In lieu of an abstract, here is a brief excerpt of the content:

5 Perhaps we have been too hard on ourselves. David Henry (1975) shows how we coped successfully with the Depression of the thirties and the discon­ tinuities of World War II. We doubled enrollments in the fifties and doubled them again in the sixties. How well we cope with the eighties depends on many things, including the actions advocated and portrayed in these two vol­ umes. But let us not lose sight of the fact that an indispensible ingredient for our survival will be our collective belief in the value of our expertise. That too must be nourished if we are to prevail. REFERENCES Carnegie Commission on Higher Education. The More Effective Use of Resour­ ces . New York: McGraw-Hill Book Co., 1972. Carnegie Foundation for the Advancement of Teaching. More Than Survival : Prospects for Higher Education in a Period of Uncertainty. San Francisco: Jossey-Bass Publishers, 1975. Cheit, Earl F. The New Depression in Higher Education: A Study of Financial Conditions at 41 Colleges and Universities. New York: McGraw-Hill Book Co., 1971. Cheit, Earl F. The New Depression in Higher Education— Two Years Later. New York: McGraw-Hill Book Co., 1973. Daedalus, Fall 1974 and Winter 1975. "American Higher Education: Toward an Uncertain Future." Eurich, Alvin C., ed. Campus 1980. New York: Delacorte Press, 1968. Henry, David D. Challenges Past, Challenges Present. San Francisco: Jossey-Bass, Publishers, 1975. Keniston, Kenneth. "Alienation and the Decline of Utopia." The American Scholar. (Spring 1969) 161-200. PRESCRIPTIONS FOR INSTITUTIONS IN THE EIGHTIES: RIGOROUS REGIMENS W. Todd Furniss American Council on Education The titles of these two books could be interchanged without doing much violence to their contents, but they are very different in their aims, the sources they use, and their points of view. The differences lead in turn to somewhat different analyses of the environment of higher education in the coming decades and to important differences in their prescriptions for action. The Mortimer/Tierney monograph is the fourth in the 1979 series of AAHE/ ERIC research reports. Presumably the AAHE/ERIC pamphlets are to be both reviews of research (preferably recent and indexed in the ERIC system) and vehicles for their authors' views of the significance of the research. At one extreme, an ERIC report can emphasize the work of others, making its con­ tribution by reporting accurately and ordering the information in comprehen­ sible ways. At the other extreme, the review of research can be used as a grindstone for the author's own axe. This report is neither extreme, nor does it seem to settle somewhere in the middle. Its review of the current scene focuses heavily on information about institutions that are large, parts of public systems, and often with unionized faculties. It almost neglects those institutions that are small, "invisible," or outside the East. Thus, neither the analyses nor the recommendations that arise from them will be universally applicable. 6 Within its focus on a limited type of institution, this book further restricts its recommended strategic and tactical responses under present eco­ nomic and demographic pressures pretty much to those that will "hold down the rate of growth in institutional expenditures," a strategy that goes farther than simply cutting the annual budget base. But the approach causes the authors to neglect options for increasing revenue that they say are covered adequately elsewhere (p. 24). The strategies that make up the main section of the report, then, are those for cutting the budget base (changes in staff composition and changes in student-faculty ratios); for internal realloca­ tions, with Michigan's experience as the chief example; for program review, with the possibility of phasing out programs entirely; for staff reductions, dismissals, and retrenchment under "financial exigency"; and for the closing of major units, with the University of Pennsylvania's School of Allied Medi­ cal Professions providing the example. These strategies are presented so as to raise questions about their value in reducing the rate of expenditure growth and about the economic and other costs of putting them into effect. For example, the authors note that changing staff composition by filling vacancies with part-time and temporary people and tinkering with the studentfaculty ratio to save money are...


Additional Information

Print ISSN
pp. 5-9
Launched on MUSE
Open Access
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.