By Richard M. Freeland
This publication examines the evolution of yankee universities through the years following international struggle II. Emphasizing the significance of switch on the campus point, the publication combines a basic attention of nationwide developments with an in depth examine of 8 diversified universities in Massachusetts. The 8 are Harvard, M.I.T., Tufts, Brandeis, Boston college, Boston university, Northeastern and the collage of Massachusetts. large analytic chapters learn significant advancements like growth, the increase of graduate schooling and examine, the professionalization of the college, and the decline of common schooling. those chapters additionally evaluate criticisms of academia that arose within the overdue Nineteen Sixties and the destiny of varied reform proposals through the Seventies. extra chapters specialize in the 8 campuses to demonstrate the forces that drove other forms of institutions--research universities, college-centered universities, city deepest universities and public universities--in responding to the conditions of the postwar years.
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Additional resources for Academia's Golden Age: Universities in Massachusetts, 1945-1970
CHAPTER ONE Academic Development and Social Change: Higher Education in Massachusetts before 1945 In October 1948, James B. Conant, president of Harvard, journeyed from Cambridge across the Charles River to address the fiftieth anniversary convocation of Northeastern University. 's new Hungtington Avenue campus occurred only two miles from Conant's offices in Harvard Yard, in academic terms the two settings could not have been separated by a greater distance. Harvard was the nation's richest and most distinguished institution of higher education, the alma mater of generations of regional and national leaders in government, business, and academia.
C. were resolutely local in orientation. , provided housing for a significant proportion of its enrollees. " The competition for students was especially intense among institutions characterized by modest academic reputations, heavy reliance on tuition payments, and weak claims on the loyalty of particular college-going constituencies. Schools that combined these circumstances with a limited array of undergraduate offerings were vulnerable to shifts of curricular fashion. , and Northeastern all needed to expand enrollments to earn more revenue, and all three did so by diversifying their programs to reach additional clienteles.
The professional programs, however, had become the largest part of Tufts, and the alumni of these units resented their secondary status. Thus, conflict between the Universalist-dominated hierarchy and a growing alumni/ae organization was inevitable and became chronic. The problem was symbolized by the mismatch between the name "Tufts College" and the school's universitylike collection of programs. The Faculty of Arts and Sciences, Tufts's most important internal constituency, shared the trustees' focus on the college and resisted Capen's new priority on graduate work, but they also objected to the governing board's domination of institutional affairs.