Relevant bibliographies by topics / Universities and colleges Education, Higher Student loans

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

Academic literature on the topic 'Universities and colleges Education, Higher Student loans'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Universities and colleges Education, Higher Student loans"

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Burrell, Darrell N., Jorja B. Wright, Mindy Perot, et al. "Financial Management Education Courses as Social Societal Learning Tools at Minority-Serving Colleges and Universities." International Journal of Public Sociology and Sociotherapy 1, no. 1 (2021): 39–57. http://dx.doi.org/10.4018/ijpss.2021010104.

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A 2016 article in the Nation outlined that in the United States the average Black family would need 228 years to build comparable wealth to the average white family. Today, achieving the dream of higher education has posed many threats to the Hispanic and African American communities. In order to achieve the dream, many minority students receive student loans to fund their higher education pursuits with hopes that future employment will afford repayment. However, most do not realize the risks. Student loan debt is a severe and mounting problem in the United States. In the United States, seven
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Sparks, Roland J. "A Value-Added Model To Measure Higher Education Returns On Government Investment." Contemporary Issues in Education Research (CIER) 4, no. 2 (2011): 15. http://dx.doi.org/10.19030/cier.v4i2.4078.

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The cost of college is increasing faster than inflation with the government funding over 19 million student loans that have a current outstanding balance of over $850 billion in 2010. Student default rates for 2008 averaged 7% but for some colleges, default rates were as high as 46.8%. Congress is demanding answers from colleges and universities about the quality of their education and the return on the governments investment. Current practices measure universities effectiveness by self-developed and measured outcomes. This system does not seem to be effective in measuring the value-added by a
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Maher, Brent D. "Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958." History of Education Quarterly 56, no. 2 (2016): 301–30. http://dx.doi.org/10.1111/hoeq.12184.

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The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty-two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provi
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Monks, James. "The Role of Institutional and State Aid Policies in Average Student Debt." ANNALS of the American Academy of Political and Social Science 655, no. 1 (2014): 123–42. http://dx.doi.org/10.1177/0002716214539093.

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Rising college student debt levels have received considerable media coverage and have even prompted policy proposals that link rising student debt with tuition inflation. This article examines the role of state aid policies coupled with tuition and financial aid policy and academic outcomes in determining variation in average student debt. A focus solely on tuition as the culprit in rising student debt misses the significant role that state and institutional financial aid policies and student outcomes play in determining debt levels across higher education institutions. Specifically, colleges
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Austin, D. Andrew. "Do Lower Lender Subsidies Reduce Guaranteed Student Loan Supply?" Education Finance and Policy 5, no. 2 (2010): 138–76. http://dx.doi.org/10.1162/edfp.2010.5.2.5202.

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The article analyzes effects of borrower interest rates and student lender subsidies on federally guaranteed student loan volumes from 1988 to 1994 and from 1996 to 2006. Some have argued that lender subsidy cuts would reduce loan supply or cause lenders to exit the student loan market. If lenders get economic rents due to overly generous subsidies, a simple model of the student loan market suggests that small changes in subsidy levels should not affect loan supply. Empirical results based on a variety of generalized method of moments panel estimators suggest that evidence of links between hig
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Filipovich, I. I. "HIGHER EDUCATION SYSTEM IN THE USA." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 96–102. http://dx.doi.org/10.31775/2305-3100-2017-4-96-102.

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The aim of the article is to analyze the system of Higher Education in the USA. It reviews the kinds of educational institutions and types of education which they provide. The system of Higher education in the United States of America is made up of two levels or stages. The first level is undergraduate education and when students complete it they usually become Bachelors of Art or Bachelors of Science. The second level is called postgraduate education which is completed with acquiring Master or Ph.D. degrees. There are several types of higher educational institutions such as colleges, universi
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Zhang, Chengfeng, Qiao Wu, Huijuan Wang, et al. "Factors Affecting Campus Loans in Western China." SAGE Open 11, no. 2 (2021): 215824402110231. http://dx.doi.org/10.1177/21582440211023111.

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Campus loans have become a part of the lives of Chinese college students. While such loans are convenient for students, they can also create considerable difficulties. In the context of unbalanced economic development between Western and Eastern China, this study aimed to understand the factors affecting the campus loan behaviors of college students in Western China. A sample of 568 undergraduate and graduate students from four universities in Western China was taken as the research object. Binary logistic regression and orderly logistic regression were used to study campus loan consumption fa
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Bound, John, Breno Braga, Gaurav Khanna, and Sarah Turner. "The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System." Journal of Economic Perspectives 35, no. 1 (2021): 163–84. http://dx.doi.org/10.1257/jep.35.1.163.

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In the four decades since 1980, US colleges and universities have seen the number of students from abroad quadruple. This rise in enrollment and degree attainment affects the global supply of highly educated workers, the flow of talent to the US labor market, and the financing of US higher education. Yet, the impacts are far from uniform, with significant differences evident by level of study and type of institution. The determinants of foreign flows to US colleges and universities reflect both changes in student demand from abroad and the variation in market circumstances of colleges and univ
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ALLEN, Walter R. "HIGHER EDUCATION IN THE USA: MEMORY, STATUS, AND TRENDS." Monitoring of public opinion economic&social changes, no. 5 (November 10, 2018): 0. http://dx.doi.org/10.14515/monitoring.2018.5.09.

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This article examines how and why Blacks continue to be severely underrepresented in United States colleges and universities. Longitudinal analysis of Black student enrollment and degree completion at public, four-year institutions reveals the proportion of Blacks in state populations is consistently below the proportion Blacks attending state universities. The number of African American students at flagships has declined; but more Black students attend Black- Serving institutions, and Historically Black Colleges and Universities. The theory and research of the great twentieth century intellec
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Dorius, Shawn, David Tandberg, and Bridgette Cram. "Accounting for institutional variation in expected returns to higher education." education policy analysis archives 25 (October 30, 2017): 110. http://dx.doi.org/10.14507/epaa.25.3238.

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This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter
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Dissertations / Theses on the topic "Universities and colleges Education, Higher Student loans"

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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four Year Institutions in the United States." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157546/.

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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year insti
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four-Year Institutions in the United States." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157546/.

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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year insti
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Brown, Robert Maxwell. "Drivers of student satisfaction and student loyalty in an Australian university setting." Connect to this title, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0060/public/02whole.pdf.

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Thesis (Ph. D.)--Graduate School of Management, University of Western Australia.<br>Title taken from title screen (viewed October 5, 2007). Includes bibliographical references (p. 355-383) and appendices.
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Allen, Jennifer. "Going higher, going further? : student perspectives on higher education at further education colleges and universities in England." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:23fc08c0-cbf1-4ae4-8c6a-3420136b8ea0.

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Post-compulsory education in England is divided into two sectors: one for higher education (HE) and one for further education (FE). Although they mostly function separately, there is an overlap between the two in terms of HE provision. Currently around eight per cent (159,000) of HE students in England are taught at FE colleges (Association of Colleges, 2016) and approximately 14 per cent (22,060) of these students are pursuing a bachelor's degree (Higher Education Statistics Agency, 2016). To offer bachelor's degrees, FE colleges must partner with universities to validate their qualifications
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Luo, Wenyan. "Student conduct systems at public colleges and universities in China." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/88.

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The purpose of this qualitative study was to use the systems theory as the analytic framework to examine student conduct systems (SCSs) in Chinese colleges and universities. analyze environmental factors that influence SCSs. and explore administrators' recommendations for improvement of SCSs. Ten public universities were randomly selected from twenty-nine four-year universities in Zhejiang province. Documents related to student conduct systems from ten universities were analyzed, and thirteen administrators and one school counselor from nine universities were interviewed. While the findings of
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Naumann, Donald R. "Student Affairs Personnel as Agents of Institutional Mission at Catholic Colleges and Universities." Thesis, Notre Dame of Maryland University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735891.

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<p> This study investigated the methods of professional development used for institutional mission education, the role of the senior student affairs officer in delivering professional development, and the frequency of mission education that entry-level staff receives within the Division of Student Affairs at Catholic colleges and universities. The targeted population for the study encompassed senior student affairs officers (SSAOs) working in student affairs at Catholic colleges and universities within the United States. </p><p> The study found that prior knowledge and understanding
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Elassy, Noha. "Student involvement in the quality assurance process in the higher education institutions." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=182287.

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This study aimed to suggest a model of the activities that Higher Education (HE) students undertake when they involve themselves in the Quality Assurance Process (QAP) in their institutions. Also, it aimed to identify the factors that may influence the extent and the quality of student involvement. The data was collected from a case study university in order to test the theoretical proposed model of student involvement in the institutional QAP. A mixed methods approach was used to answer the research questions. The quantitative data was collected by using the web-based questionnaires with 535
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Langley, Dorothy. "Faculty Roles in Student Retention at Historically Black Colleges and Universities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4304.

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Implications for student dropouts include fewer career options and lower earning potential. The purpose of this study was to investigate faculty perceptions of their roles in the student retention process at a Historically Black College and University (HBCU) in the Southeast United States. Guiding the phenomenological study was Lewin's theory of change model. Data were collected using a questionnaire, interviews, and faculty-student intervention logs. The questionnaire was completed by 32 full-time faculty at the study site. Interviews with 5 participants were conducted after the completion of
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Elleven, Russell K. (Russell Keith). "Student Legal Issues Confronting Metropolitan Institutions of Higher Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277754/.

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This study examined perceptions of student legal issues confronting metropolitan institutions of higher education. The data for the study were collected using a modified version of Bishop's (1993) legal survey. The sample for the study consisted of 44 chief student affairs officers and 44 chief legal affairs officers employed with the 44 institutions affiliated with the Coalition of Urban and Metropolitan Universities. Frequency counts and percentage distributions were employed to analyze the data. Chief student affairs officers and chief legal affairs officers have very different perception a
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Webber-Davis, Yvette McCarthy John R. "An analysis of learning assistance programs and program assessment activities in Illinois and Virginia institutions of higher education." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227178.

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Thesis (Ph. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Books on the topic "Universities and colleges Education, Higher Student loans"

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G, West E. Reforming Ontario's university student loans and fee structures. Council of Ontario Universities, 1993.

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Caryn, Duncan, Kesselman Jonathan R, and Easton Stephen T, eds. Ending the squeeze on universities. Institute for Research on Public Policy, 1993.

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Maani, Sholeh A. Investing in minds: The economics of higher education in New Zealand. Institute of Policy Studies, 1997.

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Njeru, Enos Hudson Nthia. The role of the Higer Education Loans Board in pro-poor management approaches to enhancing access to university education in Kenya. Institute of Policy Analysis & Research, 2003.

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Office, General Accounting. Student loans: Direct loan default rates : report to Congressional Requesters. GAO, 2000.

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H.R. 6, the Higher Education Amendments of 1998, student financial aid, the foundation programs, Pell Grants and campus based aid: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, first session, hearing held in Washington, DC, June 5, 1997. U.S. G.P.O., 1998.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Access and affordability: How expanding Pell grants will offer higher education to more Americans : field hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, first session, on examining access and affordability, focusing on how expanding Pell grants will offer higher education to more Americans, October 5, 2009, Philadelphia, PA. U.S. G.P.O., 2011.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Drowning in debt: Financial outcomes for students at for-profit colleges : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Twelfth Congress, first session ... June 7, 2011. U.S. Government Printing Office, 2013.

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Canada. Human Resources Development Canada. Ensuring opportunities: Access to post-secondary education : response to the first report of the Standing Committee on Human Resources Development and the Status of Persons with Disabilities. Human Resources Development Canada, 1998.

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United, States Congress House Committee on Education and the Workforce Subcommittee on Postsecondary Education Training and Life-long Learning. Hearing on H.R. 6, the Higher Education Amendments of 1998: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, first session, hearing held in Flint, MI, April 21, 997. U.S. G.P.O., 1997.

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Book chapters on the topic "Universities and colleges Education, Higher Student loans"

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Weis, Lois. "Positioning for Elite and Quasi-Elite Colleges and Universities in the United States: Parent and Student Strategies for “Maintaining Advantage” in New Economic and Postsecondary Context." In Higher Education Dynamics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21512-9_14.

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Zhuplev, Anatoly, and Nataly Blas. "Business Education in the USA." In Global Trends, Dynamics, and Imperatives for Strategic Development in Business Education in an Age of Disruption. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7548-2.ch001.

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The chapter explores drivers, dynamics, and developments of business education in American colleges and universities. A contemporary business education in the U.S. is historically rooted in medieval Europe. It has progressed through several developmental stages and four industrial revolutions. Critical drivers affect American universities and colleges, bringing about strategic disruptions, technological and pedagogical innovations, and exerting competitive pressures for change on higher education. They also create opportunities for the development and growth in the post-COVID prospective, which is likely to be different from previous patterns and trends. These factors of impact range from stagnant domestic and falling international student enrollments, high student loan debt burden, and skyrocketing college tuition to the devastating impacts of the COVID pandemic. In examination of implications of the 4IR and emerging socio-economic trends for B-schools, the chapter discusses developmental trends, outlook, and emerging instructional innovations.
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Bowman, Jonathan M., and D. Craig Filar. "Framing Colleges and Universities as a Masculine Endeavor." In Masculinity and Student Success in Higher Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315542867-3.

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Bettez, David J. "Higher Education." In Kentucky and the Great War. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168012.003.0013.

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This chapters examines the role of higher education officials in supporting the war and looks at how colleges and universities prepared students for wartime roles. Three Kentucky college presidents contributed significantly to these efforts: Edgar Young Mullins of the Southern Baptist Theological Seminary, Henry Hardin Cherry of Western Kentucky State Normal School, and Frank McVey of the University of Kentucky (UK). The chapter also covers the extensive Student Army Training Corps and supplementary military training given at UK under the leadership of Captain Herbert N. Royden.
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Gasman, Marybeth, and Andrew Arrolyo. "Black College Student Success." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch001.

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This chapter is focused on helping the reader gain a deeper understanding of academic environments at Historically Black Colleges and Universities (HBCUs) that lead to student success, considering academic, social, political, and financial issues within this context. The authors reviewed the salient literature on academic and student success, pertaining to the HBCU environment, while also providing recommendations for practitioners and scholars who want to make change at their institutions and beyond.
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"Student Unions and Universities in Partnership – The Future of Higher Education?" In Implementing Change from Within in Universities and Colleges. Routledge, 2012. http://dx.doi.org/10.4324/9780203062050-21.

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Strayhorn, Terrell L. "Sense of Belonging and Student Success at Historically Black Colleges and Universities." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch003.

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The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.
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Woods, Antwon D., and Kenisha Shelton. "Engaging Millennial Students Through Social Media Usage and Its Impact on HBCU Persistence." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch005.

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This chapter will explore the perception millennial college students hold regarding the engagement of social media use and its impact on their college persistence at Historically Black Colleges and Universities (HBCUs). The topic of student persistence in postsecondary education continues to be a matter of significant importance. A third or more students leave four-year public colleges and universities at the end of their first year, and about 40% of students who begin college will never earn a degree. Despite all the attention to improving student retention, most institutional persistence rates have remained stagnant.
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Gleason, Philip. "Introduction: Catholic Higher Education in 1900." In Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.003.0004.

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A great many Catholic colleges existed in the United States at the opening of the twentieth century. Exactly how many it is impossible to say with certainty because any answer presupposes agreement on the answer to a prior question: “What should be counted as a college?” The Catholic Directory for 1900 listed 10 universities, 178 “colleges for boys,” 109 seminaries, and 662 “academies for girls.” According to this count, there were no Catholic women’s colleges at that time, although the College of Notre Dame of Maryland graduated its first baccalaureate class in 1899 and is included among the 128 colleges for women listed in U.S. Commissioner of Education’s Report for 1899-1900. The same Report, however, listed only 62 Catholic institutions among the 480 included under the heading: “Universities and colleges for men and for both sexes.” No doubt some Catholic colleges simply failed to provide the information necessary to appear in the Commissioner’s Report. But their failure to do so is in itself significant; and even assuming that is what happened, it still leaves an enormous gap between the Commissioner’s figures and the 188 colleges and universities reported in the Catholic Directory. Moreover, many of the “colleges for boys” could, with equal justice, have been called academies, since elementary- and secondary-level students made up the majority of their student bodies. As the case of Notre Dame of Maryland indicates, Catholic “academies for girls” were beginning to upgrade themselves to collegiate status. Had the word college been more freely applied to non-Catholic institutions for women at an earlier date, a good many of these academies would probably have called themselves colleges long before, for they did not differ all that much from the “colleges for boys” in terms of curricular offerings and age-range of students. While the situation of Catholic institutions was particularly murky, the question “What makes a college a college?” engaged the attention of practically everyone involved in secondary and collegiate education at the turn of the century.
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Crock, Michael, Janet Baker, and Skye Turner-Walker. "Open Universities Australia." In Global Challenges and Perspectives in Blended and Distance Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch006.

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This chapter analyses the history of, and future directions for, higher education studies undertaken through Open Universities Australia (OUA), Australia’s unique higher education conduit. Founded to provide open access to units that allow individuals to undertake individual units or achieve qualifications from leading Australian universities, and supported by a federal government student loans scheme, OUA’s experience and future plans provide significant insight into the potential and pitfalls of the technological innovation in both higher education distance, and increasingly, on-campus, teaching and learning. The need for an ongoing emphasis on innovation, adaptability, and cooperation in an extraordinarily rapidly changing environment is highlighted.
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Conference papers on the topic "Universities and colleges Education, Higher Student loans"

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Duan, Kaige, and Yong Li. "Management Responsibility of National Student Loans in Colleges and Universities based on the perspective of stakeholder theory." In 2017 9th International Economics, Management and Education Technology Conference (IEMETC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iemetc-17.2017.85.

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Liu, Wenbo. "Revelations from Student Affairs Administration of Universities and Colleges with Student-centered Concept in the UK — Taking University of Reading as an Example." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.156.

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Hernández-de-Menéndez, Marcela, and Ruben Morales-Menendez. "Competency Based Education – Current Global Practices." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5536.

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Competency Based Education (CBE) is considered an alternative to face the lack of individuals with the appropriate labour abilities. A state of the art on CBE in terms of the practices being performed by main worldwide universities/colleges is presented. Main promoted competencies include effective communication, critical thinking and lifelong learning. Also, teaching and practice activities are determined such as real life situations and simulations. Regarding competency assessment techniques, a mix of them is used to guarantee the desired competency level. Achievements of competencies are re
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King-Berry, Arlene, and Carolene Eslyn Charles. "FACULTY & STUDENT RETENTION: KEEPING OUR HBCU-UDC ALIVE DURING THE COVID-19 PANDEMIC." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end119.

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There is a national crisis around recruiting and retaining students from HBCUs. The Journal of Blacks in Higher Education surveyed 64 of 100 HBCUs and found that only five of the schools surveyed graduated more than 50 percent of their students. The statistics are startling because HBCUs, some of which date to Reconstruction in the South after the Civil War (widely accepted as the period from 1865 to 1877), ostensibly was designed to improve an underserved community. Despite the large number of freshmen admitted each year to Historically Black Colleges and Universities (HBCU), a low number gra
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear e
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