WorldCat Identities

Reid, John Y.

Works: 8 works in 10 publications in 1 language and 19 library holdings
Genres: Conference papers and proceedings 
Roles: Author
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 12 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)
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)
The Unbearable Lightness of "Integrity in the College Curriculum."Ashe1986 Annual Meeting Paper by John Y Reid( Book )

1 edition published in 1986 in English and held by 1 WorldCat member library worldwide

Perspectives on the 1985 Association of American Colleges' report, "Integrity in the College Curriculum," are presented, with attention to connections between the report and ideas from the nineteenth and twentieth centuries. Using quotes from philosophers and scholars, attention is directed to: why the report was written and what it is about, how the report was received, and weaknesses of the report. The report claims there is a crisis in American education, a decay in the college course of study, and an indifference on the part of faculty who focus more on academic careers than on teaching. The report identifies nine experiences basic to a coherent undergraduate education. This paper argues that the report says nothing new, and the notions about the curriculum are distillations of ideas promoted by faculties of today and yesterday. Views about the report are supported by the positions of thinkers such as Dewey, Newton, and Henry Adams. The following views are presented: the report is not in the main current of intellectual thought; listing curricular essentials is an act of futility; the report is not grounded in a sensible notion of history; and the report provides scant evidence of any recognition of fundamental changes in the world and people's perceptions of it. (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)
The Search for Academic Leadership: Selecting Chief Academic Officers in American Colleges and Universities. Ashe Annual Meeting 1981 Paper by John Y Reid( Book )

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

A sample of colleges and universities that advertised for a provost or vice president for academic affairs in 1979 was studied to determine participants' perceptions of search committee operations. For 45 participating schools, useable questionnaires were returned by 253 search committee members, 31 successful job candidates, and 25 department heads. Among the topics covered in the questionnaire are the following: the mechanics of the search process, details of committee composition, perceptions of the participation of various campus groups, reasons for candidate selection, and background data about members and successful candidates. Institutional size and type of institutional control were found to be very useful for distinguishing differences among career patterns of successful candidates. To qualify for a position as a chief academic officer, experience as a dean and other full-time administrative experience was usually more important than experience as a department chair in large, public institutions. The reverse was true in small, private institutions. The findings suggest that committee members do not select candidates who represent themselves "writ large" in professional terms or in demographic terms. In the five years preceding the search, more successful candidates than members had published books, chapters, or monographs, and more had at least one article in a national journal. Other differences are noted. Additionally, distinct differences emerged between committee members and the pool of candidates they select for consideration on several demographic variables (sex, race, age). The three study groups had quite different perceptions about what criteria were most important in the selection process. (Sw)
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)
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)
Sociological and Bibliographical Aspects of the Field of Higher Education: A Preliminary Survey. Ashe Annual Meeting 1982 Paper by John Y Reid( Book )

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

Biographical and bibliographical data that indicate the relative weight and contributions made by different disciplines and individuals to the development of the field of higher education are analyzed. Mailing of a questionnaire in 1980 to 623 persons teaching in the field resulted in 150 usable returns from 138 men and 12 women, representing 71 higher education institutions. Eighty-six percent of the respondents' doctoral degrees and 64 percent of their master's degrees were in education; 15 percent of their baccalaureate degrees were also in education. Seventy-four of the respondents indicated that they had an appointment in addition to their higher education faculty position. Forty-six of the additional appointments were administrative, and of those, almost half were higher education department chairs, center directors, or both. Areas of expertise and/or special interest of the respondents are indicated. A total of 516 different individuals were cited by respondents as influential, and basically these people were professional college administrators and faculty members. The nature of influences on academic training and professional development was also elicited. In addition, the books and journals found to be of most use or most importance in 15 categories (I.E., subfields of the field of higher education) are listed. Among the conclusions are following: the field is dominated numerically by men and it has no central discipline, no dominant theory or even a general theoretical orientation accepted by a large majority, and possesses no distinctive approaches, methods, or concepts. (Sw)
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English (10)