Relevant bibliographies by topics / Education, Higher. Universities and colleges Universities and colleges Students Educational sociology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Education, Higher. Universities and colleges Universities and colleges Students Educational sociology'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Education, Higher. Universities and colleges Universities and colleges Students Educational sociology"

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Schudde, Lauren, Huriya Jabbar, and Catherine Hartman. "How Political and Ecological Contexts Shape Community College Transfer." Sociology of Education 94, no. 1 (August 31, 2020): 65–83. http://dx.doi.org/10.1177/0038040720954817.

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Broad higher education contexts shape how community college students and postsecondary personnel approach transfer from community colleges to baccalaureate-granting institutions. We leverage the concept of strategic action fields, an organizational theory illuminating processes that play out as actors determine “who gets what” in an existing power structure, to understand the role of political-ecological contexts in “vertical” transfer. Drawing on interviews with administrators, transfer services personnel, and transfer-intending students at two Texas community college districts and with administrators, admissions staff, and transfer personnel at public universities throughout the state, we examine how institutional actors and students create, maintain, and respond to rules and norms in the community college transfer field. Our results suggest university administrators, faculty, and staff hold dominant positions in the field, setting the rules and norms for credit transfer and applicability. Students, who hold the least privilege, must invest time and energy to gather information about transfer pathways and policies as their primary means of meeting their educational aspirations. The complex structure of information—wherein each institution provides its own transfer resources, with little collaboration and minimal alignment—systematically disadvantages community college students. Although some community college personnel voice frustration that the field disadvantages transfer-intending community college students, they maintain the social order by continuing to implement and reinforce the rules and norms set by universities.
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Nettles, Michael T. "History of Testing in the United States: Higher Education." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 38–55. http://dx.doi.org/10.1177/0002716219847139.

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Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution’s unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.
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Custer, Lindsay, and Anne Tuominen. "Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students." Teaching Sociology 45, no. 4 (November 16, 2016): 347–57. http://dx.doi.org/10.1177/0092055x16679488.

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Increasing college students’ exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called “internationalization at home” initiatives, where students interact with people from cultures outside their own while remaining on their home campuses, offers new options. In this article, we describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United States and two universities in Japan. We show through our assessment of the students’ experiences that a well-coordinated, carefully crafted, technology-enhanced internationalization at home activity has the potential to offer important global learning opportunities and intercultural competency development for sociology students who may otherwise lack the means to participate in study abroad.
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BRINT, STEVEN. "Data on Higher Education in the United States." American Behavioral Scientist 45, no. 10 (June 2002): 1493–522. http://dx.doi.org/10.1177/0002764202045010004.

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Higher education is a mixed sector. It includes many public institutions as well as many independent colleges and universities. It also includes some for-profit enterprises. Data resources for the study of higher education are generally very good. This is particularly true for studies of students, faculty, institutional quality, and financial resources. This article provides a catalog of existing data resources, including comments about limitations in the quality of some data sources. The article also discusses data resources needs for the future. These needs will focus on key changes in higher education: the rise offor-profit enterprises and private resources, new markets for postsecondary education, new instructional technologies, and changing social partnership activities. The article concludes by describing a number of studies that could be conducted using data on higher education to address issues high on the agenda of students of the nonprofit sector.
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Mayer, Brian, Amelia Blume, Candace Black, and Sally Stevens. "Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop." Teaching Sociology 47, no. 2 (December 17, 2018): 135–47. http://dx.doi.org/10.1177/0092055x18818251.

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Engaged learning extends education outside of the formal classroom through internships, experiential learning, and community- or service-based learning. To better understand the potential of engaged learning in improving student learning outcomes and encouraging students to pursue STEM-based careers, we describe the development of a community-based research experience related to poverty and report on improvements in students’ self-reported competencies in generalized self-efficacy, research skills, and science motivation. We compare these outcomes to those of students in a traditional sociology methods class to determine whether the engaged learning experience improves learning outcomes. Our findings indicate that students in the engaged learning course report higher generalized self-efficacy and research skills compared to students in the traditional methods course. Based on these findings, we propose a set of strategies for other colleges and universities to integrate engaged learning courses into their curriculum.
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Chenxi, Qiu. "Research on the Ways of Integrating People-oriented Concept into Ideological and Political Teaching." Journal of Education and Culture Studies 5, no. 2 (March 4, 2021): p1. http://dx.doi.org/10.22158/jecs.v5n2p1.

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At this stage, in Chinese education and teaching system of various institutions of higher learning, ideological and political courses, as an important part of the curriculum education system, has a very positive and important practical influence on helping college students establish a scientific and correct outlook on life, world outlook, values, improving the personal moral quality and the all-round development of students’ individual comprehensive quality of college students. With the continuous optimization and upgrading of the reform of the educational management system in colleges and universities in China in the new period, the teaching approaches of ideological and political courses in colleges and universities have gradually shown new development characteristics. This paper will carry out in-depth analysis and research on the significance of people-oriented education concept, the important role of ideological and political course teaching in colleges and universities, the significance of integrating people-oriented education concept into ideological and political course teaching in colleges and universities, as well as the current situation of ideological and political course education and teaching in colleges and universities and the corresponding effectual optimization measures.
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Pei, Hongyan. "Innovation and Entrepreneurship Education and Teaching Based on “Internet+” Research and Exploratio." Advances in Higher Education 3, no. 2 (October 10, 2019): 113. http://dx.doi.org/10.18686/ahe.v3i2.1425.

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<p>In order to promote mass entrepreneurship and innovation, the General Office of the State Council issued the implementation opinions on deepening innovation and entrepreneurship education reform in institutions of higher learning. According to the guidelines for innovation and entrepreneurship proposed by the State Council, colleges and universities should combine the entrepreneurial needs of students and the innovative needs of the society, set up educational goals around the orientation of running a school, and carry out educational reform activities with innovation and entrepreneurship as the theme. Based on the overall social background of "Interne+" and distinct characteristics of the times, this paper analyzes the problems existing in innovation and entrepreneurship education in colleges and universities, and explores effective strategies for implementing innovation and entrepreneurship education in colleges and universities.</p>
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Guo, Congbin, Mengchao Guo, and Xiaowei Hao. "Do Students Prioritize Majors or Specific Colleges? Analyzing the Factors That Influence Preferences in China." Sustainability 13, no. 16 (August 16, 2021): 9196. http://dx.doi.org/10.3390/su13169196.

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China’s college entrance examination has always been regarded as a system that promotes social stability and sustainable development. Students with different characteristics may have dissimilar professional aspirations. Due to the increasing popularity of higher education in China, these characteristics may constitute new influences among students’ professional priorities and educational preferences, and it is interesting to explore how such characteristics, especially family backgrounds, affect these choices. Compared to previous investigations, this study conducted a more systematic and quantitative empirical examination of family background. Accordingly, we used data obtained through a survey on higher education reform conducted by the Graduate School of Education at Peking University. Results showed that family backgrounds significantly influenced student priorities when deciding whether majors or specific colleges were most important. When deliberating over the “unpopular majors” offered at higher-level colleges/universities and the “popular majors” offered at relatively lower-level colleges, students with comparatively advantageous family backgrounds were more likely to prioritize specific colleges; that is, they were more willing to choose higher-level colleges than “popular majors” at lower-level colleges. Conversely, students with relatively disadvantaged family backgrounds were more likely to prioritize majors; that is, they were more willing to forego higher-level colleges/universities in favor of “popular majors” at relatively lower-level colleges.
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Filipovich, I. I. "HIGHER EDUCATION SYSTEM IN THE USA." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 96–102. http://dx.doi.org/10.31775/2305-3100-2017-4-96-102.

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The aim of the article is to analyze the system of Higher Education in the USA. It reviews the kinds of educational institutions and types of education which they provide. The system of Higher education in the United States of America is made up of two levels or stages. The first level is undergraduate education and when students complete it they usually become Bachelors of Art or Bachelors of Science. The second level is called postgraduate education which is completed with acquiring Master or Ph.D. degrees. There are several types of higher educational institutions such as colleges, universities, 2-year community colleges, conservatories, art schools, military academies and others. To be admitted in each level of higher education students have to take some certain standardized tests and prove their ability to manage the educational program. The article describes the system of funding of the USA higher education. The educational institutions can be categorized into public, private and for-profit schools. Private and for-profit colleges and universities are the most expensive schools. Students pay for tuition, room and board with their own money. There is a system of educational loans, scholarships and grants which you can take or receive if you do not have enough of your own finance. Americans are willing to pay for the education of their children as well as their own. It has to do with their belief that education will enable them to achieve success and financial stability. Many Americans follow the lifelong learning for professional growth, new knowledge and skills.
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Eribo, Festus. "Higher Education in Nigeria: Decades of Development and Decline." Issue: A Journal of Opinion 24, no. 1 (1996): 64–67. http://dx.doi.org/10.1017/s1548450500004996.

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On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty and staff. The student enrollment in the universities is on the increase, reaching an estimated 400,000 Nigerian students and a handful of African and non-African students.
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Dissertations / Theses on the topic "Education, Higher. Universities and colleges Universities and colleges Students Educational sociology"

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Bundy, Rosemary G. "Identity Development and Student Involvement of African-american Undergraduate Students at Historically White Colleges and Universities in Southern Appalachia." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2887.

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This study of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, East Tennessee State University, Appalachian State University, and University of North Carolina at Asheville was conducted to determine students' stages of identity development, level of involvement in campus activities, and demographic characteristics within historically White Southern Appalachian colleges and universities, both public and independent. Three research questions were answered by analyzing 21 null hypotheses using the t-test and the chi square test. Hypotheses were tested at the.05 level of significance. Data collected in this study revealed that the students' perceptions of identity development and their level of involvement at historically White public or independent colleges and universities in Southern Appalachia were more similar than different. Comparative analyses sought differences in public and independent student differences in identity development, involvement, and characteristics of African American students at public and independent colleges and universities. Few statistically significant differences were found in the demographic characteristics, stages of identity development, and level of involvement. A comparative analysis of African American undergraduates at independent colleges and universities revealed significant differences in the level of involvement and demographic characteristics. Public universities enrolled more females and their students had more pre-college cultural experiences than independent students. Students enrolled in public universities were significantly less involved in sports than independent students. Specific demographic characteristics did not affect college choices. Data in this study indicated a need for improving the programs, activities, and services available to African American undergraduates attending historically White colleges and universities in Southern Appalachia. Several recommendations were made. Institutional and programmatic strategies were outlined to improve identity development and involvement of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, University of North Carolina at Asheville, East Tennessee State University, and Appalachian State University.
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Pogue, James Hugh. "A comparative analysis of graduation rates of African American students at historically Black colleges and universities and predominantly White institutions." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290001.

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Retention, persistence and graduation rates are not new issues in higher education. Early research by Tinto (1975), Bean (1980), and Pascarella (1980) illustrated the importance of retention and the different methods by which it can be analyzed. These theories, although widely cited and read, account for less than 30% of the variance in departure rates (Astin, 1993). Much of the retention research on African American students has focused on utilizing dominant retention theories to investigate Predominantly White Institutions (PWIs) and Historically Black Colleges and Universities (HBCUs) in attempts to explain or explore the relationship between these students and the institutions (Cabrera, Nora et al., 1999; Person, 1990; Person and Christensen, 1996). The purpose of this study is to push the boundaries of the understanding of African American student retention. The expansion of these boundaries is accomplished in three ways: (1) providing institutions information to help facilitate the graduation of African American students, (2) providing a cross-sectional analysis of demographic characteristics of students at Historically Black Colleges and Universities versus Predominantly White Institutions, and (3) offering new perspectives on retention of African American students utilizing the institution as the unit of analysis. The goals of this project were accomplished by utilizing African American student culture as a lens for viewing the results of this research, a current retention model applied to African American students from a unique set of matched institutions.
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Praeg, Leonhard. ""Morality and authority in existential praxis"." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007593.

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In this study I am concerned with understanding how the emergence of participatory or, broadly understood, existential approaches to education has shifted the nature of the student/lecturer relationship. Historically, the difference was represented through the in loco parentis trope which contains implicit understandings as to the nature of the lecturer's authority and the ethical parameters of the relationship. With the emergence of more participatory approaches this relationship and its constitutive elements have to be re-imagined. In the first chapter I place this enquiry in the contemporary context in which the very identity of the university is changing as a result of massification and the accountability regime. In the second chapter I look at bell hooks' pedagogy as an example of such a participatory approach to education at higher education institutions. I describe her practice as a deconstructive pedagogy that is as powerful as it is because of the operation of a difference constitutive of it. In the third chapter I ask whether representing this difference in terms of the pre-modern master/apprentice offers a useful response to the questions raised by an existential praxis.
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Burdsall, Tina Dawn Lillian. "Do I Really Belong Here? : The Effects of Difference in Paths Through Higher Education on Graduate Student Perception on Legitimacy." PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/2926.

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Why do some master's level students feel confident in completing their programs and some do not? Why do some feel connected to their department and some do not? Why do some feel legitimate as graduate students and some do not? This research proposes that there may be differences in how master's students understand the graduate student role based on whether they went directly from high-school through their bachelor's to their master's, or if they took time off between their bachelor's and master's program. This thesis used in-depth interviews with twelve second-year master's students at Portland State University to explore these questions: six with students who had a linear trajectory through higher education and six with students who had a break after completing their bachelor's and before returning for their master's (broken trajectory students). Students from both groups began their programs with questions about their ability to perform at a master's level. Broken trajectory students were more likely to have thought through their chances of success and entered their programs 'knowing' that they would successfully co~plete the programs even when they questioned their academic abilities. Students from both groups overall felt a progressive increase in feelings of connection to their departments. The linear trajectory students entered their programs with some established feelings of connection with other graduate students. The broken trajectory students did not have these established connections, but desired connection with other serious students. Overall, students from both groups experienced increased feelings of legitimacy as graduate students, but the criteria by which they judged their legitimacy differed between groups. Linear trajectory students used academic ability as a primary measure of legitimacy, where broken trajectory students used having a clear understanding of why they were in graduate school as the standard to determine whether they "belonged in college." The two groups also differed in the source of their student role standard: broken trajectory students used professors as their role reference group, whereas the linear trajectory students used peers and undergraduate students. This thesis closes with a discussion of the implications of this research for theory, programs, and current models of persistence.
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Zimdars, Anna. "Challenges to meritocracy? : a study of the social mechanisms in student selection and attainment at the University of Oxford." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:0e9cf555-a921-4134-baf4-ce7114795f36.

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Garcia-McMillian, Darilis. "Latino student perceptions of college experiences at Historically Black Colleges and Universities." Thesis, Hampton University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629576.

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This study examined Latino student college experiences at Historically Black Colleges and Universities (HBCUs). Black enrollment at HBCUs has been decreasing and, as a result, HBCUs are turning to non-Black students to make up the enrollment deficit. One group sought after by some HBCUs is Latino students. Comprising 15.2% of the population in the United States, Latinos are the largest minority group and these numbers are expected to grow another 29% by 2050. Five undergraduate students at two HBCUs were interviewed for this qualitative study. Findings revealed five themes from participants' college experiences—campus involvement, cultural integration, faculty involvement, family support, and financing of college education. Administrators in academic affairs, enrollment management, and student affairs can consider the study's findings in order to plan Latino student initiatives. A challenge in American higher education has been the Latino educational pipeline; as such, this study is significant because it expands research on Latino college experiences at HBCUs.

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Searle, Ruth Lesley. "The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.

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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
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October, Heidi. "Interaksie binne ‘n heteroseksuele studentegemeenskap : ervarings en persepsies van ‘n geselekteerde groep homo- en biseksuele studente." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/2237.

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Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006.
Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.
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Saunders, Charles Turner. "Native American Tribal Colleges and Universities: Issues and Problems Impacting Students in the Achievement of Educational Goals." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1319501868.

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Davis, Nicole M. "A Quantitative Study of Institutional Attributes that Contribute to Success of Nontraditional Students in Traditional Four-Year Universities and Communities Colleges." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269134.

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Nontraditional student enrollment in institutions of higher education has steadily risen in the past twenty years. Studies predict that this trend will continue in the next ten years. With emphasis on retention and competition, universities must focus their attention on their nontraditional students. The overarching research question the guided the research is: What are the institutional factors contributing to the success of nontraditional students? Thus, the purpose of this dissertation was to do the following: identify the college services used by nontraditional students in higher education; determine services nontraditional students express that they desire, but that are not available in higher education institutions; determine how actively engaged nontraditional students are on college campuses; determine to what extent nontraditional students who attend traditional four-year institutions desire different services than those nontraditional students who attend community colleges do; and identify to what extent nontraditional students who attend traditional four-year institutions differ in their degree of campus involvement from those nontraditional students who attend community colleges.

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Books on the topic "Education, Higher. Universities and colleges Universities and colleges Students Educational sociology"

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Lynam, Suzanne M. Working-class students & third-level education in Ireland: A study of the difficulties facing 'working-class' students. Dublin: University College Dublin, 1996.

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Ian, Carter. Ancient cultures of conceit: British university fiction in the post-war years. London: Routledge, 1990.

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Ancient cultures of conceit: British university fiction in the post-war years. London: Routledge, 1990.

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Equity, Council of Ontario Universities Committee on Employment and Educational. Educational equity initiatives in the Ontario universities, 1994. Toronto: Council of Ontario Universities, 1994.

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1953-, DeBerg Betty A., and Porterfield Amanda 1947-, eds. Religion on campus. Chapel Hill: University of North Carolina Press, 2001.

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Caul, Brian. The personal development of university students: A holistic approach. Coleraine: the Author, 1989.

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Taehan Min'guk chinsil, kyoyuk ŭl mal hada. Kyŏnggi-do P'aju-si: 21-segi Puksŭ, 2010.

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A student's guide to European universities: Sociology, political science, geography and history. Opladen: B. Budrich, 2011.

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1933-, Savage Donald C., and Canadian Association of University Teachers., eds. Counting out the scholars: How performance indicators undermine universities and colleges. Toronto: James Lorimer, 2002.

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Psykholoho-pedahohichni osnovy profesiĭnoï adaptat︠s︡iï maĭbutnikh fakhivt︠s︡iv: Monohrafii︠a︡. Lʹviv: Spolom, 2008.

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Book chapters on the topic "Education, Higher. Universities and colleges Universities and colleges Students Educational sociology"

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Strayhorn, Terrell L. "Sense of Belonging and Student Success at Historically Black Colleges and Universities." In Advances in Higher Education and Professional Development, 32–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch003.

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The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.
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Grimley, Matthew. "You Got an Ology?" In Welfare and Social Policy in Britain Since 1870, 178–94. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833048.003.0010.

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In the decades after the Second World War, sociology was a vogue subject in British universities, eclipsing more traditional disciplines such as history and political philosophy. New departments sprang up in the expanding universities. Academics in other subjects reacted in different ways, some embracing sociology in the hope that some of its cachet would rub off on them, others denouncing it for not being a real subject. By the 1970s, though, the fortunes of sociology were dramatically reversed, as radical sociologists clashed with their more empirical colleagues, and were blamed by the press for inciting student protest. The radical sociologist became a folk devil, epitomized by Malcolm Bradbury’s The History Man (1975), and was particularly demonized by the supporters of Margaret Thatcher. The Thatcher governments attempted to reduce sociology’s funding in higher education, but they found it harder to reverse its more diffusive influence over other disciplines and popular culture as a whole.
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Saiz-Alvarez, José Manuel. "Some Keys for Success in Higher Education." In Handbook of Research on Higher Education in the MENA Region, 298–321. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6198-1.ch013.

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The purpose of this chapter is to examine what the key issues that have contributed to situate several Israeli universities in high positions in the world ranking of universities are. Tertiary education is characterized in Israel by a dual education system, both from an internal (university-colleges) and from an educational perspective, with the arrival of foreign students. The keys to explain the success of universities in Israel are: (1) the coexistence of a dual system; (2) the intensive use of technology and informal-formal learning; (3) the early-childhood education; (4) the implementation of a very strict selection process; (5) the creation of a system based on efficient public expenditure on education; (6) the increasing role of women in education; and (7) the constant improvement of teachers. After having analyzed the Arab-Israeli and the ultra-Orthodox problems, the authors conclude with an outlook for the future.
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Brint, Steven. "College for All." In Two Cheers for Higher Education, 116–57. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691182667.003.0004.

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This chapter explores the processes and discourses of enrollment expansion, as well as the mechanisms colleges and universities have used to help improve the prospects of students who are most at risk of noncompletion. The sociologist James E. Rosenbaum (1998) coined the term “college for all” to describe the aspirations of policymakers and college and university administrators to extend college opportunities as widely as possible. Access and completion are the drivers of the educational revolution that has made college seem less like a choice than a necessity, but the revolution could not have occurred unless it had preserved and indeed added ways for ambitious students to acquire status at college and beyond graduation.
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Kwekwe, Fatima Nini. "Challenges With Gender Diversity Issues in Higher Education." In Handbook of Research on Innate Leadership Characteristics and Examinations of Successful First-Time Leaders, 204–19. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7592-5.ch012.

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The increasing trend of integrating diverse community of students and faculty in higher educational institutions brings with it challenges. It is important to look at the challenges that leaders face if gender diversity is not considered in their decision making. Does gender diversity even matter in the way their decisions are made? Does gender diversity affect the selection of leadership? It is important to understand as to what extent growing gender diversity in colleges and universities has an impact on decision making for leadership in higher institutions.
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Doughty, Howard A. "Administrative Ethics in the Corporate College." In Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration, 131–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4141-8.ch008.

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Changes in the mission, organization, and administration of colleges and universities reflect the transformation from elite to mass to universal access institutions. Curriculum, pedagogy, academic standards, funding, and employer-employee relations have been transformed. Administration has increasingly become management in name and in nature, as the labor process of educational work mimics that of private-sector corporations. Meanwhile, the social purposes of higher education have shifted toward explicitly economic aims and away from intellectual pursuits. Colleges and universities increasingly pursue methods of technical and practical control over human and non-human nature in the interest of prosperity and progress. Academic values of open inquiry are compromised and largely eclipsed by market demands for employability skills and commercially based research. This chapter urges an ongoing critique of higher education in late capitalism, institutional governance reform, and critical interrogation of education as teachers and students address imminent and potentially catastrophic economic, ecological, and ethical problems.
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Evans, Sue C. "Blended Instruction." In Online Course Management, 1319–34. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch069.

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Universities and colleges offering degrees at the associate and bachelor's levels are facing many changes such as the ages of their student populations, the degrees being sought, amount of time dedicated to university studies, and the technology applied toward these educational pursuits. As more and more nontraditional-age students pursue degrees of higher education, universities are being required to reflect on the special characteristics and needs of these students and to make adjustments in their course scheduling as well as many of their student-support related services. In addition to offering evening and weekend courses for the nontraditional, part-time student, many universities are examining and introducing additional delivery modes for their course offerings. Online course delivery has made paramount changes in the operations within the halls of colleges and universities, but blended or hybrid courses are also finding success both for the college/university student populations and many institutions of higher education.
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Evans, Sue C. "Blended Instruction." In Practical Applications and Experiences in K-20 Blended Learning Environments, 28–42. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch003.

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Universities and colleges offering degrees at the associate and bachelor’s levels are facing many changes such as the ages of their student populations, the degrees being sought, amount of time dedicated to university studies, and the technology applied toward these educational pursuits. As more and more nontraditional-age students pursue degrees of higher education, universities are being required to reflect on the special characteristics and needs of these students and to make adjustments in their course scheduling as well as many of their student-support related services. In addition to offering evening and weekend courses for the nontraditional, part-time student, many universities are examining and introducing additional delivery modes for their course offerings. Online course delivery has made paramount changes in the operations within the halls of colleges and universities, but blended or hybrid courses are also finding success both for the college/university student populations and many institutions of higher education.
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Frijhoff, Willem. "Colleges and their alternatives in the educational strategy of early modern Dutch Catholics." In College Communities Abroad. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995140.003.0003.

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Like other Catholic communities in Protestant jurisdictions, the Dutch had their own early modern collegial network. The early modern Dutch state is commonly known as a Protestant bulwark from which the Catholics were by and large expelled. However, due to the efforts of the Catholic Reformation and the reluctance of many Dutch to embrace Calvinism in its orthodox variety, Dutch Catholicism managed to survive on a rather large scale, though often with a particular colour marked by lay power and imbued with Jansenism, a rigid variety of Catholic theology rather similar to orthodox Calvinism. Whereas Catholic elementary education continued to be provided in private schools, Catholic colleges and universities, as public institutions, were not allowed in the Dutch Republic. During two centuries Dutch Catholics, at least the militant among them, had to go abroad for their secondary and higher education. Foreign colleges played a major role in their education and intellectual debates: the Dutch colleges of Cologne, Dole, Douai and Rome remained faithful to the Old Church, whereas those of close-by Louvain were the breeding-ground of Jansenism. Significant numbers of Dutch students went to other Catholic universities, at Reims in France, at Pont-à-Mousson in Lorraine, or at different German universities. The Jansenist schism of 1723 led to the creation of the Old Catholic Church with its own college at home, at Amersfoort, tolerated by the Dutch authorities. The scale of the Catholic communities posed a multi-confessional challenge for the Dutch. This was overcome by a high level of official connivance, permitting the tacit creation of Catholic teaching institutions on a private basis, including some small colleges, and the organization of Catholic confraternities at the public universities. Similarly, the Calvinist ‘regents’ mostly closed their eyes to the stream of Catholic students towards foreign colleges in spite of their repeated interdiction by the States-General. This essay will look at four educational strategies adopted by Dutch Catholics to ensure their survival as a confessional community.
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Scupin, Raymond. "The Concept of Culture and Higher Education." In Cultural Awareness and Competency Development in Higher Education, 1–20. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2145-7.ch001.

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Twenty first century university and college students face a world that is increasingly global and multicultural. To ensure students develop the cultural competence to adapt to this global arena, universities and colleges have been developing cultural competence policies and programs, as an interdependent global economy requires well-trained, multilingual, and culturally knowledgeable employees.In assessing the results of cultural competence policies in higher education, it is first necessary to examine the concept of ‘culture' as it has been employed in the media and in many educational, academic, political, and corporate settings. This essay will summarize the history of the concept of culture and how it was developed within Western anthropology. In many cases the concept of culture has been abused and misapplied. It will also explore more nuanced approaches to the concept of culture that may contribute to a discussion about how cultural competence should be implemented in higher education programs.
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Conference papers on the topic "Education, Higher. Universities and colleges Universities and colleges Students Educational sociology"

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Li, Yeena, Bin Li, Kin Cheung, and Hilda Tsang. "Contributing factors to academic achievements: from community college to university in Hong Kong." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11182.

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Academic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students’ learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong’s universities. The study aims at exploring the relationship between transfer students’ approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring from community colleges to an university in Hong Kong. Students’ approaches to learning and perceptions of the teaching-learning environment were measured using the HowULearn questionnaire. Analyses were carried out using factor analysis, Pearson correlation and linear regression. The results confirmed positive relations between students’ perceptions, approaches and achievement. Students studying in an organised manner achieved better academic performance, whereas those using a surface approach poor performance. Others might also adopt an intermediate approach to learning. The results indicate that promoting awarenesses of choosing and using appropriate learning approaches is important for fostering academic success among students.
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Tubaishat, Abdallah, Azzedine Lansari, and Akram Al-Rawi. "E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3341.

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Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.
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