Relevant bibliographies by topics / Higher education administration; Educational psychology; Sociology of education

Contents

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

Academic literature on the topic 'Higher education administration; Educational psychology; Sociology of education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Higher education administration; Educational psychology; Sociology of education"

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Kogan, E. A., and D. I. Ponomareva. "The Experience of University Department in Organizing Research Circles at Schools as a Direction of University Career Guidance Work." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (2020): 135–43. http://dx.doi.org/10.31992/0869-3617-2020-29-10-135-143.

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Attracting applicants in modern conditions is quite an important and difficult task for higher education institutions. Non-core graduate departments of the University face the greatest difficulties in this process.The article discusses the main directions of career guidance work of the Department of “Sociology, psychology and social management” of the Moscow Aviation Institute (NationalResearchUniversity) in the course of implementing cooperation agreements with educational institutions inMoscowand theMoscowregion. The authors present an experience of organizing and conducting research circles
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Snijders, Ingrid, Lisette Wijnia, Remy M. J. P. Rikers, and Sofie M. M. Loyens. "Alumni loyalty drivers in higher education." Social Psychology of Education 22, no. 3 (2019): 607–27. http://dx.doi.org/10.1007/s11218-019-09488-4.

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Gao, Guijuan. "The Educational Administration of the Self-Taught Higher Education Examination in China: Findings from Field Research." Higher Education Policy 16, no. 4 (2003): 463–77. http://dx.doi.org/10.1057/palgrave.hep.8300034.

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Mason, Olivia, and Nick Megoran. "Precarity and dehumanisation in higher education." Learning and Teaching 14, no. 1 (2021): 35–59. http://dx.doi.org/10.3167/latiss.2021.140103.

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The increased reliance of universities on a pool of highly skilled but poorly paid casualised academic labour for teaching and research has emerged as a defining feature of higher education provision under neoliberal New Public Management. Based on seventeen visual timeline interviews with academics in the North East of England, this article augments and extends existing studies of precarity through a framing of dehumanisation and humanisation. Specifically, we suggest that casualisation is dehumanising in four ways: it renders individuals invisible; it leaves them vulnerable to exploitation;
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Rutkiene, Ausra, and Ilona Tandzegolskiene. "APPROACHES TO THE LEADERSHIP IN EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 549–59. http://dx.doi.org/10.17770/sie2021vol1.6374.

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The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and manage
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Pérez‐Carbonell, Amparo, Genoveva Ramos‐Santana, and María‐Jesús Martínez‐Usarralde. "Comparative Inclusion: What Spanish Higher Education Teachers Assert." Social Inclusion 9, no. 3 (2021): 94–105. http://dx.doi.org/10.17645/si.v9i3.4030.

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From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp & Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to
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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.
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Madden, Margaret E. "2004 Division 35 Presidential Address: Gender and Leadership in Higher Education." Psychology of Women Quarterly 29, no. 1 (2005): 3–14. http://dx.doi.org/10.1111/j.1471-6402.2005.00162.x.

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Literature on gender, higher education administration, and leadership is reviewed using the framework of five principles derived from feminist psychology ( Worell & Johnson, 1997 ): (a) sociocultural context influences leadership situations, (b) power dynamics impact sociocultural structures, (c) people are active agents of coping and environmental change, (d) multiple perspectives are useful, and (e) collaboration is an important technique for changing organizations. Within this framework are discussions of the effects of historical context, gender discrimination and stereotyping, hierarc
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Stoesz, David. "Accountability in Higher Education and the Educational Policy and Accreditation Standards, 2008." Research on Social Work Practice 23, no. 3 (2013): 253–56. http://dx.doi.org/10.1177/1049731513480407.

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Cañas, Carla, Caitlyn Keeve, Carmen Ramos, Jocelyn Rivera, and Michelle Samuel. "Women in Higher Educational Leadership: Representation, Career Progression, and Compensation." American Journal of Undergraduate Research 16, no. 3 (2019): 5–13. http://dx.doi.org/10.33697/ajur.2019.026.

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Men in university administration repeatedly outnumber women in leadership positions. The problem under investigation is that this gender gap exists due to barriers to advancement and discrimination in both the hiring process and in the workplace. With less representation of women in higher education leadership, there is a higher risk of bias for women in this field. This study used an ex-post facto methodology and gathered public data from the University of California (UC) Annual Payroll Compensation database. Three separate studies were run to determine the level of gender differences in the
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Dissertations / Theses on the topic "Higher education administration; Educational psychology; Sociology of education"

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Wernert, Sean Patrick. "The Socio-ecological Influences of College Bullying Behavior: A Phenomenological Study of Student Perceptions." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492181086501224.

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Stribling, Tracy M. "Attracting underrepresented minority students to the sciences with an interest and utility value intervention| Catching and holding interest in recruitment materials." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569996.

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<p> In order to explore recruitment methods for attracting undergraduate underrepresented minority (URM) students to the sciences, an applied intervention involving the manipulation of the construct of interest was implemented. Using Bridges to the Baccalaureate--a scientific research program available to community college URM students--as the context for the intervention, I redesigned the original recruitment brochure into two new brochures: one designed to catch interest and one designed to catch interest as well as hold it. Largely attributable to inherent limitations of applied research, n
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ANDREWS, RASHIDAH NAIMAH. "STUDENT VOICE AND ACADEMIC CHOICE: A QUALITATIVE EXPLORATION OF MOTIVATIONAL FACTORS IN FIRST-GENERATION, LIBERAL ARTS STUDENTS' CHOICE TO PURSUE GRADUATE STUDY." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/282962.

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Educational Administration<br>Ed.D.<br>This qualitative study explored motivational factors informing the choice to pursue graduate study among 14 first-generation Liberal Arts, college graduates from Striver, a large, urban, public university. As a graduate degree has increasingly become the common gateway for upward social mobility in U.S. society, identifying the source of this population's post-baccalaureate motivations and value assessments of an advanced degree will contribute to a broader understanding of college student aspirations and potential barriers to academic and professional su
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Castilleja, Fabian Andrew. "Understanding principals' perspectives on hiring high quality teachers in Washington State| A critical race perspective." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640004.

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<p> This study investigated principals' perceptions in the hiring process of classroom teachers in high minority (Latino) schools. Nine secondary principals in five school districts in Washington state were interviewed regarding their perceptions of characteristics of high quality teachers in their school. Data gathered via personal interviews indicated that principals identified teachers who "fit" their schools and their current staff by focusing on state and federal highly qualified mandates and their own subjective criteria for desirable teacher characteristics. Participating administrators
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Ross, David John. "Effect of Political Skill on Perception of Organizational Politics and Work Withdrawal among Community College Employees." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643215.

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<p> Community college student support services are an important aspect of success among community college students. Theoretical and empirical models of organizational politics and withdrawal guided the expectation that community college employees who perceive their organizations as political may withdrawal from their organization, diminishing the services delivered to students at the institution. A multisite cross-sectional survey design was utilized to gather quantitative data via Survey Monkey from national professional organizations. Two-hundred seventeen usable surveys from community colle
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Adeyeri, Oluwadamilare S. "Intrinsic Motivation and Human Agency of Faculty Engaged In Service-Learning: A Qualitative Interpretive Study of a U.S. Mid-western Public University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336612787.

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Eveland, Thomas J. "Developmental Ecology of First-Generation College Students: Exploring the Relationship Between Environmental Support and Academic Performance." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460670476.

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Ross, Genesis R. "Teacher Stress, Burnout and NCLB: The U.S. Educational Ecosystem and the Adaptation of Teachers." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272643496.

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Duncan, Robin A. "Students' Perceived Value of the Community College Experience: A Mixed Methods Study." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.

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Locust, Jonathan E. Jr. "An Outcome Study Examining the Institutional Factors Related to African-American College Graduation Rates and Return on Investment." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498811978269526.

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Books on the topic "Higher education administration; Educational psychology; Sociology of education"

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The meanings of mass higher education. Society for Research into Higher Education, 1995.

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Research on schools, neighborhoods, and communities: Toward civic responsibility. Rowman & Littlefield Publishers, 2012.

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Teichler, Ulrich, Barbara Kehm, Christian Schneijderberg, and Nadine Merkator. Verwaltung war gestern?: Neue Hochschulprofessionen und die Gestaltung von Studium und Lehre. Campus Verlag, 2013.

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Nixon, Jon. Towards the virtuous university: The moral bases of academic practice. Routledge, 2008.

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H, Banning James, ed. Educating by design: Creating campus learning environments that work. Jossey-Bass, 2001.

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1947-, Casazza Martha E., ed. Learning and development: Making connections to enhance teaching. Jossey-Bass Publishers, 2000.

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L, Berry Gordon, and Asamen Joy Keiko 1953-, eds. Black students: Psychosocial issues and academic achievement. Sage Publications, 1990.

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Pamela, Souter, ed. Continuing to think : the British Asian girl: An exploratory study of the influence of culture upon a group of British Asian girls with specific reference to the teaching of English. Multilingual Matters, 1992.

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Hanʼguk sosŏl ŭi pundan iyagi. Chʻaek Sesang, 2006.

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Elizabeth, Higginbotham, and Andersen Margaret L, eds. Race and ethnicity in society: The changing landscape. Thomson/Wadsworth, 2006.

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Book chapters on the topic "Higher education administration; Educational psychology; Sociology of education"

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Duta, Nicoleta. "Students and Teachers in the Digital Society to Debate Important Innovations to Change the Paradigm." In Analyzing Paradigms Used in Education and Educational Psychology. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1427-6.ch002.

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The purpose of this study is to show the importance of innovation in classroom management. This chapter contributes to the current debate over the role of higher education in relationship to students and teachers in digital society. Internet and related technologies have already had a significant impact on ways to organize learning and studying. The chapter focuses on the preliminary phase including a written administration of a questionnaire to sample 190 students. The results obtained by analyzing the responses of the subjects have shown that both groups of students have the same opinions regarding the importance of innovation in classroom management. In conclusion, it is necessary to improve professional practice and stimulate collective capacity building, individual and collective reflection processes in solving problematic situations in academic learning to create and maintain an environment of collaboration and interaction in digital society.
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Smolyaninova, Olga, and Bezyzvestnykh Ekaterina. "Eportfolios and Open Badges for Open Recognition of Lifelong Learning Outcomes." In Assessment, Testing, and Measurement Strategies in Global Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch004.

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The Chapter presents strategies for training Masters of Еducation students for the development of digital ecosystems in the open educational environment of Yenisei Siberia with the use of e-portfolio and Open Badges technologies through a special electronic course for students of blended learning model. The preliminary results obtained by the authors based on a Google-survey showed that students demonstrated a high level of satisfaction with learning using e-portfolio and Open Badges technologies in the multicultural digital environment of the Siberian region. This Chapter describes the experience of the School of Education, Psychology, and Sociology in use of e-portfolio technology in the evaluation of educational outcomes, reflection, professional development in the lifelong learning process of future teachers, and the introduction of Open Badges integrated with e-portfolio in the teachers' training course for Bachelor and Master's students.
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King, Kathleen P., Christina M. Partin, Hidelisa C. Manibusan, and Gillian M. Sadhi. "If at First You Don’t Succeed, Become a Lifelong Learner." In Handbook of Research on Technologies for Improving the 21st Century Workforce. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2181-7.ch021.

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In this chapter, the authors propose examining online learning in higher education as a mechanism for promoting lifelong learning skills, and thus, as a way to provide capital to students. With that in mind, they provide a theoretical foundation to demonstrate the need for workforce development as well as interdisciplinary perspectives on the skills and requisites necessary for successful lifelong learning, and how both are important to the central mission of higher education. This chapter explores the literature and major issues surrounding the importance and use of capital and lifelong learning skills, and how both can be gained through online learning. The authors argue that lifelong learning skills can be generated through transformative leaning experiences and that facilitating these experiences should be a goal of online learning in higher education in order to ensure that students have the skills necessary to gain social, cultural, and economic capital in order to remain relevant through their lives in a 21st century, learning society. In this chapter, the authors discuss several relevant examples of “Tools for Lifelong Learning” including specific examples to demonstrate how online classes can serve as a mechanism to generate capital for students in higher education settings. They provide a model and build upon theory across higher education, sociology, adult learning, and educational psychology to provide a new perspective of the importance of lifelong learning as well as best practices for achieving these goals.
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Mehta, Jal. "Rationalizing Schools: Patterns, Ironies, Contradictions." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0011.

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Across the 20th century and now a decade into the 21st, reformers have repeatedly seen the rationalization of schooling as the solution to the nation’s educational ills. Reformers have repeatedly claimed that by setting standards, using tests to measure progress towards those standards, and holding teachers accountable for progress, student achievement would improve and schools would better satisfy the goals of their external constituents. Conversely, educators have repeatedly countered that such a mechanistic model imposes a set of business values that should be foreign to schools; assigns responsibility to schools that belongs in part with families and neighborhoods; and in the name of science, squeezes out critical humanistic priorities of schooling. Round and round we go, with no end in sight. This chapter steps back from the details of such movements to look at the broader patterns, lessons, and implications of the repeated efforts to rationalize schools. One set of questions is about causes and patterns. Why, despite modest results, has so much energy been repeatedly expended in trying to rationalize schools? What patterns are common across time? Are the sources particular to education, or are there common causes that explain the rise of accountability movements in medicine, higher education, and other fields? And why have educators been comparatively less able to resist external accountability than practitioners in other fields? A second set of questions concerns the deeper assumptions embedded in efforts to rationalize schools. Choices we make about how to reform schools reflect a broader set of values about what we want for our students, how we regard our teachers, and what our vision of educational improvement is. More specifically, what are our assumptions about individual psychology, organizational sociology, and human nature? Why, at least in recent years, has the school reform movement combined such an optimistic, even utopian vision of what is possible for students with such a pessimistic, behaviorist view of how teachers need to be incentivized and motivated?
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Ermolaeva, Yuliya V., Elena Y. Ivanova, Elena M. Kolesnikova, et al. "Professionalization Processes in the Context of Modernization of the Social Structure of Russian Society." In Russia in Reform: Year-Book [collection of scientific articles]. Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, Moscow, Russian Federation, 2020. http://dx.doi.org/10.19181/ezheg.2020.4.

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The object of abcomprehensive interdisciplinary research (Sociology, Economics, History, Psychology, Pedagogy, Management, Law, etc.) is about study the problems of social adaptation and functioning of various professional groups in the process of modernizing the social structure of Russian society and impact of social processes on their viability. The relevance of the research is due to the rapidly changing and increasingly complex processes of forming the professional structure of Russian society under the influence of external factors (instability of the world socio-political systems, the crisis of the world economy, the prospects for resolving contradictions between global and national ways of development of States, Informatization and digitalization of social communications, the increase in conflicts of interests between subjects of the labor process) and internal factors (features of the modern national labor market, disproportionality of the distribution of productive forces on the territory of Russia, demographic problems; changes in the motivational vector of the choice of professional trajectory of young people, ineffective reform of the system of secondary and higher education). The work carried out in 2019 is devoted to the study of changes in status positions and the implementation of cultural, political and educational capital by representatives of the engineering, pedagogical, medical community, environmentalists and online specialists in the context of changes in the social structure of abmodernizing society. The most significant areas of activity were: assessment of the quality and prospective role of engineering education as abtechnological basis for the effectiveness of modernization processes in the economy; considering proforientation events as part of government policy in abperspective of staffing modernization processes; analysis of the role of Informatization of computerization and digitalization as the realities of the developing information society, shaping new relations of production and specifics of communication in society at all stages of formation or extinction of occupational groups. The results of the research deserve the attention of specialists who study the social structure of society, can be useful for preparing abcourse of lectures on the sociology of professions and professional groups, as well as for managers at various levels involved in education, labor relations and information technology.
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Conference papers on the topic "Higher education administration; Educational psychology; Sociology of education"

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Kraineva, Nadezhda. "TRANSDISCIPLINARY APPROACH IN THE HIGHER SCHOOL EDUCATIONAL PROCESS." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.130.

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