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

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Published: 4 June 2021

Last updated: 6 February 2022

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1

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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Zhang, Xuan, and Hanzi He. "A Study on “Innovative and Entrepreneurial” Part-time Jobs at Colleges and Universities." Asian Social Science 14, no. 7 (2018): 10. http://dx.doi.org/10.5539/ass.v14n7p10.

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With the student aid becoming more and more diversified, China has established an integrated financial aid system of scholarships, educational loans, aids, subsidies and reduction of tuitions. However, there still remain some problems to be resolved regarding the part-time jobs, such as focusing too much on economic aid, mismanagement of part-time positions and slow integration with innovation and entrepreneurship education. In order to achieve the dual goal of financial relief and integral education, we should expand and enrich the part-time positions, form new brands and ensure a sustainable

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LeBeau, Ling Gao. "International Students in American Colleges and Universities: A History." Journal of International Students 2, no. 1 (2012): 126–27. http://dx.doi.org/10.32674/jis.v2i1.544.

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International Students in American Colleges and Universities: A History provides a comprehensive historical overview of international student exchange in the U.S. The purpose of this book is to trace the history of international students in institutions of American higher education by enumerating why and how international students have studied in the U.S. since the 18th century. It also provides an overview of international students’ impact on American higher education and society. International educators will not only obtain historical knowledge of international students but also become enlig

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Coley, Jonathan S. "Have Christian Colleges and Universities Become More Inclusive of LGBTQ Students Since Obergefell v. Hodges?" Religions 11, no. 9 (2020): 461. http://dx.doi.org/10.3390/rel11090461.

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Due to rapid changes in societal attitudes toward LGBTQ (lesbian, gay, bisexual, transgender, and queer) people, as well as the U.S. Supreme Court’s 2015 decision Obergefell v. Hodges legalizing same-sex marriage nationwide, Christian colleges and universities are experiencing more pressure to become inclusive of LGBTQ students. This article draws on U.S. Department of Education data on all four-year, not-for-profit Christian colleges and universities, as well as an original longitudinal dataset of LGBTQ student groups across Christian colleges and universities, to describe the landscape of LG

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Zhu, Hong, and Karen Arnold. "Understanding Student Engagement and Achievement in Chinese Universities: A Study of Beijing College Students." International Journal of Chinese Education 2, no. 1 (2013): 70–92. http://dx.doi.org/10.1163/22125868-12340014.

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Abstract China’s higher education system has experienced a profound process of restructuring and transformation from elite to mass higher education in the past decades. College students are struggling with an increasingly disconnected learning experience which is caused by a more competitive learning environment. Under these new circumstances, what is the nature of student engagement in China’s colleges and universities? How do different forms of student engagement affect undergraduates’ success in college? This empirical study examined self-reported data of 18,607 students from 55 Chinese col

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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 (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

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Yu, Hongwei. "Factors Associated With Student Academic Achievement at Community Colleges." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (2015): 224–39. http://dx.doi.org/10.1177/1521025115612484.

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Student retention has garnered increased attentions in higher education. Drawing from various theoretical perspectives, researchers have developed multiple theoretical models to explain or predict student retention. Most models, however, were intended for traditional aged, full-time students at 4-year colleges or universities. The rapid growth of student enrollment at 2-year community colleges calls for further studies concerning student retention at these institutions. Built upon prior studies, I developed a conceptual framework to understand student credential completion at 2-year community

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Eribo, Festus. "Higher Education in Nigeria: Decades of Development and Decline." Issue: A Journal of Opinion 24, no. 1 (1996): 64–67. http://dx.doi.org/10.1017/s1548450500004996.

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On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty

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Eribo, Festus. "Higher Education in Nigeria: Decades of Development and Decline." Issue: A Journal of Opinion 24, no. 1 (1996): 64–67. http://dx.doi.org/10.1017/s0047160700502212.

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On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty

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Bull, Cheryl Crazy, and Justin Guillory. "Revolution in Higher Education: Identity & Cultural Beliefs Inspire Tribal Colleges & Universities." Daedalus 147, no. 2 (2018): 95–105. http://dx.doi.org/10.1162/daed_a_00493.

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The public increasingly requires that higher education institutions demonstrate their return on investment by measuring graduation rates, cost per student, job placement rates, and income. The motivation is economic: public institutions are accountable to the investor, in this case, the taxpayer. Tribal Colleges and Universities (tcus), on the other hand, are indebted to and inspired by the revolutionary vision of their founders: the ancestors, elders, and community members who believed that higher education rooted in tribal sovereignty, identity, systems, and beliefs would ensure the survival

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Nichols, Robert L. "One African Male in Higher Education." Multicultural Learning and Teaching 11, no. 2 (2016): 197–214. http://dx.doi.org/10.1515/mlt-2016-0003.

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AbstractMany predominantly White universities and colleges are seeking ways to both recruit and retain Black students (Simmons, J., Lowery-Hart, R., Wahl, S. T., & McBride, M. C. (2013). Understanding the African-American student experience in higher education through a relational dialectics perspective. Communication Education, 62(4), 376–394. doi: 10.1080/03634523.2013.813631). With lower academic results from the K-12 system, it is specifically harder for these universities and colleges to recruit and retain Black male students. There has been much study given to why Black men are not a

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21

Shillony, Ben-Ami. "Universities and Students in Wartime Japan." Journal of Asian Studies 45, no. 4 (1986): 769–87. http://dx.doi.org/10.2307/2056086.

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Japan possessed a sophisticated network of institutions of higher education before World War II. There was repression on the campuses of colleges and universities, but it was less severe than that in the totalitarian countries of the time. The war placed great demands on higher education and forced it to change. New universities, colleges, and research institutes were established; more students were enrolled; and more women entered colleges. The war also spurred a great shift toward science and technology, which was to be instrumental in Japan's economic recovery in the postwar era.Mobilizatio

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Bomer, Alvin, Xiaoguang Liu, Wanjiru Ruth Irungu, and Wambui Ann Wanjiru. "How is Academic Performance Affected by Delay in Student Loan Disbursement in Kenyan Universities? A Case Study of Kenyatta University." Higher Education Studies 11, no. 1 (2021): 121. http://dx.doi.org/10.5539/hes.v11n1p121.

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The current research focused on the impact of delayed loan disbursement on performance. The study focused on Kenyatta University, situated in Nairobi, Kenya. In the study, the variables of class attendance, personal expenses, and course registration were evaluated as the main factors that impacted student performance due to delayed loans. A sample of 196 students were randomly selected from the population to take part in the study. The students were given questionnaires regarding higher education loan disbursement and the major variables being evaluated. The results revealed that students who

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Figlio, David, and Morton Schapiro. "Staffing the Higher Education Classroom." Journal of Economic Perspectives 35, no. 1 (2021): 143–62. http://dx.doi.org/10.1257/jep.35.1.143.

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We discuss some centrally important decisions faced by colleges and universities regarding how to staff their undergraduate classrooms. We describe the multitasking problem faced by research-intensive institutions and explore the degree to which there may be a trade-off between research and teaching excellence using matched student-faculty-level data from Northwestern University. We present two alternative measures of teaching effectiveness—one capturing “deep learning” and one capturing “inspiration”—and demonstrate that neither is correlated with measures of research success. We discuss the

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Coley, Jonathan S., and Dhruba Das. "Creating Safe Spaces: Opportunities, Resources, and LGBTQ Student Groups at U.S. Colleges and Universities." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312097147. http://dx.doi.org/10.1177/2378023120971472.

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Research shows that lesbian, gay, bisexual, transgender, and queer (LGBTQ) student groups facilitate LGBTQ students’ personal development. Nevertheless, we know little about the prevalence of LGBTQ student groups and why some colleges and universities are home to LGBTQ student groups while others are not. Drawing on our original database of officially recognized LGBTQ student groups across all four-year, not-for-profit U.S. colleges and universities, we first show that LGBTQ student groups can be found at 62 percent of U.S. colleges and universities. Guided by social movement theory, and emplo

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Sy, Jobila Williams. "The Advising Palaver Hut: Case Study in West African Higher Education." NACADA Journal 37, no. 1 (2017): 51–65. http://dx.doi.org/10.12930/nacada-15-042.

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Although international research regarding advising is burgeoning, most of the research on the role of and advantages related to academic advising has been limited to U.S. colleges and universities. This ethnographic case study conducted at a Liberian university examined the organizational culture of advising from student, faculty, and staff perspectives after the establishment of the Student Academic Advisement and Career Counseling Center. The findings suggest two primary elements that shape the role of advising and college student experience: postwar challenges in Liberian higher education a

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Gargano, Terra. "International Encounters." Journal of International Students 10, no. 1 (2020): 223–25. http://dx.doi.org/10.32674/jis.v10i1.1643.

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Throughout International Encounters: Higher Education and the International Student Experience, the authors encourage faculty, program administrators, and institutional leaders to challenge the deficient model that is often associated with international student experiences, and instead employ those in higher education to recognize the human, social, mobility, cultural, and identity capital that international students bring to universities and colleges. The editors are to be applauded for the unpacking and problematizing of terms such as “foreign student,” “cosmopolitanism,” “foreignness,” and

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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.

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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that fede

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Jeffers, James S. "Envisioning a Christian Liberal Arts Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 141–64. http://dx.doi.org/10.5840/jis2002141/27.

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Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students

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King, Roger. "Evaluating Higher Education by Indicators." International Journal of Chinese Education 7, no. 2 (2018): 181–92. http://dx.doi.org/10.1163/22125868-12340096.

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AbstractThis piece looks at indicators and data models in countries outside China to see if such approaches may contribute to the accountability and quality drives in higher education in China. It notes the policy movement in China from rapid student number expansion to more emphasis on quality and social purpose as desirable characteristics for its universities and colleges. The article remarks that establishing legibility to the center to enable effective but lighter-touch surveillance of higher education institutions is difficult in large mass sectors without a major commitment of resources

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Guo, Congbin, Mengchao Guo, and Xiaowei Hao. "Do Students Prioritize Majors or Specific Colleges? Analyzing the Factors That Influence Preferences in China." Sustainability 13, no. 16 (2021): 9196. http://dx.doi.org/10.3390/su13169196.

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China’s college entrance examination has always been regarded as a system that promotes social stability and sustainable development. Students with different characteristics may have dissimilar professional aspirations. Due to the increasing popularity of higher education in China, these characteristics may constitute new influences among students’ professional priorities and educational preferences, and it is interesting to explore how such characteristics, especially family backgrounds, affect these choices. Compared to previous investigations, this study conducted a more systematic and quan

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Hartley, Matthew. "Editor's Review of THE PLEASURES OF ACADEME: A CELEBRATION AND DEFENSE OF HIGHER EDUCATION and FAILING THE FUTURE: A DEAN LOOKS AT HIGHER EDUCATION IN THE TWENTY-FIRST CENTURY." Harvard Educational Review 71, no. 2 (2001): 310–16. http://dx.doi.org/10.17763/haer.71.2.m58u12w82npx1345.

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U.S. higher education has arrived at the new millennium in an environment that might charitably be called "dynamic." A demographic incline is bringing a larger and more diverse student body to the doors of U.S. colleges and universities. New technologies are multiplying venues for education, but our institutions of higher learning are simultaneously facing enormous pressures from penurious legislatures, growing competition from for-profit universities, and regents and state boards of higher education flocking to the banner of greater accountability. In the midst of these challenges, James Axte

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Rutherford, Amanda, and Thomas Rabovsky. "Evaluating Impacts of Performance Funding Policies on Student Outcomes in Higher Education." ANNALS of the American Academy of Political and Social Science 655, no. 1 (2014): 185–208. http://dx.doi.org/10.1177/0002716214541048.

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Concerns about performance and cost efficiency have taken center stage in discussions about the funding and oversight of public universities in recent years. One of the primary manifestations of these concerns is the rise of performance funding policies, or policies that seek to directly link state appropriations to the outcomes institutions generate for students. Despite the popularity of these policies, relatively little systematic research examines their effect on student outcomes at public colleges and universities. We use data collected from the Integrated Postsecondary Education Data Sys

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Harte, J. D. C. "Secular Statutes of 1990 with Particular Relevance for the Church." Ecclesiastical Law Journal 2, no. 9 (1991): 241–42. http://dx.doi.org/10.1017/s0956618x00001277.

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Education (Student Loans) Act 1990. This Act is controversial because it challenges the established assumption that, subject to means tests, the government should fund fees and maintenance of all students taking first degrees. It envisages a proportion of such cost being met in future as a loan repayable by the student after graduation. The loans may be provided in respect of ‘courses of higher education’ as defined in a Schedule to the Act. These include first degrees and further training courses for teachers or youth and community workers. Thus first degrees in theology and post graduate cou

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Leon, Raul A., and Jaime N. Byrd. "Student Success in College: Creating Conditions That Matter." Journal of International Students 2, no. 2 (2012): 194–95. http://dx.doi.org/10.32674/jis.v2i2.531.

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Student Success in College: Creating Conditions That Matter offers a closer look into the U.S. system of higher education, seeking to answer the following question: What policies, programs, and practices promote student success? The authors embark on this journey examining a group of 20 four-year colleges and universities (e.g. schools included eight private and 12 public institutions representing 17 different states, with populations ranging from 682 to 23,063 students) that have fostered educational environments where engagement and success have transformed the experiences of enrolled studen

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Allen, Walter. "The Color of Success: African-American College Student Outcomes at Predominantly White and Historically Black Public Colleges and Universities." Harvard Educational Review 62, no. 1 (1992): 26–45. http://dx.doi.org/10.17763/haer.62.1.wv5627665007v701.

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Black students' participation in higher education has experienced periods of growth and decline. The recent resurgence and proliferation of racial incidents on college campuses,coupled with a floundering economy, signals a need to place this issue at the forefront of our educational agenda once again. In this article, Walter R. Allen presents the results of a quantitative study on the differences in the college experience between Black undergraduates who attended historically Black colleges and universities and those who attended predominantly White colleges and universities. Building on the r

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Kimball, Bruce. "Revising the Declension Narrative: Liberal Arts Colleges, Universities, and Honors Programs, 1870s-2010s." Harvard Educational Review 84, no. 2 (2014): 243–64. http://dx.doi.org/10.17763/haer.84.2.j3181325451x1116.

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This article examines the prominent narrative asserting that liberal arts colleges have continuously declined in number and status over the past 130 years. Bruce A. Kimball identifies problems in this declension narrative and proposes a revision positing that the decline of liberal arts colleges began only after 1970. Further, he maintains that the fraction of the U.S. population enrolling in collegiate liberal arts programs has remained surprisingly consistent over the past two centuries. That same fraction continues after 1970 because universities began to replicate the liberal arts college

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Kuh, George D., and Shouping Hu. "Unraveling the Complexity of the Increase in College Grades From the Mid-1980s to the Mid-1990s." Educational Evaluation and Policy Analysis 21, no. 3 (1999): 297–320. http://dx.doi.org/10.3102/01623737021003297.

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To determine the factors contributing to the widely reported increase in average undergraduate grades, data were analyzed from students from two different time periods: 22, 792 students in the mid-1980s and 29,464 in the mid-1990s. After controlling for student background characteristics and institutional characteristics, it appears that undergraduate grades increased across different types of institutions and major fields, but the increases were not of the same magnitude or due to the same factors. Evidence of grade inflation was found only at research universities and selective liberal arts

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Perrotta, Katherine Assante, and Chara Haeussler Bohan. "A Reflective Study of Online Faculty Teaching Experiences in Higher Education." Journal of Effective Teaching in Higher Education 3, no. 1 (2020): 50–66. http://dx.doi.org/10.36021/jethe.v3i1.9.

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Despite the popularity of online course and degree offerings in higher education, a lack of data persists on the unique challenges and opportunities online faculty face. Gaining insights about these experiences is important to ensure the quality of online teaching as colleges and universities continue expanding e-learning programs. Therefore, the purpose of this study is to examine the online teaching experiences of two faculty members through the implementation of reflective study methods. Major findings show that faculty access to professional development and mentoring, isolation and connect

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Barnett III, Clyde. "International Student Engagement: Strategies for Creating Inclusive, Connected, and Purposeful Campus Environments." Journal of International Students 6, no. 4 (2016): 1076–78. http://dx.doi.org/10.32674/jis.v6i4.338.

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International Student Engagement: Strategies for Creating Inclusive, Connected, and Purposeful Campus Environments is an in-depth analysis of seven colleges and universities across the United States, examining unique programs and activities for international students that foster belonging and connectedness on campus. This book provides a snapshot into the ways institutions effectively engage with international students. The authors examine the effectiveness of programs and policies intended to assist international students through research findings and by examining first-hand student experienc

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Potts, Carolyn S., and Sarah M. Ginsberg. "Collaborative Learning in the Speech-Language Pathology and Audiology Classroom." Perspectives on Issues in Higher Education 11, no. 1 (2008): 9–11. http://dx.doi.org/10.1044/ihe11.1.9.

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Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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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 (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 promot

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Bozheva, Alexandra. "Geographic Embeddedness of Higher Education Institutions in the Migration Policy Domain." Journal of International Students 10, no. 2 (2020): 443–65. http://dx.doi.org/10.32674/jis.v10i2.961.

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In 2014, Canada issued its first International Education Strategy, articulating targets for international enrollment and its economic benefits, but lacking international student retention goals. Universities and colleges used to be places where students could get immigration advice, but past Bill C-35 only Regulated Canadian Immigration Consultants can provide such advice. There is no requirement for institutions to hire these consultants. I investigate the geographic stretch of the education domain’s engagement with retention, through an examination of immigration advising support provision a

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Dougherty, Kevin J., Sosanya M. Jones, Hana Lahr, Rebecca S. Natow, Lara Pheatt, and Vikash Reddy. "Performance Funding for Higher Education." ANNALS of the American Academy of Political and Social Science 655, no. 1 (2014): 163–84. http://dx.doi.org/10.1177/0002716214541042.

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Since the 1970s, federal and state policy-makers have become increasingly concerned with improving higher education performance. In this quest, state performance funding for higher education has become widely used. As of June 2014, twenty-six states were operating performance funding programs and four more have programs awaiting implementation. This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding. Performance funding has become quite widespread with formidable political support, yet it has also experienc

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Smith, Bryan L., and Aaron W. Hughey. "Leadership in Higher Education — Its Evolution and Potential." Industry and Higher Education 20, no. 3 (2006): 157–63. http://dx.doi.org/10.5367/000000006777690972.

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Leadership is a key ingredient in the ultimate success or failure of any organization. In this article the authors review the research on leadership in general and then focus on how leadership in the academic world is similar to, yet distinct from, leadership in the private sector. Included in this discussion are a description of how leadership in colleges and universities has evolved, the characteristics that are unique to higher education together with their implications for effective leadership, and consideration of the immense challenges academic leaders face as they attempt to keep higher

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Parry, Gareth. "Student Demand and Institutional Diversification: The Case of England." Journal of Adult and Continuing Education 15, no. 2 (2009): 170. http://dx.doi.org/10.1177/147797140901500204.

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Following a period of dramatic but largely unplanned expansion, government priorities for future growth include changing the pattern of demand for English higher education and widening participation in colleges and universities of all types. With reform of tuition fees tied to access agreements and new foundation degrees designed in association with employers, a diversity of institutional mission rather than formal stratification is the goal of post-binary policy. However, strategies to stimulate demand for new kinds of higher education are in tension with efforts to reduce disparities in part

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Domina, Thurston, and Erik Ruzek. "Paving the Way." Educational Policy 26, no. 2 (2010): 243–67. http://dx.doi.org/10.1177/0895904810386586.

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Partnerships between colleges and universities and K-12 school districts attempt to improve access to higher education by tailoring college outreach and teacher professional development programs to local needs as well as aligning high school curricula with higher education admissions criteria. In this article, we conduct a quasi-experimental evaluation of partnerships between universities and school districts in California. Our fixed-effects models indicate that comprehensive K-16 partnerships substantially increase student graduation and nonselective university enrollment rates in participati

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Foster, Charlotte, and Amrita Bhandari. "Intercultural Sensitivity in Foreign Student Advising: A Quantitative Analysis of Ethnocentrism within the Profession in the Post 9/11 Era." Journal of International Students 1, no. 2 (2011): 77. http://dx.doi.org/10.32674/jis.v1i2.559.

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Jef Davis' book Intercultural Sensitivity in Foreign Student Advising could be helpful to international student advisors and other professionals in two ways. First, it may help advisors understand the issues and concerns of international students who bring their diverse social and cultural backgrounds to American institutions of higher education. After the 9/11 attack in 2001, it was assumed that foreign students perceived social and cultural bias because of their nationality, religion, gender, or language. Following the 9/11 attacks, American colleges and universities did seem to experience s

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Kaur, Ushveen, and Sugandha Gupta. "Evaluating Quality - Measures to Improve NAAC Ranking for Higher Education Institutes." International Journal of Recent Technology and Engineering 9, no. 6 (2021): 97–105. http://dx.doi.org/10.35940/ijrte.f5411.039621.

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Quality in education is imperative and thus it is a matter of great concern for the universities, colleges and institutions to maintain it. There are varied criteria to measure quality and methods to improve it with time. A lot of Higher Education Institutions (HEI) offer courses across streams for the students to pursue. The success of an educational institute depends on the quality of education. Educationalists, policy makers, researchers and scholars across the world are working towards quality management for continuous improvement, student/faculty satisfaction and institutional excellence.

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Lin, Shu-Yuan, and Susan Day Scherz. "Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education." Journal of International Students 4, no. 1 (2014): 16–33. http://dx.doi.org/10.32674/jis.v4i1.494.

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Non-Native English Speaking (NNES) international students attending colleges and universities in the United States often encounter difficulties in adjusting to their new cultural environment. In addition, they often struggle with academic language while learning the content and conceptual structures of various graduate level disciplines. This phenomenological study identified cultural and linguistic challenges experienced by NNES Asian international graduate students at a mediumsized rural university in the northwestern United States. A pedagogical framework and recommendations for professiona

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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 (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

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