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\n## ABSTRACT\n\nConfronted with growing public skepticism concerning the value of higher education,the spiralling costs of educational services and an overall mood of economic retrenchmentand uncertainty,academic organizations face the need to develop policies to maintaintheir institutional health under increasingly difficult conditions.This discussion brieflydescribes educational developments since 1945-particularly those factors which havecontributed to the present climate of adversity-and explores how these historical forceshave altered the complexion of university governance.Special attention is directedtoward a review of proposals for academic revitalization found in recent literature and anexamination ofpolicies currently under consideration by senior administrators at univer-sities in Western Canada.  \n## RESUMÉ\n\nFace àune méfiance accrue du public envers la qualité des études supérieures,aux coutstoujours croissants de léducation,et àun sentiment général de malaise economique,lesorganisations académiques se voient dans I'obligation d'élaborer des politiques destineesàmaintenir leur vitalite en tant qu'institution,et cela dans des conditions de plus en plusdifficiles.Cette presentation decrit brievement les développements en éducation depuis1945-en particulier les facteurs qui ont contribués à la situation actuelle de confronta-tion-et étudie comment les forces historiques ont modifie I'aspect du gouvernementd'une université.L'attention est surtout portee sur une revue de la litterature récentetraitant de propositions pour une revitalization académique,et un examen des politiquesen état delaboration par les hauts administrateurs des universite de I'ouest du Canada.  \n104 Thomas Fleming  \n## INTRODUCTION\n\nOver the past five years,a growing body of scholarly writing has chronicled the problemsconfronting higher education in the next two decades and,in particular,the issue ofacademic revitalization in what is frequently described as a \"no growth\"period.Unfor-tunately,much of the literature on post-secondary institutional revitalization reveals littleagreement on the effects of stabilization on current and future situations,and,while thereappears to be a consensus that the legions of higher education are retreating from manyof the educational frontiers of recent years,academic sentiment is divided as to whetherthe current falling back may be metaphorically more likened to Napoleon's chaotic retreatfrom Moscow or to the more recent and more orderly withdrawal of the Allies fromDunkirk.In either event,it is of small consequence since the history of education vividlydocuments not only the considerable survival skills of educational institutions at all levelsbut their remarkable tradition of resilience.The important question,therefore,is notwhether higher learning will survive,but in what manner?In other words,can universitiesmaintain their vitality in an increasingly stable and maturing situation?Can institutes ofhigher learning,in fact,sustain the spirit of vigorous investigation which has become theirhallmark?Or will they,as the Carnegie Commission enquired,follow the tumultuous\"boom and bust\"cycle of the nineteenth century railroads?What policies will be requiredto ensure the institutional health of these organizations in future years and how can suchpolicies be implemented?Clearly,these are considerable questions for allconnected withhigher education.  \nIn attempting to address these issues,this paper will examine briefly in historicalfashion the major forces which have contributed to the present climate of adversity,andhow these forces have changed the nature of university governance.Special attention willbe directed toward identifying the principal recommendations contained in the literatureon academic renewal and amalgamating these suggestions with the proposals of senioradministrators in Western Canada.The discussion will ","cbCaifubAzG06dIC","https://ap.wps.com/l/cbCaifubAzG06dIC","pdf",705300,13,"English","# Abstract\n# Introduction\n# Some Historical Considerations","[{\"question\":\"What challenges does the paper identify for higher education in the coming decades?\",\"answer\":\"It highlights public skepticism about higher education’s value, spiraling costs, and an atmosphere of economic retrenchment and uncertainty affecting institutions’ ability to remain healthy.\"},{\"question\":\"How does the paper frame the concept of academic revitalization?\",\"answer\":\"It reviews proposals for academic revitalization found in recent literature, focusing on how those ideas respond to the difficulty of maintaining vitality during a period often described as “no growth.”\"},{\"question\":\"Which historical developments are emphasized as contributing to current adversity?\",\"answer\":\"The paper focuses on educational developments since 1945, especially an egalitarian momentum beginning after 1945 and reaching a peak in the late 1960s, followed by broader social reaction and disenchantment with education in the 1970s.\"}]","Beyond Survival: Policies for Academic Revitalization in an Uncertain Environment | PDF",33]