The Innovative University. Changing the DNA of Higher Education from the Inside Out

  • ID: 2212867
  • Book
  • 512 Pages
  • John Wiley and Sons Ltd
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"This superbly documented book is a must read for anyone who cares about America′s universities and colleges and the invaluable role they play in our contemporary society. Henry Eyring and Clayton Christensen remind us of higher education′s history and thoughtfully examine the critical strands of its DNA that require ′re–engineering′ to insure survival and good health for our richly diverse system. Perhaps the best feature of this volume is that it goes beyond analysis to offer what is possible through models that are scalable, transferable, and responsive to the needs of learning, discovery, and engagement."
Molly Corbett Broad, president, American Council on Education

"The Innovative University offers fascinating new perspectives on very old questions: What defines a university′s identity? Are all universities cloned from the same ancestral stock? Are there still opportunities for diversity in American higher education, or is [a] single ideal to be approximated with greater or lesser fidelity? These questions resonate through the book′s narrative histories of an old university and a bold new one."
Harry Lewis, Gordon McKay Professor of Computer Science, Harvard University; author, Excellence Without a Soul

"With changing demographics, new information technologies, and competition from for–profit enterprises challenging the hegemony of traditional colleges and universities, the discourse of crisis in American higher education abounds. In place of conventional nostrums that lead merely to incremental change, Henry Eyring and Clayton Christensen offer disruptive strategies that preserve what remains viable in the organizational genetic code while advancing differentiated models for institutional innovation. Yet further evidence that efforts to beat Berkeley and Harvard at their own game are futile."
Michael M. Crow, president, Arizona State University

"There is little doubt that American higher education is at a crossroads. Accessibility and affordability issues abound. Learning outcomes are increasingly unclear. Technology surfaces as a disruptive influence. Financial support is declining precipitously. Christensen and Eyring step into this challenging setting with a comprehensive look at two ends of the higher education universe. The answers their contrasts provide to those of us looking for ways to move forward are both compelling and challenging. A must read for all who care about the future of colleges and universities."
Leonard A. Schlesinger, president, Babson College

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Preface vii

Acknowledgments xv

Introduction: Ripe for Disruption and Innovation xix

Part One: Reframing the Higher Education Crisis

Chapter 1 The Educational Innovator s Dilemma: Threat of Danger, Reasons for Hope 3

Part Two: The Great American University

Chapter 2 Puritan College 33

Chapter 3 Charles Eliot, Father of American Higher Education 46

Chapter 4 Pioneer Academy 72

Chapter 5 Revitalizing Harvard College 80

Chapter 6 Struggling College 98

Chapter 7 The Drive for Excellence 110

Chapter 8 Four–Year Aspirations in Rexburg 139

Chapter 9 Harvard s Growing Power and Profile 148

Chapter 10 Staying Rooted 157

Part Three: Ripe for Disruption

Chapter 11 The Weight of the DNA 171

Chapter 12 Even at Harvard 185

Chapter 13 Vulnerable Institutions 192

Chapter 14 Disruptive Competition 206

Part Four: A New Kind of University

Chapter 15 A Unique University Design 223

Chapter 16 Getting Started 238

Chapter 17 Raising Quality 249

Chapter 18 Lowering Cost 276

Chapter 19 Serving More Students 301

Part Five: Genetic Reengineering

Chapter 20 New Models 325

Chapter 21 Students and Subjects 347

Chapter 22 Scholarship 358

Chapter 23 New DNA 379

Chapter 24 Change and the Indispensable University 396

Notes 403

The Authors 445

Innosight Institute 447

Index 449

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"Scholars will find this work a good point of departure for asking more pointed questions about how nest to meet the demands of an increasingly disparate population of students (and potential students) who have different needs and expectations from previous generations of college–going individuals." Journal of College Student Retention Vol. 15 (3)

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