ADVERSE IMPLICATIONS FOR UNIVERSITY TEACHING CONCEALED IN ECONOMICALLY DRIVEN POLICIES

Modern universities represent large economic operations fueled by fund s that are increasingly derived from student tuition as government sub sidies shrink. Student recruitment and retention are now mainly driven by the need for the dollars that students pay into the system. Policy that is responsive to these pressing economic realities, promulgated at all institutional levels, promotes professional behavior that encou rages student retention while allowing this to occur through subtle sa crifice of the traditional essence of the university. A multiphase ana lysis relates the institution's economically driven policies on retent ion to their classroom implications and to other effects on the behavi or of the teaching faculty.