Universities as complex enterprises : how academia works, by William B. Rouse

By William B. Rouse

Explores the character of educational firms, together with why they paintings the best way they do and the place such agencies are headed, with the objective of gaining insights into the place swap can and should occur This publication seems at universities from a whole-enterprise standpoint. It explores the regular escalation of the prices of upper schooling and makes use of a computational financial version of complicated educational businesses. This model Read more...


Explores the character of educational companies, together with why they paintings the way in which they do and the place such agencies are headed, with the target of gaining insights into the place swap can and may take place Read more...

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Extra info for Universities as complex enterprises : how academia works, why it works these ways, and where the university enterprise is headed

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Involvement in economic development has expanded substantially, for example, many universities now have business incubators. Educational programs associated with sustainability, diversity, gender, ethnicity, etc. have grown steadily, with associated increases in administrators and staff. Collegiate sports have become a major industry, as discussed in the following. These developments and many others have led to the administrative growth ­discussed in Chapter 5. Some have argued that the resulting institution may resemble a conglomerate more than an institution of learning (de Boer, 2015; Lazerson, 2010).

Gaining and sustaining resources now required convincing another level of management. A significant portion of these resources was used to fund competitive seed grants, usually for junior faculty members. I retired from Georgia Tech in 2012. Two weeks later, I joined the faculty of Stevens Institute of Technology to found the Center for Complex Systems and Enterprises. Lockheed Martin and Northern Light were charter members, soon joined by Accenture. The research agenda was quite similar to that of the Tennenbaum Institute.

Further, he asserts that “Presidents and deans are ultimately responsible for upholding basic academic values but they are exposed to strong conflicting pressures that make it hard for them to carry out this duty effectively” (p. 185). We would expect that market forces would resolve these pressures. However, Bok reasons that “Neither the profit motive nor the traditional methods of the research university guarantee that faculties will make a serious, sustained effort to improve their methods of instruction and enhance the quality of learning on their campuses” (p.

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