Asserts that in South Africa, political and economic discourse has to a large extent perceived the social role of the university in terms of nation building. Suggests instead that the basis for the university's service to society lies in its character as a community of reason. (EV)

An understanding of the changing social function of the university--in its interdependent relationship with the wider society--is essential to all students of higher education. Such an understanding may be the best means of restoring confidence in the education system of the 1980s. (Author/MLW)

This article suggests some bases of the failure of white colleges serving minority Americans and provides some recommendations for these colleges in pursuing a social and pedagogical responsibility to this population. (Author)

This article is an appraisal by a corporate executive of the university today, written as a summation of an attitude survey conducted among several thousand Kodak People, most of whom were college graduates. (Author/CJ)

Proposes educational centralization to offset post-Vietnam public disaffection from universities. Considers the solution of the basic skills problem on all levels, broader attention to energy research, sensible evaluation of public expectations of technology, and the exportation of U.S. knowledge as essential tasks in resisting the fragmentation…

Explores what happens to knowledge in corporate universities operating as knowledge producers in a knowledge economy, asserting that current discussions about higher education forget that the university functions as a custodian of knowledge. Uses principles of the Enlightenment to show that the knowledge needed to maintain the knowledge system…

Public service programs must be natural by-products of research and teaching if universities are not to degenerate into omnibus social service organizations. Universities must maintain institutional integrity in teaching citizens to think creatively, act humanely, and use their freedom of both ideas and action. (Editor/LBH)

The author argues that universities, and specifically their vocational education departments, need to become far more involved in the nation's Comprehensive Employment and Training Act (CETA) efforts than they are presently. He contends that to ignore the CETA system would seriously violate the responsibilities attendant to the university's three…

The obstacles to change are analyzed, with some hints for surmounting them. Topics covered include: nontraditional studies, legal restraints, education vouchers, administrative organization, and the middle college concept. (LBH)

Challenges Higgs'"ambivalent" position about the role of the university (presented in a previous article), contending that the university can still retain its character as "a community of reason" (Higgs' main argument) without abandoning its social role vis-a-vis nation building. (EV)

Success in new missions for community colleges requires a sense of legitimacy that colleges have lost in recent years, in terms of the internal and external conviction that the college's activities are necessary, worthy, and effective. (MB)