The Research On Quasi-nationalism Of American Higher Education Management

Since 1636 the British colonists founded the first institution of higher learning - Harvard College in the United States, the American higher education has gone through nearly four-century long history. The U.S. federal government's management of higher education can be roughly divided into three phases: the unknown management of higher education from the founding of the early to The Civil War; the intervention on management of higher education after the Civil War to before World War II; a large-scale intervention on Higher education after World War II. The power of the federal government has increased in the distribution of power of higher education management, showing a trend of centralization. In the relations between higher education and the state, higher education is closely linked with the national interest because of the increase in higher education and social status. Based on the history of higher education managed by the U.S. federal government, this article analyses the quasi-state causes, manifestations and effects of the quasi-nationalist of American higher education management.The full text is divided into five parts:The first part is about the introduction. This article describes the origin and significance of research, and analyses, summarized the research related to this article. In the end, this article elaborates research methods and research ideas used by this article.The second part is about the management of nationalism and education. First, the meaning of nationalism and characteristic is defined. Nationalism as a concept system is supreme internal and absolute independent external in state power; under the national, individual in countries and other groups pay attention to national interest. The relation between state and individual is affiliation. In the international community, they start with national interest to safeguard the interests of their own. Further from two dimensions of the national power and national interest, this analyses the characteristics of nationalism. Secondly, this discusses education management with the notion of nationalism from two aspects: they are totalitarian of education management and the primacy of national interests of education management. Finally, from the education administration system, education legislation, education funding and national interests and objectives achieved by education, this part simply describes the characteristic of quasi-nationalism in American education and management.The third part is about the driving forces of the quasi-nationalism of the management of higher education in the United States. First, it is the direct factor of quasi-nationalism that the federal government expands the functions of the management of higher education in the United States. Secondly, the environmental factors of the quasi-nationalism of the management of higher education in the United States are the domestic economic development, political democracy, national security, international military, scientific and technological, ideological competition. Thirdly, the new features of the higher education: the expansion of higher education and changes in the functions of higher education. This new feature becomes the quasi-fundamental factor of the quasi-nationalism of the management of higher education in the U.S. Fourthly, another potential factor of the quasi-nationalism of the management in American higher education is the enhancing social status of higher education.The fourth part is about elaborating the manifestations forms on the quasi-nationalism of the management in American higher education. First, organization of the federal educational administration intervenes in higher education. The beginning introduces educational administration of the federal agencies and their functions. The next discusses that federal ministry of education and other functions of institutions influence on higher education. Secondly, federal financial funding controls higher education. Then analyze the influence on higher education from three aspects: financial aid mainly to colleges; research funding mainly to subjects; financial assistance mainly to student financial assistance. Thirdly, non-governmental organizations as intermediary control higher education. The beginning introduces non-governmental organizations of American higher education. The next discusses the relation between Federal Government and non-governmental organizations of American higher education. The end analyzes the influence on non-governmental organizations of American higher education by Federal Government. Fourthly, policy and legislation of federal higher education intervenes higher education. The beginning discusses evolution of American Higher Education Council through the history view. The next construes policy and statute of federal higher education. The end summarizes features that policy and legislation of federal higher education intervenes higher education. Fifthly, American Higher Education serves national interests. Higher education contributes to the state from three dimensions: economic development, social democratic and national security.The fifth part analyzes the influence of the quasi-nationalism of the management of American higher education. There are several aspects. First, it promotes U.S. economy and military. Secondly, it challenges independence of higher education. Thirdly, it brings chance for higher education. Fourthly, unique system of higher education management is formed.