Timothy C. Caboni

A Nation at Risk After 20 Years: Continuing Implications for Higher Education

On August 26, 1981, the secretary of education, T. H. Bell, created the National Commission on Excellence in Education (NCEE) with the charge of presenting a report on the quality of education in April 1983. The final report was titled A Nation at Risk: The Imperative for Educational Reform (NAR). In it, the NCEE detailed issues facing American education and proposed possible solutions to the identified problems. In the 20 years since the release of NAR, the proposed solutions have driven much of the debate surrounding K-12 education reform in the nation. Although primarily focused on issues tangential to postsecondary education, the report did make several important recommendations for reform in the U.S. higher education system. Also, because the majority of students engaged in postsecondary education have been prepared for college study in the nations K-12 system, policies implemented in response to the report have influenced the quality and number of students entering higher education. The percentage of high school students entering U.S. colleges and universities is reaching record proportions. In 1994 over 75% of high school seniors enrolled in a post-

The Normative Structure of College and University Fundraising Behaviors

This article delineates a normative structure of fundraising within the context of fouryear colleges and universities. Specifically, the researcher identifies three inviolable and six admonitory normative patterns of behavior which fundraisers proscribe. Additionally, the influence of individual and organizational characteristics on norm espousal are explored and the implications discussed.

Toward an Empirical Delineation of a Normative Structure for College Students

This study examines the perceptions of undergraduate students about what constitutes appropriate and inappropriate campus behavior. A normative structure for college and university students was found. These normative patterns include four inviolable norms, four admonitory norms, and two laudatory norms.

Understanding the Higher-Education Context: The Peabody Academic Library Leadership Institute

ABSTRACT This article describes the genesis of Vanderbilt Universitys Peabody Academic Library Leadership Institute as an outcome of a particular philosophy. That philosophy is based on the concept that to fulfill their potential contributions, academic libraries need to direct their planning, resources, and services to support the priorities of their parent institutions. This article addresses the need for campus-focused leadership training; higher education leadership training for academic librarians; and the higher education context for libraries. It describes why Vanderbilts Peabody College of Education and Human Development initiated a professional development institute for librarians. It describes the institutes history, curriculum, and assessment and explores future directions.

Are Academics in Kazakhstan Capable of Self-regulation? A Study of Faculty’s Normative Structure in the Midst of Higher Education Decentralization Reforms

This paper investigates the state and structure of professional norms in the context of undergraduate teaching in a university in Kazakhstan. The purpose is to understand the belief system held by academics with regards to their professional duties in the context of teaching. Evidence of such normative structure would suggest that the Kazakhstani academic profession holds potential for effective and ethical self-regulation; its absence would raise a red flag for university administrators and policy-makers. In order to place our findings in the meaningful context, we compare the normative structure in Kazakhstan to that of the US academic profession previously studied by Braxton and Bayer. We find that academics in Kazakhstan adhere to a normative structure which is quite similar to, although somewhat more relaxed than, that of US professors. We discuss the implications of these findings and empirical evidence for academic corruption in the context of decentralization reforms, authority devolution and formation of accountability mechanisms.

Using Student Norms to Create Positive Learning Environments.

Ever since brash young students goaded one another to race chariots through the streets of the ancient world, elders have tried to understand and harness the energy of late adolescent normative group behavior. John Braxton and Timothy Caboni introduce a perspective and survey instrument that may help todays educators do just that.

Positioning libraries to support the goals of higher education institutions: The Peabody Academic Library Leadership Institute

This paper describes the genesis of Vanderbilt University’s Peabody Academic Library Leadership Institute as an outcome of a particular philosophy. That philosophy is based on the concept that to fulfill their potential contributions, academic libraries need to direct their planning, resources, and services to support the priorities of their parent institutions. This article addresses the need for campus-focused-leadership training; higher education leadership training for academic librarians; and the higher education context for libraries. It describes why Vanderbilt’s Peabody College of Education and Human Development initiated a professional development institute for librarians. It describes the Institute’s history, curriculum, and assessment and explores future directions. INTRODUCTION AND PHILOSOPHY This paper describes the genesis of Vanderbilt Universitys Peabody Academic Library Leadership (ALL) Institute. The Institute is one of a roster of Peabody Professional Institutes (PPI) that originated in 2006. These institutes have a commitment to grounding the curricula in education research and theory. The philosophy of ALL is that effective library administrators internalize the higher education context in which academic libraries exist so they can best position their libraries in support of campus priorities. Becoming more visible in achieving campus priorities, in turn, better positions