Bibliografías temáticas / Community colleges – Oregon – Finance

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Literatura académica sobre el tema "Community colleges – Oregon – Finance"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Community colleges – Oregon – Finance"

1

Arnold, James C. "Student transfer between Oregon community colleges and Oregon University system institutions." New Directions for Community Colleges 2001, no. 114 (2001): 45. http://dx.doi.org/10.1002/cc.20.

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&NA;. "ADNs, COMMUNITY COLLEGES BAR ENTRY-LEVEL CHANGE IN OREGON." AJN, American Journal of Nursing 85, no. 8 (1985): 921–22. http://dx.doi.org/10.1097/00000446-198508000-00026.

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Kingry, Larry, and Lee Cole. "The Role of Oregon Community Colleges in Economic Development." Community College Review 13, no. 2 (1985): 10–16. http://dx.doi.org/10.1177/009155218501300202.

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Wisdom, Jenifer R., Nathan A. White, Kimberley A. Goldsmith, Sarann Bielavitz, Charles E. Davis, and Charles Drum. "An Assessment of Web Accessibility Knowledge and Needs at Oregon Community Colleges." Community College Review 33, no. 3-4 (2006): 19–37. http://dx.doi.org/10.1177/009155210603300302.

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KANNAN, Dr P., and AKHIL K. "Savings Pattern of Self Finance Colleges among Calicut District: A Study." GIS Business 14, no. 6 (2019): 472–85. http://dx.doi.org/10.26643/gis.v14i6.13587.

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The level of income in real terms is what matters for the trendy of living of the human beings and this in turn relies upon on the distribution of profits and the price of inflation in the economy. The income, investment and the increase of an economic system relies upon upon the fee of inflation and additionally the poverty ratio. All the salaried community people are in the position to save their money for their future requirements. The academic community people are in the moderate level of investments because of their stabled income. It is necessary to study about the type of saving allocat
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6

Cellini, Stephanie Riegg. "Crowded Colleges and College Crowd-Out: The Impact of Public Subsidies on the Two-Year College Market." American Economic Journal: Economic Policy 1, no. 2 (2009): 1–30. http://dx.doi.org/10.1257/pol.1.2.1.

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This study assesses the impact of an increase in funding for public community colleges on the market for two-year college education, considering both the effect on community college enrollments and on the number of proprietary schools in a market. I draw on a new administrative dataset of for-profit colleges in California and votes on local community college bond referenda to implement a unique regression discontinuity design. The results suggest that bond passage diverts students from the private to the public sector and causes a corresponding decline in the number of proprietary schools in t
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MacGregor, Philip C., Frances L. O’Reilly, and John Matt. "Can Placement Test Score Predict Success for a First-semester Community College Student in Their First Online Course?" Journal of Education and Training Studies 5, no. 7 (2017): 1. http://dx.doi.org/10.11114/jets.v5i7.2456.

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This study examined the following question: What is the relationship, if any, between COMPASS placement scores and the student success in the first online course during the students first semester? Discriminant function analysis was used to examine the relationship.This study used existing data from new students, who took the COMPASS placement test, and were enrolled in an online course at community colleges in Idaho, Montana, Oregon, and Washington over 5 academic years from 2010 to 2015. Data collected from the participating community colleges included COMPASS placement test scores for readi
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Denning, Jeffrey T. "College on the Cheap: Consequences of Community College Tuition Reductions." American Economic Journal: Economic Policy 9, no. 2 (2017): 155–88. http://dx.doi.org/10.1257/pol.20150374.

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This paper examines the effects of community college tuition on college enrollment. I exploit quasi-experimental variation from discounts for community college tuition in Texas that were expanded over time and across geography for identification. Community college enrollment in the first year after high school increased by 5.1 percentage points for each $1,000 decrease in tuition, which implies an elasticity of —0.29. Lower tuition also increased transfer from community colleges to universities. Marginal community college enrollees induced to attend by reduced tuition have similar graduation r
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9

Boland, William Casey, Marybeth Gasman, Thai-Huy Nguyen, and Andrés Castro Samayoa. "The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions." American Educational Research Journal 55, no. 6 (2018): 1369–99. http://dx.doi.org/10.3102/0002831218787463.

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Many argue that the California Master Plan for Higher Education is no longer effective in meeting the needs of students. This policy analysis assesses the impact of California higher education policy on the state’s community colleges that are considered minority-serving institutions (MSIs). Using longitudinal data to determine how the metrics have changed over time, we focus on three public policies that are manifestations of the master plan: (1) transfer between the California Community Colleges and California State University segments, (2) state funding for each segment, and (3) enrollment q
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Olsen, J. L., and C. D. Boyer. "420 Integrating Extension Field Faculty Into Academic Homes: The Oregon State University Experience." HortScience 34, no. 3 (1999): 516D—516. http://dx.doi.org/10.21273/hortsci.34.3.516d.

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In 1993, then OSU President John Byrne declared that: “All Extension Service faculty, county agents as well as specialists, will be assigned academic colleges, and will have an academic appointment in the appropriate college.” The selection of the academic home would involve a mutual agreement between the individual and the department and would take into consideration the faculty member's academic training, experience, and work assignment. The implementation of this decision was completed by July 1995. In the College of Agricultural Sciences, this assignment of faculty to academic homes was ac
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Tesis sobre el tema "Community colleges – Oregon – Finance"

1

Angstadt, Peter. "Student perceptions of satisfaction in Oregon community colleges /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072575.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.
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Cragg, Stephan Ernest. "International Education in the Public Community Colleges of Oregon and Washington." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1290.

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There were at least five purposes in pursuing research on international education in the public community colleges of Oregon and Washington states. The first purpose was to fully demonstrate a new and original taxonomy of ten elements, or dimensions, found in defining and describing international education. A second purpose was to add to the body of knowledge and research on international education practices at the nation's community colleges through an extensive literature search and original research. A third purpose of the study was to identify and describe the current status of internation
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3

White, Fredrick. "Community college finance an analysis of resource development at Mississippi's community and junior colleges /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04092008-152954.

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Morrison, Douglas B. "Resource Allocation Patterns at U.S. Community Colleges: An Evaluation of Priorities, Efficiency and the Historical Mission 1981-82 Through 1986-87." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1138.

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Over a six-year period, this study compares the demonstrated priorities and efficiency of 328 U.S. community colleges to the historical mission of community colleges which includes the goals of unrestricted student access, service to many students, and the delivery of comprehensive, high-quality, low-cost educational programs. Sample data was provided by NACUBO for 328 institutions (out of a U.S. population of 770) reporting in both 1981-82 and 1986-87. The study compares the 1986-87 resource allocation patterns for each institution to the 1981-82 patterns for that same institution. Measuremen
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Horner, S. Scott. "The relationship between administrative function and position elimination during periods of retrenchment at community colleges." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165504/.

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Hase, Karla Luan Neeley. "A Qualitative Study of the Use and Value of Financial Performance Indicators in Selected Community Colleges in the State of Texas as Perceived by their Chief Executive Officers." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2277/.

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Throughout the United States, colleges and universities are faced with an increasing need for financial funding, while at the same time resources continue to diminish. With the limitations of available funds, community colleges must exhibit efficiencies in the operations of their institutions. External interests, such as governing boards and legislatures, require demonstration of efficient financial management. This evidence is then used to make decisions concerning future financial support for the community college. This study determined if community college chief executive officers use finan
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Waller, Lee. "Primary revenue streams of Hispanic-serving community colleges in Texas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4744/.

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This study examined the extent and sources of primary revenue for Hispanic-, African-American-, and Caucasian-serving public community colleges in Texas. The study also examined differences between and among primary revenue streams for these institutions. The public community colleges were identified as Hispanic-, African-American-, and Caucasian-serving based upon the percentage of enrollments for each ethnic classification. A comparative model was developed for the primary revenue streams of in-district student tuition, out-of-district student tuition differentials, out-of-state student tu
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Simpson, James Hightower. "Leadership Adaptation to Changes in Public Funding of Community Colleges." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3369.

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Although growth in U.S. community colleges has been exponential, a major challenge accompanying that growth has been the source of funding, which has consisted of shifting proportions of tuition, local taxes, and state aid. The shift away from state aid toward fundraising, profit-oriented research, sophisticated financing, and higher tuition presents challenges and unintended consequences. This shift could threaten the community college access mission and contribute to a perception of higher education as a private good rather than a public good. With a framework of academic capitalism and reso
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9

Roessler, Billy Charles. "A Quantitative Study of Revenue and Expenditures at U.S. Community Colleges, 1980-2001." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5249/.

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This study provides a detailed description of revenue and expenditure patterns of the United States community college by state and by institutional type (rural-, suburban-serving, and urban-serving) for each five-year period from 1980-81 to 2000-01. The Katsinas, Lacey, and Hardy classification schema for community colleges is used to analyze data from the National Center for Education Statistics' Integrated Postsecondary Educational Data System (IPEDS) and Higher Education General Information Surveys (HEGIS). Further analysis clusters states into the following groupings: states with/without s
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Brege, Nicholas John. "Rational Choice Theory for Financial Strategy in Rural Michigan Community Colleges." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7123.

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Since 2011, drastic declines in tuition revenue for many rural community colleges have hindered institutional budgets and have been the primary driver for the financial strategy decisions made by college leaders. Recent declines in revenue for rural community colleges have created a constrained fiscal environment causing college leaders to increase focus on internal operations. The aim of this research was to expand the understanding of how management decisions influence tuition revenue when demand fluctuates. Data from multiple archival sources including several national and state statistical
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Libros sobre el tema "Community colleges – Oregon – Finance"

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Board, Illinois Community College. Illinois community colleges: Funding plan. Illinois Community College Board, 1985.

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Board, Illinois Community College. Illinois community colleges: Funding plan. Illinois Community College Board, 1987.

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Wattenbarger, James Lorenzo. Financing community colleges, 1988. American Association of Community and Junior Colleges, National Center for Higher Education, 1988.

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4

Ron, Baker. Strategic plan of the Oregon community colleges for distance learning. Oregon Community Colleges, 1997.

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5

California. Legislature. Assembly. Committee on Higher Education. Community college funding: What revisions should be made in community college finance? : hearing report, December 9, 2003. Assembly Committee on Higher Education, 2004.

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Development, Oregon Dept of Community Colleges and Workforce. Department of Community Colleges and Workforce Development: Travel expense audit. Secretary of State, Audits Division, 2007.

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Laurente, Zoanne. Report on local investments of Partnership funds: Expenditures for 1998-99 and 1999-00. Chancellor's Office, California Community Colleges, 2000.

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McIntyre, Chuck. Funding patterns in California Community Colleges: A technical paper for the 2005 Task Force of the Chancellor's Consultation Council. Policy Analysis and Management Information Services Division, Chancellor's Office, California Community Colleges, 1997.

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Iowa. Division of Community Colleges and Workforce Preparation. A report to the Iowa General Assembly on community college funding, an investment in Iowa's future. The Division, 1997.

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McIntyre, Chuck. Funding scenarios in California Community Colleges: A technical paper for the 2005 Task Force of the Chancellor's Consultation Council. Policy Analysis and Management Information Services Division, Chancellor's Office, California Community Colleges, 1997.

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Capítulos de libros sobre el tema "Community colleges – Oregon – Finance"

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Dowd, Alicia C., Kelly Ochs Rosinger, and Marlon Fernandez Castro. "Trends and Perspectives on Finance Equity and the Promise of Community Colleges." In Higher Education: Handbook of Theory and Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-31365-4_7.

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Dowd, Alicia C., Kelly Ochs Rosinger, and Marlon Fernandez Castro. "Trends and Perspectives on Finance Equity and the Promise of Community Colleges." In Higher Education: Handbook of Theory and Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-11743-6_7-1.

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Neimann, Theresa. "Evaluating Latina Retention." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5667-1.ch006.

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Latinas are undereducated in rural community colleges. This chapter identifies the positive factors enhancing the college experience for Latinas in rural community colleges. To assess the college going experiences of Latinas attending a rural community college, and note if these experiences conform to or negate Chicana Feminist Theory, one rural community college in Oregon randomly selected 10 Latinas between the ages of 18 and 35 who took at least two terms of credit-bearing classes. Data was analyzed from interview recordings, and responses were transcribed based on a narrative analysis transcription protocol. The major findings were developed relying upon the theoretical framework of Chicana Feminist Theory. Significant themes emerging from this study related to positive factors that enhance retention including social integration and motivational factors to attend a rural community college. The retention of Latinas must embrace change and build on positive changes in the academy such as serving students' needs expressed in intentional opportunities for academic and social engagement and better access to financial and childcare resources.
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Geiger, Roger L. "Finance and Function: Voluntary Support and Diversity in American Private Higher Education." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0018.

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A revolution has taken place in the past generation in American assumptions about higher education: It has virtually become a universally accepted responsibility of government to make it possible for all qualified students to attend college. This shift in opinion has been translated quite tangibly into the bricks and mortar of greatly expanded state and municipal university systems, as well as an extensive network of local community colleges. As a result, the 50% of student enrollments that the public sector claimed in 1950 has grown to nearly 78% in 1985. By the somewhat artificial measure of “market share,” the private sector would seem to have lost more than half of its clientele. In the more meaningful measure of actual students, however, private colleges and universities have more than doubled their enrollments during this period. In fact, during the latter part of the 1970s the private sector added more students than did its much larger public counterpart. The private sector clearly still plays a vital role in our system of higher education. But just what might that be? This simple question admits of no simple answer. More than 1500 private colleges and universities cater to students of widely differing ages, aspirations, and abilities. They offer some 300 bachelor’s degrees, not to mention additional programs on the graduate-professional level. From another angle, one might note that public higher education is a responsibility of the states. Thus, there are actually fifty public sectors in this country, each of which (save that of Wyoming) is complemented by an array of private institutions. Not all of these state private sectors are terribly different from those of neighboring states; but regional contrasts are nevertheless stark between, for example, states where private higher education has evolved alongside large and prestigious state universities and those eastern states where private schools have long been predominant. The functions of private higher education in the United States are obviously complex.
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Freeland, Richard M. "Evolution of the College-centered University: Tufts and Brandeis, 1945–1970." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.

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Tufts College, traditionally focused on undergraduate education in the arts and sciences, responded to the opportunities of the postwar years with new emphases on research and doctoral-level programs. A new name, “Tufts University,” signified the change. The leaders of Tufts intended, however, to retain a primary emphasis on undergraduate work. During these same years, a new university, Brandeis, sponsored by a group of American Jews, joined the state’s academic community. Brandeis’s founders also conceived their institution as centrally concerned with undergraduate education, although they too intended to build a modest array of graduate programs, especially in the arts and sciences. In projecting their development during the 1950s and 1960s, Tufts and Brandeis set out to become different versions of a distinctive institutional idea: the college-centered university. By the early 1940s, President Leonard Carmichael of Tufts, like his counterparts at Harvard and M.I.T., had come to regard World War II as a time of opportunity, despite immediate, war-related problems of enrollment and finance. Carmichael’s wartime reports referred repeatedly to new possibilities arising from the military emergency. He welcomed a Navy R.O.T.C. unit to Medford as a chance for greater visibility as well as for public service. He speculated that increased awareness of international issues would benefit the Fletcher School. Most important of all, given Tufts’s history of straightened finances, was the possibility of new federal support. “It is ... not too early,” Carmichael told his trustees in the middle of the war, “for all of us to do what we can to see to it that the men who administer our postwar education [at the federal level]... have an appreciation of the importance to this nation of colleges and universities with varied objectives and varied bases of administration and support.” If federal funds were to become available, Carmichael wanted to be sure that private institutions got their share, and he assured his board that “every effort is being made to maintain our relationships with the armed services... so that Tufts’s peculiar qualities—a university-college in which teaching and research go forward together—may be maintained ...”
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Actas de conferencias sobre el tema "Community colleges – Oregon – Finance"

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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.

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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position
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Informes sobre el tema "Community colleges – Oregon – Finance"

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Cragg, Stephan. International Education in the Public Community Colleges of Oregon and Washington. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1289.

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Hilgemann, Vickie. A comparison of concepts of the basic underlying assumptions of the introductory speech communication course in the Oregon community colleges as seen by speech communication faculty and self-reported by students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2124.

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