Higher Education Administration Commons^™

Affirming The Purpose Of Affirmative Action: Understanding A Policy Of The Past To Move Toward A More Informed Future, Meagan Schantz

Sacred Heart University Scholar

The application of affirmative action policies to university admissions is a topic of ongoing controversy. This article (ex)amines the debate through an interdisciplinary lens, drawing on the fields of history, law, and ethics. The first section provides historical background on affirmative action policies, tracing how they expanded from the employment sector into higher education. Next examined are legal challenges to affirmative action in admissions, with a focus on the pivotal 1978 Bakke case. The ethical implications of affirmative action are next considered, in particular the question of how affirmative action can be applied in a way that supports disenfranchised groups …

Plagiarism: The Legal Landscape, Robert Berry

Librarian Publications

In Chapter 10, Robert Berry discusses legal issues regarding plagiarism and academic cases of intellectual dishonesty.

From the Introduction: Colleges and universities with plagiarism policies that are fundamentally fair—and that are applied consistently—enjoy three significant advantages over those that do not. First, these schools enjoy greater legitimacy in the eyes of the people who must live with their decisions. They exercise genuine moral authority in their decision making, which is much more consistent with the goals of education, and they avoid the exercise of raw power that often accompanies ad hoc decision making. Second, educational institutions with fair policies are …

The Challenge Of Higher Education, Steven Michels

Political Science & Global Affairs Faculty Publications

The spiraling cost of education, the spread of technology, and the competitive nature of the job market have changed the very notion of what education should be and who should pay for it.

This chapter proposes a series of practical reforms, designed to work within the existing structure of higher education. The underlying assumption is that higher education in Connecticut is best served by allowing the natural forces of the market to determine the direction of growth and development. Minimal government interference will mean the greatest amount of choice and the highest quality of education for students in the state.