The development of organization and administration in the institutions of higher learning in Texas




Crosslin, Hiawatha, 1897-

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Higher education in Texas began with the founding of Rutersville College, in 1840. Since that beginning the field of higher education has been developed through the establishment of a large number of denominational and state institutions and at least one important private institution. In the century that has passed, the curriculum has been vastly expanded from a simple course of studies in the liberal arts to widely extended courses of studies in the arts and sciences and in the various professional fields. With the growth of the institutions and the expansion of the curriculum the need for enlarged systems of institutional administration has developed. Upon even casual observation it is found that, while some degree of uniformity obtains among the administrative patterns of the various colleges and universities now in existence in Texas, there are also certain significant differences in the administration of the various institutions. It is the purpose of this study to analyze the administrative organization of various representative institutions in Texas to determine (1) the various patterns of administrative organization employed by the institutions of higher learning; (2) the administrative functions that are common and those that are unique among the various institutions included in this study; and (3) the relation between the development of administration and curricula. This investigation is limited to a detailed analysis of the organization, administration, and curriculum of senior colleges and universities in Texas. While attention is especially focused upon the institutions that were in operation in 1941, it was found profitable, for the purpose of establishing an historical background, to include, also, a study of the philosophy, curriculum, and administration of representative early colleges in the state. Such features as the growth of the laboratories, research, publications and athletics are not included in this study. Libraries and extension work are discussed only from materials included in the catalogues for the long session, 1941-1942