Derek Bok Ordre des livres (chronologique)

A former Harvard president reflects on how elite universities are responding to critiques from the left and the right, and how they can do better

In recent decades, cognitive psychologists have illuminated human development, offering colleges new opportunities to help students acquire essential skills and qualities that enhance their lives and societal contributions. This landmark work explores how institutions can leverage these discoveries to create a more robust undergraduate curriculum for the twenty-first century. Traditionally, many psychologists believed that traits like creativity, empathy, resilience, and conscientiousness were largely fixed by early childhood. However, recent research indicates that these qualities can continue to evolve through early adulthood and beyond. This suggests that educators may have greater potential to teach students to develop these important characteristics, ultimately enabling them to thrive in life. The text raises critical questions about educators' preparedness to cultivate these traits, the knowledge they need to maximize these possibilities, and whether college faculties will embrace the necessary curricular and pedagogical changes. It also addresses how to accelerate innovation and application within educational institutions. By answering these questions, the author identifies barriers to institutional change, proposes practical reforms, and illustrates how colleges can empower students to lead successful, productive, and meaningful lives.

Bringing together leading experts and scholars from around the world, this Handbook provides a comprehensive overview of the latest theories and research on intercultural competence. It will be a useful and invaluable resource to administrators, faculty, researchers, and students.

Drawing on extensive empirical evidence, former Harvard President Derek Bok examines the progress college students make toward the goals of undergraduate education. His findings are sobering: while students show gains in some areas, they improve significantly less than expected in crucial skills like writing, critical thinking, quantitative abilities, and moral reasoning. A large number of college seniors report minimal progress in foreign language proficiency, cultural interests, and the knowledge needed to be informed citizens. Despite increased resources, advanced technology, and numerous new courses, colleges cannot be assured that student learning has improved over the past fifty years. Bok also highlights that many essential courses are taught by less experienced instructors, and that professors often rely on teaching methods that are less effective than available alternatives. Faculty discussions typically focus on course requirements, neglecting the more critical issue of teaching effectiveness, which likely has a greater impact on student outcomes. In his concluding chapter, Bok outlines potential changes that faculty and academic leaders can implement to enhance student achievement. While acknowledging the contributions of American colleges, he presents a compelling critique that educators must heed to avoid stagnation in educational effectiveness.

The book examines the troubling trend of commercialization in academic institutions, revealing how universities are increasingly prioritizing profit over core educational values. Derek Bok highlights the financial motivations behind not only athletic programs but also educational and research initiatives. He discusses the implications of these practices on academic integrity and offers insights on how universities can mitigate the negative effects of this commercialization.

How executives and professionals are paid and how it affects America.