{"content":[{"text":"Fall Conference of the Missouri Professors of Educational Administration \n Columbia, Missouri \n October 29, 2010 \n The Next Decade of Challenges for Higher Education \n Thomas F. George \n University of Missouri-­St. Louis","bbox":{"left":0.147157,"top":0.091058,"width":0.654768,"height":0.106551}},{"text":"A. Historical perspective of higher education.","bbox":{"left":0.147157,"top":0.2153,"width":0.404273,"height":0.017763}},{"text":"Higher education is doing something right. In his book Academic Strategy: \n The Management Revolution in American Higher Education (Johns Hopkins \n University Press, 1983), George Keller attributes an interesting fact to University of \n California President Clark Kerr and his staff: “Taking as a starting point 1530 when \n the Lutheran Church was founded, some 66 institutions that existed then still exist \n today in the Western world in recognizable forms. These are the Catholic Church, \n the Lutheran church, the parliaments of Iceland and the Isle of Mann, and 62 \n universities. Universities in the past have been remarkable for their historic \n continuity and have come out less changed than almost any other segment of their \n societies.” (Bologna, 1088; Paris, 1150; Oxford, 1167; Cambridge, 1209.) \n Major changes every fifty years beginning near 1900: 1900 -­‐ government \n support and access; 1950 -­‐ the research university; 2000 -­‐ the digital age. \n Until the late 1800s, universities tended to be church-­‐related with access to \n just a privileged few. \n The Morrill Act (1862), Hatch Act (1887) and Smith-­‐Lever Act (1914) with \n major federal and state support opened higher education to many more people. \n Then around 1950 with the end of WWII and the Manhattan Project and the \n onset of the Sputnik era, the research university as we know it now was born. Large \n federal dollars were made available to faculty through new agencies such as NSF \n and ONR. Science took on new prominence as described by Vannevar Bush in his \n 1946 report to President Truman entitled Science, The Endless Frontier. \n Also, the GI Bill made education more universally available to veterans \n (mostly men) who returned from WWII, vastly increasing the access and availability \n of education for all income categories. \n By 2000, the digital era had begun transforming higher education through \n the Internet, Web, online classes, technology-­‐supported classroom instruction, and \n many forms of social networking and digital communication. Online learning has \n become a factor, if not a norm at this point. \n The issue of an open source environment is a challenge and opportunity for \n universities and their libraries. \n What will happen in the next half-­‐century to higher education structure and \n delivery of teaching, research, service, economic development, and community \n partnerships? Since change is happening very rapidly, we should ask what will \n happen in each decade, starting now with 2010: 2020, 2030, 2040, up to 2050? \n It should be recognized that within the structure of the university, many \n individual faculty with respect to their research/scholarship/creativity in their \n disciplines are most nimble and remain at the cutting edge of change and progress.","bbox":{"left":0.147157,"top":0.251058,"width":0.702007,"height":0.657157}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}