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Journal articles on the topic 'Private universities and colleges Private universities and colleges'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Wang, Ni. "Research on the Course of Academic Thesis Writing based on the Teaching Reform." Journal of Contemporary Educational Research 5, no. 6 (June 30, 2021): 81–86. http://dx.doi.org/10.26689/jcer.v5i6.2232.

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Recently, the State Council has set higher standards for the graduation thesis of undergraduates. Most undergraduate colleges and universities have issued their own policies in which private colleges and universities have paid more attention to this issue in which several local experts have conducted many research on the course of academic thesis writing. The Inner Mongolia Honder College of Arts and Sciences is used as an example in this article. Using the questionnaire survey and interview method, the current situation of the academic thesis writing course in private colleges is analyzed and its reform in private colleges and universities is explored in hope to provide some reference for future research.

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2

Li, Tie Qun. "Study on the Auditing Problems of the Private Universities in China and its Internal Audit Improvement Policy." Advanced Materials Research 268-270 (July 2011): 726–31. http://dx.doi.org/10.4028/www.scientific.net/amr.268-270.726.

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From the view of the current reality, many internal audit issues of the private colleges are very prominent, which affects the development of private universities. Therefore, it is very important to study status of internal audit in College, to explore measures to strengthen the internal audit college education, to optimize the allocation of resources and improve the effectiveness of university education. The essay based on the analysis of the internal audit function of private colleges, try to find the internal audit problem of the private college and provide the relevant suggestions.

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Quan, Yuan, Junfeng Wang, Shuwen Li, and Wang Dan. "The application of big data in the performance evaluation of private colleges and Universities." E3S Web of Conferences 214 (2020): 01025. http://dx.doi.org/10.1051/e3sconf/202021401025.

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The rapid development of big data has brought new opportunities for the operation and development of private colleges and universities. As an important way for private colleges and universities to assess teachers’ work, performance evaluation is not only an important guarantee for promoting teachers’ work, but also an important influencing factor for private colleges and universities to stand for a long time. There are some problems in the traditional way of university performance evaluation. This paper will further explore the specific application of big data in the performance evaluation of private universities based on its application characteristics.

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Yuan, Tao, Shuai Yuan, Shiqi Yu, Zhexi Li, Yu Qian, Yuwei Ma, and Jie Teng. "A Probe into the Sustainable Development of the Japanese Talent Cultivation by the Cooperation between Private Universities and Enterprises." Lifelong Education 9, no. 6 (September 28, 2020): 45. http://dx.doi.org/10.18282/le.v9i6.1293.

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With the increasingly frequent exchanges between China and Japan, many companies in China are in urgent need of high-quality Japanese professionals. In this context, private colleges and universities pay more and more attention to school-enterprise cooperation, hoping to further optimize the talent training model of Japanese majors through school-enterprise cooperation. This article starts from the analysis of the problems existing in the training of Japanese professionals in private universities, and focuses on the exploration of the sustainable development of the training of Japanese professionals in private colleges and universities, with a view to comprehensively improving the teaching quality of Japanese professionals in private colleges and universities, and delivering more talents to the society.

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Clotfelter, C. T. "Alumni giving to elite private colleges and universities." Economics of Education Review 22, no. 2 (April 2003): 109–20. http://dx.doi.org/10.1016/s0272-7757(02)00028-6.

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6

Nishihara, Haruo. "Private Colleges and Universities in Japan: Glittering Prizes." Higher Education Policy 3, no. 2 (June 1990): 26–29. http://dx.doi.org/10.1057/hep.1990.26.

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7

Marks, Bryant T., Chauncey Smith, Jordan Madison, and Cary Junior. "The Psychology of Black Males Attending Urban Private Colleges and Universities." Urban Education 52, no. 9 (February 2, 2016): 1080–105. http://dx.doi.org/10.1177/0042085915623348.

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The purpose of this study is to describe the psychology of Black males attending private, not-for-profit, colleges and universities in urban areas. Surveys were administered over three semesters to 886 Black male college students attending 28 national colleges/universities in various urban settings across the United States. The psychological domains examined in this study included academic and racial attitudes, expressive behaviors, mental and physical health, values/priorities, rap music listening habits, leadership, masculinity, and spirituality. Overall, the results reveal that Black males in these settings are mentally healthy, possess predominantly positive attitudes, and tend to engage in constructive and/or productive behaviors.

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Cohen, Tema A., Sullivan D. Ray, Cassidy Audette, and Robert Weis. "College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost." Journal of Education and Culture Studies 4, no. 3 (August 25, 2020): p130. http://dx.doi.org/10.22158/jecs.v4n3p130.

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Students with disabilities face many challenges in their pursuit of higher education. Academic accommodations and other educational supports can allow these students to learn, and to demonstrate their learning, in a manner similar to their classmates without disabilities. The purpose of this study was (1) to determine the percent of students classified with disabilities and receiving accommodations in college and (2) to see if students’ access to accommodations varies as a function of their college’s type, selectivity, and cost. Overall 4.6% of undergraduate students are formally registered with their school’s disability office. Contrary to expectations, the highest percentage of students with disabilities receiving accommodations are found in America’s most selective and expensive private colleges and universities. The prevalence of students with disabilities at private, liberal arts colleges in particular is almost three times higher than the prevalence at two-year public (i.e., community) colleges. These findings suggest that public colleges should be more proactive in identifying and accommodating students with disabilities and private colleges should be more judicious in their accommodation granting. Colleges should also use principles of universal design to promote the academic success of all students, regardless of their disability status.

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Arafa Hegazy, Shady Mohamed. "Controls on Establishing Private Universities and Colleges in the Saudi Legal System: Legal Descriptive Analytical Study." Academic Journal of Interdisciplinary Studies 10, no. 4 (July 8, 2021): 296. http://dx.doi.org/10.36941/ajis-2021-0118.

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Education at all levels (general/university) aims to develop plans worldwide, whether in the governmental and private sectors. It is the same as what we will find in the Saudi system, which has paid great attention to the education sector. Due to the importance of the private university’s role, we aim to present the regulating provisions of establishing private universities and colleges considering the most crucial objective and formal controls mentioned in the relevant laws and regulations. We also present some judicial applications issued by the competent judiciary. Our research scope is limited to the legal provisions in force of the Saudi legal system. It is strongly recommended to launch unified provisions for establishing private universities and colleges in the Saudi system. Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

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10

Mu, Zhen Dong, and Zhen Zhong Zhan. "The Study of Training Course in Java Language in Private College Teaching." Advanced Materials Research 271-273 (July 2011): 829–32. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.829.

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With the rapid development of software industry, in response to development in software technology, improve the market competitiveness of software professionals, many colleges and universities set java software language as their teaching language, and carry out lots of study about the Java language teaching reform and course content. compared to vocational college, the private college even more so for the market demand requires software to be more market-oriented needs of teaching, in this paper, out of the demand of market and java language its own characteristics, combined with characteristics of private colleges, we study discuss the training course in java language in private college teaching.

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Liu, Ying. "Determinants of Private Giving to Public Colleges and Universities." International Journal of Educational Advancement 6, no. 2 (February 2006): 119–40. http://dx.doi.org/10.1057/palgrave.ijea.2150014.

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12

Thomas, Steven L., and Vickie McGehee. "Faculty bargaining in private colleges and universities: Beyond Yeshiva." Employee Responsibilities and Rights Journal 7, no. 4 (December 1994): 297–315. http://dx.doi.org/10.1007/bf02621215.

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13

Feng, Tao. "The Construction and Practice of Private College Campus Portal System." Applied Mechanics and Materials 623 (August 2014): 245–50. http://dx.doi.org/10.4028/www.scientific.net/amm.623.245.

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Nowadays, lots of college campus portal systems have many problems, such as teachers and students do not want to use the systems. This paper, which analyzes the advantages and disadvantages of two kinds of portal systems, and it also insight the demands of teachers and students, is in order to construct a portal system which applies to the private colleges with combining the Portal system and the CCS system. Hoping the portal system’s construction plan can have a certain reference value for the other universities and colleges who are going to construct campus portal system.

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Reschiwati, Wiwik Pratiwi, Adji Suratman, and Ida Musdafia Ibrahim. "Implementation of Good University Governance in Private Higher Education Institutions in Indonesia." Journal of Southwest Jiaotong University 56, no. 3 (June 30, 2021): 295–306. http://dx.doi.org/10.35741/issn.0258-2724.56.3.25.

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This article describes a new idea of implementing Good University Governance (GUG). As a development of the Good Corporate Governance model, especially for higher educational institutions, GUG must be implemented differently among universities, colleges, and academies. This research aims to answer the hypotheses of the implementation of GUG to carry out quality and accountable education management using descriptive analysis and prove that those are implemented differently in any type of private higher education using Analysis of Variance (ANOVA). The population of this study was all private higher education institutions covering universities, colleges, and academies in Jakarta, Indonesia, selected by using the purposive sampling method. Good University Governance is measured using five dimensions: transparency, accountability, responsibility, independence, and fairness. Based on the questionnaires' results, Good University Governance has been well implemented in Universities, Colleges, and Academies. Our proposal allows for improvement in implementing GUG in the dimensions of Accountability, Responsibility, and Independence. Since there are differences in the application, those are more appropriate for universities with comprehensive management. Meanwhile, those are necessary to make simpler rules for colleges and academics, considering that the management span is not as complex as universities. The new method effectiveness evaluation is confirmed by ANOVA calculation that has significantly less than 5%. This differentiation of rules improves GUG implementation more accurately and can be used by policymakers to make different regulations for colleges and academies.

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Laforge, William N. "Campus Governance in U.S. Universities and Colleges." Review of European and Comparative Law 42, no. 3 (September 1, 2020): 113–40. http://dx.doi.org/10.31743/recl.8528.

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The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance. In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors. Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today’s higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and “share” authority and responsibilities for a university’s administrative, management, and decision-making functions, i.e., “on-campus governance.” In this respect, shared governance “borrows” many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.

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Yue, Fuqin. "Research on the Comprehensive Strength Evaluation for Universities based on the Fuzzy TOPSIS Method." International Journal of Emerging Technologies in Learning (iJET) 12, no. 08 (August 1, 2017): 36. http://dx.doi.org/10.3991/ijet.v12i08.7136.

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In recent years, the scale of enrollment in colleges and universities continues to expand. The private colleges are also springing up. The comprehensive strength of each university is uneven. Evaluating the comprehensive strength for the colleges is not only to provide the reference for the majority students’ parents, but also to promote the continue development for the comprehensive strength of the colleges. In this paper, in order to make the better evaluation of the comprehensive strength for the colleges, we combine the fuzzy theory with the TOPSIS method and propose an improved fuzzy TOPSIS method. Then, we use the method to evaluate the comprehensive strength for the college. The experimental results demonstrate the reliability and the validity of the method.

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17

Willis A. Jones. "General Education Assessment at Private Historically Black Colleges and Universities:." Journal of General Education 59, no. 1 (2010): 1. http://dx.doi.org/10.5325/jgeneeduc.59.1.0001.

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18

Day, James H. "Enrollment Forecasting and Revenue Implications for Private Colleges and Universities." New Directions for Institutional Research 1997, no. 93 (1997): 51–65. http://dx.doi.org/10.1002/ir.9304.

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Sethna, Beheruz, Cynthia C. Barnes, Cynthia C. Barnes, and Lory Kaye. "E-Mail Communications in Colleges and Universities: Are They Private?" Journal of Education for Business 74, no. 6 (July 1999): 347–50. http://dx.doi.org/10.1080/08832329909601709.

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Reynolds, Stephanie. "Success Stories." Journal of Intellectual Freedom & Privacy 5, no. 1 (November 12, 2020): 60. http://dx.doi.org/10.5860/jifp.v5i1.7464.

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21

Prabowo, Harjanto. "Pengaruh Lingkungan Individu Mahasiswa dan Kinerja Bauran Pemasaran Perguruan Tinggi terhadap Proses Keputusan Mahasiswa dan Nilai Jasa Pendidikan Tinggi Komputer." Binus Business Review 3, no. 1 (May 31, 2012): 549. http://dx.doi.org/10.21512/bbr.v3i1.1342.

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Colleges that offer computer education are increasing, partly because of the widespread use of information technology in all areas of life so that it takes labors/computer graduates qualified and applicably ready. This situation also occurs in colleges at Jakarta. This paper presents the results, which aims to reveal the compatibility level of educational services mixed-marketing performance with the interests and expectations of college students. Research conducted is descriptive and verification, while the method of research is an explanatory survey method to 770 students of computer private universities in Jakarta and 54 leaders in computer private universities in Jakarta. The results show that the environment of one individual affects more to college students in processing decision to choose the college compared to educational services mixed-marketing performance. Whereas, the value of education services is not affected by the environmental of students but by educational services mixed-marketing performance and student decision process. There is a mismatch/gap between the educational service mixed-marketing performance to the level of expectations and interests level of students perceived.

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Lai, Eva. "Teaching English as a private enterprise in China." English Today 17, no. 2 (April 2001): 32–36. http://dx.doi.org/10.1017/s0266078401002048.

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A report on independent ELT undertakings in the world's most populous country. The teaching of English as a foreign language in China has expanded rapidly in the last two decades. In colleges all over China, from key universities to small provincial institutions, non-English majors have to study English for at least two years and they have to pass the College English Test (CET) Band 4 before they can get their graduation certificates. In the year 2000, over 3.5 million candidates sat for the CET in the summer.

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Siregar, Wasilaturahmi, and Khusnul Hidayah. "PERSEPSI MAHASISWA AKUNTANSI TERHADAP ETIKA PENYUSUNAN LAPORAN KEUANGAN SYARI’AH SESUAI PSAK No. 101." Jurnal REKSA: Rekayasa Keuangan, Syariah dan Audit 2, no. 2 (June 9, 2018): 104. http://dx.doi.org/10.12928/j.reksa.v2i2.12.

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This research to determine differences in accounting students perceptions of the ethics financial shari’ah statement in accordance with SFAS No. 101. The analysis was based on respondents answers were obtained through questionnaires distributed at Private Colleges and Universities Public Islam. Population of this study is that accounting students are in Private Colleges and Universities Public Islam. This study uses purposive sampling method. Samples were taken from six semesters of accounting students and eight who have taken courses Accounting Theory. To test the validity of the data used Pearson correlation, to test the reliability of the data used Cronbach Alpha while the data used to test the normality Kolmogorov-Smirnov, and the data used to test for differences Independent samples t-test. The results are hypothesis 1, hypothesis 2, hypothesis 4, and 5 are acceptable hypothesis that there are differences in the perception of earnings management, misstatements in the financial statements, cost-benefit, and responsibility to the users of financial statements Shariah between accounting students at university Private Higher Islam and Higher Education General. And hypothesis 3 was rejected, ie there is no difference between the perceptions of disclosure of accounting students in Private Colleges and Universities Public Islam.

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Mugo, A. N. "Evaluation of Monetary Challenges Affecting Operations of Private Tertiary Colleges in Nakuru Town, Kenya." European Journal of Engineering Research and Science 3, no. 3 (March 29, 2018): 67. http://dx.doi.org/10.24018/ejers.2018.3.3.591.

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Tertiary colleges are the institution in between the secondary and the universities. They are set aside for those students who fail to join universities due to failure of meeting entry points or lack of requisite fees. Most of these institutions are run by private sectors while a small percentage is run by public sectors. Due to various challenges here have been instances of monetary constraints in these institutions. This facilitated this study which hunted to evaluate the monetary challenges affecting operations of the private tertiary colleges. The study sought to establish the access of funds and credit facilities on operations of the aforestated private tertiary colleges. The pecking order theory guided the study. The study was conducted amongst private tertiary colleges in Nakuru town, Kenya. The study adopted descriptive research design with target population of 109 employees of these institutions. A census survey was conducted. The study employed a questionnaire to collect primary data. Data was processed and analyzed with the aid of the Statistical Package for Social Sciences software. Descriptive and inferential analyses were duly conducted. The findings indicated that access of funds and credit facilities affect operations of private tertiary colleges positively and that the relationship between the two constructs is statistically significant (r = 0.665; p < 0.01). The study concluded that the role played by funds and credit facilities in the Operations of private tertiary colleges cannot be understated. It is recommended that the management of private tertiary colleges should devise various sources of funding such as initiating income-generating projects and liaise with corporate entities for sponsorship of needy students.

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Wang, Xin Peng, Li Xing Feng, and Jian Dong Zhao. "The Application Research of Private Cloud in the Data Centers Colleges of Universities." Advanced Materials Research 605-607 (December 2012): 2553–60. http://dx.doi.org/10.4028/www.scientific.net/amr.605-607.2553.

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With the development of information technology and business model innovation, cloud computing has become a new user experience and business model. This paper first introduced the concept of cloud computing features and cloud computing system architecture, and then as the private cloud data center applications in colleges and universities an example, analysised the value of private cloud for the university data center, private cloud key technology and implementation details, and finally Indicates that a private cloud computing the future development trends and the application mode of school-enterprise cooperation private cloud.

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Burgstahler, David C., and Kimberly M. Sawers. "Management of Financial Performance Measures: Evidence from Private Colleges and Universities." Journal of Governmental & Nonprofit Accounting 6, no. 1 (July 1, 2017): 1–29. http://dx.doi.org/10.2308/ogna-51849.

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ABSTRACT This study examines the incentives for private colleges and universities (PCUs) related to financial reporting choices for net appreciation on endowments. Under current accounting standards, in the absence of explicit donor restrictions, PCUs are permitted to classify net appreciation as either unrestricted, which increases measures of operating performance, or as restricted, which constrains future actions but may also improve perceptions of various stakeholders. We analyze incentives related to four stakeholder groups (lending institutions, faculty/staff, students/parents, and donors) and find that incentives are significant determinants of the net appreciation reporting choice for PCUs. JEL Classifications: M4; I21; I22.

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Charmatz, Marc. "What House Bill 620 may mean for private colleges and universities." Disability Compliance for Higher Education 23, no. 10 (April 16, 2018): 3. http://dx.doi.org/10.1002/dhe.30434.

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Yuen, Hon K., Sarah W. Becker, Michelle T. Ellis, and Joi Moses. "Prevalence and characteristics of campus-based employee wellness programs among United States accredited colleges and universities." Work 68, no. 4 (April 27, 2021): 1049–57. http://dx.doi.org/10.3233/wor-213435.

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BACKGROUND: Employee wellness programs (EWPs) aim to support positive changes in employees’ modifiable behavioral health risk factors for disease prevention and management. OBJECTIVE: This study described the prevalence and characteristics of EWPs in US accredited college and university campuses. METHODS: Identification of the prevalence of EWPs and programming activities offered in 3039 accredited higher education institutions/campuses, and characteristics of these institutions/campuses were conducted, mainly through searching the institution’s web page. RESULTS: Overall, 36%of the institutions/campuses offered EWPs, with a significantly larger percentage of 4-year public colleges/universities providing EWPs and wellness programming activities than the 4-year private colleges/universities and community colleges. When limiting the institutions/campuses to 4-year colleges and universities with at least 500 employees, the percentage of these institutions/campuses offering EWPs increased to 57.7%, which was comparable to the findings in the literature. The percentage of the institutions/campuses offering wellness programming activities ranged from 18.1%for injury prevention and ergonomics to 30.2%for stress management. The percentage of institutions/campuses offering injury prevention and ergonomics was significantly lower than the percentage of institutions/campuses offering other typical wellness activities. CONCLUSIONS: The prevalence of EWPs offered in accredited college and university campuses do not meet the national goal of 75%, which was set by Healthy People 2010.

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Connolly, EdD, Maureen. "Aligning Institutions of Higher Education emergency preparedness plans with the National Response Framework." Journal of Emergency Management 10, no. 4 (July 1, 2012): 241. http://dx.doi.org/10.5055/jem.2012.0102.

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Colleges and universities must be prepared to respond to events that could compromise the safety of any person in a classroom, residence hall, office, or any other campus facility as well as for any event that could jeopardize the continuation of use of any campus facility. The Federal Emergency Management Agency (FEMA) states, “Higher education institutions ... are realizing that improving their campus’ resistance to disaster will not only protect their own lives and those of their students, it will also safeguard their campus’ instruction, research, and public service.” The US Department of Homeland Security, FEMA developed the overarching strategy, the National Response Framework (NRF), for emergency preparedness for “government executives, private-sector and nongovernmental organization leaders.” FEMA and the Department of Education (DOE) developed specific guidelines for emergency preparedness for colleges and universities. This study linked these guidelines to the five principles of the NRF. Most institutions have an emergency preparedness plan, but just how effective are these plans? Do community colleges, state, independent, and proprietary institutions differ in terms of their level of emergency preparedness? The target population for this study is colleges and universities in the United States. This quantitative study measured how aligned the emergency preparedness plans of these colleges and universities are to the recommendations of FEMA and the US DOE, Office of Safe and Drug-Free Schools. The data suggest that much more needs to be done to bring college and university emergency plans into alignment with the government recommendations. Alignment with the government documents for this sample of US colleges and universities is extremely low for each principle of the NRF.

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Weis, Robert, Lauryn Sykes, and Devanshi Unadkat. "Qualitative Differences in Learning Disabilities Across Postsecondary Institutions." Journal of Learning Disabilities 45, no. 6 (March 18, 2011): 491–502. http://dx.doi.org/10.1177/0022219411400747.

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Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students’ postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year private colleges. Most 4-year public university students failed to meet objective criteria for SLD. In contrast, most 4-year private college students met objective criteria based on significant ability–achievement discrepancies, and most 2-year public college students met objective criteria based on normative deficits in achievement and cognitive processing. Students who met objective criteria also differed significantly in degree of academic impairment. The authors’ findings indicate qualitative differences in SLD across postsecondary settings and have implications for the identification and mitigation of SLD in college students.

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Yamamoto, Shinichi. "Universities and Government in Post-War Japan." Canadian Journal of Higher Education 34, no. 3 (December 31, 2004): 105–26. http://dx.doi.org/10.47678/cjhe.v34i3.183469.

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Japan's higher education system, in which private universities and colleges play an important part, has embarked on far-reaching reform in the 1990s. Its main objective was to free the national (public) universities from tight control by the central government and to give them more autonomy. In light of dramatic demographic changes, especially a much smaller proportion of people of traditional university age, and considering that higher education research was not useful to Japanese industry, the status and management of public universities have been transformed to allow more autonomy, competition, and private sector-style management. Meanwhile, mechanisms have been introduced to hold the newly independent universities more accountable.

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Cao, Dong Mei, Qi Zhang, and Gui Xi Zhu. "Research on Personnel Training Mode for Manufacturing Industry of Private Vocational Colleges under Registration Enrollment." Advanced Materials Research 926-930 (May 2014): 4574–77. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4574.

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Under registration enrollment, private vocational colleges need deeply research to develop specifications and innovative training model for vocational education, according to the needs of industry and enterprise. The presented work seeks to develop a personnel training mode for students with registration enrollment by private vocational universities with dynamic, comprehensive considerations of students’ learning desire, professional training objectives and training schemes. The key issues are discussed in detail. Finally, the innovation of the presented work is pointed out. The work can provide a personnel training reference for private vocational colleges under registration enrollment.

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McGann, Patrick, Jane E. Palmer, Greerlin Thomas, Lauren Ricci, and Leah Haake. "The Benefits and Challenges of a Regional Network to Address Campus Sexual Assault." Health Education & Behavior 47, no. 1_suppl (May 26, 2020): 26S—35S. http://dx.doi.org/10.1177/1090198120909811.

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To respond to the epidemic of sexual assault on college campuses, many postsecondary institutions have instituted campus climate surveys, strengthened sexual assault misconduct policies, and created sexual assault task forces to coordinate entities within the institutional setting. However, few colleges and universities have engaged with regional networks to exchange resources, research, and innovative practices across campuses. This exploratory study applies the theoretical framework of social exchange theory to examine the necessary infrastructure for a regional network to enhance campus policies and prevention programs related to sexual assault, and the efficacy of providing formal and informal opportunities for information sharing. Interviews were conducted with 10 staff and students from seven of the nine campuses in the network. The sample includes representatives from one large public university, two historically Black colleges, a community college, and three private universities, one of which is faith based. Results indicate that there are several benefits and a few challenges for college campuses that participate in a regional network. Primary benefits include resource and information exchange, as well as new opportunities for student leadership and collaboration across campuses. Some challenges include staff turnover and limited time to devote to the network, as well as distance between some campuses. Based on these findings, it is recommended that universities consider building informal or formal alliances with regional colleges for mutual benefit.

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Lowe, John C., and Arthur Viterito. "Differential Spatial Attraction of Private Colleges and Universities in the United States." Economic Geography 65, no. 3 (July 1989): 208. http://dx.doi.org/10.2307/143835.

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Dorantes, Andrew R., and Joel L. A. Peterson. "Business and Finance Staff: Impact and Success at Private Colleges and Universities." New Directions for Higher Education 2020, no. 189 (March 2020): 57–70. http://dx.doi.org/10.1002/he.20354.

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Fischer, Mary, Teresa P. Gordon, Janet Greenlee, and Elizabeth K. Keating. "Measuring Operations: An Analysis of US Private Colleges and Universities' Financial Statements." Financial Accountability and Management 20, no. 2 (May 2004): 129–51. http://dx.doi.org/10.1111/j.1468-0408.2004.00190.x.

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Walters, Evon. "Institutional Commitment to Diversity and Multiculturalism through Institutional Transformation: A Case Study of Olivet College." Journal of College Student Retention: Research, Theory & Practice 3, no. 4 (February 2002): 333–50. http://dx.doi.org/10.2190/7x4x-x7d7-1ufw-3pfg.

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Olivet College is a private, residential liberal arts college in central Michigan that enrolls approximately 900 students. The College was founded in 1844 by abolitionists and was the first college in the nation, by charter, to open to women and people of color. Yet, over the last two decades Olivet College failed to acknowledge changing demographics and problems of intergroup relations. In 1992, a racial brawl involving White and African-American students put the college into crisis. The incident launched the college into a process of reassessment and redefinition that resulted in a major institutional transformation. Diversity was a major part of this initiative. As a result of its success in infusing multiculturalism into its structure, Olivet College was recently selected by the Association of American Colleges and Universities as a Model Institution for its diversity initiatives. Additionally, it was selected as one of 35 institutions out of 675 nationwide to participate in President Clinton's initiative on race and was spotlighted by the American Council on Education for its exemplary work in infusing diversity across the campus. This article presents all aspects of Olivet College's diversity initiative including mission, curriculum, co-curriculum, students, faculty, and staff. These strategies are applicable not only to small private liberal arts colleges, but to other institutions of learning as they attempt to create an action plan that addresses the challenge of diversity/multiculturalism in the higher education system.

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Anderson, Drew M. "What Constitutes Prudent Spending from Private College Endowments? Evidence from Underwater Funds." Education Finance and Policy 14, no. 1 (January 2019): 88–114. http://dx.doi.org/10.1162/edfp_a_00239.

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This study examines how private colleges and universities choose to spend versus reinvest resources in endowment funds that have suffered investment losses. The analysis takes advantage of a market downturn and public policy shift, which together revealed how colleges define prudent spending. Investment losses during the financial crisis of 2008 left many endowment gift funds below their original donated values, or “underwater.” Colleges in some states were legally required to cut spending from underwater funds. Other states had recently enacted the Uniform Prudent Management of Institutional Funds Act, which allows prudent spending from underwater funds. The act loosened financial constraints, and affected colleges responded by spending 22 percent more from their endowments in the fiscal year after the financial crisis. Constrained colleges did not increase spending from unrestricted parts of their endowments to offset reduced spending from underwater funds.

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Sullivan, Jr., William Danny. "A Case Study Exploring International Student Engagement at Three Small, Private Colleges." Journal of International Students 8, no. 2 (April 1, 2018): 977–1001. http://dx.doi.org/10.32674/jis.v8i2.123.

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Higher education institutions continue to face increased scrutiny to better monitor student persistence rates and develop better strategies to retain more students through the attainment of a degree. Retention studies on international students are limited and often focused on large public universities. The researcher interviewed students and the international student officers at three small, private four-year colleges in the Southeast United States. The international students were found to be formally and informally engaged in academic and social activities on campus, and engagement was promoted by formal campus sponsored activities, international staff members’ personal involvement, and through faculty and staff interaction. The students became aware of campus resources through college programming, faculty and staff interaction, and peer interaction with other students.

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Et. al., Ali Razzaq Al-Abedi,. "How the Organizational Envy Effects on Organization's Brilliance? The Moderating Role of Contextual Leadership Intelligence." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 665–73. http://dx.doi.org/10.17762/turcomat.v12i4.551.

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The present paper aims to identify the impact of organizational Envy on organizations' brilliance through the interactive role of intelligent contextual leadership in universities and private colleges in the province of Najaf. The approach was relied on (descriptive - exploratory), and the questionnaire was used as a measurement tool. The study population was the teaching bodies working in universities and private colleges in Najaf, who numbered (811) teaching staff. Whereas the research sample is (257) teachers, and several statistical programs (Smart PLS) (SPSS v.23) have been used to analyze the data and test the primary and sub-hypotheses emanating from it. The results show a significant effect of organizational Envy on organizations' brilliance through the intelligence of contextual leadership, and the results showed acceptance of most of the leading and sub-hypotheses emanating from it.

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Arasaratnam-Smith, Lily, Narelle Coetzee, and Courtney Hodson. "The double-edged sword of 'best aspects' and 'needs improvement' in student experiences: A qualitative analysis." Journal of University Teaching and Learning Practice 18, no. 3 (July 1, 2021): 66–82. http://dx.doi.org/10.53761/1.18.3.6.

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Improving student experiences in higher education is of ongoing interest to colleges and universities across the globe. Non-university higher education institutions (NUHEIs) have outperformed universities in Australian national surveys on student experience. The present study examines qualitative responses of the Student Experience Survey within the context of Alphacrucis College (AC), a faith-based, private NUHEI to provide a contextualised understanding of NUHEIs as well as to explore reasons why NUHEIs outperform universities in most student experience categories. Content analysis revealed several themes in areas of ‘best experience’ and ‘needs improvement.’ Results were examined across AQF levels and three study modes, namely online, blended, and on-campus. Findings are discussed in terms of the NUHEI student experience, lecturer training, lecturer performance indicators, and institutional infrastructure.

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Vanderwoerd, James R., and Albert Cheng. "Sexual Violence on Religious Campuses." Canadian Journal of Higher Education 47, no. 2 (August 27, 2017): 1–21. http://dx.doi.org/10.47678/cjhe.v47i2.187967.

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Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18% of women at religious colleges reported experiencing unwanted sexual contact within the past year, compared to studies of self-reported rates on secular campuses ranging from 21.4% to 31.4%. Exploratory investigation of factors related to victimization suggests that religious colleges may provide a “moral community” that could reduce the risk of sexual violence.

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Pike, Robert M. "Observations on the Prospects for a Private University Sector in Ontario." Canadian Journal of Higher Education 21, no. 2 (August 31, 1991): 1–27. http://dx.doi.org/10.47678/cjhe.v21i2.183099.

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Unlike the United States, the Canadian provinces have established public monopolies of degree-granting institutions to which there are few private exceptions. This paper offers a case-study of challenges to the public monopoly in university education in one province—Ontario. Recently, the Ontario Council on University Affairs has been hearing the opinions of a number of interest groups and private colleges which have challenged the regulations limiting broad degree-granting privileges to the existing publicly-funded universities and their affiliates. Following a brief historical account of the development of the public monopoly, the arguments of these proponents of private universities are reviewed and evaluated under the headings of their proposed benefits of "accessibility", "diversity" and "quality". It is concluded that, from a sociologist's perspective, the arguments for the establishment of private universities in the province are not strong. However, given the current emphasis on privatization, the pressure for private universities will probably continue to grow in all Canadian provinces. Thus, a recommendation is made for improvement of Ontario's current inadequate affiliation arrangements.

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Long, Kyle A. "Battle of the Brand: Independent “American” Universities Abroad." International Higher Education, no. 95 (September 11, 2018): 4. http://dx.doi.org/10.6017/ihe.2018.95.10680.

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Over the past quarter century, dozens of entrepreneurs, academics, clerics, and politicians around the world have established private colleges that brandish the American name. This surge of activity has irritated the historic standard-bearers of American higher education overseas, who worry that bad faith imposters will sully their hard-earned individual and collective reputations. This article describes the challenges posed by coattail riders and identifies other common problems among independent American universities abroad.

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Long, Kyle A. "Battle of the Brand: Independent “American” Universities Abroad." International Higher Education, no. 95 (September 11, 2018): 4–5. http://dx.doi.org/10.6017/ihe.2018.95.10716.

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Over the past quarter century, dozens of entrepreneurs, academics, clerics, and politicians around the world have established private colleges that brandish the American name. This surge of activity has irritated the historic standard-bearers of American higher education overseas, who worry that bad faith imposters will sully their hard-earned individual and collective reputations. This article describes the challenges posed by coattail riders and identifies other common problems among independent American universities abroad.

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Chizhik, Estella Williams. "The Relationship Between Prematriculation College Knowledge and Disillusionment: Was College What Students Expected?" NACADA Journal 19, no. 1 (March 1, 1999): 12–21. http://dx.doi.org/10.12930/0271-9517-19.1.12.

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Disillusioned students are at risk for dropping out. This study examined the relationship between prematriculation college understanding and freshman students' unrealized expectations. A knowledge measure was created to assess preen-rolled students' understanding of the academic, social, and environmental conditions of postsecondary institutions. Though levels of college knowledge were expected to be associated with lesser college disillusionment, the data revealed a complex relationship. Community college students with high levels of knowledge about community colleges were less disillusioned than those with less understanding. Similar relationships were not found for students attending public or private 4-year universities. Implications for academic advisors are discussed.

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LaVelle, John M., Nina Sabarre, and Haley Umans. "An Empirical Examination of Evaluation’s Presence in the Undergraduate Curriculum in the United States." American Journal of Evaluation 41, no. 2 (September 12, 2019): 297–310. http://dx.doi.org/10.1177/1098214019860912.

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Evaluator education programs have developed to help support the growth of professional evaluators and improve evaluation practice. Empirical research has described where and how evaluation is taught at the graduate level of education, but little is known about the undergraduate level. This study empirically explores how, if at all, evaluation is taught at the undergraduate level by systematically analyzing the publicly available curricula of the top 40 public and top 40 private universities in the United States. Findings demonstrate that 470 evaluation-specific and associated courses were offered across public colleges and universities (335 courses offered) and private colleges (135 courses offered). However, among these 470 courses, the extent to which evaluation is taught varies from a specific method of systematic inquiry to a tool used for assessment or judgment, or minor topic within a broader subject. Implications for the field are discussed.

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Dutkowsky, Donald H., Jerry M. Evensky, and Gerald S. Edmonds. "Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach." Education Finance and Policy 4, no. 3 (July 2009): 263–77. http://dx.doi.org/10.1162/edfp.2009.4.3.263.

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This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.

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Zhang, Qian. "Private Colleges and Universities Open Cloud Architecture of Oracle Big Data Laboratory Program." Procedia Engineering 174 (2017): 1190–95. http://dx.doi.org/10.1016/j.proeng.2017.01.279.

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亢, 磊磊. "The Analysis of Chongqing Private Colleges and Universities’ Current Situation and Development Path." Vocational Education 07, no. 01 (2018): 1–6. http://dx.doi.org/10.12677/ve.2018.71001.

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