Relevant bibliographies by topics / Education Policy|School administration|Higher education

Contents

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

Academic literature on the topic 'Education Policy|School administration|Higher education'

Author: Grafiati
Published: 9 July 2021
Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education Policy|School administration|Higher education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Education Policy|School administration|Higher education"

1

Torres Bernal, Aníbal. "Family Therapy Education and Higher Education Administration Policy: Facing New Challenges." Contemporary Family Therapy 31, no. 4 (2009): 280–93. http://dx.doi.org/10.1007/s10591-009-9097-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Koichumanova, Nurgul, and Zamira Abdukarimova. "SEARCH FOR BEST PRACTICES IN MULTILINGUAL EDUCATION (DEVELOPMENT OF MULTILINGUAL HIGHER EDUCATION INSTITUTIONS)." Alatoo Academic Studies 19, no. 3 (2019): 31–37. http://dx.doi.org/10.17015/aas.2019.193.03.

Full text
Abstract:
Despite the fact that in 2008 in the Kyrgyz Republic was adopted the Concept of multilingual and multicultural education, in 2014 was adopted the National Program for the Development of the State Language and improving the language policy in the Kyrgyz Republic for 2014-2020, there are currently no cardinal changes in expanding the spheres of use of the state language, primarily in public administration, paperwork and professional communication, as well as in higher education. Kyrgyz language insufficiently applied in the fields of economics, education, science and in the training of specialists.
APA, Harvard, Vancouver, ISO, and other styles
3

Roach, Virginia, L. Wes Smith, and James Boutin. "School Leadership Policy Trends and Developments: Policy Expediency or Policy Excellence?" Educational Administration Quarterly 47, no. 1 (2010): 71–113. http://dx.doi.org/10.1177/0011000010378611.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chan, Betty, Maria Lee, and Grace Choy. "Competing Forces: Government Policy, Teacher Education, and School Administration in Hong Kong Early Childhood Education." International Journal of Child Care and Education Policy 3, no. 1 (2009): 75–86. http://dx.doi.org/10.1007/2288-6729-3-1-75.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Crowson, Robert L. "The Turbulent Policy Environment in Education: Implications for School Administration and Accountability." Peabody Journal of Education 78, no. 4 (2003): 29–43. http://dx.doi.org/10.1207/s15327930pje7804_03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kuchai, Tetyana, and Olexander Kuchai. "The oretical basis of inclusive education in higher education institutions." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 162–64. http://dx.doi.org/10.33310/2518-7813-2019-65-2-162-164.

Full text
Abstract:
The article deals with the problems of inclusive education in higher education institutions. Inclusive education is the basis and the most effective form of qualitative education for people with special needs. An important component of the inclusive approach is psychological and pedagogical provision of inclusive education in the HEI as an organized system aimed at the development of all components of the personal potential of the subjects of the educational process, regardless of their capabilities: reflexive, cognitive, and activity. The state policy and policy of the Higher School for the Development of Inclusive Education should be aimed not only at motivating people with disabilities to higher education, but also to consider the factors of the social environment and their impact on the development of higher education in general. So, developing an inclusive educational environment, is acquired by students who have a serious motivation for vocational training, their potential capabilities and abilities are often higher than the average student. As a result, after a long time the state receives not just a qualified specialist, but, above all, a motivated professional. In the conditions of the demographic decline of certain periods of development of society, when the HEI attracts a large number of students, including the so-called unpopular specialties. Inclusive education has a broad social dimension, since not only the higher school should be inclusive, but our society, with the support of the state, business and public organizations, should be inclusive. Inclusive education, being one of the main forms of realization of the right to education for persons with disabilities, should become a legally-established institution that has all the necessary components, from the preparation of the complete package of regulatory documents, the definition of norms and principles of appropriate funding, mechanisms for the creation of special conditions and principles of adaptation of the educational environment for students with special educational needs
APA, Harvard, Vancouver, ISO, and other styles
7

Nance, Jason P. "Public School Administrators and Technology Policy Making." Educational Administration Quarterly 39, no. 4 (2003): 434–67. http://dx.doi.org/10.1177/0013161x03255221.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ma, Xinxin, and Chengcheng Zhang. "Higher Education Expansion and Return to Education in China: Evidence from CGSS2005 and CGSS2013." International Journal of Financial Research 8, no. 3 (2017): 85. http://dx.doi.org/10.5430/ijfr.v8n3p85.

Full text
Abstract:
We conducted an empirical study to estimate the private internal rate of return to years of schooling (IRR) in China during the period after the implementation of higher education expansion policy using data from the Chinese General Social Survey data conducted in 2006 and 2014 (CGSS2005, CGSS2013). The major conclusions are as follows: first, from 2005 to 2013, IRR decreased from 8.6% to 7.8% for the whole sample, IRR decreased from 8.3% to 7.4% for men, and IRR decreased from 9.0% to 8.2% for women. Second, IRR values among various education category groups are different. IRR is greater for the high-level education group than that for the middle and low-level education groups in both 2005 and 2013. Third, to consider the impact of the higher education expansion policy on IRR, the IRR of the university graduates decreased from 15.4% (2005) to 11.2% (2013), whereas the IRR of the graduate school graduates rose from 10.1% (2005) to 19.0% (2013). The effect of the policy on IRR differs between the university and graduate school graduates. Fourth, the IRR is higher for women than for men. There is a gender disparity for IRR; IRR is different by ownership types, registration system types, industrial and regional groups in both 2005 and 2013.
APA, Harvard, Vancouver, ISO, and other styles
9

Waggaman, John, and William Brand Simpson. "Cost Containment for Higher Education: Strategies for Public Policy and Institutional Administration." Journal of Higher Education 65, no. 4 (1994): 519. http://dx.doi.org/10.2307/2943862.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Stutz, Joseph J., and William Brand Simpson. "Cost Containment for Higher Education: Strategies for Public Policy and Institutional Administration." Academe 79, no. 3 (1993): 85. http://dx.doi.org/10.2307/40251321.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Education Policy|School administration|Higher education"

1

Welch, Catherine E. "Factors Affecting Postsecondary Enrollment among Vermont High School Graduates| A Logistic Regression Analysis." Thesis, New England College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859163.

Full text
Abstract:
<p> The State of Vermont has long had one of the highest high school graduation rates in New England, hovering around 87.8% with a lagging college enrollment rate of 52.3% at any 2- or 4-year postsecondary institution in the country (New England Secondary School Consortium, 2015). This research explored the factors that have the greatest effect on the college enrollment patterns of Vermont high school graduates. Specifically, this study explored the relationship between the following factors and 2- and 4-year college enrollment: (a) academic preparation, (b) access to college information, (c) early career exploration and education planning, (d) gender, (e) grade point average, (f) parent educational attainment, (g) parental expectations, (h) student location, and (i) student perception of affordability. </p><p> This descriptive, correlational quantitative study used binomial logistic regression to determine which of the factors listed in the preceding section had the greatest impact on the college enrollment patterns of Vermont high school graduates. The dataset for this research was the Class of 2014 Senior Survey from the Vermont Student Assistance Corporation, administered to all students graduating from Vermont high schools in 2014. This research looks to inform work currently being done at the state level to raise the number of adults living in Vermont with a postsecondary credential to 70% by the year 2025</p><p>
APA, Harvard, Vancouver, ISO, and other styles
2

Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.

Full text
Abstract:
Thesis (MEd)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.<br>AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.
APA, Harvard, Vancouver, ISO, and other styles
3

Mazer, Vickie M. "Influences of Institutional Structure, Policy, and Practice on Faculty Participation in Online Teaching." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10189876.

Full text
Abstract:
<p> Online education is growing in response to demands of increased access, quality, and affordability. However, implementation and expansion are often challenged by faculty resistance, due in large part to perceived lack of quality and administrative support. This case study sought to determine how the presence or absence of quality elements, as defined by the <i>Online Learning Consortium Quality Scorecard</i>, in institutional structure, policy, and practice influences (motivates or inhibits) faculty decisions to teach online at Frostburg State University, a comprehensive, public university in western Maryland. </p><p> This mixed methods, sequential explanatory research collected data from three sources: an online survey of 387 faculty, a review of institutional documents, semistructured interviews with nine key university stakeholders and 13 faculty. To analyze these data, the study used descriptive statistics, logistic regression, application of the Online Learning Consortium Quality Scorecard rubric, and triangulation of data from all sources. </p><p> Findings suggest that faculty&rsquo;s initial motivation to teach online was intrinsic, enhanced by extrinsic institutional factors&ndash;those within the control of the university. However, institutional factors played a more significant role in faculty decisions to continue/expand online teaching. Additionally, the findings suggest that faculty were most likely to teach online when their intrinsic motivation was aligned with the institution&rsquo;s mission of online education and a shared strategic value of online education that balances the shared interests of the institution, students, and faculty. </p><p> The key finding in this study was that quality was a significant concern regarding online education. However, administrative support for online education was central to shaping faculty&rsquo;s definition of quality in online education. These findings suggest that quality in online education is defined by faculty as the presence or absence of administrative support which creates institutional structure, policy and practice to support faculty to deliver quality instruction. </p><p>
APA, Harvard, Vancouver, ISO, and other styles
4

Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.

Full text
Abstract:
The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.
APA, Harvard, Vancouver, ISO, and other styles
5

Driscoll, Elizabeth M. "Higher Education: A Perspective of Administration, Access, Affordability and the Policy that Drives It." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuls1366481730.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Brett, Armand George. "Stages of affirmative action and diversity policy in the California State University system." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2944.

Full text
Abstract:
Demographic changes in California have made the goal of a more culturally diverse faculty extremely important to the future of higher education. Confounding issues associated with affirmative action policy seemed to be contributing to a stalling of progress. This study sought to identify a range of conceptions and approaches used in dealing with affirmative action and to assess the work of affirmative action directors regarding their dealings with faculty and the hiring process. Value conflict and political sensitivity discovered during preliminary research led to the use of a qualitative, key-informant, semi-structured interview approach with assurances of anonymity placed in the forefront. Interviews were conducted with five affirmative action directors and ten department chairs on five California State University campuses. The data were analyzed to develop categories then re-analyzed to test emergent theory. Four ideological stages associated with the evolution of affirmative action emerged from the data. This framework is used to organize the complex issues and show that some of the problem stems from divergent conceptions of affirmative action. Also found was a significant amount of miscommunication. Affirmative action directors did not seem sufficiently aware of the common ground they shared with faculty relative to solving the diversity problem. A range of sub-issues associated with the structure and culture of a complex university are also identified. These sub-issues illustrate three things: variations of purpose between affirmative action directors and faculty; views of affirmative action directors toward faculty; and a legitimacy problem which depends on the administrative placement of affirmative action directors, their administrative style and their credibility with faculty. The four stage framework helps to show that while faculty appear to be reconceptualizing quality to meet the diverse cultural needs of a drastically changing student clientele, affirmative action policy adjustments are failing to keep pace. For the purpose of minimizing conflict and streamlining transition, recommendations include changes in affirmative action directors' jobs. Also recommended is: use of the framework to study other universities; and alternation of the type of procedures used in this research with quantitative methods to refine the framework or develop others.
APA, Harvard, Vancouver, ISO, and other styles
7

Fowles, Jacob. "PUBLIC HIGHER EDUCATION GOVERNANCE: AN EMPIRICAL EXAMINATION." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/100.

Full text
Abstract:
Public higher education is a large enterprise in the United States. Total state expenditures for higher education totaled nearly $152 billion dollars in FY2008, accounting for over ten percent of total state expenditures and representing the single largest category of discretionary spending in most states (NASBO, 2009). The last three decades have witnessed the introduction of hundreds of pieces of legislation across states which make structural changes to state higher education governance systems (Marcus, 1997; McLendon, Deaton, and Hearn, 2007). Despite the ubiquity of state higher education governance change much remains unknown, both in terms of why states choose to enact reforms as well as the implications of state governance arrangements for institutional performance. This dissertation attempts to fill these critical gaps in knowledge. First, it surveys the historical development of state higher education governance structures and reviews the limited empirical literature regarding the antecedents and impacts of various state approaches to higher education management. Drawing on this literature, the first empirical chapter, utilizing hazard modeling, seeks to uncover the factors associated with state enactment of legislation decentralizing higher education governance. It finds that state fiscal characteristics emerge as strong predictors of decentralization. Specifically, states with greater tax efforts are much less likely to decentralize, while states experiencing real dollar declines in tax revenues are much more likely to decentralize, all else constant. The second empirical chapter explores the implications of state management of public higher education for institutional degree completion rates. Utilizing a unique, institutional-level dataset comprising 518 public, four-year institutions of higher education in the United States, it finds that, controlling for relevant institutional-level characteristics such as institutional selectivity, mission, and per-FTE student expenditures, inter-institutional competition emerges as a powerful predictor of student degree completion. Institutions operating in more competitive environments—defined as states with less concentrated undergraduate enrollments and states with weaker higher education governance structures—graduate students at higher rates than institutions operating in less competitive environments. The dissertation concludes by discussing the implications for these empirical findings for policy makers seeking to enhance the efficiency and effectiveness of public higher education.
APA, Harvard, Vancouver, ISO, and other styles
8

Seipel, Sandra Helene. "Stakeholder Perceptions| The Impact of a University-based Laboratory School on a Campus-based University Educator Preparation Program." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877170.

Full text
Abstract:
<p> A gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate strengths and weaknesses to provide quality evaluative data to ensure continued viability. This qualitative study sought to expand the extant research by identifying perceptions of stakeholders, educator preparation program students, faculty, administrators, and laboratory school teachers, parents, and administrators&mdash;to examine the impact of a laboratory school on an educator preparation program. The case study outlined stakeholder perceptions at one university and one laboratory school and investigated the perceptions of stakeholders regarding the impact of a university-based laboratory school to a campus-based educator preparation program. Four major themes emerged related to the impact of a laboratory school on an educator preparation program include: experimentation, early practice and ability to bridge theory to practice, expertise of faculty and teachers, and safety and support of environment to practice new learning. A fifth overarching theme was identified as significant to research: complexity of the organization.</p><p>
APA, Harvard, Vancouver, ISO, and other styles
9

Seay, Sandra E. "The Relationship of Presidential Leadership Style and the Financial Health of Private, Nonproprietary Institutions of Higher Learning." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2790.

Full text
Abstract:
The primary purpose of this study was to determine if a relationship existed between the financial health of academic institutions and the leadership style of college and university presidents. Financial health was defined as the ability of an institution to pay its current debts. Secondly, the study tested a number of hypotheses derived from the contingency model of leadership effectiveness. Lastly, the study attempted to determine if there was an association between two lists of institutions considered to be led by effective presidents. The study involved a stratified random sample of 263 private institutions accredited by the Southern Association of Colleges and Schools (SACS). Data analysis for seven of the eight null hypotheses posed was based upon the scored responses from 77 presidents and financial data from 53 of their associated institutions. Financial data from 199 institutions was used to test the remaining hypothesis. The data were analyzed by means of the Jaspen's M correlational technique, one-way analysis of variance, directional t tests for independent data, and a point-biserial correlation. From the data analysis, it was determined that a significant association did not exist between financial health and leadership style and financial health and institutional degree granting status. The scored data failed to support, as well, the major tenets of the contingency model. In addition, a significant association was not established between institutions led by presidents with reputations for effective leadership and institutions led by presidents who were considered effective by the terms of this study. The data analysis did establish that the majority of the responding presidents were task-oriented leaders operating in high control situations and that institutions which offered the bachelor's degree as their highest degree awarded were those most frequently found in the good financial health category while those which offered the master's degree as their highest degree awarded were those most frequently found in the poor financial health category.
APA, Harvard, Vancouver, ISO, and other styles
10

Toscano, Linda A. "The Influence of Diversity Experiences on Undergraduate Students' Universal Diverse Orientation (UDO)." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353011574.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Education Policy|School administration|Higher education"

1

Cost containment for higher education: Strategies for public policy and institutional administration. Praeger, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Canadian Association of University Teachers. CAUT policy statement on university governance. CAUT, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dill, David D., Jeroen Huisman, and Harry de Boer. The Palgrave international handbook of higher education policy and governance. Palgrave Macmillan, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. 2nd ed. Allyn and Bacon, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. Prentice-Hall, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

C, Levy Daniel, and Inter-American Development Bank, eds. Myth, reality, and reform: Higher education policy in Latin America. Inter-American Development Bank, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ajibade, Emilola. Steps in Nigerian education: The major hiccup in teaching and administration of education. Adeyemi College of Education, Ondo, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ajibade, Emilola. Steps in Nigerian education: The major hiccup in teaching and administration of education. Adeyemi College of Education, Ondo, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

John, Atkins, Hillman Josh, Robertson David 1946-, Dearing Ronald Sir, Thompson Quentin, and London Economics (Firm), eds. Higher education in the learning society. HMSO], 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Great Britain. National Committee of Inquiry into Higher Education. Higher education in the learning society. [Stationary Office], 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Education Policy|School administration|Higher education"

1

Kawtharani, Jad. "Lebanese Higher Education Landscape." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31816-5_2422-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kawtharani, Jad. "Lebanese Higher Education Landscape." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_2422.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Karlsson, Tom S., and Susanna Karlsson. "Marketization of Higher Education." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-31816-5_4110-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lovett, Kenyatta. "Public Higher Education as Social Policy." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31816-5_2666-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lovett, Kenyatta. "Public Higher Education as Social Policy." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_2666.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pekkola, Elias, and Jussi Kivistö. "Higher Education Governance and Reforms." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31816-5_3019-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pekkola, Elias, and Jussi Kivistö. "Higher Education Governance and Reforms." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_3019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Grewe, Michael. "LGBTQIA+ Support Systems within Higher Education." In The Routledge Handbook of LGBTQIA Administration and Policy. Routledge, 2018. http://dx.doi.org/10.4324/9781351258807-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Huisman, Jeroen. "Institutional Reform in Higher Education: Forever Changes?" In Library of Public Policy and Public Administration. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3457-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jaime, Angela M., and Taylar Stagner. "Decolonization, Counter-Narratives and Education of Two Native Women in Higher Education." In Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02251-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Education Policy|School administration|Higher education"

1

Haryono, Bambang Santoso. "Implementation of Remuneration Policy in Higher Education." In Proceedings of the Annual International Conference of Business and Public Administration (AICoBPA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aicobpa-18.2019.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.

Full text
Abstract:
The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
APA, Harvard, Vancouver, ISO, and other styles
3

Riaz, Malik Sarmad, Ariane Cuenen, Davy Janssens, Kris Brijs, and Geert Wets. "Integration of gamification in a traffic education platform for children." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8174.

Full text
Abstract:
Children are highly represented in injuries and fatalities caused by road accidents. The major reasons are children’s lack of ability to scan the environment, inconsistent behaviour, distraction in traffic situations, ability to estimate speed and distance, and less developed hazard perception skills. Therefore, traffic education for children is very important. This study will look at a platform about traffic education for children including gamification elements. Gamification is a relatively new concept which has gathered a lot of attention over the last few years with its application in many diverse fields. Gamification is defined as the application of game mechanics to non-game activities in order to change behaviour. The education community has discovered the power it has to increase students’ performance and engagement. The current study focuses on educating school going children on traffic safety in Flanders (Belgium). We expect the platform to be effective in increasing traffic knowledge, situation awareness, risk detection and risk management among children and a positive change in (predictors of) behaviours of children who will be using the platform. To investigate the effect of the platform, a pretest-posttest design with an intervention group and a control group will be used. Data will be collected and analyzed in the spring of 2018 and results, limitations and policy recommendations will be provided during the conference in June 2018.
APA, Harvard, Vancouver, ISO, and other styles
4

Chistolini, Sandra. "Decoding the Disciplines in higher education institutions." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8137.

Full text
Abstract:
Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved, humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.
APA, Harvard, Vancouver, ISO, and other styles
5

Irwan, Irwan, and Mahmud Mahmud. "Strategic Management System as The Internationalization Policy of Indonesian Islamic Higher Education." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lopez-Zafra, Juan M., Ricardo A. Queralt-Sanchez de las Matas, and Sonia De Paz-Cobo. "Admission tools and academic performance: evidence from a first course in a bachelor’s degree in business administration." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9301.

Full text
Abstract:
Admission tools have become imperative means for private schools to handle both limited space and the search of excellence. We use a supervised algorithm to predict the score of admitted students in a private-run Spanish business school. The main target is understanding the effects of the features defined in the admission process to assess both the validity of the process and the final ranking of the student after one year in the school, trying to ascertain what is the best mix of the variables in place to forecast the final score of the students when ending their first year in the BBA; along with the mix, we also want to define the decision rules allowing the best prediction. The results will prove that the present admission process in place is working properly even if some fine tuning could be set in place for an even better performance.
APA, Harvard, Vancouver, ISO, and other styles
7

Lina, Zhong, and Zhou Shaorui. "The Curriculum and Education System of American Higher Tourism Education Taking the School of Hotel Administration at Cornell University as an Example." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.114.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Wahab, Abdul Azis, and Dedy Achmad Kurniady. "Phenomenology of the Policy of Lecturer Development at Higher Education in Indonesia." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.181.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Turner, Astrid, Irene Lubbe, Liz Wolvaardt, and Lizeka Napoles. "Navigating curriculum transformation: charting our course." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9129.

Full text
Abstract:
The 2015 student-led #FeesMustFall campaign in South Africa initiated at some universities, and accelerated at others, indepth discussions and reflections about curriculum transformation within the perceived ivory towers of learning. Three years later, the mandate to implement transformation is clear from all levels but what is uncertain is the operationalization of the official transformation framework at the University of Pretoria. The aim of the project presented is to chart the process followed by one of the four Schools of the Faculty of Health Sciences to deconstruct this transformation framework. As part of a three phased programme, a workshop of diverse staff using a modified nominal technique was held in 2018. It resulted in a visual tool of 19 specific statements considered evidence of personal practice that supports and advances the drive for transformation. This tool will be used to share practices and instil individual and School accountability for everone’s role in curriculum transformation. In conclusion, complex policy ideals and technical terminology can be translated into practical, appropriate actions by a diverse group of staff and students. The use of a modified nominal group technique was an efficient way to do this by generating an easy to use visual tool.
APA, Harvard, Vancouver, ISO, and other styles
10

Pujiastuti, Reni Tri, Mr Sujarwoto, and Firda Hidayati. "Preventing Students From Dropping Out of School In Indonesia's Basic Education: What Should Government Do?" In 1st International Conference on Administrative Science, Policy and Governance Studies (ICAS-PGS 2017) and the 2nd International Conference on Business Administration and Policy (ICBAP 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icaspgs-icbap-17.2017.28.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Education Policy|School administration|Higher education"

1

Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24818.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Malamud, Ofer, and Cristian Pop-Eleches. School Tracking and Access to Higher Education Among Disadvantaged Groups. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16914.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ahoba-Sam, Rhoda, and Lisa Nieth. Higher Education Institutes and the Twente Board: Policy Report. Center for Higher Education Policy Studies (CHEPS), 2019. http://dx.doi.org/10.3990/4.2535-5686.2019.01.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dearden, Lorraine, Emla Fitzsimons, Alissa Goodman, and Greg Kaplan. Higher Education funding policy: who wins and who loses? Institute for Fiscal Studies, 2005. http://dx.doi.org/10.1920/co.ifs.2005.0098.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Neumark, David, and Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w10060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Benneworth, Paul Stephen, and Nadine Zeeman. Policy-making for structural reforms in Welsh higher education landscape. Center for Higher Education Policy Studies, 2017. http://dx.doi.org/10.3990/4.2589-9716.2017.02.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Greene, Thomas. State policy for multicultural education: an inquiry into policy status and administration, 1968-1984. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.776.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text
Abstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
APA, Harvard, Vancouver, ISO, and other styles
9

Jokl, James, Jeffrey Schiller, David Wasley, Eric Norman, Neal McBurnett, and Shelley Henderson. X.509 Certification Authority Policy & Practices - Higher Education PKI-Lite - Version 4.7. Internet2, 2005. http://dx.doi.org/10.26869/ti.69.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jacob, Brian. Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education. National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8964.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Education Policy|School administration|Higher education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography