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Conceptualizing State Re-Engagement with Public Higher Education

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Title: Conceptualizing State Re-Engagement with Public Higher Education
Language: English
Authors: Barrett J. Taylor (ORCID 0000-0003-4332-7874), Brendan Cantwell
Source: Educational Policy. 2024 38(5):1200-1228.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Public Colleges, Educational Trends, Policy Formation, State Policy, Educational Legislation, Federal Legislation, Investment, Accountability, Racial Factors, Educational Change, Graduation Rate, African American Students, White Students, Budgets
Laws, Policies and Program Identifiers: Higher Education Opportunity Act 2008
DOI: 10.1177/08959048231198815
ISSN: 0895-9048
1552-3896
Abstract: Three trends have characterized state policymaking for higher education in the 21st century: divestment, accountability, and race neutrality. These policy agendas are often justified as an attempt to optimize system efficiency and performance by making institutional actors (agents) responsive to the demands of state officials (principals). In this manuscript, we present quantitative evidence that these three policy initiatives have not achieved their stated purpose. We use contemporary social theory to explain why this is the case. Finally, we call for deeper re-engagement of states and their higher education systems in place of transactional and technocratic models.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1427587
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Barrett+J%2E+Taylor%22">Barrett J. Taylor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4332-7874">0000-0003-4332-7874</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brendan+Cantwell%22">Brendan Cantwell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. 2024 38(5):1200-1228.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: 10.1177/08959048231198815
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  Data: Three trends have characterized state policymaking for higher education in the 21st century: divestment, accountability, and race neutrality. These policy agendas are often justified as an attempt to optimize system efficiency and performance by making institutional actors (agents) responsive to the demands of state officials (principals). In this manuscript, we present quantitative evidence that these three policy initiatives have not achieved their stated purpose. We use contemporary social theory to explain why this is the case. Finally, we call for deeper re-engagement of states and their higher education systems in place of transactional and technocratic models.
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        Value: 10.1177/08959048231198815
    Languages:
      – Text: English
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      Pagination:
        PageCount: 29
        StartPage: 1200
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Public Colleges
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      – SubjectFull: Educational Trends
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      – SubjectFull: Accountability
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      – SubjectFull: Racial Factors
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      – SubjectFull: Educational Change
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      – SubjectFull: Graduation Rate
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      – SubjectFull: African American Students
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      – SubjectFull: White Students
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      – SubjectFull: Budgets
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      – SubjectFull: Higher Education Opportunity Act 2008
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