Ensuring the quality of college learning is, beyond doubt, the most important responsibility of higher education accreditation. Yet, almost no one currently thinks that accreditation, especially at the institutional level, is what it should be for twenty-first-century students and institutions of higher education. In this article, the author…

The question of how well students are doing is central to the enterprise of higher education. Students want to know what grade was received on the paper or test. Faculty want to know what it will take to reach tenure or be reappointed. Admissions staff want to know how many students need to be enrolled in order to provide tuition revenue required…

A radical critique of the social role of education. (Editor)

The three functions of the undergraduate college relate to careers, values, and general education, and the willingness of most independent colleges to provide these services will determine their survival. (Author/PG)

By "cooling-in", the author means the combination of economic survival of colleges, the pushing of culturally disadvantaged students through college for upward mobility opportunities, and the interest in the faculty for retaining their jobs at all costs, that results in a failure of higher education. (PG)

An argument for institutional concentration on the student rather than on the search for institutional diversity. This concentration will require effective innovations in instructional methods. (PG)

College would be wise to drop diplomas and degrees and extraneous paths to credits, the author believes, and make schools primarily teaching institutions which annually certify to completed efforts, for the year and at the school attended. (JT)

Various major business marketing actions and their analogous educational functions are examined in this exploration of the application of the marketing concept to higher education, along with modification that institutional differences (e.g. goals and operating climate) impose upon the use of such techniques (e.g. market analysis, product line…

Offers a general rationale for the stubborn conservatism of the liberal arts faculties based on the idea that the true function of a liberal arts college is not to equip students for success in life, as measured by the dominant values of our society, but to move them to challenge those values. (Editor/JT)

The obstacles to and requirements for the institutionalization of change are addressed, including how beneficial programs such as faculty development can be secured and sustained on campus. (Author/LBH)

The variety of approaches to environmental education are discussed from the standpoint of the environmental education student (the non-science student, the environmentalist, the interdisciplinary approach, the generalist, and the graduate) and from the standpoint of the university (the degree, faculty, courses, and program orientation). (JT)

Suggesting that small liberal arts colleges create problems for themselves by not really offering a liberal education, the author challenges them to determine whether they are really committed to liberal education and then to proceed with an acknowledged sense of purpose. (JT)

In a salute to 200 years of America and academia the author concludes that for all the anniversary's shaky antiquarianism, the prospects facing liberal arts colleges are no more bleak than in 1876. (JT)

Argues that technical education prepares people to work for systems while the liberal arts keep us aware that it is more important that systems work for people. (JT)