A Perfect Mess: The Unlikely Ascendancy of American Higher Education
Abr 2017 · University of Chicago Press
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A history of higher education in America and an investigation into the secrets of its success: “A Perfect Mess should become a classic.” —Times Higher Education
Read about America’s colleges and universities—rising student debt, affirmative action debates, conflicts between faculty and administrators—and it’s clear that higher education in this country is a total mess. But as David F. Labaree reminds us in this book, it’s always been that way. And that’s exactly why it has become the most successful and sought-after source of learning in the world.
Detailing American higher education’s unusual struggle for survival in a free market that never guaranteed its place in society—a fact that seemed to doom it in its early days in the nineteenth century—he tells a lively story of the entrepreneurial spirit that drove American higher education to become the best. And the best it is: today America’s universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world. But this was not an inevitability.
In their early years, weakly funded American schools had to rely on student tuition and alumni donations to survive. This gave them tremendous autonomy to seek out sources of financial support and pursue unconventional opportunities. As Labaree shows, by striving mightily to meet social needs and fulfill individual ambitions, they developed a broad base of political and financial support that, grounded by large undergraduate programs, allowed for the most cutting-edge research and advanced graduate study ever conducted. As a result, American higher education eventually managed to combine a unique mix of the populist, the practical, and the elite in a single complex system.
The answers to today’s problems in higher education are not easy, but as this book shows, they shouldn’t be: No single person or institution can determine higher education’s future. It is something that faculty, administrators, and students, adapting to society’s needs, will determine together—just as they have always done.
Read about America’s colleges and universities—rising student debt, affirmative action debates, conflicts between faculty and administrators—and it’s clear that higher education in this country is a total mess. But as David F. Labaree reminds us in this book, it’s always been that way. And that’s exactly why it has become the most successful and sought-after source of learning in the world.
Detailing American higher education’s unusual struggle for survival in a free market that never guaranteed its place in society—a fact that seemed to doom it in its early days in the nineteenth century—he tells a lively story of the entrepreneurial spirit that drove American higher education to become the best. And the best it is: today America’s universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world. But this was not an inevitability.
In their early years, weakly funded American schools had to rely on student tuition and alumni donations to survive. This gave them tremendous autonomy to seek out sources of financial support and pursue unconventional opportunities. As Labaree shows, by striving mightily to meet social needs and fulfill individual ambitions, they developed a broad base of political and financial support that, grounded by large undergraduate programs, allowed for the most cutting-edge research and advanced graduate study ever conducted. As a result, American higher education eventually managed to combine a unique mix of the populist, the practical, and the elite in a single complex system.
The answers to today’s problems in higher education are not easy, but as this book shows, they shouldn’t be: No single person or institution can determine higher education’s future. It is something that faculty, administrators, and students, adapting to society’s needs, will determine together—just as they have always done.
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David F. Labaree is professor in the Graduate School of Education at Stanford University. He is the author of many books, including, most recently, The Trouble with Ed Schools and Someone Has to Fail.
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