Patricia J Gumport
Datos Biográficos
| ID | 4588741 |
|---|---|
| NOMBRE | Patricia J Gumport |
| NOMBRES | Patricia J |
| APELLIDO | Gumport |
| FIRMA | GUMPORT P J |
| VERIFICADO | No |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 48 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1991 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2003 |
| ÍNDICE H | 4 |
The Demand-Response Scenario
Community colleges are often characterized as the segment of U.S. public higher education most responsive to environmental demands. During the past two decades of the twentieth century, community colleges faced expectations to expand their purposes beyond transfer and occupational education, to serve employers’ needs for training, and to accommodate more students in need of basic skills. Drawing on focus group data, this article examines what com…
The Formal Organization of Knowledge
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is associate professor of education at Stanford University, and Stuart K. Snydman is a Ph.D. candidate at Stanford University.Stuart K. SnydmanPatricia J. Gumport is associate professor of education at Stanford University, and Stuart K. Snydman is a Ph.D. candidate at Stanford University
A Case of Bureaucratic Accretion
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is associate professor of education at Stanford University. Brian Pusser is a Ph.D. candidate in the School of Education at Stanford University.Brian PusserPatricia J. Gumport is associate professor of education at Stanford University. Brian Pusser is a Ph.D. candidate in the School of Education at Stanford University
The Contested Terrain of Academic Program Reduction
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is assistant professor of higher education at Stanford University
E Pluribus Unum
This analysis challenges the utility of “e pluribus unum” as a conceptual frame for understanding changes in academic culture. Drawing on the contemporary case of feminist scholars, the study examines dynamics of ambiguity and conflict in how faculty seek and find intentional communities and thereby reconstitute their campus settings
A Case of Bureaucratic Accretion
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is associate professor of education at Stanford University. Brian Pusser is a Ph.D. candidate in the School of Education at Stanford University.Brian PusserPatricia J. Gumport is associate professor of education at Stanford University. Brian Pusser is a Ph.D. candidate in the School of Education at Stanford University
The Contested Terrain of Academic Program Reduction
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is assistant professor of higher education at Stanford University
The Formal Organization of Knowledge
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is associate professor of education at Stanford University, and Stuart K. Snydman is a Ph.D. candidate at Stanford University.Stuart K. SnydmanPatricia J. Gumport is associate professor of education at Stanford University, and Stuart K. Snydman is a Ph.D. candidate at Stanford University
E Pluribus Unum
This analysis challenges the utility of “e pluribus unum” as a conceptual frame for understanding changes in academic culture. Drawing on the contemporary case of feminist scholars, the study examines dynamics of ambiguity and conflict in how faculty seek and find intentional communities and thereby reconstitute their campus settings
The Demand-Response Scenario
Community colleges are often characterized as the segment of U.S. public higher education most responsive to environmental demands. During the past two decades of the twentieth century, community colleges faced expectations to expand their purposes beyond transfer and occupational education, to serve employers’ needs for training, and to accommodate more students in need of basic skills. Drawing on focus group data, this article examines what com…
E Pluribus Unum
This analysis challenges the utility of “e pluribus unum” as a conceptual frame for understanding changes in academic culture. Drawing on the contemporary case of feminist scholars, the study examines dynamics of ambiguity and conflict in how faculty seek and find intentional communities and thereby reconstitute their campus settings
The Contested Terrain of Academic Program Reduction
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is assistant professor of higher education at Stanford University
A Case of Bureaucratic Accretion
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is associate professor of education at Stanford University. Brian Pusser is a Ph.D. candidate in the School of Education at Stanford University.Brian PusserPatricia J. Gumport is associate professor of education at Stanford University. Brian Pusser is a Ph.D. candidate in the School of Education at Stanford University
The Formal Organization of Knowledge
Additional informationNotes on contributorsPatricia J. GumportPatricia J. Gumport is associate professor of education at Stanford University, and Stuart K. Snydman is a Ph.D. candidate at Stanford University.Stuart K. SnydmanPatricia J. Gumport is associate professor of education at Stanford University, and Stuart K. Snydman is a Ph.D. candidate at Stanford University
The Demand-Response Scenario
Community colleges are often characterized as the segment of U.S. public higher education most responsive to environmental demands. During the past two decades of the twentieth century, community colleges faced expectations to expand their purposes beyond transfer and occupational education, to serve employers’ needs for training, and to accommodate more students in need of basic skills. Drawing on focus group data, this article examines what com…
Sociology (5 obras) · Political science (4 obras) · Computer Science (3 obras) · Higher education (3 obras) · Law (3 obras) · Law (3 obras) · Ambiguity (2 obras) · Contemporary Sociological Theory and Practice (2 obras) · Context (archaeology (2 obras) · Higher Education Governance and Development (2 obras)