Higher Education From 1970 to During the

¶ … Higher Education From 1970 to During the era of 1970 to 2000, diversity of students experienced an ideal elevation. Leading universities continued to enjoy significant support from foundations, private enterprises, and government. The role of community colleges expanded in ensuring that students could access semi-professional employment. Approximately 50% of bachelor's degree graduates had credits from community colleges. Despite efforts by the state and the federal government to cap tuition, it continued to increase (Raby & Valeau, 2009).

Although most trends that ran from 1970 to 2000 of higher education have been maintained in the contemporary America, some of them have changed course while others slowed down. Particularly, institutions are increasingly becoming entrepreneurial as they seek for funds because the historical dependence on public funding has shifted to individual donors, corporations, and students themselves. The essential professionalization of faculties hit a snag as universities and colleges prefer to employ great proportions of non-tenure and part time instructors.

Similarly, large centralized systems of public education have paved way to autonomous educational institutions. As these larger trends continue to be witnessed, more developments continue to take shape. Particularly, the proprietary segment continues to expand and gain influence; online courses are increasingly securing a foothold while some institutions are shifting further from collegial system to hierarchical management or corporatism governance. Policy makers have called for performance assessments and indicators of the tract of student teaching (Larsen & Vincent-Lancrin, 2004). From the mid-1970 to 2000, the U.S.

economy went through a rapid development with an average rate of growth of 8% per annum. This is double the rate of growth in the Eurozone. The rate of unemployed dropped to almost 0% as more than 700000 job opportunities were created between 1970 and 2000. Evidently, the causes of this trend remain debatable while it is clear that the major factor behind the success of the nation's economy was the growth of over 2,000 firms owned by foreigners. Various reasonable tax incentives and political stability have orchestrated and attractive investment in the country.

On the other hand, institutions of higher education have also been spotted to have assumed a key role in the promotion of the successful insertion of the country into the global market (Raby & Valeau, 2009). Besides, the role of higher education has taken two different forms: reasonable increases in skills and training developments in key areas from 1970 to 2000. In addition, targeted investments in Research and Development began in the mid 1970s.

Since 1970s, economic national policies have trusted major funding towards dramatically enhancing the nation's innovative, technological, and technical skill base by increasing government support of most institutions of higher education (Larsen & Vincent-Lancrin, 2004). Consistent with trends across the nations of the EU zone, participation and enrollment rates at higher levels have increased tremendously from 1970s. This follows developments in targeted policy that seek to meet the changing requirements of the labor force in the current industrialized society.

Between the years of 2002 to 2005, admission rates doubled the rate of those before the years of 1970s. Moreover, 50% of the labor force in America had attained higher education compared to 9% in the previous years of the 1960s. While.