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

Contents

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

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

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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

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Moodie, Gavin. "American higher education since World War II: a history." Journal of Higher Education Policy and Management 42, no. 3 (2020): 380–84. http://dx.doi.org/10.1080/1360080x.2020.1747960.

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Положенцева and I. Polozhentseva. "Features of Distance Education in Higher Education of Modern Russia." Socio-Humanitarian Research and Technology 5, no. 4 (2016): 39–43. http://dx.doi.org/10.12737/22493.

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The article examines the features of organization of distance education at the higher school of Russia. It is emphasized that high-tech, innovative nature of the development of the education system envisages the expansion of the spectrum of fundamental and applied scientific studies, deepening the integration of science, education and production, the modernization of educational content, educational technologies and educational environment, training and coaching, causes certain changes in the organizational structure of the education system and administration of educational activities, and also requires a targeted, adequate and timely funding. The author points out that from a technological point of view this character cause: informatization of education, the emergence of new ICT-based pedagogical and learning technologies and the latest learning tools, the creation and use of pedagogical systems of modern, computer-oriented learning environment, gradual formation and development of computer-technological platform of information educational space.
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Положенцева and I. Polozhentseva. "Features of Distance Education in Higher Education of Modern Russia." Socio-Humanitarian Research and Technology 5, no. 2 (2016): 17–21. http://dx.doi.org/10.12737/19841.

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The article examines the features of organization of distance education at the higher school of Russia. It is emphasized that high-tech, innovative nature of the development of the education system envisages the expansion of the spectrum of fundamental and applied scientific studies, deepening the integration of science, education and production, the modernization of educational content, educational technologies and educational environment, training and coaching, causes certain changes in the organizational structure of the education system and administration of educational activities, and also requires a targeted, adequate and timely funding. The author points out that from a technological point of view this character cause: informatization of education, the emergence of new ICT-based pedagogical and learning technologies and the latest learning tools, the creation and use of pedagogical systems of modern, computer-oriented learning environment, gradual formation and development of computer-technological platform of information educational space.
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WEŁYCZKO, Lesław, and Tomasz LANDMANN. "SELECTED ASPECTS OF KNOWLEDGE MANAGEMENT AT HIGHER EDUCATION SCHOOL." Scientific Journal of the Military University of Land Forces 161, no. 3 (2011): 334–54. http://dx.doi.org/10.5604/01.3001.0002.3112.

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This article points out to some aspects of knowledge management in the educational process of a higher education school and its surroundings. Without proper human capital of lecturers (academic staff), students and the structural capital of the school, the expansiveness, movement and conversion of knowledge would not be possible.In a knowledge society, the role of academic education is widely perceived, and its tasks and missions continue to intensify, attempting to keep up with the increasingly globalized contemporary world – in different areas and fields, in which a human being operates, having an influence on its continuous progress, namely evolution.Academic education is the driving force of economic and social life. Academic thought, scientific potential and scientific research conducted at higher education schools, co-operation between academics and students in this field with public administration and scientists (the university environment), on whom the future of the nation depends, are just key demands presented in this article.
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Kaufman, Nancy J., and Charity Scott. "Innovation in Higher Education: Lessons Learned from Creating a Faculty Fellowship Program." Journal of Law, Medicine & Ethics 44, S1 (2016): 97–106. http://dx.doi.org/10.1177/1073110516644239.

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This concluding essay offers reflections on core components of the faculty fellowship program, its outcomes and results, and program design and administration. Amid the current calls for reform in legal and other professional education, the lessons we learned and perspectives we gained during this fellowship program may be relevant to any faculty members and university administrations that are seeking to create more effective and engaged professional and graduate school programs, whatever may be their subject-matter discipline.
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Ledenyova, S. N. "School of English for Business Administration." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 209–11. http://dx.doi.org/10.24833/2071-8160-2014-5-38-209-211.

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Department of English Language № 4 was established in 1975 in order to work with students of the Faculty of International Economic Relations, Faculty of International Business and Business Administration and part-time students. Since 2001, the Department works exclusively with the students of the faculty of International Business Administration. Svetlana Ledenyova, PhD in Philology, Honored Worker of Higher Education of the Russian Federation is the Head of the Department, Effective teaching of English is achieved by inspired members of the department, specializing in linguistic and economic education. Most of them have received their education at leading universities in the UK and the USA. Over the past few years the Department published eight textbooks and other learning materials
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Onževs, Oskars, and Antons Kiščenko. "INFORMATION EXCHANGE PROVISION CREATING VIRTUAL HIGHER EDUCATION INSTITUTION." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (June 20, 2001): 279. http://dx.doi.org/10.17770/etr2001vol1.1947.

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The computerised distance education system created by School o f Business Administration Turiba (Latvia) has been reviewed in this paper, the main aim o f which is to ensure the full possibility of mastering the speciality of business management through the Internet. The system practically provides the student all the necessary methodical and informational support. The structural specifics, organisation of the study process, the design and development strategy of the given distance education system have been reviewed in this paper. The computerised distance education system has been designed specially taking into account the specifics of Latvia.
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Tomczyk, Łukasz, Valéria Farinazzo Martins, Maria Amelia Eliseo, Ismar Frango Silveira, Cibelle de la Higuera Amato, and Lazar Stošić. "ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective." World Journal on Educational Technology: Current Issues 12, no. 4 (2020): 401–24. http://dx.doi.org/10.18844/wjet.v12i4.5198.

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The paper aims to present the conditions surrounding the use of ICTs in Brazilian schools. The goal of the study was to offer a wide perspective that included the opportunities, barriers, transfer of knowledge, and challenges related to introducing information technology into education. The technique used was qualitative - an expert interview with four experienced respondents. The individuals interviewed represented different areas of professional activity: the academic sector, the implementation of practical activities in schools, pedagogical supervision, and the development of commercial software. The study was conducted in 2019, as part of the expert conference CBIE (Congresso Brasileiro de Informática da Educação – Brazilian Conference on Computers in Education). The results of the analyses reveal that the challenges of implementing ICT in educational processes are similar to those found in the global perspective. According to these experts, Brazil faces similar issues to those found in other countries, namely: the appropriate preparation of teachers in the use of ICT, supplying schools with high-speed and up-to-date hardware and software, encouraging teachers to use ICT, the re-constitution of educational policies, and changes in administering IT resources within schools.
 Keywords: ICT; Brazil; school; computers; Internet; information society; experts; interview; SELI;
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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 management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.
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Schlegel, Steven. "History in Higher Education Programs: Dialogue and Discourse." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 307–18. http://dx.doi.org/10.28945/4468.

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Aim/Purpose: This paper encourages the reader to think about the role history, or foundations, plays in graduate programs in the field of higher education. In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs. Background: In many ways higher education programs have a complicated relationship with history. In some ways it can be seen as a central pursuit and in other ways it can be seen as a marginal scholarly activity. These two conflicting paradigms of central and marginal reflect a lack of scholarly discussion on what the field wants and expects from history. Methodology: This paper considers the scholarly discussion that has happened in three fields apart from higher education administration in an attempt to suggest ways that scholars in higher education programs might conceptualize the value and role that history should play in our graduate programs. Contribution: This paper invites scholars to think about what they want and expect students to gain from coursework on the history of higher education in comparison to what other fields have seen as the major reasons for including similar coursework. Findings: Despite a generalized commitment to teaching the foundations of higher education, the field has not been clear about what it expects students to gain from this type of coursework. Although it is easy to suggest that teaching foundations is important, there has been limited scholarly work that meaningfully grapples with questions about the value of foundations in higher education programs. Recommendations for Practitioners: As practitioners and researchers, we need to better articulate what we think foundations brings to graduate students in higher education programs and we need to do so in a manner that creates a single coherent paradigm for students. Recommendation for Researchers: (Included in Recommendations for Practitioners)
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Dissertations / Theses on the topic "Higher education|Education history|School administration"

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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.

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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.
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Collins, David D. "Funding of Higher Education in Tennessee: A Qualitative Study of the Perceptions of State Legislators and Higher Education Leaders." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2897.

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The purpose of this study was to identify issues that are considered important to the legislators and higher education leaders of Tennessee in making decisions that affect the funding of higher education. A further purpose was to identify actions that such individuals believe should be taken by higher education leaders to ensure that higher education is accountable and worthy of continued or increased financial support. Using a qualitative research design, interviews were held with 10 legislators and 6 higher education leaders selected in accordance with the concept of purposeful sampling. Legislative participants included five members from the Senate and five members from the House of Representatives. All participants served on either the Education Committee or Finance Ways and Means Committee within their chamber. Higher education leaders consisted of a university president, the President of the University of Tennessee System, Chancellor of the Tennessee Board of Regents, Executive Director of the Tennessee Higher Education Commission, Comptroller of the Treasury, and a member of the University of Tennessee Board of Trustees. Issues identified from the interviews were reduced to eight categories: (a) issues affecting higher education and (b) findings regarding the accountability of higher education. The issues category was divided into eight categories: (a) financial issues that was further subdivided into funding issues, accountability issues, capital expenditures, taxes, fees, and other general financial issues; (b) administrative structure and costs; (c) quality outcomes; (d) faculty issues; (e) technology; (f) program duplication; (g) relationship to K-12 education; and (h) other general issues. Issues that emerged related to accountability included the measurement of educational outcomes and the communication of those results to legislators and the public. Based on the findings of this study, three recommendations are offered: (1) a committee consisting of appropriate representatives should be established to study the issue of accountability and determine appropriate measurements that will provide relevant information; (2) leaders in higher education should make a concerted effort to improve communication with legislators and their staffs; and (3) those in higher education must improve their communication with the public.
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Milner, Patricia E. "Regulating the new borderlands| An event history analysis of state cross-border distance higher education policy adoption." Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560685.

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<p> Cross-border state distance higher education policy is a complex web of complicated and often contradictory regulations stretching across 50 states and 14 US territories. This study examined the applicability of strategic choice theory to state higher education policy innovation in the context of the adoption of polices that regulate the distance education operations of out-of-state, regionally accredited higher education institutions. Using Event History Analysis, the role of power structures and the political and social environment in which policy adoption decisions were made were examined alongside established policy adoption predictors. Significant applicability of strategic choice theory to state distance higher education policy adoption was identified. Findings indicate that cross-border distance higher education policy adoption diverges from established trends in state higher education policy adoption, and that public and non-public institutions have the potential to play key roles in shaping future policy adoption.</p>
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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.

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<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>
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Parker, Matthew. "For the "true lover of the law"---the origin of LL.M. programs| A case study of the University of Pennsylvania Law School." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746348.

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<p><i>Legum Magister</i>, or LL.M., degrees have come under increasing criticism in recent years in the United States. Observers have accused law schools of offering these and other graduate law degrees simply to increase revenue, and argue that they provide no value to graduates as they are not respected in the traditional legal services market. Despite these negative appraisals, the number, size, and types of these programs have continued to grow rapidly. While much has been written criticizing this growth, almost nothing has been written on how and why these programs came into existence, even though a number of law schools claim that their programs were founded over a century ago. As graduate law programs continue to blossom and law schools attempt to address the rising tide of criticism aimed at them, law school leaders would be well advised to examine the origin and history of these degrees. Is it possible that law schools have been hoodwinking innocent lawyers into getting a useless degree for decades? Who were these degrees originally intended for and who ultimately chose to matriculate into these programs? What were the curricula for these programs like? </p><p> Through historical analysis and archival research, this case study of the development of graduate law programs at the University of Pennsylvania reveals that they were founded in response to a perceived need to make the study of law more scholarly, and to ensure that law school training was not wholly confined to the necessities of legal practice. These programs arose amidst a drive toward professionalization and standardization at the turn of the twentieth century that was visible across a wide sector of American society, and reflected one aspect of the long simmering tension between those who viewed law as a scholarly enterprise much like philosophy or political science, and those who viewed it as a trade, to be mastered like medicine or engineering. This disagreement persists to the present day and an examination of the origins of graduate programs vividly illustrates that the study of law has meant different things to different people from the earliest days of legal education. </p>
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Spencer, Rosa Chiffon. "A Study of High School Dual Enrollment Participation at Alabama's Public Colleges and Universities." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639302.

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<p> This case study explored dual enrollment program implementation and student participation at a public high school in Alabama. The study gathered current data to describe the salient actions and cultural beliefs that influence dual enrollment program participation. The findings help to better understand the institutional practices that attract students to participate in dual enrollment programs. </p><p> This study describes the process by which a high school generates student participation in dual enrollment programs and identifies its established institutional practices that lead to higher student participation. The findings described the noticeable actions and cultural beliefs that facilitated student participation. The following research questions provided the data needed to answer the overarching questions of this study: 1) What were the strategies the high school used to attract students to participate in dual enrollment programs; 2) How did the high school assist students in successfully completing dual enrollment programs; and 3) What challenges does the high school face in the implementation of dual enrollment programs?</p><p>
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Craig, Alan Thomas. "Institutional responses to underprepared students at the University of Georgia| 1801--2001." Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251881.

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<p> This historical study explored and chronicled the history of institutional responses to underprepared students at the University of Georgia including its two primary historical branches, the State Normal School and the State College of Agriculture and the Mechanic Arts, from 1801 to 2001. This study examined the evolution of responses to underprepared students at the University of Georgia with a view to how these responses reflected the larger social, economic, and political context of Georgia history. Archival research was conducted at University of Georgia Hargrett Rare Book and Manuscript Library in Athens, Georgia, the State of Georgia Archives in Atlanta, Georgia, the Georgia Historical Society Library and Archives in Savannah, Georgia, and other archives or document repositories identified during the research phase of the study. The study revealed significant efforts throughout the history of the University of Georgia in support of underprepared students.</p>
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Davis, Maria Salome E. "Dual enrollment| A correlational analysis of high-school students' participation and college persistence in Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648295.

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<p> The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student&rsquo;s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence. </p>
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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.

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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.
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Cole, Michele Tamamian. "The impact of the 2003 California Preliminary Administrative Services credential requirements on educational administration programs in institutions of higher education." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2519.

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This study focuses on the impact of the 2003 changes in the California Preliminary Administrative Services credential on programs of educational administration in institutions of higher education. Through five case studies of educational administration programs in institutions of higher education, several themes emerged: department chair K–12 background may predict early adoption; faculty are confused about the credential requirements; full- rather than part-time professors design programs; new competitors have already challenged enrollments; ambiguous policy creates compliance uncertainty; integration of technology in educational administration programs is limited; communication among stakeholders is weak; the culture of educational administration programs is different from other parts of the academy; the early adopter is more knowledgeable about the requirements, has purposeful collaboration, requisitions sufficient resources for change, uses many forms of communication, enthusiastically embraces new ideas, and reduces bureaucratic barriers to change. Early, middle and later models of program adoption emerged from the data. The final chapter of the research explores ways to minimize ambiguity and maximize program compliance. A new model of implementation of 2003 standards is presented, which uses early adopters as an example and existing professional organizations as disseminators of promising practices.
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Books on the topic "Higher education|Education history|School administration"

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Gamage, David Thenuwara. Evolution of universities and changing patterns of governance and administration. Karunaratne and Sons Ltd., 1996.

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Toma, J. Douglas. Building organizational capacity: Strategic management in higher education. Johns Hopkins University Press, 2010.

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Iconic leaders in higher education. Transaction Publishers, 2011.

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Sounding boards: Advisory councils in higher education. Association of Governing Boards of Universities and Colleges, 2008.

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A, Lee Barbara, ed. The law of higher education, student version. 4th ed. Jossey-Bass, 2007.

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D, Jenkins Kenneth, ed. Seven significant positions in education. Technomic Pub. Co., 1996.

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Reconstructing education: East German schools and universities after unification. Berghahn Books, 1998.

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Pritchard, Rosalind M. O. Reconstructing education: East German schools and universities after unification. Berghahn Books, 1999.

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1932-, Sharma Sita Ram, ed. Educational administration, emerging trends. Kanishka Pub. House, 1992.

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Kaplin, William A. The law of higher education: 1985-1990 update. National Association of College and University Attorneys, 1990.

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

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Spillane, James, and Lauren Anderson. "Negotiating Policy Meanings in School Administrative Practice: Practice, Professionalism, and High-Stakes Accountability in a Shifting Policy Environment." In Education Innovation Series. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6330-6_7.

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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.

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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Clement, Victoria, and Zumrad Kataeva. "The Transformation of Higher Education in Turkmenistan: Continuity and Change." In Palgrave Studies in Global Higher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_15.

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AbstractOver the past century Turkmenistan developed a modern system of higher education that grew from a single university under Moscow’s direction to 24 institutions today. Under Presidents Niyazow and Berdimuhamedow, educational infrastructure developed dramatically. Despite this growth, the system of higher education suffers from a lack of faculty—universities meet the needs of less than ten percent of high school graduates. Additionally, curricula continue to reflect a strong and pervasive state ideology. Overall, the state—the only purveyor of higher education in Turkmenistan—is not meeting societal needs. This article explores the history of education policy in post-Soviet Turkmenistan, focusing on the reforms initiated by that country’s first two presidents.
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Silva, Ana Valéria Barbosa. "Education in Higher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch004.

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The chapter title proposes a reflection: is establishing proposed innovations in the teaching and learning environment the same as innovating this teaching and learning? The term innovation has long been studied, but its recurrence has increased in the 1990s and has become even more intense in the 21st century. But what is innovation? Closely related to the business environment, innovating also applies to one of the longer-lived organizations in human life: the school. Now that society is in the fourth industrial revolution, where is the school? In some cases, it is in the search for the connection with the present times, but in others, it is still in the molds of past centuries. The author proposes reflecting on pedagogical innovation, new methodologies, connection to the world context of the 21st century, and insertion of technology.
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Turró, Lluís Jovell, and Montserrat Peñarroya Farell. "Higher Education and IT." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4233-1.ch004.

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The introduction of IT in the learning process has completely transformed the way in which training is taught today, and the process of attracting new students has changed. This chapter discusses the changes in communication to new students and describes the main techniques to attract them to the Website of a business school or educational institution.
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Liu, Baocun, and Hui Zhang. "Governance of Higher Education Institutions in China." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7441-5.ch001.

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This chapter analyzes the background, structures, problems and challenges, reforms, and trends in the governance of higher education institutions in China. It concludes that the centralized governance and management system of higher education institutions in China is deeply affected by the long history of centralized culture, and the current administrative and management system of state political power. The system has undergone many reforms and changes, and it is expected to undergo more reforms and changes in the coming decades.
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Eakins, Sheldon Lewis. "A School Model for Developing Access to Higher Education for African American." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch009.

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This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.
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Muñoz, Diana Patricia Skewes, and Jesús Gerardo Alfaro Patiño. "Challenges of Public Policies for an Inclusive Higher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch005.

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This research note focuses on the major challenges of public policies emphasizing the implications guarantee quality education for all in order to contribute to achieving a socially inclusive future in a metropolis like Mexico City. The importance of inclusive education is directly linked to social, economic and sustainable development of the country, therefore, a quality education that includes everyone equally, calls for an analysis of the school and the social environment, our multiculturalism and active acceptance of that which is different from the norm and the relationship between it establishes for the formation of the common good. Therefore, we consider it necessary to address a comprehensive policy for education to eliminate exclusion factors such as: accessibility, infrastructure, equal treatment, access opportunities, gender and economic deciles access.
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Alegre de la Rosa, Olga M., and Luis M. Villar Angulo. "Social Inclusion and Intercultural Values in a School of Education." In Handbook of Research on Administration, Policy, and Leadership in Higher Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch020.

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The aim of the study was to analyze the contextual and personal factors associated with student teachers' inclusive and intercultural values to minimize barriers to learning and participation. It also examined the role higher education played as a facilitator of social inclusion. Method. The sample was comprised of 1234 university students. Researchers applied the Guide Index for Inclusion (Booth &amp; Ainscow, 2000) composed of three dimensions: Culture, Politics and Inclusive Practices. Positive elements emphasized the gender variable with highly significant scores on all dimensions. Besides, younger students with no cooperation between teachers and families didn't collaborate between teachers and family to promote inclusive attitudes. Moreover, it was noted that experience increases to more predisposition to the inclusion and recognition of barriers to learning and participation. As a conclusion, it was recognized that the principles of social inclusion may be influenced by variables such as gender, age, cultural experience and experience with people.
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Arslan-Cansever, Belgin, and Gamze Bilir Seyhan. "What Does Culture of Higher Education Mean for Teacher Candidates?" In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9850-5.ch015.

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When a university is considered as an organization, the meaning of culture to students should be investigated to have knowledge of its organizational culture. In this qualitative study, it is aimed to examine university students' perceptions of higher education culture via metaphors. Participants were 230 primary school teacher candidates enrolled in Faculty of Education, Ege University in Turkey. Researchers prepared a form to use as data gathering tool including the prompt “Higher education culture is like ... because ...”. In the study, the 5 common metaphors generated by four grades and these metaphors were freedom, youth, library, sea, and sun. Moreover, all participants generated 101 original metaphors. At the end of the analysis, metaphors were grouped into seven different categories; information environment, shaping the future, pathfinder, free, perpetual adapting itself, multi-cultural, exciting. To conclude, it could be said that most of teacher candidates have a positive perception about higher education.
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Conference papers on the topic "Higher education|Education history|School administration"

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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.

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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.
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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.

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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.
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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.

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Masykur, Masykur, Yusrizal Yusrizal, and Niswanto Niswanto. "The Assistance of Lecturersr Academic Administration in Improving the Quality of Higher Education at Indonesian School of Economics in Banda Aceh Indonesia." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.22.

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Ciucan-Rusu, Liviu. "Key Facts about the Decision-making Process of High School Students Regarding Career Options." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/09.

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As a dynamic transformation of the economy, companies put pressure on universities and other educational suppliers to deliver the labor force with new knowledge and skills required, to ensure their innovation and competitiveness. Because of these dynamics, students are also under pressure when they must decide about future jobs. There is also confusion in the mind of young adult that needs to bear the influence of public media, social media, online communities about the personal development in regional, national, or global environment. In this case, universities and high schools have to inform about trends and perspectives of future career and support students in their choice but they lack of communication capabilities or marketing aspects are overestimated. Our study is based on an online survey with more than 500 participants from Mures county high schools during the 2018-2019 academic year. Most of the student wants to continue their study at university 83,2 %. As a preferential channel of information about university programs students voted as very useful, university websites and meetings with representatives of faculties. The main fields students interested in are: business, engineering, informatics, medicine, public administration and law. Around 13.4% of the high school students intend to continue their study abroad. Almost half of the respondents have clear idea of study program to be chosen. Regarding the influence factors of their choice, family and acquaintances who are already university students have the higher impact rather than colleagues, friends and professors. When referring to criteria for choosing the future university, they favor the number of tax-free places and international mobility. Generally, we can say that students consider university the most important next step in their future career and they proof themselves rather independent to decide about this step. Our study also emphasizes significant levels of indecision and we will deepen our further research for better understanding of the phenomenon.
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Xu, Yueqian, and Xiaodong Zheng. "Research and design of e-government teaching system in higher education institution: An example of e-government experiment course in school of public administration of Zhejiang Gongshang University." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5882629.

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Anisah, Tia Ayu Ningrum, and Sania Vand Siska. "Implementation of Character Education at Junior High School." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.22.

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Puspitasari, Ratri. "Character Education Management in Senior High School 6 of Yogyakarta." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.039.

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H.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.

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The rapidly changing environment of the information age and the need to provide a well-rounded education, often times, are diametrically opposed. Local, regional, national, and international industry needs and pressures interact with school and discipline tradition. The basic requirements of a school’s degree often account for over half of the courses required for graduation. Administrations often do not know the difference between the parallel degrees of Computer Information and Information Technology or the complexities of Computer Science as opposed to Informing Science, thus complicating the process. The key question is “does one size fit all” when it comes to determining what a computer centered curriculum should be for a given school of higher education and to what extent do outside influences affect curriculum decisions.
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Hariyati, Nunuk, and A. Sonhadji. "Beyond Vocational High School and Corporates Cooperation: A Social Exchange Perspective in Education." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.22.

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

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Attanasio, Orazio, Lina Cardona-Sosa, Carlos Medina, Costas Meghir, and Christian Posso. Long Term Effects of Cash Transfer Programs in Colombia. Banco de la República, 2021. http://dx.doi.org/10.32468/be.1170.

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Conditional Cash transfer (CCT) programs have been shown to have positive effects on a variety of outcomes including education, consumption and health visits, amongst others. We estimate the long-run impacts of the urban version of Familias en Acción, the Colombian CCT program on crime, teenage pregnancy, high school dropout and college enrollment using a Regression Discontinuity design on administrative data. ITT estimates show a reduction on arrest rates of 2.7pp for men and a reduction on teenage pregnancy of 2.3pp for women. High school dropout rates were reduced by 5.8pp and college enrollment was increased by 1.7pp for men.
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