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1
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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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/s0047160700502212.
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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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Saha, Neete. "International Students and Scholars in the United States: Coming From Abroad." Journal of International Students 4, no. 3 (July 1, 2014): 296–98. http://dx.doi.org/10.32674/jis.v4i3.469.
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International students and scholars in the United States: Coming from abroad is a well-written, well-researched, and well-timed monograph. In pursuit of higher education, international students have continued to attend colleges and universities in the United States of America in spite of the educational, emotional, and cultural issues. According to the Institute of International Education (IIE), 723, 277 international students and more than 115,000 international scholars matriculated in American colleges and universities in 2010/2011 (pp. 4-9). The editors, Heike Alberts and Helen Hazen, have not only provided readers with an opportunity to learn about international students and scholars from Asia, Africa, and Europe but have also addressed critical issues faced by the international students and scholars in the United States.
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Laforge, William N. "Campus Governance in U.S. Universities and Colleges." Review of European and Comparative Law 42, no. 3 (September 1, 2020): 113–40. http://dx.doi.org/10.31743/recl.8528.
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The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance.
In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors.
Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today’s higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and “share” authority and responsibilities for a university’s administrative, management, and decision-making functions, i.e., “on-campus governance.” In this respect, shared governance “borrows” many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.
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Al-Hajri, Salim, and Abdelghani Echchabi. "Exploring Factors Affecting Successful Acceptance of E-Learning: Innovative Technology Solutions in Oman." International Journal of Business Administration and Management Research 3, no. 1 (March 29, 2017): 1. http://dx.doi.org/10.24178/ijbamr.2017.3.1.01.
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Abstract- E-learning is changing the landscape of many educational organizations globally. It has been embraced by many educational organizations in rapidly developing countries such as India, China and Malaysia. Wang (2003) stresses the importance of IT solutions in teaching and learning which is required to develop students’ skills by using more contemporary, resourceful and effective methods such as e-learning technology solutions in the universities. Recently, e-learning has become one of the IT tools which have emerged very strongly in the educational sector and specifically in the higher education. Yet, e-learning technology solutions offered by universities suffer from high cost and quality problems, and hence lack of acceptance. As such, this paper examines the factors affecting successful acceptance of e-learning technology solutions offered by colleges and universities in Oman from students’ perspective. The findings of this study will enrich the knowledge of students’ acceptance of e-learning in the Omani colleges and universities.
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Allen, Walter. "The Color of Success: African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities." Harvard Educational Review 62, no. 1 (April 1, 1992): 26–45. http://dx.doi.org/10.17763/haer.62.1.wv5627665007v701.
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Black students' participation in higher education has experienced periods of growth and decline. The recent resurgence and proliferation of racial incidents on college campuses,coupled with a floundering economy, signals a need to place this issue at the forefront of our educational agenda once again. In this article, Walter R. Allen presents the results of a quantitative study on the differences in the college experience between Black undergraduates who attended historically Black colleges and universities and those who attended predominantly White colleges and universities. Building on the results of a number of related studies and analyzing data from the National Study on Black College Students, Allen further examines the effects of key predictors on college outcomes among these two groups of students. He thus sets the stage for some provocative conclusions, with implications that extend beyond the boundaries of academia.
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Coley, Jonathan S., and Dhruba Das. "Creating Safe Spaces: Opportunities, Resources, and LGBTQ Student Groups at U.S. Colleges and Universities." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312097147. http://dx.doi.org/10.1177/2378023120971472.
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Research shows that lesbian, gay, bisexual, transgender, and queer (LGBTQ) student groups facilitate LGBTQ students’ personal development. Nevertheless, we know little about the prevalence of LGBTQ student groups and why some colleges and universities are home to LGBTQ student groups while others are not. Drawing on our original database of officially recognized LGBTQ student groups across all four-year, not-for-profit U.S. colleges and universities, we first show that LGBTQ student groups can be found at 62 percent of U.S. colleges and universities. Guided by social movement theory, and employing logistic regression analyses, we then show that LGBTQ groups are more likely to be present in favorable political contexts (Democratic-leaning states), favorable educational sectors (public and secular schools), and schools that have the human and organizational resources necessary to support them. The study advances scholarship on LGBTQ issues in higher education and holds important practical implications for students working to promote LGBTQ inclusion in U.S. schools.
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Zhukovskyi, Vasyl, and Kateryna Simak. "The Prerequisites To Ukrainian Students Participation In Study Abroad Programs At The Canadian Universities And Colleges." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 39–46. http://dx.doi.org/10.1515/rpp-2015-0038.
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AbstractThe problem of outbound mobility of Ukrainian students has been presented in the paper. The data regarding the number of Ukrainian students studying in Canada has been pointed out. This paper examines “push-pull” factors which motivate Ukrainian students to seek higher education overseas and factors which attract Ukrainian students to Canadian higher education establishments.The research methodology comprises theoretical (descriptive, statistical, comparative) and practical (content analysis of interviews and feedbacks of Ukrainian youth and students studying at the Canadian universities and colleges) methods. Theoretical and practical results of the research focus on analysis of the educational, social, political, economic and cultural prerequisites to Ukrainian students studying abroad, in particular at the universities and colleges in Canada; the advantages of Canadian higher education system have also been suggested. Among the perspectives of further research, we define the analysis of governmental and institutional implications of international students’ recruitment with the regard to development of inbound student mobility in Canada.
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Zhang, Tao. "Reform and Practice of Constructing Undergraduate Practice Teaching System Based on "Virtual Simulation Technology"." Lifelong Education 9, no. 5 (August 2, 2020): 138. http://dx.doi.org/10.18282/le.v9i5.1230.
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The in-depth implementation of the reform of higher education has made people pay more and more attention to the improvement of students' application ability, so how to construct a practical teaching system that meets the educational goals according to the specific development of the school has become a key solution for many colleges and universities. The problem. This article starts with the main factors that hinder the establishment of practical training teaching systems in colleges and universities, looking for specific ways to introduce virtual simulation technology into construction work, hoping to play a certain reference.
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Ogorodnikova, T. G., and O. V. Klopova. "PECULIARITIES OF THE MOTIVATIONAL SPHERE OF STUDENTS OF A PEDAGOGICAL UNIVERSITY AND COLLEGE." EurasianUnionScientists 12, no. 5(74) (June 14, 2020): 27–32. http://dx.doi.org/10.31618/esu.2413-9335.2020.12.74.819.
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This article discusses in detail the results of a psychological study of motivational characteristics of students receiving secondary special and higher pedagogical education. The purpose of the empirical study was to determine the motivational relevance of the future profession of students-teachers. The authors test the assumption that students studying at teachertraining colleges and universities have similar motives for choosing a place of study. The study shows that students-teachers who receive secondary special and higher education, when choosing the profile of further education, were guided by external motivators that are not related to educational activities, such as: advice from parents, advice from friends, proximity to the place of residence, a wide range of communication, etc. The main conclusion of the work was the conclusion that students-teachers studying both in colleges and universities, only partially correspond to the chosen profession, both of them do not have an internal motivation to receive pedagogical education, there is no desire to work in the future in the specialty
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Brunsting, Nelson C., Megan Mischinski, Wenjin Wu, Tenisha Tevis, Risa Takeuchi, Yueying He, Yihan Zheng, and Travis L. Coverdell. "International Students’ Social Outcomes, Educational Status, and Country of High School Graduation." Journal of Studies in International Education 23, no. 5 (January 30, 2019): 589–606. http://dx.doi.org/10.1177/1028315318825362.
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Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.
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Byrd, W. Carson, Rachelle J. Brunn-Bevel, and Parker R. Sexton. "‘WE DON’T ALL LOOK ALIKE’." Du Bois Review: Social Science Research on Race 11, no. 2 (2014): 353–85. http://dx.doi.org/10.1017/s1742058x14000162.
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AbstractThe examination of student group performance is a constant need as American higher education continues to expand and become more racially and ethnically diverse. Recent scholarship on the academic performance of Black students at elite colleges and universities has glossed over possible disparities among these students, particularly among different immigrant groups. The current study clarifies these differences in academic performance by examining four Black student groups at elite colleges and universities in the United States: native Blacks, Black immigrants from Africa, Black immigrants from the Caribbean and Latin America, and Black immigrants from other parts of the globe. The analyses point to many similarities and differences among the four Black student groups in their characteristics and influences on their academic performance in college such as gender, precollege friendships, high school academic preparation, college major, and closeness to Whites and Blacks. Additionally, this study found evidence of possible colorism among Black students at elite colleges.
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Wang, Yuanyuan. "Research on the Teaching Strategy of Broadcasting and Hosting Specialty in Colleges and Universities from the Perspective of New Media." Review of Educational Theory 2, no. 3 (July 2, 2019): 25. http://dx.doi.org/10.30564/ret.v2i3.896.
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[Abstract] With the continuous development of science and technology and the comprehensive arrival of the information era, new media has gradually emerged and developed, which has had a serious impact on the original media form. Under the background of new media, higher requirements are put forward for the education and teaching activities of broadcasting and hosting specialty in colleges and universities, and the combination of new media technology and Chinese educational practice is the general trend in the current education field, which can effectively improve students’ learning quality and learning effects, and provide a broader space for the development of new media professions. This paper mainly explores the teaching strategies of broadcasting and hosting specialty in colleges and universities from the perspective of new media.
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Cohen, Tema A., Sullivan D. Ray, Cassidy Audette, and Robert Weis. "College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost." Journal of Education and Culture Studies 4, no. 3 (August 25, 2020): p130. http://dx.doi.org/10.22158/jecs.v4n3p130.
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Students with disabilities face many challenges in their pursuit of higher education. Academic accommodations and other educational supports can allow these students to learn, and to demonstrate their learning, in a manner similar to their classmates without disabilities. The purpose of this study was (1) to determine the percent of students classified with disabilities and receiving accommodations in college and (2) to see if students’ access to accommodations varies as a function of their college’s type, selectivity, and cost. Overall 4.6% of undergraduate students are formally registered with their school’s disability office. Contrary to expectations, the highest percentage of students with disabilities receiving accommodations are found in America’s most selective and expensive private colleges and universities. The prevalence of students with disabilities at private, liberal arts colleges in particular is almost three times higher than the prevalence at two-year public (i.e., community) colleges. These findings suggest that public colleges should be more proactive in identifying and accommodating students with disabilities and private colleges should be more judicious in their accommodation granting. Colleges should also use principles of universal design to promote the academic success of all students, regardless of their disability status.
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Liu, Ting. "Research on Personnel Training Mode of Business Administration Major Based on OBE." Modern Management Forum 5, no. 1 (April 10, 2021): 56. http://dx.doi.org/10.18686/mmf.v5i1.3288.
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The establishment of teaching and scientific literacy training for business administration majors in universities is not only related to the implementation quality and level of teaching for business administration majors in universities, but also has an important impact on the training of applied talents in China. In the strategy of rejuvenating the country through science and education, we should not only explain theoretical knowledge in teaching, but also pay attention to the improvement of students’ practical ability and knowledge application ability, especially in higher vocational colleges, so as to provide high-quality talents for the development of various undertakings in China. Cultivating high-level and high-quality innovative talents is an important mission shouldered by colleges and universities, and it is also an urgent need of the development of the times. This paper draws lessons from the advanced educational idea of results-oriented education, and discusses how to improve the teaching quality, students’ professional skills and students’ adaptation to the future working environment through OBE (Outcome-Based Education) teaching mode, so as to find out a teaching mode that is more suitable for improving the professional core competence of college business administration students.
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Guo, Yibin. "Research on the Reform of Civil Engineering Practice Teaching under the Cultivation of Innovation Ability." Advances in Higher Education 3, no. 3 (August 30, 2019): 40. http://dx.doi.org/10.18686/ahe.v3i3.1461.
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<p>The reform of the current education system has put forward higher requirements on the teaching of colleges and universities. On the one hand, teachers should be responsible for teaching students‘ knowledge and improving students' cultural literacy. On the other hand, they should cultivate students' comprehensive practical ability and innovative ability. Civil engineering major is an important major to train talents for China's economic development. The educational reform of colleges and universities should constantly improve the quality of practical teaching of civil engineering and cultivate talents with strong comprehensive ability for China's economic and social development. At present, the research on the teaching reform of civil engineering is deepening, aiming at improving the quality of civil engineering teaching and promoting the reform of construction course teaching. This paper mainly studies the cultivation of students' innovation ability by the reform of civil engineering practice teaching.</p>
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Wenqing, Lai. "Exploration of the path of art education resources in Colleges and universities in Jiangxi." E3S Web of Conferences 189 (2020): 03004. http://dx.doi.org/10.1051/e3sconf/202018903004.
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Art education in colleges and universities is an important part of China’s higher education. It takes art as the content and educates people. Through educational activities, it fosters college students to form correct aesthetic concepts, improve their personal personality, and stimulate their imagination and creativity. The integration of art education into Hakka cultural inheritance has the problem of compatibility between the law of cultural inheritance and the law of education. Efforts should be made to activate static local cultural resources into dynamic educational and cultural capital. Hakka culture curriculum system should be integrated with traditional cultural characteristics and art education concepts. The contents should be closely related to art education, and the Hakka spirit of simplicity and diligence should be transmitted through the connotation of Hakka culture. The “cultural resources into curriculum resources”, “cultural elements into cultural creativity” double path teaching implementation, to achieve the value of Hakka cultural resources inheritance.
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Dirgantari, Puspo Dewi. "Analysis on the Quality of Educational Services in an Effort to Improve the Image of Higher Education." International Journal Management Science and Business 1, no. 1 (May 11, 2019): 27. http://dx.doi.org/10.17509/msb.v1i1.17110.
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Education is one of the most effective tool in changing people. Along with the globalization that continues to occur at high speeds that touch every aspect of human life is also touched education globally. These changes make the college market and competition becomes more widespread than previously and the relative moving faster than the ability of universities to respond. Currently, there are ranking universities in the world of international standards by agencies recognized by the world. in 2011, not a single university in Indonesia recorded the world's top 50 universities in both versions Webometrics and the QS World University Rankings. This shows that the competitiveness of universities in Indonesia are still not strong enough in comparison with universities abroad that ultimately the competitiveness of these colleges will build the image of college. The image has a very important meaning for the institution.The method used in this study is descriptive and explanatory survey of a sample survey with a size of 100 foreign students. The research was conducted within a period of less than one year (not sustainable in the long run) so that the method used is a cross-sectional. The data used are the primary data and secondary data collected through the literature study and questionnaire. The results revealed that the quality of education services at public universities in Bandung classified into good category, this means that the service received or perceived by foreign students has been as expected and the quality of education services affect the image of public universities in Bandung.
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Kaur, Harpreet, and G. S. Bhalla. "Demographic Factors in the Evaluation of Students’ Satisfaction towards Quality in Higher Education: A Study of Government Colleges of Punjab (India)." Management and Labour Studies 43, no. 4 (September 18, 2018): 234–46. http://dx.doi.org/10.1177/0258042x18791611.
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The Punjab education system has witnessed significant expansion in public higher education, both in terms of number of institutions as well as the students’ enrolment with 10 state universities and 48 government colleges. But higher education sector in Punjab still confronts various problems. The extent of various factors of higher educational institutions effectiveness depends on individual features such as demographic variables. This article investigates the difference in the satisfaction of students towards college effectiveness on the basis of demographic variables. The sample of the study comprised of 369 students from the various government colleges of Punjab, and the data was analysed using mean value, t-test and analysis of variance (ANOVA). Results showed that on the basis of gender significance, differences were found in the case of infrastructure facilities, extracurricular activities, financial administration and placement services of the colleges. In the case of level of education, bachelor’s students were most satisfied for infrastructure facilities, placement services, student support services and financial management of the colleges. On the basis of course stream, arts group and commerce group were significantly different on responding towards the academic environment. In the case of college administration, significant differences were found between commerce and science groups, and for extracurricular activities differences were found among arts, commerce and science groups. According to the location of the colleges, significant differences were found in extracurricular activities and financial administration of the colleges.
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Alshehri, Saad Zafir. "Health-promoting initiatives in Saudi higher education." Health Education 119, no. 5/6 (July 5, 2019): 366–81. http://dx.doi.org/10.1108/he-12-2018-0067.
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Purpose The purpose of this paper is to understand if effective road safety education is being provided to students by embedding educational programmes within a curriculum framework. Design/methodology/approach A qualitative methodology was used to gain in-depth understanding of the health-promoting initiatives of Saudi Arabian universities and colleges in preventing risky driving behaviour among students. Interviews were used to collect data from 11 faculty members. Findings Results suggest that educational programmes for changing the risky driving behaviour of students are still in their infancy. The findings raise questions about road safety and driving. While initiatives are being taken for promoting awareness within educational institutions on road safety, there is still a lack of awareness of traffic regulations and signs. Originality/value Since there is a paucity of research on health promotions specifically related to aberrant and risky driving in the Kingdom, this paper adds value to educators and policy-makers.
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Калижанова, Анна, Anna Kalizhanova, Баян Ибраева, and Bayan Ibrayeva. "Gamification of Educational Process for Development of Independent Work Learners’ by Students." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 3 (October 12, 2017): 51–53. http://dx.doi.org/10.12737/article_59d7860b667174.84726065.
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This article focuses on the necessity and inevitability of introduction of the elements of gamification in the educational process to prevent the outflow of students from colleges or universities due to the lack of interest in obtaining the knowledge by the traditional forms of education. The authors share their experience of gamification in the educational ecosystem using a free online platform Trello Board, which provides a broad range of features to control students, maintain their level of motivation for further learning as well as develop students’ autonomy, collaboration, and higher order skills (HOTs).
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Cumberledge, Jason P. "The Benefits of College Marching Bands for Students and Universities: A Review of the Literature." Update: Applications of Research in Music Education 36, no. 1 (December 8, 2016): 44–50. http://dx.doi.org/10.1177/8755123316682819.
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College marching bands are a large and visible part of American music education. Institutions of higher learning have benefited from the existence of marching bands, as they serve as a powerful recruitment tool and an essential public relations vehicle for music departments and universities. The benefit students may receive from marching band participation is influenced by a variety of social and educational factors. This article is a review of literature on the benefits of marching bands and band participation for universities and college students. The review is organized as follows: (a) brief introduction and methodology, (b) benefits for colleges and universities, (c) benefits for college students, (d) challenges for college students, and (e) summary and recommendations. This article presents scholarship on the possible benefits of marching bands for students and universities in an effort to aid recruitment and inform administrators of the value a marching band brings to their school.
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Mustafina, F. Z., I. N. Fedekin, and N. G. Khakimova. "Organizing Network Cooperation in the Context of Implementation of Professional Educational Programmes in Higher Education." Psychological-Educational Studies 8, no. 2 (2016): 11–20. http://dx.doi.org/10.17759/psyedu.2016080202.
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The paper reviews rules of joint implementation of professional educational programmes for specialists of middle and higher (bachelor’s degree) levels of education in the context of research and educational cluster. It focuses on the organizational conditions for the development of applied professional competencies necessary for working with technologies in the humanities, along with fundamental knowledge in particular subject areas. In the authors’ opinion, network cooperation between universities and colleges in the form of an innovative educational complex would help create a system of accessible continuing education, improve the quality of personnel training, expand the list of training programmes and courses, and increase mobility among students and teachers in educational institutions.
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Benick, Gail. "26. Digital Storytelling and Diasporic Identities in Higher Education." Collected Essays on Learning and Teaching 5 (June 19, 2012): 147. http://dx.doi.org/10.22329/celt.v5i0.3360.
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The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education. Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture. At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn. What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology? This paper explores the use of one method that has attracted global interest: digital storytelling. Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education.
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Yamazaki, Shinichi. "Development of an evidence-based guideline for improving self-assessment in Japanese junior colleges." Impact 2020, no. 8 (December 16, 2020): 26–28. http://dx.doi.org/10.21820/23987073.2020.8.26.
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Higher education can serve several functions for society. In principle, it aspires to push the boundaries of learning, teaching and our understanding of the world. It also aims to offer people an education which will give them access to more intellectually complex technical jobs. Japanese Junior Colleges are two or three-year higher education and awards an associate degree. They typically offer more vocational and job-related courses than 4-year colleges and universities. Assistant Professor Shinichi Yamazaki is a researcher at J.F. Oberlin University in Tokyo and principal investigator at one of the committees of the Japan Association for College Accreditation (JACA). JACA applies the National Survey for Junior College Students (NSJCS, Tandaiseichosa), which was based on research work leading by him and his team, to assess educational institutions. This research aims to develop an evidence-based guideline for Japanese junior colleges by the NSJCS.
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Abhishek, K., P. Suchit, G. Savita, S. Kalgi, and K. S. Beena. "ACADEMIC WEB TOOL FOR WEIGHTAGE DETERMINATION OF RANKING PARAMETERS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-5 (November 19, 2018): 1–8. http://dx.doi.org/10.5194/isprs-archives-xlii-5-1-2018.
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<p><strong>Abstract.</strong> Indian education system, third largest of education system in the world comprises of Universities, Colleges, Technical institutions, Institutions of National importance etc. Choosing the right institution for academic activity is always a challenging job. In this context, ranking of Universities play a big role in shaping opinions of current potential students, parents, employers and government about the quality of educational institutions. National Institutional Ranking Framework (NIRF), an initiative of MHRD is the ranking system of India to rank all institutions of higher education in India. The current framework of NIRF works on approved set of parameters and assigned weightage. We propose a user defined framework with our own set of parameters based on survey of national and international ranking system. Weightages are calculated (algorithm based) dynamically by registering the preferences of different stakeholders. A web-portal was developed to capture the responses of different stakeholders, calculate weightages and can be used to assign ranking to the universities on the basis of end-user preferences. The portal was tested by registering responses of school students, colleges students, faculties of universities and parents and calculating the weightages for each parameter run time. This paper presents our methodology ,results of data analytics of survey and performance of our algorithm in evaluating the weightages, importance of parameters and perception of stakeholders of institutes at various levels.</p>
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Barrow, Clyde W. "Corporate Liberalism, Finance Hegemony, and Central State Intervention in the Reconstruction of American Higher Education." Studies in American Political Development 6, no. 2 (1992): 420–44. http://dx.doi.org/10.1017/s0898588x00001036.
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The origins of the American university system are generally traced to a reform cycle that began in the late 1890s and culminated in the 1920s when most colleges and universities adopted institutional structures, faculty routines, and financial systems that approximated those of a modern corporation. As contemporary educational historians have rewritten the saga of higher education reform, the institutional changes that swept through colleges during this formative period have come to be viewed as a virtually inevitable functional response to the demands of political and economic modernization. The underlying historiographic theme of modernization theory is that as higher institutions expanded in size, internal diversity, and organizational complexity, university presidents responded with the only feasible administrative alternative that could restore effective control and economic efficiency to educational institutions. Indeed, Laurence Veysey's classic rendition of this scenario concludes that a corporate type of bureaucratic administration became “essential” if higher institutions were to avoid educational confusion and fiscal insolvency, while adjusting to the cultural, economic, and political demands placed on them by industrial society.
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Leon, Raul A., and Jaime N. Byrd. "Student Success in College: Creating Conditions That Matter." Journal of International Students 2, no. 2 (July 1, 2012): 194–95. http://dx.doi.org/10.32674/jis.v2i2.531.
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Student Success in College: Creating Conditions That Matter offers a closer look into the U.S. system of higher education, seeking to answer the following question: What policies, programs, and practices promote student success? The authors embark on this journey examining a group of 20 four-year colleges and universities (e.g. schools included eight private and 12 public institutions representing 17 different states, with populations ranging from 682 to 23,063 students) that have fostered educational environments where engagement and success have transformed the experiences of enrolled students. For the purpose of this review, we organize our thoughts in the following two sections:
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Djoleto, Wilhelmina. "A Delve Into The Deployment Of eCommerce And Higher Educational Learning." Contemporary Issues in Education Research (CIER) 5, no. 3 (July 9, 2012): 201. http://dx.doi.org/10.19030/cier.v5i3.7096.
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Higher Educational Institutions (HEIs) and organisations have made significant investments in eCommerce/eBusiness in efforts to keep up with heightened technology penetration in organisational and institutional fabrics. These efforts have been incorporated in their strategic mission partly, to bolster their reputation. HEIs reputation depends much on their delivery of education to their clientele (students); thus, their endeavours to invest in eCommerce solutions. In reconnoitring the impact of eCommerce/eBusiness at HEIs, higher level administrators at randomly selected cluster sample of historically black colleges and universities in America were surveyed. A mixed method analysis showed positive impact between eCommerce/eBusiness and student learning, student satisfaction, student conflict resolution.
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Kaur, Ushveen, and Sugandha Gupta. "Evaluating Quality - Measures to Improve NAAC Ranking for Higher Education Institutes." International Journal of Recent Technology and Engineering 9, no. 6 (March 30, 2021): 97–105. http://dx.doi.org/10.35940/ijrte.f5411.039621.
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Quality in education is imperative and thus it is a matter of great concern for the universities, colleges and institutions to maintain it. There are varied criteria to measure quality and methods to improve it with time. A lot of Higher Education Institutions (HEI) offer courses across streams for the students to pursue. The success of an educational institute depends on the quality of education. Educationalists, policy makers, researchers and scholars across the world are working towards quality management for continuous improvement, student/faculty satisfaction and institutional excellence. The National Assessment and Accreditation Council, NAAC, an autonomous institution has been established by the University Grants Commission with the prime agenda of assessing and accrediting Higher Education Institutes(HEI), facilitating them to work continuously towards improving the quality of education. The assessment process is carried out in three stages, which comprises of, viz., Self Study Report (SSR), Student Satisfaction Survey and the Peer Team Report. In the NAAC’s Self study report seven criterion are used for assessment; among all, criteria II: Teaching, Learning and Evaluation carry a major weightage of 350 points. In this paper, we will be briefly discussing the quality measures that can be taken up by any HEI regarding Teaching, Learning and Evaluation methodologies to improve upon its overall score and ranking. A survey was also conducted amongst graduation level students from various universities asking them multiple research questions related to measures that can be taken up by the colleges to improve quality in teaching, learning and evaluation.
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Myers, Robert M., and Amy L. Griffin. "The Geography of Gender Inequality in International Higher Education." Journal of Studies in International Education 23, no. 4 (October 12, 2018): 429–50. http://dx.doi.org/10.1177/1028315318803763.
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The internationalization of higher education results in 4.6 million students attending colleges and universities outside their home countries. In the United States and other countries, there is significant underrepresentation of women among inbound international higher education students. Gender equality in education cannot be achieved so long as women are underrepresented in participation in this important educational venue. To better understand the drivers of gender inequalities in international higher education, this study examines the low participation rate by women coming to the United States by comparing it with participation data for women coming to the United Kingdom and Germany. Gender participation rates from both source regions and countries vary by destination country. By exploring the geography of gender inequality in international higher education, decision makers can better understand barriers to achieving international gender equality goals.
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Xue, Liu. "Research on the Current Situation and Countermeasures of the Cultivation of Students’ Critical Thinking Ability in Application-oriented Private Universities under the Background of Big Data." E3S Web of Conferences 251 (2021): 01048. http://dx.doi.org/10.1051/e3sconf/202125101048.
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Cultivating students’ critical thinking ability in the era of big data helps to enhance students’ innovative consciousness and ability, and is of great significance to the improvement of students’ comprehensive quality. Colleges and universities are important places to cultivate high-quality talents and transform students’ social roles. Therefore, higher education not only needs to pay attention to the teaching of knowledge and skills, but also needs to strengthen the cultivation of students’ comprehensive quality and critical thinking. Taking X College in Anhui Province as an example, this study first analyzes the current situation of colleges and universities in the cultivation of students’ critical thinking ability under the background of big data era, and then combines advanced foreign experience to put forward targeted countermeasures and suggestions. Research has found that students’ critical thinking is generally weak, social adaptability is low, and educational effects are not satisfactory. The reason lies in the lag of teaching philosophy, curriculum system, and teaching methods. Therefore, it is necessary to further strengthen the summary of practical experience, promote the reform of the teaching system, and then improve the critical thinking ability of college students.
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Manyuk, Lubov. "Future Physicians’ Professional Communication Skills Training at US Universities: Structure and Content." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 43–48. http://dx.doi.org/10.1515/rpp-2016-0032.
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AbstractProfessional training of physicians able to apply their skills in order to reflect the patients’ needs related to care, prevention and treatment of the diseases is one of the most common current trends in higher medical education. Due to the development of patient-centered relationships of physicians the attention of medical educators and scientists to the problem of professional communication and factors stimulating its development has grown drastically. The medical schools and colleges of US universities have already reached significant results in this area. Communicative training is one of the primary educational tasks of higher medical education in this country. Communicative courses are an obligatory component of professional training programs and curricula throughout all years of study. Valuable experience of the USA in this sphere may be useful for the educational development of our country. The paper analyzes the process of communicative training of future physicians at US universities; researches on the structure, content and evolution of professional communication programs and courses during the undergraduate years at medical schools and colleges. The key communicative skills have been defined and described. The main aspects of educational methodology referring to the evaluation of the communicative skills have been determined. The importance of physicians’ professional communication and its influence on the treatment outcomes have been stated. Moreover, the paper discusses the difficulties of the professional communicative training implementation into the undergraduate university curriculum in the USA and describes the ways of solving the problematic aspects of professional communication training of medical students caused by the personal ethical and educational issues.
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Preston, DeShawn Calvin, and Robert Terry Palmer. "When Relevance Is No Longer the Question." Journal of Black Studies 49, no. 8 (September 11, 2018): 782–800. http://dx.doi.org/10.1177/0021934718798088.
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Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students.
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Lu, Hwangji. "Electronic Portfolios in Higher Education: A Review of the Literature." European Journal of Education and Pedagogy 2, no. 3 (July 5, 2021): 96–101. http://dx.doi.org/10.24018/ejedu.2021.2.3.119.
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Electronic Portfolios have become a popular pedagogical approach on the tertiary educational landscape worldwide. In the United States, Association of American Colleges and Universities added this powerful pedagogical practice to its set of high-impact practices in 2016. High-impact practices have the potential to generate transformative learning experiences and lead to significant impacts on students’ academic achievements. Higher education has a responsibility to provide students with the means to support their professional learning and development as a continuous and lifelong process. Countless research studies have identified a number of benefits from utilizing ePortfolios in learning that are grounded in a variety of learning theories. As ePortfolios are gaining momentum as a preferred way to demonstrate students’ learning and competencies, it is crucial for educators to fully understand the advantages of ePortfolios and guide students to produce quality and competitive ePortfolios.
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F. Alquraan, Mahmoud. "A cross-cultural study of students’ perceptions of assessment practices in higher education." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 4 (October 28, 2014): 293–315. http://dx.doi.org/10.1108/ebs-08-2014-0044.
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Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. The sample of the study consisted of 506 university students selected from both universities. Results show that the two universities still focus on paper-pencil testing to assess students’ learning outcomes. The study recommends that higher education institutes should encourage their teachers to use different assessment methods to assess students’ learning outcomes. Design/methodology/approach – The convenience sample consisted of 506 selected university students from the USA and Jordan, and participants were distributed according to their educational levels, thus: 83 freshmen, 139 sophomores, 157 juniors and 59 seniors. (Note: some students from both universities did not report their gender and/or their educational level). The USA university sample consisted of 219 students from three colleges at a major university in the southeast of the USA studying for arts and sciences, education and commerce and business qualifications, of whom 43 were males and 173 were females. The study used the Students Perception of Assessment Practices Inventory developed by Alquraan (2007), and for the purpose of this study, the RUMM2020 program was used for its rating scale model. Findings – Both universities, in Jordan and the USA, still focus more on the developmental (construction of assessment tasks), organizational and planning aspects of assessment processes than they do on assessments of learning and assessment methods (traditional and new assessment methods). The assessment practices that are used frequently in both universities based on the teachers sampled are: “(I27) I know what to study for the test in this class”, “(I6) Teacher provides a good environment during test administration” and “(I21) My teacher avoids interrupting students as they are taking tests”. This indicates that teachers in the selected universities have a tendency to focus on the administrative and communicative aspects of assessment (e.g. providing a good environment during test administration) more than on using different assessment methods (e.g. portfolios, new technology, computers, peer and self-assessment) or even using assessment practices that help students learn in different ways (e.g. assessing students’ prior knowledge and providing written feedback on the graded tests). Originality/value – This is a cross-cultural study focus assessment of students learning in higher education.
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Solovyov, V. P., and T. A. Pereskokova. "Professional education: current condition and new approaches." Russian Journal of Industrial Economics 14, no. 1 (April 9, 2021): 129–40. http://dx.doi.org/10.17073/2072-1633-2021-1-129-140.
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The article deals with the problems of professional education at the current stage of national economy’s development. The authors attract attention to the difference between the approaches to improving secondary and higher professional education. Government agencies of the highest level focus on improving the system of higher education and labour force training, but training of mid-level specialists has recently fallen out of their sight. Lately a great number of colleges have become part of higher educational institutions. However, during the latest reorganization of the Ministry of Education and Science, which resulted in foundation of the Ministry of Education, secondary professional education fell under the jurisdiction of the latter. The authors suggest uniting secondary and higher professional education into one single system and consider that as higher education. Line engineers will be trained at colleges (even on the basis of basic general education) but probably the term of training will be a little longer due to the fact that colleges are expected to be part of the university structure. Such educational programs could be implemented in regional branches of head universities to provide local industries, small and medium businesses with skilled workforce. The practice of students’ training proved that the division of Bachelors’ and Masters’ competences by the type of their future job is senseless as students do not determine their preferences for future occupation during the period of their studies. The authors suggest developing generalized competence models of graduates. The models could be used to formulate the requirements to the graduates with different level of education. Graduates with professional education will receive diploma together with a supplement containing the list of competences obtained. New Federal State Educational Systems of all levels of higher education read that professional competences are established by an educational institution itself. Therefore, the authors suggest considering issuing university diplomas instead of those of state educational standard.
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Oliver, Marvarene, Richard J. Ricard, Karl J. Witt, Melissa Alvarado, and Patricia Hill. "Creating College Advising Connections: Comparing Motivational Beliefs of Early College High School Students to Traditional First-Year University Students." NACADA Journal 30, no. 1 (March 1, 2010): 14–22. http://dx.doi.org/10.12930/0271-9517-30.1.14.
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Early college high schools (ECHSs) are partnerships between high schools and colleges or universities designed to enhance college readiness and completion, particularly among students traditionally underrepresented in higher education. We compared the self-reported motivational profiles of ECHS students to traditional first-year university students to explore the different college advising and support services each group may require. We found differences between the two groups in academic motivation, coping skills, and receptivity to support services. ECHS students also reported significantly higher levels of educational stress. Findings are of particular importance to advisors and support personnel who plan and program appropriate support services for incoming students. Implications of these findings are discussed.
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Blanchard, PhD, CEM, B. Wayne. "The new role of higher education in emergency management." Journal of Emergency Management 1, no. 2 (July 1, 2003): 30. http://dx.doi.org/10.5055/jem.2003.0018.
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This paper discusses the role of higher education in hazard, disaster, emergency, risk, and crisis management, as it pertains to escalating disaster losses in the United States and an evolving emergency management profession. Given that these losses have been escalating for decades and are projected to become even larger, what is being done today in terms of emergency management is not adequate. The time is now for a new national approach to disaster-related emergency management, one that calls on colleges and universities to help bridge the gap between the emergency management body of knowledge and current practices. This paper describes one tool for bridging this gap—FEMA’s Emergency Management Institute Higher Education Project—as well as evolving educational opportunities for students and emergency management practitioners.
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Klochko, Larysa, and Olena Terenko. "Some Peculiarities of the First Women’s Colleges Functioning in the USA." Comparative Professional Pedagogy 9, no. 4 (December 1, 2019): 24–28. http://dx.doi.org/10.2478/rpp-2019-0033.
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AbstractThe function of the first women’s colleges in the USA is singled out. They expanded opportunities for women to get higher level of education, taking into account the fact that at that time women were not allowed to enter higher education establishments on equal footing with men. Some structural peculiarities of the first women’s colleges are viewed. By educational level colleges for women in that period were subdivided into two-year colleges, four-year colleges and universities. Financing peculiarities of the first women’s colleges in the USA are analysed. According to the source of financing colleges were private and public. The factors that led to the development of women’s education are analysed. Insufficient number of teachers in schools and widespread printed literature led to the need of involvement women in higher education. Teachers thought that intellectual abilities of men and women were equal, because women were not in social deprivation, and should participate fully in the life of civil society after obtaining knowledge in educational institutions. Due to scientific and technological revolution a number of devices that allow women to save time for economic affairs was worked out and, in turn, for this reason women could focus more on gaining knowledge for mastering future profession. The goals of women’s colleges establishment are analysed. Some teachers tried to train teachers, taking into account the shortage of teachers in schools due to expansion of the school network. Other teachers tried to give scientific and religious education and improve health of girls. The third group of teachers wanted to teach women self-education. The specifics of functioning of the first ɋatholic women’s colleges is analysed. Catholic leaders raised the question of expanding the network of Catholic women’s collegei due to insufficient number of religious teachers who have had some education level, because of the inability of church leaders to leave the church for educational services in colleges. In the USA, a peculiar feature of teaching in Catholic colleges was that the purpose of providing educational services was not only the development of intellectual abilities and training for future careers, but also spiritual development of students, which is the foundation of the Catholic faith.
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Boykin, Tiffany F. "For Profit, For Success, For Black Men: A Review of Literature on Urban For-Profit Colleges and Universities." Urban Education 52, no. 9 (December 22, 2015): 1140–62. http://dx.doi.org/10.1177/0042085915618724.
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In the last 20 years, the U.S. higher education system has witnessed the tremendous growth of for-profit colleges and universities (FPCUs). In fact, FPCUs have quickly become the fastest growing segment of postsecondary education. With innovative practices and alternative delivery of educational services, FPCUs have established a considerable pipeline for minority students, especially Blacks. This article presents research and literature on the phenomenon of the rising FPCU and what it represents for racial minorities, especially Black males. Recommendations for practice and policy for Black male student success are offered.