Bibliografie tematiche / Higher education and the state

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Letteratura scientifica selezionata sul tema "Higher education and the state"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 27 luglio 2024

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Articoli di riviste sul tema "Higher education and the state"

Bhatnagar, Anjani Kumar. "Higher Education System: Knowledge, State & Potential". Revista Gestão Inovação e Tecnologias 11, n. 3 (30 giugno 2021): 1791–803. http://dx.doi.org/10.47059/revistageintec.v11i3.2050.

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Fadhli, Muhammad, Agus Salim Salabi, Fauzan Ahmad Siregar, Harun Lubis e Tengku Muhammad Sahudra. "Higher Education Marketing Strategy: Comparative Study of State Islamic High Education Institution and State Higher Education". Jurnal Ilmiah Peuradeun 11, n. 3 (30 settembre 2023): 791. http://dx.doi.org/10.26811/peuradeun.v11i3.896.

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The increasing of State Islamic High Education Institutions (PTKIN) in Aceh is contradictory with the minimum interest of Acehnese to study PTKIN. This phenomenon shows an anomaly in Acehnese religiosity level. This paper aimed to seek higher education (HE) marketing strategies in Aceh and to describe the reason for Acehnese low interest in PTKIN. A mixed method was used in this research; meanwhile, an explanatory sequential design was chosen to be the research design. This research was done in 3 PTKIN and 3 State Higher Education (PTU) in Aceh, where 60 Acehnese students were chosen as respondents. Besides quantitative data, qualitative research was done by interviewing, observing, and studying documentation to get more information. The result showed that the products (departments and accreditation) significantly affected students' interest in HE. This article suggested that PTKIN add more departments to present many choices for society as a place to study at a high education level.

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Hossler, Don, Jon P. Lund, Jackie Ramin, Sarah Westfall e Steve Irish. "State Funding for Higher Education". Journal of Higher Education 68, n. 2 (marzo 1997): 160–90. http://dx.doi.org/10.1080/00221546.1997.11780880.

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Martinez, Mario C. "Understanding State Higher Education Systems". Journal of Higher Education 73, n. 3 (maggio 2002): 349–74. http://dx.doi.org/10.1080/00221546.2002.11777152.

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FUKUSHIMA, Takashi. "Current State of Higher Education". Journal of JSEE 64, n. 6 (2016): 6_34–6_44. http://dx.doi.org/10.4307/jsee.64.6_34.

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Ortega, Alberto. "State partisanship and higher education". Economics of Education Review 76 (giugno 2020): 101977. http://dx.doi.org/10.1016/j.econedurev.2020.101977.

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Shelley, Gary L., e David B. Wright. "Incremental State Higher Education Expenditures". Atlantic Economic Journal 37, n. 1 (3 dicembre 2008): 87–98. http://dx.doi.org/10.1007/s11293-008-9161-7.

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Shafer, Susanne M. "Higher Education and the State". European Education 25, n. 4 (dicembre 1993): 3–6. http://dx.doi.org/10.2753/eue1056-493425043.

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Naresh, Suparna. "Towards a Knowledge Society – State Contribution in Higher Education". Journal of Advanced Research in Journalism & Mass Communication 05, n. 03 (29 maggio 2018): 22–25. http://dx.doi.org/10.24321/2395.3810.201810.

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Ulwiyah, Nur, Asrop Safii, Mujianto Solichin, Muhammad Syafii, Ali Muhsin, Lilik Maftuhatin e Dhikrul Hakim. "Policy on the Provision of Educational Funding for State and Private Higher Education Institutions". International Journal of Research Publication and Reviews 4, n. 3 (marzo 2023): 838–45. http://dx.doi.org/10.55248/gengpi.2023.32036.

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Tesi sul tema "Higher education and the state"

Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying". [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.

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Anwar, Wasim. "Higher education in Pakistan : from state control to state supervision /". Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.

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Gianneschi, Matthew Everett. "The effect of changes in state appropriations on voluntary giving to state supported universities". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280546.

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This study examines the relationship between levels of state appropriations and voluntary support at public colleges and universities. It first describes levels of state appropriations and voluntary support at public institutions for the period of 1993-2001. Changes over time and differences across institution types are highlighted. Additional analyses breaks down the figures into the sources (alumni, other individuals, corporations, and foundations) and the form (restricted or unrestricted) of voluntary support. Using ordinary least squares regression (OLS) and fixed effects regression techniques, this study then investigates how changes in state appropriations are related to private philanthropic giving to state supported institutions of higher education. This study uncovers the changes in form, source, and magnitude of voluntary support to public higher education resulting from changes in state appropriations. The study also examines whether these relationships differ by institutional competitiveness or Carnegie classification. The results of this study have important implications for higher education policymakers, practitioners, and researchers. Most important, the results suggest that donations to public universities are positively related to changes in state appropriations. That is, donors seem to be willing to support public universities if state appropriations increase; however, donors do not seem to be willing to replace reductions in state appropriations. Additionally, the results of this study reveal that disparities in voluntary support to public universities are a function of institutional complexity and prestige. Finally, the results of this study provide evidence that donations to public universities are typically restricted in nature. Consequently, the results herein provide no evidence that suggests that increases in voluntary support to public universities are replacing state appropriations or that public universities are "privatizing."

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Wang, Qinghua. "Higher education reform in post-Mao China : market forces vs. political control /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421623411&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 270-291). Also available for download via the World Wide Web; free to University of Oregon users.

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Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.

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Viehland, Dennis Warren. "Nonresident enrollment demand in public higher education". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184740.

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The purpose of this study was to investigate the impact of changes in nonresident tuition on nonresident enrollment and tuition revenue in American public four-year colleges and universities. The economic framework used to examine this relationship was the human capital investment model, which assumed a two-stage model of student choice. The analysis calculated a price elasticity coefficient and a student price response coefficient for nonresident first-time freshmen in three institutional classifications (i.e., doctoral-granting universities, comprehensive universities, and baccalaureate institutions) and for all institutions combined. Nine institutional, economic, and demographic variables were regressed on the dependent variable--a ratio of probabilities of nonresident enrollment to resident enrollment. The regression equations were estimated in double-log functional form utilizing ordinary least squares procedures. The student data used in the study were Fall 1986 first-time freshmen enrolled in 435 public four-year institutions. The major findings of the study include: (1) The price elasticity of demand with respect to nonresident tuition for all institutions in the study was estimated to be -0.60. The student price response coefficient (SPRC) for a $100 change in tuition was calculated to be -1.69 percent. (2) The price elasticity of demand for baccalaureate institutions was estimated to be negative unitary elastic (i.e., -1.00). The baccalaureate SPRC was calculated to be -3.2 percent. (3) Nonresident enrollment demand was positively associated with migration patterns of the nonstudent population, employment rate in the destination state, and home state per capita income. In summary, nonresident students in the average public four-year college or university are only moderately sensitive to changes in price. Nonresident tuition increases in the public sector will cause relatively small declines in enrollment and will be accompanied by increased tuition revenue. Students at baccalaureate institutions are more sensitive to changes in price; tuition increases in these institutions will result in larger declines in enrollment and will have no impact on tuition revenue. Institutional officials and state policy makers should be aware of these results when considering the impact of changes in tuition on nonresident enrollment and institutional revenues.

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Stalowski, Nancy. "Philanthropic Funding and State Appropriations at Public Higher Education Institutions". Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28260123.

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As state appropriations, once the primary public source of funding for higher education, have decreased, higher education institutions have attempted to increase the private funding they can generate in addition to increasing tuition. This shift from public to private sources of funding for public higher education institutions requires a better understanding of the relationship between these two sources of funding. The purpose of this study was to explore the change in philanthropic funding for public four-year higher education institutions from 2004–2018. It examined the relationship between state appropriations and philanthropic funding received by public four-year higher education institutions to determine if state appropriations were associated with philanthropic giving. It also investigated whether the relationship differed by institutional type and competitiveness to determine if it increased stratification among public higher education institutions. This study found that between 2004 and 2018, total philanthropic funding per FTE increased while state appropriations per FTE decreased. The main reason for these trends were decreases during the recession, where state appropriations per FTE decreased 21% while total philanthropic funding per FTE only decreased 3%. All types of philanthropic funding had a U-shaped growth curve showing a decline then increase except for foundation philanthropic funding per FTE, which grew linearly. State appropriations were found to be associated with the amount of philanthropic funding received. An increase in state appropriations was associated with an increase in philanthropic funding from 2004–2010, but a decrease in philanthropic funding from 2011–2018. There were significant differences by Carnegie classification and flagship status but none for Barron’s selectivity. There were also differences based on donor types. The findings add to the research on donor motivations in higher education by showing the differences in growth curves for different donor types. They also add to the literature on philanthropic funding during recessions by analyzing giving trends before, during, and after the Great Recession of 2008. Finally, results show that there was most likely an increase in the stratification of public higher education institutions as they shifted to more private sources of funding, as philanthropic funding is more unequally distributed than state appropriations.

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Buhler, David L. "The decline in state funding of public higher education in the United States| Competing budget priorities and state variations". Thesis, The University of Utah, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680845.

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State and national policy makers for 150 years have promoted public access to higher education, supported through state tax funds and more recently through federal direct appropriations and tax expenditures. In the past 3 decades, state tax funding of higher education has declined, resulting in increased reliance on tuition and reduced college affordability, thereby raising barriers to access. There are also vast differences in how well states fund higher education, with some providing more generous tax funds and others steadily providing less.

Higher education researchers have conducted ongoing inquiry regarding factors that may influence the level of state legislative support for higher education. These include institutional, political, economic, cultural, demographical, and fiscal factors. Several have pointed to what appears to be an inverse relationship between state funding of higher education and state funding of Medicaid.

This study employs regression analyses of a 20-year, 50-state panel of data (1992-2011), considering the changes in budget share devoted to higher education, Medicaid, K-12 Public Education, and Corrections. During that 20-year period, higher education's share declined in 33 states, Medicaid's increased in 44 states, and 28 states experienced both a decrease in higher education's share and an increase in Medicaid's. Also considered were political party control of states, and changes in Gross State Product. The analysis tries to determine if increases in Medicaid's share is contributing to a decline in the share for higher education, and whether the share for each budget category explains state funding variations.

A fixed effects regression model, taking into account both the differences within (across time) and between (across states), determined that 85% of the variation in the error term is due to the wide cross-sectional state differences. This calls into question much of the prior research that relied on ordinary least squares regression models, and did not account for what Zhu called "cross-unit heterogeneity". These findings indicate that additional research is needed, both quantitative (considering groupings of states rather than all 50 states), and interpretive case studies to elicit more insights and research questions that will yield more definitive answers about budgetary tradeoffs between higher education funding and other budgetary categories.

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Williams, Ramona A. "Assessing Students' Gains from the College Experience at East Tennessee State University". Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2994.

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The purpose of this study was to determine what activities from the ETSU experience influence students' opinions about their growth and development. This study also examined the influence of sex, age, and classification in college. Three research questions and five hypotheses were examined. The Third Edition of the College Student Experiences Questionnaire (CSEQ) was the instrument used in this study. The CSEQ was administered to 50 undergraduate classes at East Tennessee State University during the Spring Semester 1994. There were 19 independent variables and five dependent variables in this study. The 19 independent variables included students' scores on the 14 Quality of Effort Scales along with sex, age, and classification in college. The dependent variables were five factors extracted from the Estimate of Gains Scale. This study utilized a correlational research design with five hierarchical multiple regression models (one for each of the five factors). All hypotheses were tested using an alpha level of.05. Results showed that the five factors extracted accounted for 60.8% of the variance in the Estimate of Gains Scale. The five factors were Factor I (Personal/Social Development), Factor II (Intellectual Skills), Factor III (Science/Technology), Factor IV (General Education, Literature, Arts, and Social Sciences), and Factor V (Vocational Preparation). For each of the five factors, the combined effects of age, sex, classification in college, and the Quality of Effort Scales explained more of the variance in the Estimate of Gains Scale than did age, sex, and classification in college alone.

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Combs, Alex Eugene. "STATE SUBSIDY COMPOSITION IN HIGHER EDUCATION: POLICY AND IMPACTS". UKnowledge, 2018. https://uknowledge.uky.edu/msppa_etds/29.

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Higher education is the third largest state expenditure behind K-12 and Medicaid but is generally more discretionary than most other budget categories. As demographic trends and economic downturns constrain state budgets, the delivery of state subsidies in higher education has increasingly shifted toward students via grant aid and away from institutions via appropriations. Since the 1990s, many states have changed the composition of their state subsidies in higher education to varying degrees. There is a rich literature that examines the effects of state subsidies on various aspects of the higher education market. This dissertation aims to contribute to the literature on two broad fronts. First, rather than state subsidy levels, theoretical and empirical emphasis is placed on subsidy composition, or the distribution of subsidies across three primary modes of delivery—appropriations, need-based grants, and non-need-based grants. This focus is meant to reflect the policy decision faced by states, especially during times of fiscal stress, and reveal insights into important economic considerations. Second, differential impacts of state subsidies are examined not only with respect to student ability and income but also college inputs of academic quality and amenities. College amenities are an important input in the higher education market in need of more theoretical and empirical analysis. The introduction briefly discusses the economic rationale for public subsidies in higher education and the complexity confronting states to subsidize the cost of college under various constraints and policy goals. Chapter 2 aims to orient the reader to the policy, trends, and research pertaining to state subsidies in higher education. Chapter 3 theoretically examines the response in student demand for educational resources and amenities to changes in state subsidy composition from which several policy implications and directions for future research are considered. Chapter 4 focuses on subsequent effects that changes in demand between educational resources and amenities may have on institutions. State subsidies and institutional expenditures between 1990 and 2016 are examined in order to determine whether the composition of state subsidies causes in-state institutions to alter expenditures in a way that reflects a divergence between educational and amenity inputs. Chapter 5 considers the role of college student migration with respect to state subsidies and student outcomes. State subsidies impact college choice, and in turn, alter the distance students migrate to attend college. The effect of distance on college student success is theoretically and empirically examined. Chapter 6 concludes with a summary and discussion of the main findings as well as ideas and directions for future research.

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Libri sul tema "Higher education and the state"

Salter, Brian. The state and higher education. Ilford, Essex, England: Woburn Press, 1994.

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Education, Rwanda Ministry of. Higher education policy. [Kigali]: Republic of Rwanda, Ministry of Education, 2008.

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H, McCormick James, Thornburgh Dick e Newcomen Society of the United States., a cura di. State System of Higher Education. New York, N.Y: The Newcomen Society of the United States, 1998.

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Rai, Negi Usha, Mishra Bijayalaxmi, Anand Rishi Dev e Association of Indian Universities, a cura di. Financing higher education. New Delhi: Association of Indian Universities, 2009.

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Organisation for Economic Co-operation and Development., a cura di. Mexico: Higher education. Paris: Organisation for Economic Co-operation and Development, 1997.

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Negi, Usha Rai, Bijayalaxmi Mishra e Rishi Dev Anand. Financing higher education. A cura di Association of Indian Universities. New Delhi: Association of Indian Universities, 2009.

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Organisation for Economic Co-operation and Development., a cura di. Financing higher education. Paris: Organisation for Economic Co-operation and Development, 1990.

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Bastiaens, Jo. International assistance and state-university relations. New York: Routledge, 2009.

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Kogan, Maurice. Reforming higher education. London: Philadelphia, 1999.

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Kogan, Maurice. Reforming higher education. London: Jessica Kingsley Publishers, 2000.

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Capitoli di libri sul tema "Higher education and the state"

Kogan, Maurice, e Susan Marton. "The State and Higher Education". In Higher Education Dynamics, 69–84. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-4657-5_4.

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Austin, Ian, e Glen A. Jones. "State–University Governance". In Governance of Higher Education, 79–106. 2^a ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003283652-4.

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Laderman, Sophia, Kristen Cummings, Jason C. Lee, David Tandberg e Dustin Weeden. "Higher Education Finance in the United States: Sources of Funding and Impacts of State Investments". In Higher Education Dynamics, 157–87. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25867-1_7.

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Amaral, Alberto. "State and Planning, Higher Education". In Encyclopedia of International Higher Education Systems and Institutions, 1–8. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-017-9553-1_135-1.

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Magalhães, António, e Amélia Veiga. "The Evaluative State, Higher Education". In Encyclopedia of International Higher Education Systems and Institutions, 1–5. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_150-1.

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Amaral, Alberto. "State and Planning, Higher Education". In The International Encyclopedia of Higher Education Systems and Institutions, 2579–86. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_135.

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Magalhães, António M., e Amélia Veiga. "Evaluative State, Higher Education, The". In The International Encyclopedia of Higher Education Systems and Institutions, 398–401. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_150.

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Li, Amy Y., e William Zumeta. "State Support for Higher Education". In The Palgrave International Handbook of Higher Education Policy and Governance, 463–82. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-45617-5_25.

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Tandberg, David A., Jason C. Lee, T. Austin Lacy, Shouping Hu e Toby Park-Gaghan. "State Higher Education Policy Innovativeness". In Higher Education: Handbook of Theory and Research, 1–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66959-1_11-1.

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Tandberg, David A., Jason C. Lee, T. Austin Lacy, Shouping Hu e Toby Park-Gaghan. "State Higher Education Policy Innovativeness". In Higher Education: Handbook of Theory and Research, 601–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76660-3_11.

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Atti di convegni sul tema "Higher education and the state"

Ocegueda-Hernández, Marco Tulio, Patricia Moctezuma-Hernández e Alejandro Mungaray-Lagarda. "Financing Quality in Mexican State Public Universities". In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5114.

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Abstract The policy of financing with extraordinary biding subsidies as implemented by the Secretariat of Public Education (SEP) for Public State Universities (UPES) between 2001 and 2013 is analyzed. The results indicate that, with some regional differences, this form of distributing of Public resources has been effective by rewarding the Institutional Progress of those UPES in matters of quality, impacting their institutional processes of consolidation in a positive way, contributing to social equity through more and better educational spaces and diminishing the performance gaps between them during the period. Keywords: The Integral Program of Institutional Strengthening (PIFI); Public State Universities (UPES); equity and quality; higher education.

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Kozlova, Elena, e Maxim Novak. "State Strategy for Adult Education". In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482764.

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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State". In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.

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Zaika, S. O., S. V. Kuskova e О. V. Zaika. "PECULIARITIES OF INTELLECTUAL CAPITAL FORMATION IN HIGHER EDUCATION INSTITUTIONS". In Economic security: state, cluster, enterprise. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-018-6-17.

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Ozturk, Inci. "Coercive isomorphism in higher education: Direct pressures from the state to the Turkish universities". In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11173.

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The universities maintain their continuity with the pressure of complying with the policies of the state and global policies. This study addresses the coercive pressure of the higher education policies of the state on the Turkish universities. The elective classes of Occupational Knowledge and Area Training to be taught at the universities may be opened when they are approved by the Higher Education Council (Yuksekogretim Kurulu, YOK) which is an institution having a public legal entity. On the other hand, the ability of the universities to determine the elective class of Liberal Education indicates a rare situation where the universities exercise their autonomy.Keywords: Isomorphism; coercive isomorphism; higher education policy, higher education, university

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Narkhov, Dmitry Yur`evich, Elena Nikolaevna Narkhova e Yury Rudol'fovich Vishnevsky. "RESOURCE POTENTIAL OF THE COMMUNITY OF FACULTY MEMBERS IN THE MODERNIZATION OF THE RUSSIAN HIGHER EDUCATION". In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8067.

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In work the theoretical bases and dynamics of processes of modernization of the Russian higher education are studied, conditions and specifics of its last cycle reveal (the end of XX – the beginning of the 21st centuries). The attention to global character, interaction with the international educational space is paid. The professional community of teachers (scientific and pedagogical workers) of the higher education (HE) acts as an object. Research objective – identification of a state, opportunities and conditions of realization of resource potential of teachers of higher education institutions for ensuring modernization of higher education. Studying of problems of resource ensuring modernization was carried out from positions of system, constructivist, resource, activity and structurally functional approaches. The empirical base was made by materials of the all-Russian sociological researches: questionnaire, expert interviews. The new scientific idea that the speed of modernization changes of system of the higher education depends on a state and conditions of updating of resource potential of community of teachers of higher education institutions is developed; their resource potential develops unevenly and depends on inclusiveness degree in an educational vertical and the status of higher education institution. Concepts of resources and resource potential of modernization of education are entered, their substantial characteristics are opened. Recommendations about optimization of this process are submitted.

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Zheng, Jie. "State Formation and Higher Education: Government Policy Shifts and Internationalization of Higher Education in China". In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446220.

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Salminen, Mirva, Niko Candelin, Kaisa Cullen, Sari Latvanen, Marianne Lindroth e Teemu Matilainen. "Cybersecurity education in European higher education institutions". In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16336.

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This research paper presents some of the findings of an ongoing Cyber Citizen Initiative project (2022–24), which benchmarked civic cybersecurity education and training in all European Union (EU) member states. The research paper focuses on cybersecurity education in higher education. The study concluded that cybersecurity education varies across the EU. Whereas some countries have dozens of higher education institutes providing education in cybersecurity, some others have only a few institutions and educational programmes for the topic. In general, the educational programmes tend to be specific and focus on technical skills. A wider understanding of cybersecurity as a societal concern, civic cybersecurity skills, and discipline geared cybersecurity competence building may be lacking from curricula.

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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng e Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study". In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.

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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources

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Martynenko, Stanislav. "TECHNOLOGIES OF HIGHER EDUCATION STATE FINANCING IN EUROPEAN COUNTRIES". In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0318.

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Rapporti di organizzazioni sul tema "Higher education and the state"

Hinrichs, Peter L. State Appropriations and Employment at Higher Education Institutions. Federal Reserve Bank of Cleveland, novembre 2022. http://dx.doi.org/10.26509/frbc-wp-202232.

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This paper studies the impacts of state appropriations on staffing and salaries at public higher education institutions in the United States using employment and revenue data from the Integrated Postsecondary Education Data System, along with an instrumental variables strategy borrowed from Deming and Walters (2018) and Chakrabarti, Gorton, and Lovenheim (2020). The instrument sidesteps the potential endogeneity of state appropriations for a given institution in a given year by interacting an institution’s historical reliance on state appropriations with total state appropriations for all higher education institutions in a given year. The results suggest that higher state appropriations are associated with an increase in tenure-track assistant professors at four-year institutions. They are also associated with an increase in part-time instructional staff at both four-year and two-year institutions. However, they are not associated with a change in the number of tenured faculty. Appropriations are also positively related to salaries for a variety of employee groups, although notably not for instructional staff who are instructors, lecturers, or without an academic rank. Overall, the results show that public higher education institutions use state appropriations in a variety of ways, but I do not find evidence that they replace contingent faculty with tenured or tenure-track faculty when appropriations rise.

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Merrien, François X. Reforming Higher Education in Europe: From State Regulation Towards New Managerialism? Inter-American Development Bank, maggio 2000. http://dx.doi.org/10.18235/0010752.

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The present study describes the changes in the traditional European model of higher education, its successes as well as failures. The remarkable expansion of higher education in Europe during the postwar period was the result of a shared belief in the virtue of higher education per se. The traditional model of higher education assumes a stable relationship of fair exchange between the State and the academics: the State gives power to the academics in the belief that in this way it will receive in return the forms of knowledge, basic research, and advanced education that will be of most value to itself. In Europe-as was the case in Latin America-the policy of developing the higher education sector was supported by the elite and by the middle classes, both of whom considered higher education to be a means for training professional workers and a way to enhance economic development and social mobility. The 1980s marked the beginning of some radical changes on the two continents in terms of higher education. This evolution can be associated with a shift from a more interventionist, Keynesian welfare state to a more neoliberal and supervisory State. This shift meant diminution of the belief that bureaucratic institutions could respond correctly to society's needs and increased currency of the belief in the virtues of markets or quasi-markets. The aim of the study is not to compare trends in Europe with those in Latin America. Nevertheless, it is interesting to note that from the beginning of the 1970s radical changes were also introduced into the Latin American systems of higher education, partially for economic and political reasons.

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Chatterji, Aaron, Joowon Kim e Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. Cambridge, MA: National Bureau of Economic Research, luglio 2018. http://dx.doi.org/10.3386/w24818.

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Ward, James Dean, Elizabeth Davidson Pisacreta, Benjamin Weintraut e Martin Kurzweil. An Overview of State Higher Education Funding Approaches: Lessons and Recommendations. Ithaka S+R, dicembre 2020. http://dx.doi.org/10.18665/sr.314511.

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O'Malley, Elizabeth. Global awareness of administrators in higher education in the State of Oregon. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.829.

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Ward, James Dean, Elizabeth Davidson Pisacreta, Benjamin Weintraut e Martin Kurzweil. Reimagining State Higher Education Funding: Recommendations from the Ithaka S+R Convening. Ithaka S+R, dicembre 2020. http://dx.doi.org/10.18665/sr.314508.

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Bakum, Z. P., e K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova e Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], giugno 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.

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Hoinathy, Remadji, e Daniel Eizenga. The State of Secularism in Chadian Higher Education: Testing Perceived Ties to Violent Extremism. RESOLVE Network, marzo 2019. http://dx.doi.org/10.37805/lcb2019.2.

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Vakaliuk, Tetiana A., Dmytro S. Antoniuk e Vladimir N. Soloviev. The state of ICT implementation in institutions of general secondary education: a case of Ukraine. [б. в.], luglio 2020. http://dx.doi.org/10.31812/123456789/3855.

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The use of digital technology in various fields of education today is one of the most important trends in the educational process in the world. The article presents the results of the analysis of the current state of implementation of ICT in the educational process of institutions of general secondary education in Ukraine. For this purpose, a survey was conducted among students of the first year of the Zhytomyr Polytechnic State University, within which 17 questions were asked to students related to the use of information and communication technologies in the educational process. As a result of the research, the introduction of the discipline “Educational technologies and digital education” into the training of future information technology specialists was substantiated, as well as the certification educational program “Information systems and cloud technologies in the educational process”, designed for general education teachers, educators for higher education institutions, experts in the field of additional educational services, and other professionals.

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