How Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990
Examining a century of university history, Larry Cuban tackles the age-old question: What is more important, teaching or research? Using two departments (history and medicine) at Stanford University as a case study, Cuban shows how universities have organizationally and politically subordinated teaching to research for over one hundred years. He explains how university reforms, decade after decade, not only failed to dislodge the primacy of research but actually served to strengthen it. He examines the academic work of research and teaching to determine how each has influenced university structures and processes, including curricular reform. Can the dilemma of scholars vs. teachers ever be fully reconciled?
This fascinating historical journey is a must read for all university administrators, faculty, researchers, and anyone concerned with educational reform.
What people are saying - Write a review
HOW UNIVERSITIES TAME REFORM TO PRESERVE THE RESEARCH IMPERATIVE Or Why There Is Change Without Reform
SCHOLARTEACHERS IN THE STANFORD HISTORY DEPARTMENT 18911990
A STURDY WAY OF PREPARING PHYSICIANS The School of Medicine 19081990
HOW RESEARCH TRUMPED TEACHING IN HISTORY AND MEDICINE
SCHOLARS OR TEACHERS How Much Change Is Possible?