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Sustainability, sustainable, green, eco-friendly--these are more than just buzz words. These are words that are now entangled in the daily fabric of life. Kids are learning about sustainability in primary schools, more students are studying environmental concerns in college, and people of all ages are making attempts to be green, from recycling to volunteering to buying hybrid vehicles. As the green movement grew around the world, it also gained ground on college campuses. Student organizations focused on implementing green practices, institutions hired sustainability coordinators, and construction projects started to revolve around the variety of sustainable features. Campuses should begin to consider the core principles of sustainability, often referred to as the triple bottom line--environmental, economical, and social. Only when being sustainable in all three principles is a program, building, or campus achieving the triple bottom line. This publication features three articles, one discussing each aspect of the triple bottom line. Contents include: (1) A Blueprint for Green Design (Elizabeth Stringer); (2) Funding Sustainability Initiatives on Campus (Justin Rudisille and Krista Harrell-Blair); and (3) For the Greater Good: Examining the Growth of a Sustainable Student Leader on a College Campus (Elizabeth Stringer). Individual papers contain tables.

The National Forum on Higher Education for the Public Good, along with the American Association for Higher Education (AAHE), American College Personnel Association (ACPA), American Educational Research Association (AERA), Association for Institutional Research (AIR), and Association for the Study of Higher Education (ASHE), have committed themselves to encourage a new generation of scholars interested in examining the changing relationship between higher education and U.S. society. These national associations joined together to sponsor five Rising Scholar awards in July, 2002, given to pre-tenured faculty, early career practitioners, and advanced graduate students engaged in research that explored higher education's role in serving the public good. The award was a part of a larger initiative, which focused on advancing research on the relationship between higher education and society through connecting senior and early career scholars. As part of the Rising Scholar award, recipients were asked to publish their research in this monograph as a way to continue dialogue with other scholars interested in issues related to higher education and the public good. The papers presented in this monograph are: (1) Climbing Up and Over the Ivy: Examining the Experiences of American Indian Ivy League Graduates (Bryan McKinley Jones Brayboy); (2) "To Share With All": Vida Scudder's Educational Work in the Settlements (Julia Garbus); (3) College Graduates' Perspectives on the Effect of Capstone Service-Learning Courses (Seanna M. Kerrigan); (4) Low-Income Communities: Technological Strategies for Nurturing Community, Empowerment and Self-Sufficiency at a Low-Income Housing Development (Richard L. O'Bryant); and (5) Toward the Engaged Institution: Rhetoric, Practice, and Validation (David J. Weerts). Individual papers contain tables, figures, footnotes, and references.

An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and also to shed light on what may be called "good practice." The findings of the study are meant to serve not as models, but rather as points of reference for all those who are seeking ways of developing education in rural areas and contributing more effectively to rural development. Chapter I, "Education and Rural Development: Setting the Framework" (David Atchoarena and Charlotte Sedel), provides a contextual and theoretical introduction to the new rural development and poverty reduction thinking, as well as a discussion on the contribution of education to rural development. In Chapter II, "Basic Education in Rural Areas: Status, Issues and Prospects" (Michael Lakin with Lavinia Gasperini), the book reviews in depth the provision of basic education in rural areas and offers some policy directions for improvement. Further exploring a particular dimension of basic education, Chapter III, "Making Learning Relevant: Principles and Evidence from Recent Experiences" (Peter Taylor, Daniel Desmond, James Grieshop and Aarti Subramaniam), devotes specific attention to strategies linking the formal school teaching with students' life environment, including agriculture, and to garden-based learning. The intention is to provide updated information and new insights on much-debated aspects which are often associated with rural areas although their application is much broader. Chapter IV, "Strategies and Institutions for Promoting Skills for Rural Development" (David Atchoarena, Ian Wallace, Kate Green, and Candido Alberto Gomes), shifts the analysis from education to work and discusses the implications of the transformation of rural labor markets for skill development. A particular concern is the rise in rural non-farm employment and the need to enlarge the policy focus from agricultural education and training to technical and vocational education for rural development. This debate is taken further in Chapter V, "Higher Education and Rural Development: A New Perspective" (Charles Maguire and David Atchoarena), which considers higher level skills and the contribution of the tertiary education sector to rural development. Special attention is given to the reform of higher agricultural institutions and lessons based on case studies are provided to document good practice in institutional reform. Finally, Chapter VI, "Main Findings and Implications for Policy and Donor Support" (David Atchoarena with Lavinia Gasperini, Michael Lakin and Charles Maguire), concentrates on the main findings of the study and discusses policy implications and possible responses for donors and countries. (Contains 28 tables, 14 figures, and 64 boxes.)

This collection of papers presents a picture of economic principles at work in the dynamic world of big-time sports. Papers were given at the 35th Annual Lecture-Seminar Series presented by the Department of Economics at Western Michigan University during the 1998-99 school year. After an "Introduction" (William S. Kern), the six papers are: (1) "Market Power in Pro Sports" (Rodney Fort); (2) "The Impact of Sports Teams and Facilities on Neighborhood Economics: What is the Score?" (Robert A. Baade); (3) "Who is Sitting in the Stands? The Income Levels of Sports Fans" (John J. Siegfried and Timothy Peterson); (4) "Academics, Athletics, and Finances" (Richard G. Sheehan); (5) "Economic Issues in the 1998-1999 NBA Lockout and the Problem of Competitive Balance in Professional Sports" (Andrew Zimbalist); and (6) "A Level Playing Field? Sports and Discrimination" (Lawrence M. Kahn). (Papers contain references.) (SM)

An adequate, well-trained, and diverse health care workforce is essential for providing access to quality health care services. However, despite more than a decade of concerted global action to address the health workforce crisis, collective efforts are falling short in scaling up the supply of health workers. The resulting health workforce shortage affects people's access to quality health care around the globe. In October 2016, the National Academies of Sciences, Engineering, and Medicine convened a workshop to explore resources for financing health professional education in high-, middle-, and low-income countries and innovative methods for financially supporting investments in health professional education within and across professions. Participants examined opportunities for matching population health needs with the right number, mix, distribution, and skill set of health workers while considering how supply and demand drive decisions within education and health. This publication summarizes the presentations and discussions from the workshop. (Individual presentations and discussions contain references.)

Reflecting the changing ideological and economic perspectives of the government of the day, the expansion of higher education in England has prompted numerous reforms aimed at reshaping and restructuring the sector and its funding. Leading to student riots and sparking some of the sharpest controversies in British higher education the reforms introduced in 2012/13 are by far the most radical and those concerning higher education funding and student finances the most far-reaching. This book seeks to unpack the drivers for the reforms while locating them in a broad historical, ideological, and policy context. Informed by the vast literature and research on higher education this book brings together recognised experts including leading academics and policy analysts. Divided into two parts, the first provides history and context while the second examines particular issues and themes arising including: historical antecedents of the reforms and tuition fee policies; the distinctive characteristics of the reforms; an economic critique of the limits to marketisation and the commodification of higher education; the drivers behind social mobility and widening participation and the subsequent impact of tuition fees; the consequences of fee setting policies among institutions; the impact on part-time students; the entrance of new providers in the higher education sector; the impact on institutional autonomy and freedom; and the policy vacuum on postgraduate education and the future of research. While the reforms have attracted significant media coverage focusing on the short-term consequences of the reforms, this book goes far beyond the media headlines to identify the nature of the reforms and to understand their impact on higher education institutions, students, and society as a whole. Contents include: (1) Introduction (Claire Callender and Peter Scott); (2) Public Expenditure and Tuition Fees: The search for alternative ways to pay for higher education (Michael Shattock); (3) The Coalition Government's reform of higher education: Policy formation and political process (Peter Scott); (4) A bridge too far: An economic critique of marketization of higher education (Gareth Williams); (5) The end of mystery and the perils of explicitness (Ronald Barnett); (6) As easy as AAB: The impact of the quasi-market on institutions, student numbers and the HE sector (Gill Wyness); (7) Widening participation and social mobility (Anna Vignoles); (8) Part-time undergraduate student funding and financial support (Claire Callender); (9) Aspects of UK private Higher Education (Paul Temple); (10) Postgraduate education: Overlooked and forgotten? (Geoff Whitty and Joel Mullan); (11) Leading the British university today: Your fate in whose hands?; and (12) Conclusion (Claire Callender and Peter Scott). An index is included.

Cognitive capitalism--sometimes referred to as "third capitalism," after mercantilism and industrial capitalism--is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari's "Capitalism and Schizophrenia," Michel Foucault's work on the birth of biopower and Michael Hardt and Antonio Negri's "Empire and Multitude," as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s. In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor. Contents of this book include: (1) Foreword (Antonio Negri); (2) Introduction (Michael A. Peters and Ergin Bulut); (3) Intellectual Labor (Timothy Brennan); (4) A Critique of "Cognitive Capitalism" (George Caffentzis); (5) On Affective Labor (Silvia Federici); (6) Cognitive Capitalism or Informational Capitalism? The Role of Class in the Information Economy (Christian Fuchs); (7) Cognitive Capitalist Pedagogy and Its Discontents (Jonathan Beller); (8) Creative Economy: Seeds of Social Collaboration or Capital's Hunt for General Intellect and Imagination? (Ergin Bulut); (9) Learning to Immaterial Labour 2.0: Facebook and Social Networks (Mark Cote and Jennifer Pybus); (10) Pedagogies of Cognitive Capitalism--Challenging the Critical Subject (Emma Dowling); (11) Creativity as an Educational Problematic within the Biopolitical Economy (Alex Means); (12) For Fun, For Profit, For Empire: The University and Electronic Games (Toby Miller); (13) Algorithmic Capitalism and Educational Futures (Michael A. Peters); (14) The Limits of Autonomy: Cognitive Capitalism and University Struggles (Alberto Toscano); (15) In the Ruined Laboratory of Futuristic Accumulation: Immaterial Labour and the University Crisis (Nick Dyer-Witheford); (16) The Confinement of Academic Freedom and Critical Thinking in a Changing Corporate World: South African Universities (Tahir Wood); and (17) Afterword: The Unmaking of Education in the Age of Globalization, Neoliberalism and Information (Cameron McCarthy).

This book argues that schools were a driving force in the formation of social, political, and financial capital during the market revolution and capitalist transition of the early republican era. Grounded in an intensive study of schooling in the Genesee Valley region of upstate New York, it traces early sources of funding and support for education (including common schools and various forms of higher schooling) to their roots in different social and economic networks and trade and credit relations. It then interprets that story in the context of other major developments in early American social, political, and economic history, such as the shift from agricultural to non-agricultural production, the integration of rural economies into translocal capitalist markets, the organization of the Second Great Awakening, the transformation of patriarchy, the expansion of white male suffrage, the emergence of the Secondary American Party System, and the formation of the modern liberal state. This book is divided into three parts. Part I, Education and Social Capital Formation, contains the following: (1) Introduction--The Place of Schooling in a Transforming Political Economy; (2) Creating Social Capital--Norms of School and Community Building; (3) A Matter of Trust--Neighbors and Strangers; (4) Discipline--Evangelicalism as an Educational Movement; (5) Bonding and Bridging--The Methodist Economy; and (6) Development--Evangelicalism and Capital Formation. Part II, Schools as Agencies of Politicization, contains the following: (7) Between Markets and the State--Venture Schools and Academies; (8) Political Economies of Schooling--Academies and Common Schools; (9) Education and Civic Engagement--Schools and Politics; (10) Diffusing Intelligence--Education and Formation of the Liberal State; (11) Denominational Politics and Institution-Building; and (12) Education and Coalition Building. Part III, Education and Economic Transformation, contains the following: (13) Education as an Object of Capital Investment; (14) Varieties of Trust--Education and Economic Competition; (15) Controlling Capital--Education and the Politics of Economic Change; (16) Success--Education and the Culture of the Market; (17) Panic--Education and the Discipline of the Market; (18) Friends--Learning the Value of Trust; and (19) Conclusion: Education and the Creation of Capital. An appendix is also included.

For the past 25 years UK Higher Education institutions have forged research and teaching partnerships with their counterparts overseas. Many of these links were funded by the British Government and managed by the British Council's Higher Education Links Scheme. This book takes an informed and critical look at issues and trends in global higher education over the past twenty five years with an in-depth and often personal account of how these links were managed and led. Ten experts representing a variety of disciplines from areas such as conserving the natural environment, the promotion of human rights, and education and gender present an "insider's" view of their link, reflecting upon the successes and challenges in promoting research, developing institutional capacity at home and abroad, and the lessons they have learned. This book will be of particular interest to those working in higher education and international development generally; as well as students, researchers and professionals engaged in bilateral and multi-lateral development assistance programmes. Contents include: Foreword (Christopher Colclough); Series Editor's Preface: International Partnerships and Capacity Building in Higher Education (Michael Crossley); Introduction and Overview: Twenty-Five Years of Higher Education and International Capacity-Building Partnerships (David Stephens); Higher Education and International Cooperation: The Role of Academic Collaboration in the Developing World (Kenneth King); Enhancing Quality and Capacity for Educational Research (Sally M. Thomas and& Wen-Jung Peng); Improving Health and Social Well-Being (Hazel Slavin); Economic Development and Sustainable Livelihoods (Adam Pain); Conserving the Natural Environment in Tropical South-East Asia (Jack Rieley); More Difficult Times Ahead? The Impact of Patriarchy and Globalisation on Gender In/Equality in Higher Education (Gaby Weiner); The Place of Higher Education in Improving Human Rights and Governance (Lynn Davies); Influencing Public Policy (Maria Fe Villamejor-Mendoza); and The Emergence of Peace Studies in Chinese Higher Education (Alan Hunter).

What if every high school graduate of a given school district could go to college for free--not just those with good grades or financial need, but all of them? And what if this promise was guaranteed for decades? What kind of transformation might ensue, not just in the lives of the students themselves but in the communities that surround them? Such are the questions raised by the Kalamazoo Promise, an unprecedented experiment in education-based economic renewal that is being watched and emulated by scores of cities and towns around the nation. When a group of anonymous donors announced in 2005 that they would send every graduate of this midsized public school district to college for free, few within or outside Kalamazoo, Michigan, understood the magnitude of the gesture. Now, in the first comprehensive account of the Kalamazoo Promise, Michelle Miller-Adams charts its initial impact as well as its potential to bring about fundamental economic and social change in a community hurt by job loss, depopulation, and racial segregation. Drawing on cutting-edge research in the fields of education and economic development, Miller-Adams combines insights from these disciplines with an unparalleled understanding of the Kalamazoo Promise based on extensive interviews and observation from the program's earliest days. Her book tells the fascinating story of why the Kalamazoo Promise came about, how the broader community has responded to its introduction, and its impact--real and anticipated--on Kalamazoo's students, schools, social fabric, and economic future. At a time when communities across the nation are striving for greater economic competitiveness and expanded educational opportunities for their youth, Miller-Adams' firsthand account reveals both the promise and the challenges inherent in place-based universal scholarship programs and offers guidance to all those working to prepare their communities for success in the twenty-first century.

This first book in the new OECD Insights Series examines the increasing economic and social importance of human capital--our education, skills, competencies, and knowledge. As economies in developed countries shift away from manufacturing, economic success for individuals and national economies is increasingly reliant on the quality of human capital. Raising human capital has emerged as a key policy priority, particularly for low-skilled individuals, who are at risk of being left even further behind. Policy in this area is focusing on early childhood development, improving quality and choice in schooling, creating excellence in tertiary education, and widening access to adult learning. Drawing on the research and analysis of the OECD, this dynamic new book uses straightforward language to explain how countries across the OECD area are responding to the challenge of raising their levels of human capital. This book includes Statlinks, URLs linking statistical tables and graphs in the text of the book to Excel spreadsheets showing the underlying data.

E-learning is the fastest-growing sub-sector of a $2.3 trillion global education market, and the market for online higher education is estimated to exceed $69 billion by 2015. One way to minimize risk in marketing and selling courses and programs overseas is to understand the environmental factors in taking programs to market in any selected countries. This report describes the political, economic, education, and technology environment in 42 countries on three continents--Asia, Europe, and Latin America. The goal is to provide a critical assessment of each market, helping readers to identify those markets that best align with the institution's internal goals and capacity to serve the market's demand. Each country study includes demographic trends; economic situations and trends; technological capacity; education system; e-learning policy and presence; other considerations, and analysis of opportunity. Hezel Associates' Index of E-Learning Market Opportunity ranks South Korea, Japan, and Germany as the top three markets closely followed by the UK and China. The index measures, the relative openness and ease or difficulty of marketing postsecondary programs to the 42 countries analyzed in the report. While there certainly is a difference in the potential opportunity between the top ranked country and the twentieth ranked country, the real differences lay in the complexities and challenges that each country presents an institution that wishes to enter its market--much of which is discussed within the report. Following a foreword, the report is divided into the following sections: (1) Hezel Associates' Index of E-learning Market Opportunity; (2) Introduction to Asia; (3) Introduction to Europe; and (4) Introduction to Latin America. A list of references is also included.

Noting that the human capital of a nation is a primary determinant of its strength, this book reviews what is known about the processes that affect child development and how public and private investments in children might be increased to promote their well-being and to enhance the economic productivity of the next generation in America. Based on discussion of numerous scholars, policymakers, and practitioners at an October 1998 conference, the book is organized chronologically according to the life cycle until the transition to work or college, with each chapter emphasizing how developmental, school, and labor market outcomes are affected by family, school, neighborhood, and public policy inputs and interventions. Following an introduction, the chapters are: (1) "Trends in and Consequences of Investments in Children" (Lisa M. Lynch); (2) "Rethinking Education and Training Policy: Understanding the Sources of Skill Formation in a Modern Economy" (James J. Heckman and Lance Lochner); (3) "Pathways to Early Child Health and Development" (Barry Zuckerman and Robert Kahn); (4) "Early Childhood Experiences and Developmental Competence" (Sharon Landesman Ramey and Craig T. Ramey); (5) "Schooling's Influences on Motivation and Achievement" (Jacquelynne S. Eccles and Allan Wigfield); (6) "Promoting Positive Outcomes for Youth: Resourceful Families and Communities" (Margaret Beale Spencer and Dena Phillips Swanson); (7) "The Neighborhood Context of Investing in Children: Facilitating Mechanisms and Undermining Risks" (Robert J. Sampson); (8) "The Transition from School to Work: Is There a Crisis? What Can Be Done?" (Debra Donahoe and Marta Tienda); (9) "New Directions in Job Training Strategies for the Disadvantaged" (Hillard Pouncy); and (10) "Who is Getting a College Education? Family Background and the Growing Gaps in Enrollment" (David T. Ellwood and Thomas J. Kane). Each chapter contains references. (KB)

The 11 papers in this book examine trends and possibilities concerned with contributions British universities can make to commerce and industry and thereby to the general economic good. Papers are grouped into two parts. In Part 1 papers discuss a new awareness of universities as positive economic engines for change, and in Part 2 papers offer examples and case studies. The papers are: (1) "Re-scoping the University" (Harry Gray); (2) "Knowledge Societies, Intellectual Capital and Economic Growth" (David Robertson); (3) "How Universities Can Thrive Locally in a Global Economy" (John Goddard); (4) "Measuring the Economic Impact of Universities: Canada" (Marc Trudeau and Fernand Martin); (5) "The Changing Relationship Between Higher Education and Small and Medium Sized Enterprises" (Martin Banks); (6) "The Role of Universities in Economic Growth: the ASEAN Countries" (Paul Milne); (7) "Universities and Communities: Cases from North-East England" (Derek Fraser); (8) "The Impact of a New University on its Community: The University of Warwick" (Michael Shattock); (9) "Salford University: An Historical Industrial Partnership" (Peter Brandon); (10) "The University of Sheffield's Regional Office: Forging Relationships Between a Traditional Civic University and Its Regional Community" (Marilyn Wedgwood and Brigitte Pemberton); and (11) "Towards the Community University" (Harry Gray). (Individual papers contain references.) (DB)

This volume looks at the future of American higher education in 13 essays most of which were originally speeches to gatherings around the United States and the globe. The first series of essays in Part I looks at possible "contours" of the future and what choices should be made by higher education to advance the quality of future performance. One essay pays particular attention to leadership by presidents and trustees. Part II concentrates on the relations between higher education and the health of the economy, a relationship of great importance that is nevertheless perhaps overemphasized. These essays look at how well education has served the labor market, corporate-university relationships, whether the decline of the U.S. economy is the fault of education or others, and possible solutions. Part III looks at some of the problems now emerging that may influence the near future such as restoring quality to undergraduate education, teaching about ethics, the racial crisis in higher education, a two-stage model for distributing opportunity to sectors of society through higher education, and current institutional aspirations in a changed educational, economic, and social climate. Includes an index. Most essays also include some references. (JB)

Two articles examine athletics in the Commonwealth of Independent States (CIS). The first discusses the disintegration of the Soviet sport system following the Soviet Union's breakup. The second examines the future of CIS athletics which, it is claimed, may never again reach the stature achieved by the Soviet Union. (SM)

Presents statistics on a variety of subjects related to blacks in higher education: (1) survey statistics from the 25 highest-ranked national colleges and universities; (2) effects of actions of the mass media; (3) influence of intact families on black higher education; (4) how affirmative action encourages blacks to attend college; and (5) black students who are winning merit-based financial aid. (GLR)

This book, which explores the shifting paradigm from human resource development to developing resourceful humans, establishes the historical position of adult education within the economic context, discusses human capital propositions, and examines the learning dimensions of economic and educational change. The following chapters are included: "Human Resource Development: A Historical Perspective" (Kjell Rubenson); "Human Capital: A High-Yield Investment" (Anthony Patrick Carnevale); "Education for a Changing World" (Erik Solem); "Wilted Flowers--The Demographic Imperaptive (Nicole Morgan); "Women, Work, and Learning" (Linda MacDonald); "We Cannot Afford to Waste a Single Mind: Adult Literacy and Basic Education (Maurice Taylor); "Learning in Communities" (Stephen Brookfield);"Continuing Education and Unemployment" (Derek Portwood); and "Higher Education Partnerships: Practices, Policies, and Problems" (Gerard G. Gold and Ivan Charner). Several papers include substantial bibliographies. Each paper is followed by a commentary. Also included are a glossary and 15 figures/tables. (MN)

A study examined the relationship between economic growth and compulsory education, vocational education and training, higher education, and the education and training of managers in Great Britain in the period between 1944 and 1988. Deficiencies in language and mathematical skills were found among completers of compulsory education, participants in the Youth Training Scheme, and even in many university students. Britain's performance at the intermediate vocational training level was found to be especially poor compared to that of other European countries. Low participation rates in advanced secondary education and poor preparation for the world of work were cited as areas of particular concern and were linked at least partly to an antitechnology, antivocational, and antiindustry bias on the part of providers of teaching and training services. The problems of the British education and training system were deemed at least partly responsible for problems in the following areas: skills and competitiveness, innovation and research and development, and resource utilization and personnel management. The problems plaguing Britain's education and training system were attributed not to lack of resources but rather to a combination of misallocation and poor use of the resources that have been allocated to the system. (Contains 480 references; 14 figures/tables.) (MN)

The 14 chapters of this book review and synthesize research on the influence of college on students. Chapter 1 provides a detailed discussion of the evolution of research on college outcomes as an area of study, outlines the conceptual framework that guided the review, and provides a general overview of the study. Chapter 2 summarizes the major theoretical models of college effects on student change. Chapters 3 and 4 address the influence of college on learning and cognitive development including the development of generalizable intellectual skills and analytical competencies. Chapters 5 through 8 deal with the influence of college on various dimensions of personal growth and change, including aspects of students' relational systems, their self-systems, their cultural, intellectual, educational, occupational, political, social, religious values and activities, and their gender role orientations. Chapters 9 through 11 deal with the influence of college on the socioeconomic attainment process, primarily for educational, occupational and economic attainments. Chapter 12 synthesizes what is known about the long-term impact of college on the quality of life, including such factors as subjective well-being, marriage, family planning, consumer activities, savings and investment behavior, and leisure. Chapter 13 summarizes the total body of evidence pertaining to what is known about the impact of college. Finally, Chapter 14 discusses implications of the evidence for institutional practice and public policy, specifically for academic and student affairs policy formation, and state and federal policy. A technical appendix addresses in detail some of the major methodological and analytical issues in assessing the influence of college on students. Includes approximately 3,000 references. (LPT)

This book presents articles that document the serious funding problems faced by higher education institutions and systems in the Asian and Pacific region, and explores possible strategies to address these problems. It presents an overview of the financial situation faced by higher education in the region, and then discusses two main strategies that appear to be available. These are the achievement of increased cost-efficiency through cost analysis and other means, and the diversification of funding sources to reduce dependence on government support, especially on direct government grants. Detailed case studies are presented involving 12 different countries, and the recent initiatives and possibilities. Articles and their authors are as follows: "Higher Education and Financial Resource Problems in the Asian and Pacific Region" (Grant Harmon); "Cost Analysis in Higher Education" (Mozaffer Ahmad); "Achievement of Increased Cost Efficiency" (Grant Harmon); "Possibilities of Additional Funding" (Grant Harman); "Bangladesh" (Tajul Islam Khan); "China" (Wang Xianming and Han Jin); "India: A National Perspective" (M. R. Kolhathar); "India: A Case Study of the State of Mahhya Pradesh" (Sharad Chandra Behar); "Indonesia" (Oetomo Djajengara and Muhamad Abduh); "Nepal" (Parthiberhwar P. Timilsina); "Pakistan" (Meon Abdul Aziz); "Papua New Guinea" (Paul Ngabung); "Philippines" (Adriano A. Arcelo); "Republic of Korea" (Bae Chong Kuen); "Socialist Republic of Vietnam" (Lam Quang Thiep); "Sri Lanka" (A. D. V. de S.Indraratna); "Thailand" (Wichit Srisa-an); and "Conclusions and Major Themes" (Grant Harmon). (GLR)

The book presents the history of the growth, development, and significance of Alabama's Talladega College, a black liberal arts college, from its inception in the 1860s through the student protest movement more than a century later. The historical account emphasizes such college issues as finance, enrollment, students, educational policy, and the school's relationship with both its black and white neighbors. The history describes the school's first decades as it struggled against poverty, white hostility, Ku Klux Klan threats, and internal dissension while at the same time producing teachers and ministers for Alabama schools and churches. During the mid-1920s Talladega emerged as a first-rate liberal arts college under the leadership of James T. Cater, the school's first black dean, while in the 1930s Talladega achieved a high level of democracy by allowing faculty and students a large role in policy making. The firing of Adam D. Beittel in 1952 as a result of internal bickering culminated in the appointment of Talladega alumnus Arthur D. Gray, the school's first black president. The administrations of Gray and of his successor, Herman H. Long, are described and a chapter on students in the civil rights era completes the story of the college's first century. The book includes an index and a bibliography of manuscripts, government documents, books, articles, brochures and pamphlets, dissertations, theses, and other unpublished materials. (GLR)