Universities and Students in Wartime Japan

1986 ◽  
Vol 45 (4) ◽  
pp. 769-787 ◽  
Author(s):  
Ben-Ami Shillony
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Science And Technology ◽  
Colleges And Universities ◽  
Student Movement ◽  
Economic Recovery ◽  
Institutions Of Higher Education ◽  
World War ◽  
Research Institutes ◽  
Military Duty

Japan possessed a sophisticated network of institutions of higher education before World War II. There was repression on the campuses of colleges and universities, but it was less severe than that in the totalitarian countries of the time. The war placed great demands on higher education and forced it to change. New universities, colleges, and research institutes were established; more students were enrolled; and more women entered colleges. The war also spurred a great shift toward science and technology, which was to be instrumental in Japan's economic recovery in the postwar era.Mobilization for military duty or for work made the students feel that they were responsible for the fate of their country. However, their youthful outburst of patriotism came to an end with Japan's defeat. Feelings of betrayal and disillusionment nurtured the extreme patriotism and militancy of the postwar student movement.

The Democratization of Higher Education in America

1962 ◽  
Vol 3 (2) ◽  
pp. 231-262 ◽  
Author(s):  
Martin Trow
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Fold Increase ◽  
Colleges And Universities ◽  
Rapid Expansion ◽  
World War ◽  
College Age ◽  
College And University ◽  
American Higher Education ◽  
The Difference

American higher education is currently undergoing an enormous and rapid expansion. Between 1939 and 1961 the number of students enrolled in colleges and universities and earning credits toward degrees rose from about 1.3 million to over 3.9 million (1). This three-fold increase has resulted almost completely from increasing rates of enrollment, since the population of college age—that is, the 18 to 21 year olds—was almost exactly as large in 1939 as in 1960 (2). The difference is that in 1939 college and university enrollments comprised about 14% of the 18–21 year old population, while by 1961 that figure was about 38%. This rate has been increasing at an average of 1% a year since the end of World War II.

World War II and Institutional Shifts

1996 ◽  
Author(s):  
Philip Gleason
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Korean War ◽  
Colleges And Universities ◽  
World War ◽  
Catholic Colleges ◽  
American Higher Education ◽  
Steady Growth ◽  
Catholic Colleges And Universities ◽  
The Korean War

World War II set the stage for an era of tremendous growth in American higher education, growth in which the Catholic sector shared fully. Between 1940 and 1960 the number of Catholic colleges and universities increased by one-fifth (from 193 to 231), faculties grew by about 85 percent (from 13,142 to 24,255), and enrollments almost doubled that percentage, zooming from just under 162,000 to just over 426,000, an increase of 164 percent. Sheer growth was thus the most basic of the institutional developments that took place in this era, but it presented itself more as a series of crises than as a process of continuous accretion. The first crisis, brought on by the wartime draft and the attraction of highpaying jobs in defense industries, imperiled the very existence of the colleges by depleting their pool of potential students. Then came the overwhelming surge of postwar veterans that almost swamped the system. And just as educators were regaining their balance from that onslaught, the outbreak of the Korean War threatened to start the cycle all over again. Korea proved to be a mere dimple compared with World War II, but steady growth did not really begin until 1953.

Contending with Modernity

1996 ◽  
Author(s):  
Philip Gleason
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
World War Ii ◽  
World War I ◽  
Intellectual Development ◽  
Colleges And Universities ◽  
World War ◽  
American Catholicism ◽  
Catholic Colleges ◽  
American Catholic

How did Catholic colleges and universities deal with the modernization of education and the rise of research universities? In this book, Philip Gleason offers the first comprehensive study of Catholic higher education in the twentieth century, tracing the evolution of responses to an increasingly secular educational system. At the beginning of the century, Catholics accepted modernization in the organizational sphere while resisting it ideologically. Convinced of the truth of their religious and intellectual position, the restructured Catholic colleges grew rapidly after World War I, committed to educating for a "Catholic Renaissance." This spirit of militance carried over into the post-World War II era, but new currents were also stirring as Catholics began to look more favorably on modernity in its American form. Meanwhile, their colleges and universities were being transformed by continuing growth and professionalization. By the 1960's, changes in church teaching and cultural upheaval in American society reinforced the internal transformation already under way, creating an "identity crisis" which left Catholic educators uncertain of their purpose. Emphasizing the importance to American culture of the growth of education at all levels, Gleason connects the Catholic story with major national trends and historical events. By situating developments in higher education within the context of American Catholic thought, Contending with Modernity provides the fullest account available of the intellectual development of American Catholicism in the twentieth century.

Theorizing About Post-Keynesian Economics in Australasa

2013 ◽  
pp. 411-435
Author(s):  
Paul Dalziel ◽  
J. W. Nevile
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Monetary Policy ◽  
World War Ii ◽  
Fiscal Policy ◽  
Aggregate Demand ◽  
World War ◽  
Keynesian Economics ◽  
Low Levels ◽  
Monetary And Fiscal Policy

There was much in common in the development of post-Keynesian economics in Australia and New Zealand, but there were also many differences. Both countries shared a common heritage in higher education. In the first twenty-five years after World War II, both countries adopted broadly Keynesian policies and experienced very low levels of unemployment. Increasingly over these years more theorizing about macroeconomic policy had what now would be called a post-Keynesian content, but this label was not used till after the event. In both countries, apart from one important factor, the experience of actual monetary policy and theorizing about it were similar. Keynesian ideas were more rapidly adopted in Australia than in many other countries. Not surprisingly for a couple of decades after 1936, analysis of policy and its application was Keynesian rather than post-Keynesian, with fiscal policy playing the major role. The conduct of both monetary and fiscal policy depends on the theory of inflation. This chapter examines post-Keynesian economics in Australasia, focusing on aggregate demand, economic growth, and income distribution policy.

Transcollegial leadership: a new paradigm for leadership

2018 ◽  
Vol 32 (1) ◽  
pp. 57-70
Author(s):  
David J. Burns ◽  
Debra Mooney
Keyword(s):  
Higher Education ◽  
Dynamic Environment ◽  
Colleges And Universities ◽  
Alternative Form ◽  
Institutions Of Higher Education ◽  
New Paradigm ◽  
Content Type ◽  
Leadership In Higher Education ◽  
Education Today ◽  
Individual Self

Purpose The increasing complexity of higher education has led to the need for a different type of leader that transcends traditional boundaries and individual self-interest. The purpose of this paper is to propose an alternative form of leadership consistent with the unique challenges faced by institutions of higher education today. Design/methodology/approach First, existing research on leadership is explored. Particular attention is placed on identifying the applicability of the primary leadership approaches to the unique organizational environment typically found in institutions of higher education. Transcollegial leadership is then developed as an alternative form of leadership better suited to colleges and universities in today’s dynamic environment. Findings After examining the inadequacies of existing forms of leadership in higher education, transcollegial leadership is introduced as the process involved in leaders systematically, but informally, relating to persons and groups of equivalent authority in different areas of an institution of higher education for its betterment and the advancement of its mission, not for person gain. Practical implications It appears that transcollegial leadership may be specifically suited for institutions of higher education given their unique organizational structure. Transcollegial leadership permits colleges and universities to better utilize the skills and expertise of their members. The skills and expertise of transcollegial leaders not only benefit their home organizational units, but can benefit the entire organization. Originality/value The paper examines a different approach to leadership to aid colleges and universities in facing the challenges of a rapidly changing and increasingly competitive environment.

Wallace, John A.

2021 ◽  
Author(s):  
Sadye L. M. Logan
Keyword(s):  
World War Ii ◽  
World War ◽  
Officer Corps ◽  
Military Duty ◽  
The U.S

John A. Wallace (1913–2000) was a pioneer in the field of corrections. He provided expert services both nationally and internationally. He also served as a commissioned officer in the U.S. military in World War II and in the Reserve Officer Corps following active military duty.

Race for Social Justice in Higher Education

2022 ◽  
pp. 138-156
Author(s):  
Bryan Q. Patterson
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Justice ◽  
High Education ◽  
Mission Statements ◽  
Colleges And Universities ◽  
Systematic Change ◽  
Institutions Of Higher Education ◽  
New Model

In the last decade, there has been a greater focus on social justice concerns in United States. These concerns include addressing situations of racism, microaggressions, and racial injustices. As a result of these concerns, the need for social justice has become more apparent for institutions of higher education to adjust and rethink how they become more inclusive and provide more equitable opportunities for all stakeholders. Institutions of higher education are being pushed into unfamiliar territory, and the role of academics and high education institutions will need to be redefined in a new model of true systematic change and policy overhaul. How do institutions of higher education (colleges and universities) become more accountable in reshaping their purpose and mission statements through the lens of social justice and inclusivity? This chapter will generate insights and illuminate ongoing institutional conversations regarding the successful adoption of social justice frameworks and practices in the foundations of higher education.

The Evolution of X-Ray Instrumentation at Rich. Seifert & Co.

1995 ◽  
Vol 39 ◽  
pp. 47-56
Author(s):  
A. Haase
Keyword(s):  
World War Ii ◽  
World War I ◽  
Science And Technology ◽  
German Language ◽  
X Rays ◽  
X Ray Diffraction ◽  
World War ◽  
Executive Management ◽  
X Ray ◽  
Max Von Laue

To facilitate orientation in time, some selected events will be briefly presented. Approximately five hundred years ago, Columbus discovered America. One hundred years ago, on November 8th, 1895, Wilhelm Conrad R6ntgen discovered the X-rays which in the German language are called after him. In 1912 Max von Laue conducted the first X-ray diffraction experiment. In 1892 Richard Seifert Sr. founded the Electrotechnical Plant in Hamburg. After World War I (1914-1918) the company founder gradually handed the firm over to his son Richard Seifert Jr. After his son had completed studies in physics and electrical engineering he conducted pioneering experiments on the application of X-rays in science and technology. From the very beginning, X-ray equipment was produced in the three fields of medicine, science and technology. It was only ten years after World War II (1939-1945) that the line of medical equipment was discontinued and the daughter [1] as a member of the third generation gradually took over executive management tasks.

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