Navigating the Volatility of Higher Education

1 - Front Cover [Seite 1]
2 - Navigating the Volatility of Higher Education [Seite 2]
3 - Anthropological and Policy Perspectives [Seite 2]
3.1 - A Volume in Education Policy in Practice: Critical Cultural Studies [Seite 2]
3.2 - Series Editors: [Seite 2]
3.3 - Edmund Hamann, University of Nebraska-Lincoln Rodney Hopson, George Mason University [Seite 2]
4 - CONTENTS [Seite 6]
4.1 - PART I: INTRODUCTION [Seite 6]
4.1.1 - 1. Anthropology of and for Higher Education: Implications for Research, Policy and Practice [Seite 6]
4.2 - PART Ii: The Higher Education Mindset [Seite 6]
4.2.1 - 2. Today's Institutions of Higher Learning: Clashing Values in Motion [Seite 6]
4.2.2 - 3. Gender Inequality and Managerialism: A Self-Ethnographic Exploration of a Woman Department Chair [Seite 6]
4.2.3 - 4. Domestic and Immigrant Entrepreneurs: A Significant Disparity [Seite 6]
4.3 - PART IiI: Political and Policy Perspectives [Seite 6]
4.3.1 - 5. The Situated University: Political-Cultural Context, Organizational Culture, and Leadership [Seite 6]
4.3.2 - 6. Journey of Creation: A Photoethnographic, Autoethnographic, and Ethnographic Look at Leadership, Culture, and Community in a Young Northern New Mexico College [Seite 7]
4.3.3 - 7. Interdisciplinary Leadership: Communicating for Change Within the Academy [Seite 7]
4.3.4 - 8. The End of Higher Education: Assumptions, Implications, and Impacts of Apocalyptic Narratives [Seite 7]
4.3.5 - 9. Saving the University in France [Seite 7]
4.4 - PART IV: Instruction and Learning: Delivery, Evaluation and Innovation [Seite 7]
4.4.1 - 10. The Anthropology of Interdisciplinary Programs in Higher Education [Seite 7]
4.4.2 - 11. Race and the Production of Knowledge in Black Higher Education: The Legacy and Contributions of Charles H. Thompson and the Journal of Negro Education in Evaluation [Seite 7]
4.4.3 - 12. Makerspaces as an Epistemic Community [Seite 7]
4.5 - PART V: Conclusion [Seite 7]
4.5.1 - 13. Concluding Comments: Beginning to Put the Pieces Together [Seite 7]
4.6 - Education Policy in Practice: Critical Cultural Studies Series [Seite 3]
4.7 - Navigating the Volatility of Higher Education [Seite 4]
4.8 - Anthropological and Policy Perspectives [Seite 4]
4.8.1 - Edited by [Seite 4]
4.8.2 - Brian L. Foster University of Missouri-Columbia [Seite 4]
4.8.3 - Steven W. Graham University of Missouri System [Seite 4]
4.8.4 - and [Seite 4]
4.8.5 - Joe F. Donaldson University of Missouri-Columbia [Seite 4]
4.8.5.1 - Information Age Publishing, Inc. [Seite 4]
4.8.5.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
4.8.5.3 - FOREWORD [Seite 8]
4.8.5.3.1 - Rodney Hopson [Seite 8]
4.8.5.3.2 - George Mason University [Seite 8]
4.8.5.3.3 - Ted Hamann [Seite 8]
4.8.5.3.4 - University of Nebraska-Lincoln [Seite 8]
4.8.5.4 - Preface [Seite 10]
4.8.5.4.1 - Brian Foster [Seite 10]
4.9 - PART I [Seite 14]
4.9.1 - INTRODUCTION [Seite 14]
4.10 - CHAPTER 1 [Seite 16]
4.10.1 - Anthropology of and for Higher Education [Seite 16]
4.10.1.1 - Brian L. Foster [Seite 16]
4.10.1.2 - University of Missouri-Columbia [Seite 16]
4.10.1.3 - Teresa L. McCarty [Seite 16]
4.10.1.4 - University of California, Los Angeles [Seite 16]
4.10.1.5 - Tazin Daniels [Seite 16]
4.10.1.6 - University of Michigan, Ann Arbor [Seite 16]
4.10.1.7 - A Brief Overview of Anthropological Studies of Higher Education [Seite 18]
4.10.1.8 - Epistemic, Conceptual, and Methodological Framework for the Book [Seite 20]
4.10.1.8.1 - 1. Engagement: Learners must be able to invest themselves in the makerspace. [Seite 21]
4.10.1.8.2 - 2. Imagination: The educational enterprise must involve, in a central way, imagination and creativity. [Seite 21]
4.10.1.8.3 - 3. Alignment with larger goals: How can makerspaces contribute to larger goals? How do makers and makerspaces have an effect on the world? (Wenger, 1998, pp. 271-274) [Seite 21]
4.10.2 - Table 1.1. Anthropology and Higher Education [Seite 23]
4.10.2.1 - Structure of the Book [Seite 23]
4.10.2.1.1 - 1. The Higher Education Mindset. By "mindset" we do not mean the "culture of higher education," but rather a much broader view of the mindset of diverse constituencies, including students, faculty, trustees, legislators, and donors. "Mindse... [Seite 24]
4.10.2.1.2 - 2. Political and Policy Perspectives. Politics and policy dynamics at all levels-federal, state, local, and institutional-critically influence where higher education is going, or not going. Politics and policy reflect the ideologies that inform t... [Seite 24]
4.10.2.1.3 - 3. Instruction and Learning: Delivery, Evaluation, and Innovation. Instruction and learning are the core mission of higher education, and the only mission element that cuts across all sectors. As such, this area is central to the mindset of all inter... [Seite 25]
4.10.2.2 - References [Seite 26]
4.10.3 - PART iI [Seite 28]
4.10.3.1 - The Higher Education Mindset [Seite 28]
4.11 - CHAPTER 2 [Seite 30]
4.11.1 - Today's Institutions of Higher Learning [Seite 30]
4.11.1.1 - Steven W. Graham [Seite 30]
4.11.1.2 - University of Missouri System [Seite 30]
4.11.1.3 - Joe F. Donaldson [Seite 30]
4.11.1.4 - University of Missouri, Columbia [Seite 30]
4.11.1.5 - Michael J. Offerman [Seite 30]
4.11.1.6 - Capella University [Seite 30]
4.11.1.7 - Abstract [Seite 30]
4.11.1.8 - Purpose [Seite 33]
4.11.1.9 - Approach [Seite 33]
4.11.1.10 - Critical Values and Beliefs of the Two Sectors [Seite 34]
4.11.1.10.1 - Overarching Values [Seite 34]
4.11.1.10.2 - The Love of Knowledge [Seite 35]
4.11.1.10.3 - Beyond the Huge Lecture Hall- Really Scaling Higher Learning [Seite 36]
4.11.1.10.4 - The Faculty [Seite 37]
4.11.1.10.5 - Nonprofit Sector [Seite 37]
4.11.1.10.6 - For-Profit Sector [Seite 38]
4.11.1.10.7 - The Learning Experience [Seite 39]
4.11.1.10.8 - The Magic of Teaching in the Nonprofit Sector [Seite 39]
4.11.1.10.9 - Learning as the Singular Mission in the For-Profit Sector [Seite 40]
4.11.1.10.10 - The Clientele [Seite 41]
4.11.1.10.11 - The Myth of the 18-24 Year-Old Learner [Seite 42]
4.11.1.10.12 - The Student as Customer [Seite 42]
4.11.1.10.13 - The Nature of the Organization [Seite 43]
4.11.1.10.14 - The Power of Disciplines [Seite 43]
4.11.1.10.15 - Management is King [Seite 44]
4.11.1.11 - The Future [Seite 45]
4.11.1.12 - Values That Enhance and Those That Impede Change in the Academy [Seite 49]
4.11.1.12.1 - Essential for the Health and Adaptation of Institutions of Higher Education [Seite 49]
4.11.1.12.2 - Elements That Serve as Barriers to Successful Adaptation [Seite 50]
4.11.1.13 - Implications for Educational Policies [Seite 52]
4.11.1.14 - Conclusion [Seite 53]
4.11.1.15 - Notes [Seite 54]
4.11.1.16 - References [Seite 54]
4.12 - CHAPTER 3 [Seite 60]
4.12.1 - Gender Inequality and Managerialism [Seite 60]
4.12.1.1 - Jeni Hart [Seite 60]
4.12.1.2 - University of Missouri [Seite 60]
4.12.1.3 - Abstract [Seite 60]
4.12.1.4 - Background Literature [Seite 61]
4.12.1.4.1 - Department Chair Role [Seite 61]
4.12.1.4.2 - Women and Academic Leadership [Seite 63]
4.12.1.4.3 - Women and the Academic Chair [Seite 63]
4.12.1.5 - Conceptual Framework [Seite 64]
4.12.1.6 - Method [Seite 65]
4.12.1.7 - Limitations [Seite 66]
4.12.1.8 - Positionality [Seite 67]
4.12.1.9 - Findings [Seite 68]
4.12.1.9.1 - Vignette: The Retreat [Seite 69]
4.12.1.9.2 - Day One [Seite 69]
4.12.1.9.2.1 - 1. supporting and retaining faculty [Seite 69]
4.12.1.9.2.2 - 2. faculty incentives [Seite 69]
4.12.1.9.2.3 - 3. college and department budget allocation [Seite 69]
4.12.1.9.2.4 - 4. brainstorming [Seite 69]
4.12.1.9.2.5 - 5. associate dean of research budget allocation. [Seite 69]
4.12.1.9.2.6 - 1. data review: [Seite 69]
4.12.1.9.2.7 - 2. strategic planning: [Seite 69]
4.12.1.9.2.8 - 3. socializing. [Seite 69]
4.12.1.9.3 - Day Two [Seite 71]
4.12.1.10 - Discussion [Seite 73]
4.12.1.10.1 - Reproducing Gender Inequality [Seite 73]
4.12.1.10.2 - Managerial Practices [Seite 75]
4.12.1.11 - Implications [Seite 76]
4.12.1.12 - Conclusion [Seite 77]
4.12.1.13 - Note [Seite 78]
4.12.1.14 - References [Seite 78]
4.13 - CHAPTER 4 [Seite 82]
4.13.1 - Domestic and Immigrant Entrepreneurs [Seite 82]
4.13.1.1 - Brian L. Foster [Seite 82]
4.13.1.2 - University of Missouri, Columbia [Seite 82]
4.13.1.3 - Abstract [Seite 82]
4.13.1.4 - International and Domestic Disparities in Entrepreneurship [Seite 84]
4.13.1.4.1 - The Idea of Entrepreneurship [Seite 84]
4.13.1.4.2 - Entrepreneurship and Innovation [Seite 86]
4.13.1.4.3 - Entrepreneurship and Outsider Status [Seite 87]
4.13.1.4.4 - Identities [Seite 88]
4.13.1.4.5 - Identities and Entrepreneurship [Seite 89]
4.13.1.5 - Entrepreneurship and Higher Education [Seite 90]
4.13.1.5.1 - The Impact of Academic Culture and Practice [Seite 90]
4.13.1.5.2 - Students' Issues [Seite 92]
4.13.1.5.3 - Graduates' Issues [Seite 94]
4.13.1.6 - Policy Implications [Seite 97]
4.13.1.6.1 - What Is the Right Thing to Do? [Seite 97]
4.13.1.6.2 - What Kind of Entrepreneurs? [Seite 97]
4.13.1.6.3 - Current Entrepreneurship Programs [Seite 99]
4.13.1.6.4 - What Can the University Do? [Seite 99]
4.13.1.7 - Concluding Comments [Seite 101]
4.13.1.8 - Acknowledgments [Seite 102]
4.13.1.9 - References [Seite 102]
4.13.2 - PART III [Seite 104]
4.13.2.1 - POLITICAL AND POLICY PERSPECTIVES [Seite 104]
4.14 - CHAPTER 5 [Seite 106]
4.14.1 - The Situated University [Seite 106]
4.14.1.1 - James H. McDonald [Seite 106]
4.14.1.2 - University of Montevallo [Seite 106]
4.14.1.3 - Abstract [Seite 106]
4.14.1.4 - On the Concept of Place [Seite 108]
4.14.1.5 - The Situated Institution [Seite 110]
4.14.1.6 - Leadership in the Situated University [Seite 113]
4.14.1.6.1 - A Comparative, Cross-Cultural Model of Leadership [Seite 113]
4.14.1.6.2 - Leadership as Ideal Versus Real [Seite 115]
4.14.1.7 - Three Case Studies [Seite 116]
4.14.1.7.1 - Frozen State University (FSU) [Seite 117]
4.14.1.7.2 - Southwest Border University (SBU) [Seite 119]
4.14.1.7.3 - Intermountain West University (IWU) [Seite 122]
4.14.1.7.4 - Origin Myths and Their Reproduction [Seite 123]
4.14.1.7.5 - Institutional Logics, Values, and Performance [Seite 124]
4.14.1.7.6 - Implementing Change at the College Level [Seite 126]
4.14.1.7.7 - Collective Harmony Culture, Change, and Conflict [Seite 126]
4.14.1.8 - Discussion and Conclusion [Seite 127]
4.14.1.8.1 - The Utility of an Anthropology of Leadership [Seite 128]
4.14.1.8.2 - Anthropology, Higher Education, and Policy Implications [Seite 130]
4.14.1.8.3 - Balancing Good Educational Policy With Local Culture [Seite 131]
4.14.1.9 - Notes [Seite 132]
4.14.1.10 - References [Seite 133]
4.15 - CHAPTER 6 [Seite 136]
4.15.1 - Journey of Creation [Seite 136]
4.15.1.1 - Florence M. Guido [Seite 136]
4.15.1.2 - University of Northern Colorado [Seite 136]
4.15.1.3 - Alicia Fedelina Chávez [Seite 136]
4.15.1.4 - University of New Mexico [Seite 136]
4.15.1.5 - Abstract [Seite 136]
4.15.1.5.1 - Figure 6. 1. Culture as flamenco dance at UNM-Taos. [Seite 138]
4.15.1.6 - Background of Study [Seite 137]
4.15.1.7 - Theoretical and Methodological Frameworks [Seite 140]
4.15.1.7.1 - Figure 6. 3. Local culinary treats, such as green chili, are reflected in family tradition and the curriculum. [Seite 141]
4.15.1.7.2 - Figure 6. 5. At the time of the study, UNM-Taos was chosen for its rural, mountainous location and tricultural population. [Seite 142]
4.15.1.7.3 - Methods and Data Sources [Seite 142]
4.15.1.7.3.1 - Figure 6. 5. At the time of the study, UNM-Taos was chosen for its rural, mountainous location and tricultural population. [Seite 144]
4.15.1.7.4 - Positionality and Reflexivity [Seite 144]
4.15.1.7.5 - Florence M. Guido, Professor, University of Northern Colorado [Seite 144]
4.15.1.7.5.1 - Figure 6. 6. Symbols of northern New Mexico created at professional development meeting. [Seite 145]
4.15.1.7.5.2 - Alicia Fedelina Chávez, Associate Professor, University of New Mexico [Seite 146]
4.15.1.8 - Organizational and Cultural Themes and Patterns [Seite 147]
4.15.1.8.1 - Uncovering Spirit of Place [Seite 147]
4.15.1.8.1.1 - Figure 6. 7. Extended family life is the norm in northern New Mexico. [Seite 148]
4.15.1.8.2 - Building Institutional Culture in Northern New Mexico Rhythm [Seite 151]
4.15.1.8.2.1 - Figure 6. 8. UNM-Taos organizational chart and values created by the community. [Seite 152]
4.15.1.8.2.2 - Figure 6. 9. Creating a future together was critical for the success of the young campus. [Seite 153]
4.15.1.8.2.3 - Figure 6. 10. Art is integral to local economy and, at the time of the study, made up a fifth of UNM-Taos curriculum and enrollment. [Seite 154]
4.15.1.8.3 - Moving Out of Danger: Accountability and Hope [Seite 155]
4.15.1.8.3.1 - Figure 6. 11. Students are the greatest symbol of hope at UNM-Taos. [Seite 158]
4.15.1.9 - Lessons Learned For Higher Education [Seite 159]
4.15.1.9.1 - Organizational [Seite 159]
4.15.1.9.2 - Leadership [Seite 160]
4.15.1.9.3 - Culture [Seite 161]
4.15.1.9.4 - Policy [Seite 162]
4.15.1.10 - Conclusion [Seite 163]
4.15.1.10.1 - Figure 6. 12. A 2-acre solar garden in the foreground, fully powering UNM-Taos today, came about as sustainability was prioritized during the time of the study. [Seite 163]
4.15.1.11 - References [Seite 164]
4.16 - CHAPTER 7 [Seite 168]
4.16.1 - Interdisciplinary Leadership [Seite 168]
4.16.1.1 - Ariane Schauer and Duncan Earle [Seite 168]
4.16.1.2 - Marymount California University [Seite 168]
4.16.1.3 - Abstract [Seite 168]
4.16.1.4 - A Provost's Perspective [Seite 169]
4.16.1.5 - An Anthropological Global Studies Perspective [Seite 170]
4.16.1.6 - Academic Leadership as Intercultural Translation [Seite 172]
4.16.1.7 - Academic Cultures [Seite 173]
4.16.1.8 - Organizational Knowledge Creation [Seite 174]
4.16.1.9 - The Marymount California Case Study: 2009-2015 [Seite 174]
4.16.1.10 - New Configurations for Interaction [Seite 176]
4.16.1.10.1 - 1. The BA Commission: In 2009, Marymount formed a BA Commission (BAC) composed of representatives from each division of the college to coordinate the development, marketing, accreditation, and implementation of the college's first three BA programs... [Seite 176]
4.16.1.10.2 - 2. Meaning of Degree Reflection: A 2013 meaning of the degree charrette brought together faculty and interested staff on a class-free day to jointly explore key competencies to include in a core curriculum redesign. Students were surveyed, faculty an... [Seite 177]
4.16.1.10.3 - 3. Internalizing the Institution: Interdisciplinary service on search committees has provided meaningful opportunities for faculty and staff to jointly express the evolving institutional identity, mission, and strengths. Candidate questions and feedb... [Seite 177]
4.16.1.10.4 - 4. Role Cross-Fertilization: New administrative and leadership roles appointed from within faculty and staff ranks can help bring new perspectives and interactions across areas while tapping into deep existing networks. At MCU, reassignments have inc... [Seite 177]
4.16.1.10.5 - 5. Governing and the Governance Wheel: Much of the management and human resources professional literature addresses providing employees clear goals and objectives, preferably with related metrics and feedback mechanisms. Likewise, the field of educat... [Seite 178]
4.16.1.10.6 - At Marymount, a Mission and Governance Task Force, led by Dr. Schauer and composed of two faculty, two staff, two members of the board of trustees, one administrator and one student reviewed the role of all the active and inactive committees, conduct... [Seite 178]
4.16.1.10.6.1 - Figure 7. 1. Marymount California University participatory governance wheel- 2015. [Seite 179]
4.16.1.10.7 - The Governance Wheel is reviewed and confirmed annually by the president's cabinet (which includes elected representation from faculty senate and the staff advisory council) and is distributed to all faculty and staff at the start of each academic ... [Seite 178]
4.16.1.10.8 - 6. The Case of Advising: Pilot programs running concurrently with the established model allow the institution to honor the community's established practices while modeling alternative options. Including adjuncts to contribute to redesign and test n... [Seite 179]
4.16.1.11 - Organizational Reflection [Seite 181]
4.16.1.12 - Unifying Cultures via Common Symbolism [Seite 182]
4.16.1.13 - Future Leadership, Hybridity and Innovation [Seite 182]
4.16.1.14 - Final Thoughts on Leadership in Higher Education [Seite 184]
4.16.1.15 - Acknowledgments [Seite 185]
4.16.1.16 - About the Authors [Seite 185]
4.16.1.17 - References [Seite 185]
4.17 - CHAPTER 8 [Seite 188]
4.17.1 - The End of Higher Education [Seite 188]
4.17.1.1 - Michael Wesch [Seite 188]
4.17.1.2 - Kansas State University [Seite 188]
4.17.1.3 - Abstract [Seite 188]
4.17.1.4 - Examining "The End of Education" Narrative [Seite 191]
4.17.1.5 - The End(s) of Education [Seite 193]
4.17.1.6 - The (Re)production of the Traditional Education Model of Learning [Seite 197]
4.17.1.7 - Interrogating Algorithms [Seite 202]
4.17.1.8 - Policy Implications [Seite 206]
4.17.1.9 - AUTHOR Note [Seite 208]
4.17.1.10 - References [Seite 208]
4.18 - CHAPTER 9 [Seite 212]
4.18.1 - Saving the University in France [Seite 212]
4.18.1.1 - Eli Thorkelson [Seite 212]
4.18.1.2 - Stellenbosch University [Seite 212]
4.18.1.3 - Abstract [Seite 212]
4.18.1.4 - Salvation Through Critique [Seite 212]
4.18.1.5 - University Reform and Faculty Protest [Seite 214]
4.18.2 - Table 9.1. SLU Website Posts in the First Week of November 2014 [Seite 217]
4.18.2.1 - Metaphors and Politics [Seite 217]
4.18.2.2 - The General and the Particular [Seite 221]
4.18.2.3 - The Limits of Salvation as Resistance [Seite 224]
4.18.2.4 - Fostering (Meta)Politics [Seite 226]
4.18.2.5 - Notes [Seite 227]
4.18.2.6 - References [Seite 228]
4.18.3 - PART IV [Seite 232]
4.18.3.1 - Instruction and Learning: Delivery, Evaluation and Innovation [Seite 232]
4.19 - CHAPTER 10 [Seite 234]
4.19.1 - The Anthropology of Interdisciplinary Programs in Higher Education [Seite 234]
4.19.1.1 - Wayne A. Babchuk [Seite 234]
4.19.1.2 - University of Nebraska-Lincoln [Seite 234]
4.19.1.3 - Robert K. Hitchcock [Seite 234]
4.19.1.4 - University of New Mexico [Seite 234]
4.19.1.5 - Abstract [Seite 234]
4.19.1.6 - The Road to Interdisciplinarity [Seite 235]
4.19.1.6.1 - A Framework for Looking at Interdisciplinarity [Seite 236]
4.19.1.7 - Research Design for a Study of Interdisciplinary Programs in Higher Education [Seite 237]
4.19.1.7.1 - Research Findings [Seite 238]
4.19.1.7.2 - Faculty Issues [Seite 238]
4.19.1.7.3 - Administrative Issues [Seite 240]
4.19.1.7.4 - Student Issues [Seite 240]
4.19.1.7.5 - The Role of Anthropological Studies of Higher Education [Seite 241]
4.19.1.7.6 - Several Administrative/Policy Issues [Seite 243]
4.19.1.8 - Conclusions: Implications for Policy and Practice [Seite 243]
4.19.1.9 - Concluding Notes [Seite 245]
4.19.1.10 - Appendix: Interview Protocol [Seite 246]
4.19.1.10.1 - 1. What is the name and address of the interdisciplinary program? [Seite 246]
4.19.1.10.2 - 2. What school, college, or university? [Seite 246]
4.19.1.10.3 - 3. Where did the idea for the interdisciplinary program originate? [Seite 246]
4.19.1.10.4 - 4. When was the interdisciplinary program established? [Seite 246]
4.19.1.10.5 - 5. Was there administrative financial support from the university or college for the program? [Seite 246]
4.19.1.10.6 - 6. Was there outside funding obtained for the program? If so, from where? [Seite 246]
4.19.1.10.7 - 7. What were the goals of the program? For example, (a) enhancing educational opportunities for students [Seite 246]
4.19.1.10.8 - 8. Was the program responsive to expressed needs by students? If so, in what way? [Seite 246]
4.19.1.10.9 - 9. How many faculty and staff were involved in the program, and what disciplines did they represent? [Seite 246]
4.19.1.10.10 - 10. Was the program a degree-granting one (e.g., a minor, a BA, a MA, or a PhD?) [Seite 246]
4.19.1.10.11 - 11. Was the program a minor that students could take as part of their undergraduate or graduate degree program? [Seite 246]
4.19.1.10.12 - 12. What were the constraints and opportunities of having a minor at the undergraduate and graduate level? [Seite 246]
4.19.1.10.13 - 13. Are there any dedicated faculty in the program, or are there part- time appointments of faculty in that program, shared with other line departments? [Seite 246]
4.19.1.10.14 - 14. What are the costs and benefits for faculty to participate in that program? [Seite 246]
4.19.1.10.15 - 15. Is the program viable at present, or it is having difficulties because of lack of support from university administrators, faculty, staff, or students or from outside funders? [Seite 246]
4.19.1.10.16 - 16. What other insights can be offered on the costs and benefits of the program? [Seite 246]
4.19.1.10.17 - 17. What do you feel are the strengths and weaknesses and the costs and benefits of interdisciplinary programs? [Seite 246]
4.19.1.10.18 - 18. Are there any other issues about the program that you would like to raise? [Seite 246]
4.19.1.11 - Acknowledgments [Seite 247]
4.19.1.12 - References [Seite 247]
4.20 - CHAPTER 11 [Seite 250]
4.20.1 - Race and the Production of Knowledge in Black Higher Education [Seite 250]
4.20.1.1 - Stafford Hood [Seite 250]
4.20.1.2 - University of Illinois, Urbana Champaign [Seite 250]
4.20.1.3 - Rodney Hopson [Seite 250]
4.20.1.4 - George Mason University [Seite 250]
4.20.1.5 - Abstract [Seite 250]
4.20.1.6 - Building on a Rehistoricized Anthropological Approach to Evaluation [Seite 252]
4.20.1.7 - Situating the African American Contribution to Evaluation Roots [Seite 253]
4.20.1.8 - Charles Thompson and the Role of the JNE in the Early Evaluative Inquiries of African American Education [Seite 255]
4.20.1.9 - JNE: Contributing to the Discourse in Preparation for Brown and Beyond [Seite 258]
4.20.1.10 - Looking Backward, Looking Forward [Seite 261]
4.20.1.11 - NoteS [Seite 263]
4.20.1.12 - References [Seite 263]
4.21 - CHAPTER 12 [Seite 266]
4.21.1 - Makerspaces as an Epistemic Community [Seite 266]
4.21.1.1 - Anne Larrivee [Seite 266]
4.21.1.2 - University of Pennsylvania [Seite 266]
4.21.1.3 - Abstract [Seite 266]
4.21.1.4 - Makerspaces and the Maker Movement [Seite 268]
4.21.1.5 - The Epistemic Community [Seite 272]
4.21.1.6 - Learning Within Makerspaces [Seite 275]
4.21.1.7 - The Triple Cities Makerspace [Seite 277]
4.21.1.8 - Higher Education and Makerspaces [Seite 280]
4.21.1.9 - Conclusion [Seite 283]
4.21.1.10 - References [Seite 284]
4.21.2 - PART V [Seite 288]
4.21.2.1 - Conclusion [Seite 288]
4.22 - CHAPTER 13 [Seite 290]
4.22.1 - Concluding Comments [Seite 290]
4.22.1.1 - Brian L. Foster [Seite 290]
4.22.1.2 - University of Missouri, Columbia [Seite 290]
4.22.1.3 - Don Brenneis [Seite 290]
4.22.1.4 - University of California Santa Cruz [Seite 290]
4.22.1.5 - Glen W. Davidson [Seite 290]
4.22.1.6 - Vanderbilt University [Seite 290]
4.22.1.7 - Teresa L. McCarty [Seite 290]
4.22.1.8 - University of California-Los Angeles [Seite 290]
4.22.1.9 - Themes [Seite 291]
4.22.1.9.1 - Questions of Value [Seite 291]
4.22.1.9.2 - Translation in Multiple Senses [Seite 292]
4.22.1.9.3 - Interactional Conditions of Events [Seite 293]
4.22.1.9.4 - Comparative Analysis [Seite 293]
4.22.1.10 - Gaps in the Subject Matter [Seite 294]
4.22.1.10.1 - Influence [Seite 294]
4.22.1.10.2 - Assessment and Accountability [Seite 294]
4.22.1.10.3 - Sectors [Seite 295]
4.22.1.10.4 - Global Challenges [Seite 295]
4.22.1.10.5 - Politicization of Learning [Seite 296]
4.22.1.11 - "What Comes Next?"-Research and Practice [Seite 296]
4.22.1.11.1 - 1. There is a need to produce knowledge about higher education from a critical anthropological perspective. [Seite 297]
4.22.1.11.2 - 2. We need to consider how to use results of anthropological research to promote positive change. [Seite 297]
4.22.1.11.3 - 3. There is the need to build strategic alliances in service to 1 and 2, above. [Seite 297]
4.22.1.11.4 - Producing Knowledge About Higher Education [Seite 297]
4.22.1.11.5 - Using Anthropological Knowledge to Promote Positive Change [Seite 298]
4.22.1.11.6 - Building Strategic Alliances [Seite 298]
4.22.1.12 - Closing Thoughts [Seite 299]
4.22.1.13 - References [Seite 300]
4.22.2 - About the Contributors [Seite 302]
5 - Back Cover [Seite 308]