WorldCat Identities

Reid, John Y.

Works: 5 works in 7 publications in 1 language and 15 library holdings
Genres: Conference papers and proceedings 
Roles: Author
Classifications: LB2301,
Publication Timeline
Most widely held works by John Y Reid
Higher education's cultural obligations : views and reviews by John Y Reid( Book )

3 editions published in 1980 in English and held by 11 WorldCat member libraries worldwide

Perspectives on the cultural obligations of higher education are presented in this collection of papers. Higher education's possible and probable cultural function is addressed from the perspective of business, the arts, education, and religion. Also discussed is the role of institutions of higher education in establishing a system of values, convictions, and attitudes. Included are the following: Tis All in Pieces, All Coherence Gone (Earl J. McGrath); Coherence and the Stream of Life (Joseph L. Marks); Higher Education and the Good Society (Alfred G. Hawkins); a Critique of "Higher Education and the Good Society" (Bette Everett Hamilton); Higher Education's Cultural Obligations: The Perspective of Man's Religious Heritage (Donald E. Heintschel); a Developmental View of Values and Ethics (Susan W. Cameron, John Y. Reid); The Fine Arts and Human Values in Higher Education (Roger Mandle); The Arts in Higher Education: An Approach for the Eighties (Elizabeth C. French). (Sf)
Intellectual Biography in Higher Education: The Public Career of Earl J. Mcgrath as a Case Study by John Y Reid( Book )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

The method of writing an intellectual biography and the public career of Earl J. McGrath in the post-World War I cultural milieu are analyzed. One analytical framework is adapted from cultural anthropology and is used to describe the relationship of educational systems to other social systems and to culture as a whole. The second analytic frame, which evolved from evaluation of the 60-year period of McGrath's public career, concerned intellectual changes in physics, philosophy, and psychology. A third analytic frame was the dominant political and economic orientations (the Depression and World War ii and also the Viet Nam War period). The data for the analysis came from three sources: McGrath's writings; nine taped interviews with McGrath; and evaluations of his life and contributions by other writers. Five key questions regarding McGrath's career are addressed: (1) What were the significant periods or divisions in McGrath's career? (2) What were his overall contributions to higher education? (3) To what extent did his career redirect the dominant social and intellectual climate of the different historical periods? (4) Can it be demonstrated that he influenced the social and intellectual climate of the different historical periods? (5) To what extent was his career significant in terms of the external cultural context? McGrath was an advocate of the liberal arts and general education, but also advanced the idea that to meet the demands of modern society, higher education curricula must be oriented around important social problems. It is suggested that it would be difficult to place McGrath neatly on a conservative, progressive, reconstructionist spectrum. (Sw)
Higher Education in an Emerging Nation: The College of the Bahamas as a Case Study by John Y Reid( Book )

1 edition published in 1979 in English and held by 1 WorldCat member library worldwide

A historical overview of higher education in the Bahamas Islands and an examination of The College of the Bahamas as it exists today are presented. After an introduction including information on the geography, educational history, the Bahamian economy, governmental structure, and cultural insularity, the paper focuses on the development of The College of the Bahamas. It is explained that the college was founded in December, 1974, an amalgamation of three colleges. Administration of the college, degrees offered, faculty characteristics, enrollment trends, and funding for the college are each surveyed. Four major problems facing the college are listed, including lack of a clearly articulated mission or meaningful philosophical orientation. Seven recommendations for improvement are specified, including governmental cooperation with college and community representatives to determine a philosophical orientation for the college. It is concluded that the education system of the Bahamas is undergoing a time of trial calling for education leaders to give proper form and purpose to the institution. Among appendices are a list of programs offered by the college, a chart tracing enrollment trends, and financial figures. (Phr)
Politics and Quality in Administrator Evaluation. Air Forum 1981 Paper by John Y Reid( Book )

1 edition published in 1981 in English and held by 1 WorldCat member library worldwide

Issues concerning administrator evaluation at the University of Toledo, including internal political realities and the need to incorporate qualitative dimensions, were evaluated. The overall framework for the analysis of administrator evaluation at Toledo was based on the political model of J. Victor Baldridge (1971), complemented by Bacharach and Lawler's (1980) discussion of politics and power, and by Pirsig's (1974) concept of quality. Baldridge's posits five points of analysis: social structure or context, interest articulation processes, legislative transformation, policy outcomes, and policy executions. Based on a description of the activities of the university's faculty senate and the administration in regard to administrator evaluation, it is suggested that neither the administration nor the faculty senate wanted to pursue administration evaluation as part of a general institutional commitment to uniform assessment. The social structure at the University of Toledo is complex and under stress, and the process of interest articulation was inhibited by antagonism in the institution's social structure. Economic issues, especially the related issues of collective bargaining and differential salaries, were largely responsible for the antagonism. Committee members who negotiated about which interests would be translated into policies had very limited power. It is suggested that the efforts to consider a policy for administrator evaluation were preliminary stages that did not result in policy development or execution. There was also a failure to come to terms with, or achieve consensus about, the issue of quality. A bibliography is appended. (Sw)
Politics, Quality, and Passion: A Case Study of Reorganization in Higher Education. Ashe 1985 Annual Meeting Paper by John Y Reid( Book )

1 edition published in 1985 in English and held by 1 WorldCat member library worldwide

The reorganization of the College of Education and Allied Professions at the University of Toledo is discussed. The analysis is based on Baldridge's political model, Bacharach and Lawler's views of politics and power, Pirsig's concept of quality, and the Oxford English Dictionary definitions of "passion." To investigate the administrative and committee organization of the college, the college's new dean created an organization study committee, which included one representative from the college's 14 departments. The committee considered various organizational issues, including: the number of administrators and their responsibilities; the blurring between appropriate faculty and administrative functions; the overlapping of administrative functions (E.G., between departments and divisions); and the academic role of departments. In analyzing the role and influence of the committee, attention is directed to several important issues: ideological differences between theoretical and applied academic areas, or between disciplines; the process of articulating interests to the dean; the translation of interests into policies; the difference between authority and influence; the implementation of new administrative and committee structures; and the effects of organizational change on faculty. (Sw)
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.75 (from 0.66 for Higher edu ... to 0.99 for Intellectu ...)