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Canada (509,856)
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SOCB26H3 (75)
Lecture 6

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Julian Tanner

Lecture 6 US  1) Private and public. Top of American system are small number of universities, which we know of as the ivy leagues. Private institutions represented by Harvard, Yale, Princeton.  2) State systems like University of California, Michigan have well graduate programs. They have a number of flag shipped public institutions, usually run by a particular state. Some flag shipped public institutions have very known graduate programs.  3) Small liberal arts college.  Lesser known colleges and universities.  Large schooling system made up of different institutions.  Facilities attract huge research funds, research funding for a number of outside public employment.  Some large public flagship universities do pretty well financially.  If you go down the hierarchy, you find a lot of other American universities that are well financially.  4) American universities and particularly the elite ones tend to not only select or recruit students nationally, but also distribute them nationally. Not simply selected from out of state but internationally. When these students graduate, employers from the United States pick them. Whereas, they are less likely from hiring from another university like Ohio. Canada  Historically been very different.  Things might well be changing.  1) Nothing, which is in any way comparable. We don’t have private universities.  2) Resources made available to universities are distributed much more equally. No arrangement.  In Canada, students are selected/recruited much more locally than in the United States.  We in Canada have not ranked universities the same way that Americans have. There is pecking order of source but it is less obvious and more easily disputed. Might this be changing?  Maclean’s have begun on using its own endeavors to rank Canadian universities. This has become a big deal.  Ranked nationally and internationally. Recently, the institutions, which do this ranking, have slippage of Canadian universities. Might this slippage be reversed?  One best way of reversing to be back in the world top 20 is to go out and deliberately cultivate/develop a more concentrated group of obviously elite universities. Accompanied by observation that if it is unrealistic, we can’t expect universities to excel at both teaching and research. What we should do is what Americans do; we should encourage a certain degree of specialization. In line with that, one problem is that every university in Canada is being given the same mission. All universities are expected to conduct research and teach undergraduate and graduate. They would make criticism that if you look at all universities in Canada, there aren’t a whole lot of difference between them in terms of the programs they offer.  Contract between university programs are different. Between private Ivy League universities and public state run universities. There is this split but also other interesting nuance areas as well. For example, Bapson College near Boston, which is known for undergraduate, programs which focus on entrepreneurship. Freshmen students take hands on class where they create something.  Other colleges have flourished because they specialize in certain program.  In any event, significant number of people who would argue that we should be engaging in a similar kind of process of differentiating our universities.  An important part of that is creating basically elite universities, which would eventually ensure that they find their way back to the top 20 world rankings.  They would say that this network of a small number of research universities, most universities should be given priority for research funding’s that should do vastful of graduate teaching and recruit the top faculty to do the research,  What they argue/advocate is the creation of a major division between a small number of universities which specialize in research leaving a large number of universities to concentrate on undergraduate teaching.  1) Comes from faculty university professors. The reason is that people who become university professors, throughout graduate education are in the process of being occupationally socialized. One thing faculty member has been taught and learned is that there is more prestige/esteem to be doing research than teaching, particularly undergraduate teaching. This in some ways is universities dirty little secret. Difficult to persuade faculty at universities.  One barrier to this division between research and teaching universities, it is difficult to get faculty.  2) What Canada would end up doing is creating a 2-tier system. On the one hand, there
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