Posts Tagged Education
Power, Politics, and Public Policy A Matter of Caring.
This book is a compilation of papers presented at the ‘94 Caring Research Conference held in Ottawa, Canada. Anne Boykin, editor, wrote, “It is hoped that this book will reinforce the commitment to caring that needs to direct our ways of being in the world.” The intended audience encompasses nurses worldwide who advocate on behalf of human care and caring.
The book is organized into three sections: theory (five articles), practice (six articles), and education. There are diagrams and figures throughout and text is made more readable by its organization, use of italics, bullet points, and tables, but the book has few pictures. Each article is well referenced (mainly from the 1980s and 90s; a few date earlier than the 1950s). Even though all articles adhere to the conference’s theme, I was kept engaged by the variety of writing styles. Articles encompass literary, anecdotal, historical, qualitative research, concept analysis, theory development, quantitative research, and philosophical styles.
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Evaluating Public Policy
Policy studies has been one of the most dynamic parts of the social sciences over the past several decades. There has been substantial growth in the literature, the number of courses, the number of professionals who identify themselves with the field, and, arguably, in the impact on public sector policy and programs. The policy studies field is an eclectic one, claimed by public administrators, political scientists, economists, sociologists, psychologists, educators, environmental scientists, and many others.
The policy studies enterprise, which I define here to include both “policy analysis” and “program evaluation,” (more about this later) has struggled with its identity and with its image of itself. Ever self-critical, the field is as willing to hold up its failures as it is its successes. The assessment of the field in these books (as well as others) raises a number of issues: Does the field have an adequate and appropriate impact on decision making? Does it have credibility with both the academic community and policy decision makers? Is it overly vulnerable to political pressure? Or, alternately, unresponsive to decision maker needs? Does the policy studies field enhance the democratic process or undermine it? Can the field usefully address normative issues? Does it have adequate methodological power to answer key questions? Is it focusing on the key questions? Is the field appropriately organized and integrated or is it just a hodge-podge of sub-fields in the social sciences? How effectively do we convey the knowledge and skill in the field to new practitioners and students?
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The Uneasy Public Policy Triangle in Higher Education: Quality, Diversity, and Budgetary Efficiency
This publication takes up the challenge of describing and analyzing the internal and external dynamics of United States higher education policy with regard to three global and often conflicting goals of higher education policy: quality, diversity, and efficiency. The issue of diversity, on the one hand, which covers many others, such as access, participation, equity and opportunity, is indeed the oldest among these goals and was a predominant objective of public policy over the long period of expansion of higher education in the United States after the Second World War. The themes of quality and budgetary efficiency, on the other, have both more recently moved up on the political agenda within a context of increasing globalization of markets and international competition, tightness of public budgets, and changes in the political, social, and economic climates. The book aims at pointing out critical issues in the tensions that exist among these basic policy options and tries to give some direction and recommendations for future priority setting in higher education.
The publication is in fact a collection of discussion papers presented in October 1988 at the College of William and Mary on the interaction of public policy and higher education. Fourteen papers have been grouped together in five sections of which the first one sets the historical scene of higher education policy making in the United States. Changes in the interaction of federal and state involvement in higher education policy are discussed. From a rather limited and haphazard involvement of government in higher education policy in the nineteenth and early twentieth century, the federal government has become massively involved in need-based student aid and research subsidization from the seventies onwards without being able, however, to embrace institutional financing. The states on the contrary, traditionally in charge of institutional support, have started to supplement federal student aid over the seventies.
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