Kresge College is located on the innovative and interdisciplinary campus of the University of California at Santa Cruz. Kresge was begun in the early 1970's as an experiment in undergraduate education that was deeply influenced by humanistic psychology and encounter and sensitivity training groups. During the late 1970's, U. C. Santa Cruz was transformed into a mainstream liberal arts university, in which disciplinary boards of study became predominant. At the same time Kresge College was redefined as a humanities oriented liberal arts college, focused upon the modernist and post-modernist perspectives. This ethnographic study suggests that, in the late 1980's, students and faculty at Kresge College still maintained some remnants of the original founding ethos. The elements which have persisted include: a personal classroom interaction atmosphere open to intimacy between teachers and students; the use of a consensus decision making process by student organizations; an array of educational values focused upon the realization of human possibilities; and the display of awareness of the power of personal and social transformation, in the celebration of public ritual occasions.

One of the most debated topics within public universities in Brazil is the development of alternative resources generated from entrepreneurial activities in order to supplement the lack of government funding for higher education. This study analyzes this issue, addresses questions about the creation of private institutions that provide fiscal support to federal universities, and discusses the relationship between federal universities and these private organizations. In particular, the research for this project is based on a case study of the Federal University of Ceara (UFC) and the eight private foundations that function within its structure and are sources of additional revenue for the institution. This study draws on resource dependency theory, academic capitalism theory, and globalization theory as its theoretical framework. Resource dependency theory is used to clarify why federal universities in Brazil have turned to private institutions within their structures in order to generate external revenue. Academic capitalism theory provides an understanding as to why universities are shifting their focus and functions towards a new market orientation. Globalization theory is used to explain how emerging international markets and concepts are affecting the new environment in public institutions in Brazil. The present research is based on UFC's experience with the eight private organizations which exist to provide support to their respective departments and to the university as a whole. The data collected is based on institutional documents such as statutes, contracts, and financial statements. Interviews were the other source of data gathering. The results indicate that private institutions (foundations and faculty associations) contribute significantly to the activities of their federal universities by generating additional, external revenue. At the same time, this national phenomenon is the subject of a heated debate centering on the question of whether public higher education in Brazil is essentially becoming privatized. The research also confirms that foundations are contributing to a shift in public higher education toward the new market orientation.

In 1982, the Getty Center for Education in the Arts, an operating entity of a private foundation, began to promote discipline-based art education (DBAE), a newly-articulated paradigm that had evolved within the art education field over the previous twenty years. The new paradigm, which advocated balanced and sequential instruction in aesthetics, criticism, art history, and studio production across the grades, contrasted sharply with traditional practice that focused on the student's innate creativity and expressiveness. A controversy ensued as the Getty Center and the National Art Education Association, the field's professional affiliation, each tried to advance a definition of art education practice. Rather than focusing on the contentious paradigms, this dissertation considers the Getty Center's activities on behalf of DBAE as an instance of professional challenge. Working from the sociological literature on professions and using a time series of selected Getty and NAEA documents published between 1985 and 1989, this study examines the dialectic between the Getty and the art education field and NAEA as each tries to garner sufficient legitimacy to establish its prescribed form of art education practice. The dissertation offers a new perspective for the art education field and refines professionalization literature by describing the process of professional challenge.

This study examines trends in national and State of Arizona college and university administrative expenditures, in particular expenditure shares for administration versus those for instruction, public service, and research. Separate case studies for the Arizona Community Colleges and the Maricopa County Community College District (MCCCD) provide data to explore administrative expenditure trends in some detail in the state community college system and in one type of institution. The results are intended to increase understanding of higher education administrative expenditure patterns in the United States. Toward this goal, possible explanations for rising administrative costs are assessed using one theoretical framework, Organizational Complexity, and one mechanism, Organizational Distance and Budgetary Authority. A single research question with four sub-questions compares the community college expenditure patterns, over time, to those of four-year colleges and universities. An additional research question with two sub-questions examines data by functional category in order to identify how and why disproportionate changes in expenditure patterns occur.

Diagnostic medical imaging has typically been a feminized profession for decades, however, since the early 1990's, has increasingly attracted more men into the field, where now, the gender make up for diagnostic imaging is near parity. Medical imaging is a dynamic field comprised of ever evolving technology and sub-imaging fields, referred to as imaging modalities, including computed tomography, magnetic resonance imaging, mammography, cardiovascular imaging, and nuclear medicine, to name a few. Diagnostic imaging is now described as where the new "hot" jobs are located, and entrance into the field has continued to grow by more than 11 percent each year. This study is designed, through the interviewing of 39 men and women from two radiography programs located geographically 50 miles from one another, to explore the interest of men entering a feminized field characterized as a "high touch" profession, with occupational characteristics that consist of a broad mix of patient care/technology skills. While there is focus on men entering imaging, exploration of the interests of women entering this highly technical and physically challenging profession is a large part of this study, as radiography is feminized yet does not hold necessarily the occupational characteristics consistent with that of feminized fields. Additionally, this study is designed to determine what male and female perspectives are of the profession, as medical imaging has been characterized as consisting of "subordinates" who work under nurses, doctors and radiologists, occupational characteristics that do not typically attract men.

This study examined the college student experience from a student perspective. The conceptual framework of Strauss' negotiated order was used to examine the relationship between structure and process in organizational settings. The ways in which students linked their immediate and larger social worlds were examined as an element in the adjustive processes of the organization. The data consisted of time activity reports, unstructured interviews, and a shadowing experience with a small sample of middle-class Mexican-American students at the University of Arizona. Content analysis of the data was conducted across three dimensions of "Making It On Campus"; Making the Grade, Making It With Others, and Making Money. Findings indicated that students perceived their experience from a generalized goal of becoming "On Your Own." Student coping strategies across the three areas of Making It became shared patterns of activities centered around attempts to organize their world, assert some control, and develop independence and autonomy.

Geriatric Education Centers (GECs), as funded by the Health Resources and Services Administration, promote interdisciplinary geriatric education and training for more than 35 health-professions disciplines including medicine, dentistry, pharmacy, nursing, and social work. GECs are charged with becoming self-sustaining beyond the period of their funding. Sustainability in this application means that a GEC can fund itself through the generation of multiple revenue sources. This study seeks to explore changes in the structure, activities, and relationships of GECs over time in their pursuit of sustainability, and hypothesizes that GECs have shifted from the old economy, or the public good knowledge regime, to the new economy, or the academic capitalist knowledge/learning regime, and from the manufacturing to the networking economy. The theoretical framework of academic capitalism and the knowledge/learning regime will be used as a lens in this qualitative multiple case study.Sources included structured, in-depth, on-site interviews and observations, as well as documentary and virtual (website) evidence. While GECs are engaging in market-like behaviors, creating markets and circuits of knowledge, developing interstitial and intermediary organizations, and expanding managerial capacity, they have been unable to connect with related markets, as these markets lack a profit motive, and have ultimately been unsuccessful in their pursuit of sustainability. Continued federal funding for GECs is justified based on the public good argument that without public encouragement, these services would not be provided by the private sector. The study concludes with recommendations to enhance opportunity structures for GECs.

As the economy shifts from a heavy emphasis on defense science and technology to a focus on the application of innovation to commercial markets, decision makers are eager to learn how to shape successful university-industry partnerships. Given that the trend is toward greater numbers of relationships, this national survey project investigated whether scientists and administrators involved in university-industry cooperation share similar perspectives. It explored the benefits, conflicts and mechanisms related to collaborative activity, and sought to determine the implications for universities, industry, and policies directed towards this collaborative activity. Sponsored in part by the National Science Foundation, this study is one of the first to solicit responses from persons not involved in university-industry collaborative activity as well as from those who are. This research successfully captured three aspects of conflicts: conflict of interest, conflict of commitment and conflict over internal equity. The study found that conflict of interest turns on potential financial gain and revenue generating activities. Conflict of commitment is viewed in terms of responsibility and loyalty to the academic or industrial sector to which the individual belongs. Conflict over internal equity centers on traditional academic duties such as teaching and interaction with students. The primary benefits society will receive as a result of collaborative activity are new knowledge and know-how of new techniques and technologies. Regarding specific mechanisms preferred by survey respondents, collaborative universities and firms will rely heavily on conflict of interest policies guide appropriate activities. These should be specific enough to counsel an individual who has come to a decision point with regard to loyalties and at the same time be general enough to treat each collaborative endeavor on its unique merits. Regardless of the type of collaborative relationship in which academics become involved, the study found that decision makers should hold firm in their promotion of teaching and equitable treatment of students. In order to be true to their academic identity, university representatives should ensure the scale is tipped in favor of teaching, or delicately balanced so that teaching activities are equal to collaborative activities.

This dissertation research project examines how contemporary academic bioethics in the U.S. balances the aspiration to guide biomedical research and practice with the need to become an institutionally legitimate influence in society. Since its inception three decades ago, to what extent has bioethics made biomedicine more socially accountable? At the same time, to what extent has bioethics been rendered a public-relations tool for academic and corporate biomedicine? This project investigates the co-production of the legitimacy and the logic of the academic field of bioethics by examining the activities of bioethicists in three professional arenas: the establishment of an academic bioethics unit, discourse on the legal liability of institutional review boards and health care ethics consultants, and the deliberations and recommendations of a federal bioethics commission.Bioethicists' efforts to legitimate their field are viewed as competition and collaboration with other professional groups to stake out an emblematic expertise, which is then tendered to various societal clients. A case study of an academic bioethics unit was conducted to reveal how the unit's efforts to secure material resources and organizational legitimacy shape the center's intellectual output, drawing on the unit's archival documents and interviews with the unit's director, faculty, staff, and graduate students. Discourse analysis was used to explore what anticipated legal liability reveals about the legitimacy of expertise claims and the shaping of those claims. The proceedings of the National Bioethics Advisory Commission related to the human stem cell research debate were used to examine the boundary-work conducted by the commission at the borders between science and ethics, and between ethics and public policy.The research described here shifts attention in the budding sociology of bioethics from clinical to academic bioethics, and highlights the institutional and power relationships amongst bioethics, biomedicine, and public policy. This study also contributes to the fields of higher education studies and science and technology studies, where ethics, and the relationship between legitimacy and expertise, have not been fully explored. The findings presented here provide useful insight into the challenges and opportunities bioethicists face in cultivating socially responsible biomedical science and technology.

Patterns of resource allocation have been studied by a variety of researchers, but this study includes variables in ways that they have not been operationalized or featured in previous studies. The purpose of this study is to analyze patterns of resource allocation across different academic units within a major research university. Eighty-five departments were studied with data gathered for the years 1988-89 and 1992-93. Twenty-six independent variables were analyzed including rational/political and critical/political framework variables. The dependent variable was the amount of state allocations to each academic unit. Regression and correlation analyses indicated that grants/contracts, gender, and ethnicity were highly significant factors in determining the amount of state dollar allocations to a department. Departments generating more in external grants/contracts received more in terms of state allocated dollars to the unit. Departments with higher percentages of women faculty and minority faculty tended to receive less in terms of state allocations. The rational/political theory more adequately described graduate education, while the critical/political theory described undergraduate education. Future research may need to include the effect of complex missions and multiple labor markets on education.