibb, 1993;Katz, 2003;Kolvereid and Moen, 1997;Volkmann, 2004). Its rise is associated with a practical "turn" within PSE during the 1970s, which led to the proliferation of more "applied" occupationally oriented programming, and the decline of more classical disciplines (see Brint et al, 2005Brint et al, , 2012. A fundamental distinction between these two aforementioned types of programs is that the latter is curiosity driven, entailing a pursuit of knowledge often for its own sake.…”

Section: A Primer On Entrepreneurship Educationmentioning

confidence: 99%

The online promotion of entrepreneurship education: a view from Canada

Milian

Gurrisi

2017

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Purpose The purpose of this paper is to empirically examine how entrepreneurship education is being marketed to students within the Canadian university sector. Design/methodology/approach A content analysis of the webpages representing 66 entrepreneurship education programs in Canada is performed. Findings Entrepreneurship education is found to be framed as providing students with a collaborative learning experience, useful hands-on skills with real world applications and an entrepreneurial mindset. Research limitations/implications This study looks at only one type of promotional material, and thus, further research is needed to triangulate its findings. Originality/value This is the first study that empirically examines the marketing of entrepreneurship education in Canada.

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Declining Academic Fields in U.S. Four-Year Colleges and Universities, 1970—2006

Cited by 12 publications

References 25 publications

What's for Sale at Canadian Universities? A Mixed‐Methods Analysis of Promotional Strategies

What's for Sale at Canadian Universities? A Mixed‐Methods Analysis of Promotional Strategies

The Growth of Five US Design Disciplines, 1984-2012

The online promotion of entrepreneurship education: a view from Canada

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