The Higher Learning and High Technology

Dynamics of Higher Education Policy Formation

By Sheila Slaughter

Subjects: Higher Education
Series: SUNY series, Frontiers in Education
Paperback : 9780791400494, 293 pages, February 1990
Hardcover : 9780791400487, 293 pages, March 1990

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Table of contents

List of Tables


1. Higher Education Policy Literature

2. Policy Issues Past and Present

3. Social Location of Corporate and University Leaders

4. University Presidents and Public Policy

5. Bases of Corporate Interest in Higher Education

6. The Business-Higher Education Forum Reports: Corporate and Campus Cooperation

7. The Business-Higher Education Forum Reports: New Issues and Traditional Alliances

8. Class, State, Ideology, and Higher Education




In this critical new work, Slaughter investigates how university involvement in high technology influences higher education policy. By conducting a case study of the Business-Higher Education Forum, a liaison organization consisting of Fortune 500 Chief Executive Officers and presidents of well-known research universities, the author explores the policy agenda of the Forum, the historical and structural antecedents of that agenda, and its organizational implications for various post-secondary sectors and their faculty.

Sheila Slaughter is Associate Professor in the Center for the Study of Higher Education at the University of Arizona.


"I expect this indisputably mature work of scholarship to be viewed as a substantial and, by many, a seminal contribution to the higher education literature. The book is fascinating to read not only because it is well-written and tightly argued, but especially because of the way that the author invites the reader to reflect on the data and its theoretical implications. Indeed, the book is such a good read that I would strongly recommend it to anyone concerned about higher education. " — Clifton F. Conrad, University of Wisconsin, Madison

"Many consider the topic to be the keystone issue facing higher education and the larger society. The book demonstrates the valve of a neo-Marxist approach for the study of higher education in a way that will be accepted by individuals who do not consider themselves neo-Marxists. " — Robert J. Silverman, The Ohio State University