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Frontmatter -- CONTENTS -- ACKNOWLEDGMENTS -- CHAPTER ONE. Introduction: Professionals and the Character of American Democracy -- PART ONE: THE PROFESSIONAL STRATUM IN AMERICA -- CHAPTER TWO. Professions as Organization and Status Category -- CHAPTER THREE. Professions in the Political Economy I: Spheres and Sectors -- CHAPTER FOUR. Professions in the Political Economy II: Markets -- CHAPTER FIVE. Culture and Politics -- CHAPTER SIX. The Rhythms of Political Change -- PART TWO: EXPERTS, INTELLECTUALS, AND PROFESSIONALS -- CHAPTER SEVEN. The Influence of Policy Experts -- CHAPTER EIGHT. The Moral Imagination of Intellectuals -- CHAPTER NINE. Professionals and Politics in Postindustrial Societies -- CHAPTER TEN. Conclusion: The Transformation of the Professional Middle Class and the Future of Intellectuals -- NOTES -- INDEX

Las profesiones y los profesionales están diferenciados en sus posiciones en el mercado y en sus posiciones de poder. Este artículo discutirá las razones que hacen que algunas profesiones y algunos profesionales estén mejor situados en el mercado y mejor pagados que otros. Argumento que las fuentes principales de valor y poder en el mercado son la capacidad de las profesiones para organizarse en el ejercicio privado, la contribución a los intereses de producción y eficacia de las organizaciones, el sector en el cual los profesionales están mayoritariamente empleados, y la composición por género de la ocupación. A pesar de la importancia de los mecanismos tradicionales de protección, estas cuatro fuentes de poder tienen una mayor capacidad para explicar la posición especial de las profesiones en la sociedad contemporánea así como las diferencias entre profesiones y entre sectores profesionales.

Steven Brint on the costs of a know-less society.

Are we nearing the end of a worldwide era of university expansion and influence – and, if so, why? The two books under consideration suggest very different answers to these questions. David John Frank and John W. Meyer's The University and the Global Knowledge Society anticipates continued expansion and influence as university enrollments grow throughout the world and as the university's knowledge practices rationalize ever more remote areas of human cultural life. John Douglass's Neo-Nationalism and Universities raises the specter instead of a university sector controlled by illiberal politicians who are intent on restricting the freedom of professors and students and on directing university teaching and research in ways that align with their regimes' interests. In this essay I argue that Frank and Meyer are right, for the most part, about the continuing expansion and influence of universities and that Douglass and his collaborators are right to worry about the future. But neither of the books focuses on one of the major threats to academe: universities may be in nearly as much danger from internal failings and a weakening market position as they are from external political control. Highly selective colleges and research universities remain vital instruments of national economic and social progress but the value added of less selective institutions is becoming questionable to many prospective students, even those who live in countries at the center of the liberal world order.

Four environmental forces will influence the future trajectory of U.S. universities: federal patronage, state subsidies, new technologies, and social movements promoting greater equity across racial-ethnic and gender lines. The article describes how they will influence universities and how their impact is influenced by the positional strength of universities, the interests of departments, and the strategic assessments of senior managers. I show how these enviornmental forces can be directed to strengthen, rather than to further weaken, universities.

In recent years, three schools of thought—human capital economics, sociological contradictions theory, and the new structuralism—have contributed to discussions of the role of community colleges in American postsecondary education. An evaluation of this work suggests that the circumstances of community colleges have, in several respects, changed for the worse in the years since publication of the author's book, The Diverted Dream (with Jerome Karabel). The community college student population has become more homogeneous in social class background and test scores, faculty work conditions have deteriorated, and dropout rates remain very high. One solution to the persisting performance problems of community colleges would be to split the colleges into three parts: one modeled on private-sector vocational training, another organized as two-year branches of four-year institutions, and a third as a community center for courses of avocational interest.

In recent years, three schools of thought -- human capital economics, sociological contradictions theory, & the new structuralism -- have contributed to discussions of the role of community colleges in American postsecondary education. An evaluation of this work suggests that the circumstances of community colleges have, in several respects, changed for the worse in the years since publication of the author's book, The Diverted Dream (with Jerome Karabel). The community college student population has become more homogeneous in social class background & test scores, faculty work conditions have deteriorated, & dropout rates remain very high. One solution to the persisting performance problems of community colleges would be to split the colleges into three parts: one modeled on private-sector vocational training, another organized as two-year branches of four-year institutions, & a third as a community center for courses of avocational interest. 40 References. [Copyright 2003 Sage Publications, Inc.]

Higher education is a mixed sector. It includes many public institutions as well as many independent colleges and universities. It also includes some for-profit enterprises. Data resources for the study of higher education are generally very good. This is particularly true for studies of students, faculty, institutional quality, and financial resources. This article provides a catalog of existing data resources, including comments about limitations in the quality of some data sources. The article also discusses data resources needs for the future. These needs will focus on key changes in higher education: the rise offor-profit enterprises and private resources, new markets for postsecondary education, new instructional technologies, and changing social partnership activities. The article concludes by describing a number of studies that could be conducted using data on higher education to address issues high on the agenda of students of the nonprofit sector.