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Higher Education today faces not only perennial challenges but also a set of profound
changes, including: pursuing a school’s stated mission in a market environment; serving a
student population that is increasingly diverse with respect to age, ethnicity, and educational
goals; finding ways to assess educational outcomes; and making the best use of distance-
learning and other new technologies. These emerging challenges represent threats to some
institutions, and opportunities to others.
The purpose of the Study of Good Work in Higher Education is to (1) illuminate the nature
of good work in undergraduate education under present conditions, and then (2) build
upon our findings to construct and distribute a curriculum for institutional reflection and
development.
- In phase one of the study (1999-2002), we interviewed 88 key administrators,
faculty, and trustees at 10 institutions nominated as outstanding providers of
undergraduate education. The schools include four-year liberal arts colleges,
historically black colleges, community colleges, teaching-oriented research
universities, and a for-profit university. Interviews explored the institutions’
strengths and missions, the opportunities and pressures that they face, the
ways that they are responding to these forces, and the goals and commitments
of those responsible for the institutions’ exemplary work.
- In phase two (2003-2006), we returned to the same schools to collect data
about students’ expectations, goals, and experiences. At present, we are
undertaking a dissemination phase to share the results of the study of good
work with interested institutions and individuals in higher education.
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There are no papers on this subject at present.
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The Study of Good Work in Higher Education was funded by the William and Flora Hewlett
Foundation, the Carnegie Corporation of New York, and the Atlantic Philanthropies.
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