Ballantine
and Spade,
Schools
and
Society
5th
Edition
Instructor
Resource
1. Describe factors that have led Universities to shift their
organization and management models to more become business focused.
2. What policies would you recommend to improve outcomes in community
colleges?
3. How do Universities serve affluent socially–oriented students? Why
do they want to attract this type of student?
4. Describe the hierarchy that exists among institutions of higher
education in the United States. What factors contribute to this
hierarchy? Finally, do you believe the member countries who signed on
to the Bologna agreement have the same type of hierarchy? Why or why
not?
5. Describe how existing social inequalities impact the ability to
attend and complete college using at least two of the readings in this
chapter?
6. Describe the advantages of the Bologna agreement to member countries
in Europe?
7. Regarding the development of higher education in this country, which
of the periods did the most growth occur in terms of the emergence of
new colleges and universities:
8. According to Tuchman article, the practice of universities offering
bigger and better non–academic perks (like swimming pools, apartment
style dorms, modern fitness centers) to compete with other universities
for enrollment is known as:
9. According to the Tuchman article, When it was introduced in 1915,
the institution of tenure was meant to:
10. Why are Greek systems so influential on college campuses?
11. Which is NOT a function of community colleges?
12. Which group played a role in the establishment of community
colleges? Business and corporations
13. Dougherty calls community colleges contradictory because their
functions:
14. Which of the following does Bowen, Chingos, and McPherson recommend
to increase college completion rates:
15. Bowen, Chingos, and McPherson see the following as a way to
increase college completion rates:
16. Bowen, Chingos, and McPherson argue that:
17. The example of Miguel Morales talked about his stern father, this
was used to illustrate:
18. Coordinate colleges are:
19. An example of human capital in the Portes and Fernández–Kelly
article is:
20. The Bologna Process was initiated by the:
21. One of the key features of the Bologna agreement that has been
implemented successfully is:
22. Most colleges and universities in the United states were
established after the Civil War.
23. Industrialists were most involved in the creation of new colleges
prior to the Civil War.
24. Major growth occurred in higher education during the time between
World War I and World War II.
25. Tuchman points out that the move to managerialism in higher
education has led to the opening of more tenure track faculty positions
26. Students that are from socially–oriented affluent families
typically do better in easier majors that require internships.
27. Typically in–state, middle class students that drop out of
prestigous universities do worse when they later attend smaller
regional campuses.
28. Coordinate colleges were established to separate women from men in
order to maintain the reputations of men’s colleges.
29. Bowen, Chingos and McPherson argue that SAT scores are the best
predictors of college attainment.
30. Portes and Fernández–Kelly find that immigrant children can succeed
only if their families support their educational aspirations.
31. The Bologna process, according to Hunter, still must work to meet
the needs of diverse students, particularly adult learners.
32. Perhaps the most widely accepted practice from the Bologna process
is that of issuing a Diploma Supplement to all graduates.