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007			he u||024||||
008			080220s1988 xxu ||| bt ||| | eng d
037			_aED306822 _bERIC
040			_aericd _beng _cBD-DhUL _dBD-DhUL
082			_a378.8 _bREU
091			_amfm
100	1		_aCaldwell, Roger L.
245	1	0	_a Universities in Transition / _h[microform] / _cRoger L. Caldwell.
260			_a[Washington, D.C.] : _bDistributed by ERIC Clearinghouse, _c1973.
300			_a147p.: _billl.., _c24cm.
500			_aERIC Note: In "The Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness. Final Report and Working Papers." Volume Two. For Volumes One and Two, see HE 022 446-447. For individual working papers, see HE 022 448-480 and HE 022 482-501. Some tables contain small print. _5ericd
500			_aEducational level discussed: Higher Education.
520			_aOne of the working papers in the final report of the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness, this document presents statistical data on the transition of Arizona's universities, consolidating many ad hoc analyses. It lists selected data that helped identify and develop Task Force issues and describes the transition of the universities over the past three decades. Institutional histories are presented for Northern Arizona University, Arizona State University, the University of Arizona, and Arizona community colleges. Faculty and student trends (e.g., overall enrollment changes, instructional distribution by colleges within the university, and distribution of degrees by subject area) are discussed. Research related data include sponsored projects listed by Arizona budget category and research activities by National Science Foundation categories. Budget distribution, capital construction, and program changes as indicators of university emphasis are noted. Data are summarized by such topics as external trends as indicators of internal shifts, degrees awarded as indicator of student interest, research funds received as indicator of research effort, and enrollment patterns as indicator of student trends. Ten conclusions include: Arizona's universities will probably continue in a transition state for the next decade; each university has a different mix of degrees awarded by type of degree; and research growth by the universities as a percentage of national research and development funds varies among the universities. Trend data tables are appended. (SM)
533			_aMicrofiche. _b[Washington D.C.]: _cERIC Clearinghouse _emicrofiches : positive.
650	0	7	_aChange. _2ericd
650	0	7	_aChange Strategies. _2ericd
650	0	7	_aCommunity Colleges. _2ericd
650	0	7	_aCompetition. _2ericd
650	1	7	_aEducational Change. _2ericd
650	0	7	_aEducational Quality. _2ericd
650	0	7	_aEfficiency. _2ericd
650	0	7	_aExcellence in Education. _2ericd
650	0	7	_aHigher Education. _2ericd
650	0	7	_aPublic Colleges. _2ericd
650	1	7	_aState Universities. _2ericd
650	1	7	_aStatewide Planning. _2ericd
653	1		_aArizona
653	0		_aArizona State University _aArizona Task Force on Excellence Efficiency Compet _aNorthern Arizona University _aUniversity of Arizona
655		7	_aReports, Descriptive. _2ericd
655		7	_aNumerical/Quantitative Data. _2ericd
710	2		_aArizona Board of Regents, Phoenix.
856	4	1	_uhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED306822
942			_2ddc _cBK
984			_aANL _cmc 2253 ED306822 _d77000000311016
999			_c167996 _d167996