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Land-Grant Universities for the Future: Higher Education for the Public Good
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Review
"Land-Grant Universities for the Future is a wonderful mixture of wise commentary from its two authors and quotes from in-depth interviews with leaders from many of these schools. It reveals the challenges and opportunities facing our preeminent public universities."Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â (Rebecca M. Blank, Chancellor, University of Wisconsin-Madison) "At a time when public confidence in higher education is on the decline, Gavazzi and Gee offer a critical roadmap for land-grant universities going forward. One is reminded of the power of public higher education when land-grant and public universities work to build meaningful partnerships with their communities. Faculty, administrators, and policymakers should take this message to heart and regain the critical support needed for public higher education in America."(Randy Woodson, North Carolina State University)"Gavazzi and Gee have written an eloquent history of land-grant universities and their promising future. Institutions with degrees in higher education administration should make this required reading for all students. This book will inspire future leaders to embrace teaching, service learning, civic engagement, and research, all born of a proud history."Â (Barbara Gellman-Danley, Higher Learning Commission)"Gavazzi and Gee provide important new insights about the need for land grant universities to develop a renewed community-focused orientation for the twenty-first century. Internal and external stakeholders interested in the unique role of land grant universities in higher education will find this an engaging read."(Joseph E. Steinmetz, University of Arkansas)"With Gavazzi's deep knowledge of university engagement and Gee's vast presidential experience, these authors deliver a tour-de-force that chronicles the present state and future direction of land-grant universities. It is a call to arms to rebuild relationships with a skeptical public to preserve the land-grant idea for future generations."(Nathan M.Sorber, Center for the Future of Land-Grant Education, author of Land-Grant Colleges and Popular Revolt: The Origins of the Morrill Act and the Reform of Higher Education)
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From the Author
(from the introduction) We are passionate, nay zealous about public higher education. And we are radical adherents to the idea that land-grant universities, based as they are on the ideals put forward by Senator Justin Morrill, President Abraham Lincoln, and the other social and political giants of their time, continue to set the bar for performance excellence in the realm of public higher education. We are, you might say, fiercely land-grant in our orientation. Yet we are also rather matter-of-fact in our assessment that not all is well in land-grant land these days. How exactly did your authors arrive at this place and time to both extol the virtues of land-grant institutions while simultaneously examining their warts? By explanation, we begin this book with our personal land-grant stories, the transformative events from our lives that,in combination, brought us together to write this homage and critique of the land-grant university. After these personal vignettes, we provide our readers with a brief description of the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis that we conducted through interviews with 27 of the presidents and chancellors of the 1862 land-grant universities located in the 48 continental United States. To a person, these presidents and chancellors were brimming with enthusiasm about the strengths and opportunities of present-day land-grant universities, just as surely as they were deeply concerned about some of the weaknesses and threats facing these institutions of higher learning. Next, we include some critical commentary about the political climate within which these interviews were conducted. We had contact with approximately half of the presidents and chancellors in the months preceding the 2016 U.S. presidential election, with the remainder interviewed after Donald Trump was declared the electoral victor over Hillary Clinton. The impact of the campaigns that these candidates had chosen to run were significant and unmistakable for many of the presidents and chancellors we interviewed. We believe there are many important lessons to be extracted from the electoral process and its aftermath that can serve as teachable moments for land-grants and other public universities, and we provide some preparatory remarks about those critical elements in this first chapter.Most importantly, we believe that this evolving political context provides us with important information regarding the very definitions of those communities with whom colleges and universities should be engaging (spoiler alert: there is no one all-encompassing community that institutions of higher learning can approach with a single,unified message).  We also provide our readers with some introduction to a marital metaphor we will employ to describe the most desirable type of relationship that should be developed and maintained between campuses and the communities they are designed to serve. Marriages are thought to be most satisfying and stable - termed harmonious relationships -when partners are actively making efforts to meet each other's needs in ways that create a sense of overall comfort. On the other hand, marital partners find themselves in more difficult circumstances when one or both spouses are displaying less effort in maintaining the relationship and/or when those efforts are counter-productively creating greater degrees of discomfort.Sounding a similar note, we assert that universities will regain the high ground only when it is certain that the public at large is experiencing a more harmonious relationship with its land-grant institutions. Here we mean to say the efforts undertaken by each university must generate a sense of reassurance that the immediate interests of different communities are being served in tandem with those activities being recognized as vital to the future well-being of those communities. This primary orientation toward meeting the needs of communities rests on the decisive determination that land-grant institutions must position themselves as standing for distinctly different values than all other universities, both public and private. In higher education, there has been along-standing drive to make institutions more homogenized. We believe exactly the opposite should be the case, in large part because we know that the strength of the American higher educational system historically has rested on its diversity. For that reason, we are aggressive in insisting that the march toward becoming more fiercely land-grant in orientation coincides with the adoption of a servant leadership mentality on campus - in essence, trumpeting the cause of the servant university, or the people's university if you will -as we explain in more detail in our first chapter.
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Product details
Hardcover: 216 pages
Publisher: Johns Hopkins University Press (November 15, 2018)
Language: English
ISBN-10: 1421426854
ISBN-13: 978-1421426853
Product Dimensions:
6 x 0.8 x 9 inches
Shipping Weight: 15.2 ounces (View shipping rates and policies)
Average Customer Review:
5.0 out of 5 stars
8 customer reviews
Amazon Best Sellers Rank:
#242,839 in Books (See Top 100 in Books)
Gavazzi and Gee's book is on the future of Land-grant universities but the book has implications far beyond the Land-grants. The authors, long-time leaders of public higher education, have personal experience and unique perspectives on the challenges ahead. The Land-grant brand and operating principles carry a lot of respect and privilege. In today’s economic environment of rapid rising cost and decreasing federal and state supports, the Land-grant model is facing a host of challenges to continue to serve their communities and the public access mission effectively. Gavazzi and Gee used a very appropriate analogy of a marriage situation to describe the relationship between the land-grant university and its surrounding communities. A harmonious and stable relationship with healthy communications benefits both the land-grant and its communities. For all higher education institutions, this analogy is so very relevant. Presidents and provosts should always ask themselves, what is our standing in our community? Are we the preferred college for high school graduates in our region and our state? Did we try hard enough to earn the trust and support from our communities?
Interesting reading
Well researched and written with excellent interviews with a number of presidents and chancellors. Describes the importance of leaders who are committed to the tradition and understand that service is a pre-requisite to leading. Really the goal is to have the institution become a servant to the public good. Like that they provide historical background as well as focus on building on the values and commitments for the future. Think the next step is to have some strategies about how to identify and prepare leaders who have a calling to make a difference for the common good. Hopefully some of those servant leaders who were interviewed can step forward and help others see the important mission of the Land-grants and what it requires to make a difference rather than just chase the ratings. I commend the two authors for this undertaking and hope that people will seriously reflect on the importance of these institutions to higher education.
Stephen Gavazzi and Gordon Gee have written the ultimate roadmap for higher education to reach its full potential. The authors remind us that Land Grant Universities a.k.a. "The People's University," "The People's Servant," "Mr. (Pres) Lincoln's Universities" etc. already offer the best way forward, despite today's challenges. Land Grant Universities For The Future is for students, parents, alums and faculty alike who want to learn more about how universities can truly be the driving force in advancing the communities which they serve.
Gee and Gavazzi's exploration of the original land-grant university mission and the seeming migration away from its core tenets is an interesting and thought-provoking viewpoint that seems particularly timely at this transformational moment for higher education. It is a book that engenders an important discussion for all public universities.
Gavazzi and Gee do a masterful job in distilling the perspectives and insights of the nearly 30 land grant leaders on the opportunities and challenges facing America’s land grant universities. They provide a roadmap for reigniting Lincoln’s dream of the land grant university in the 21st Century.
As an alumni relations professional within a land grant institution, I look forward to sharing this book with colleagues to help us all keep the land grant mission in mind when engaging with and messaging to our alumni, donors, fans and friends.
I work a lot on issues related to regional economic development, especially technology-based economic development. The conversation frequently revolves around "innovation ecosystems" and the dynamics between institutions, organizations, and communities in these ecosystems. The focus, goes the conventional wisdom, must be on relationships, not transactions.In my view, this idea is central to the arguments made so powerfully by Gavazzi and Gee in this book. The only way that land-grant universities will be able to overcome the threats they face--and that indeed society at large faces--will be to focus on relationships with stakeholders and communities rather than transactions. Instead of delivering discovery and education, land-grant universities must co-create knowledge and solutions with their communities.While it's true that land-grant universities have a special mission that leads to an expectation of their leadership in community and societal engagement, the fact is that for American higher education to survive and thrive in the future, all colleges and universities--public and private--must focus more on relationships and less on transactions. All institutions of higher education are dealing at some level with the themes outlined by the authors--balancing acts around: funding and efficiencies, research and service, teaching and service, fundamental and applied scholarship, rankings and access, rural and urban needs, global and local impact, and educational and material values of a college degree.Gavazzi and Gee, then, have not only provided us a with the beginnings of a "Land-grant Fierce" manifesto for those institutions whose history begins with the Morrill Act. All institutions of higher education should heed the call to orient themselves toward relationships and service, toward bringing communities together, and toward the betterment of society.
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