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Heyneman, Stephen
- Professor
- Vanderbilt University
- Department of Leadership, Policy and Organization
- United States
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| Stephen P. Heyneman served the World
Bank for 22 years. During his career there he helped
design education strategies to make significant
improvements in educational quality in U.S. schools;
managed a division responsible for external training
in education policy which designed the curriculum
for short intensive senior policy seminars for a
world wide audience of education ministers; and
was responsible for human development policy and
lending strategy, first for the Middle East and
North Africa and later for the 27 countries of Europe
and Central Asia. In addition to managing the division's
work program, he personally led the analytic and
policy work on education.
In 1998, Dr. Heynemn was appointed Vice President
for International Operations of the International
Management and Development Group in Alexandria,
Virginia. Among his clients were the British Broadcasting
Corporation and the Education Testing Service.
In 2000, he was appointed Professor of International
Education Policy at Vanderbilt University in Nashville,
Tennessee, where he teaches courses in education
economics, higher and K - 12 education policy,
international organizations and economic development
and manages Vanderbilt's new MA and doctoral programs
in International Education Policy and Management.
His research interests include the international
trade in education, education corruption and the
contribution of education to social cohesion.
Dr. Heyneman received his BA in Political Science
from the University of California at Berkeley
in 1964, his MA in African Area Studies from UCLA
in 1965, and his PhD in Comparative Education
from the University of Chicago in 1976.
Selected Publications
- Islam and Social Policy 2005 Nashville:
Vanderbilt University Press (editor)
- "Educational Philanthropy: The International
Dimension," in Hess, R. (ed.) With the
Best of Intentions: Lessons Learned from K -
12 Philanthropy. Cambridge: Harvard University
Press 2005 (forthcoming).
- "Organizations and Social Cohesion,"
Peabody Journal of Education 2005 (forthcoming)
- "Education and Corruption," International
Journal of Education Development Vol. 24 No.
6 2004, pp. 638 - 48.
- "Defining the Influence of Education
on Social Cohesion," International Journal
of Educational Policy, Research and Practice
3 # 4 (Winter, 2002/3), pp. 73 - 97
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| Higher Education and Social Cohesion
It is axiomatic to think of higher education
as a social good, with many of its benefits and
costs affecting the public at large. But exactly
what specific effect higher education may have,
and how those effects can be defined, measured
and calculated, has been a subject of long debate.
With the emergence of many 'new' nations in the
1960s, the debate tended to center on issues of
nation-building, including the general education
role of broadening outlook, increasing tolerance
and the desire to participate in the political
process; the connection between education and
democratic stability; and the degree to which
education was associated with greater voluntary
political participation. Higher education specifically
was thought to add to a nation's technical manpower,
its ability to participate in political and economic
debate, and, at the highest level, its ability
to generate new knowledge.
To focus solely on the abrogation of professional
practice (i.e., on corruption) is not a constructive
means to approach this problem. It is possible
to find a higher education institution free of
corruption but which does not contribute in any
obvious manner to a nation's social cohesion.
It is also possible to imagine an institution
effective at contributing to a nation's social
cohesion in many ways in addition to being free
of corruption. The task of social cohesion today
is quite different from how nation-building might
have been conceived in an earlier era. In the
1960s the major focus was on how graduates conducted
themselves. Today the focus is on how universities
conduct themselves. It includes their participation
in what might be thought of as an international
standard for economic and political behavior (including
social inclusion of minorities and gender equity
among students and faculty), transparency of budgeting
and governance, tolerance in academic endeavors,
its direct teaching of the lessons of citizenship
in what is often a tense and unsettled social
setting. Universities continue to be expected
to maintain their sense of professional autonomy,
but with the passing of the party/states in the
former Soviet Union and Easter Europe, state ideological
dominance is no longer acceptable. This has left
universities to professionally fend for themselves,
and establish their own standards of university
integrity.
My project will focus on how they are doing so
far. In what ways have universities been successful
at establishing their own standards of integrity?
Are the perceptions of this success shared equally
among faculty and students? Equally across disciplines
and schools? To answer some of these questions
I would intend to concentrate on eight issues:
how history is taught, how language is used, civics
and citizenship, pedagogy, external relations,
social equity, faculty and administrative honesty,
and academic freedom. Results of this work will
be shared with the rectors and senior administrators
of the host universities. The first purpose will
be to help them see the issues in a factual and
professional manner and to help them prepare a
plan for their long term development base in part
on the project reports. The second purpose of
these reports will be to discuss them with my
fellow New Century Scholar Researchers. Although
they will be concentrating on other topics, some
may have an interest in the social cohesion issues,
both in the former Soviet Union and as this plays
out in Latin America, Sub-Saharan Africa, the
Middle East and North Africa and Asia. Because
I have some personal experience in working on
education problems in each of these regions, I
would look forward to assisting other scholars
in thinking through problems in which they are
interested in these other regional settings.
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