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Many researchers believe that the modern university is in a state of crisis like never before. One of the main reasons cited for this decline is that the modern university has a closer resemblance to a transnational corporation than to a traditional scholarly institution (Lewis, 2005). This paper attempts to define the term "university" from a classical perspective and to describe the gradual incorporation of vocational pursuits into its scope. Focusing on modern North American university models, it asks whether business schools, in particular, should be operating within academia. An alternative is discussed, which focuses on the vocational attributes of business rather than theoretical knowledge. I draw on secondary sources as well as my own personal experience as a student and researcher to make suggestions on how interdepartmental tension developed and how it can be reduced. The paper finds that the business school does have a place in the modern university; however, the classical representation of the university must be abandoned for it to be fully embraced.

This paper analyzes the ideological orientations of Canadian university professors based on a unique 2000 study of a representative sample of Canadian academics (n=3,318). After summarizing methodological problems with extant research on this subject, and tentatively comparing the political views of Canadian and American academics, the paper demonstrates that Canadian academics fall to the left of the political spectrum but are not hugely different in this respect from the Canadian university-educated population. Multivariate analyses reveal considerable heterogeneity in the ideological views of Canadian professors, suggesting that contemporary characterizations of the North American professoriate as left- or right-leaning tend to be overdrawn. Multivariate analyses demonstrate the importance of disadvantaged status and disciplinary socialization in shaping professors' ideological views, although self-selection processes are not discounted. (Contains 5 notes and 5 tables.)

A study of political, behavioral, and institutional differences between Canada and the United States is seen as offering an explanation of the considerable differences in higher education in the two countries. Focus is on priority given to education, incidence of public and private institutions, innovation, accreditation, and academic freedom. (MSE)