Gotowe bibliografie tematyczne / Universities and colleges – Economic aspects – United States

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Gotowa bibliografia na temat „Universities and colleges – Economic aspects – United States”

Autor: Grafiati
Data publikacji: 25 lipca 2024
Data aktualizacji: 19 lipca 2025

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Artykuły w czasopismach na temat "Universities and colleges – Economic aspects – United States"

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Zaikov, Konstantin S., and Nikolay A. Kondratov. "Features of the Arctic Policy of the United States and Canada and the Contribution of Their Northern Universities in Its Implementation." Arctic and North, no. 46 (March 25, 2022): 127–55. http://dx.doi.org/10.37482/issn2221-2698.2022.46.127.

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The United States and Canada, along with Russia, Denmark, Iceland, Norway, Finland and Sweden, are the so-called "official" Arctic countries. In the 21st century, The United States and Canada have begun to implement national Arctic strategies and updated them. The accepted documents have both similarities and differences. The United States and Canada are active members of the Arctic Council and view it as a platform for negotiations on a wide range of issues related to the development of the Arctic. The United States has come a long way in the Arctic, including in terms of regulation. Unlike o
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Li, Lun, Xiaoyue Liu, and Xiangyu Wan. "Comparative study of funding sources for faculty development following COVID-19 in China and the United States." World Journal of Advanced Research and Reviews 22, no. 3 (2024): 1733–37. https://doi.org/10.5281/zenodo.14760369.

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In the post-epidemic era (COVID-19) context, funding university faculty development in China and the United States faces severe challenges. From the perspective of government education grants and social donations from foundations, except for top-ranked universities, most universities have faced increasing difficulties in financing faculty development. In this context, the U.S. government and U.S. universities have promoted university–enterprise cooperation for a long time, and faculty research teams independently seek enterprises’ financial support. These efforts have effectively a
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Bratko, Mariia, and Svitlana Tsymbaliuk. "TO THE ISSUE OF THE FORMATION OF THE US HIGHER EDUCATION SYSTEM." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 28, 2025): 89–99. https://doi.org/10.31499/2307-4906.1.2025.326287.

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The article presents the results of a retrospective analysis of the process of formation and development of the US higher education system from the colonial period to the present, taking into account its historical, social and economic aspects. The author analyzes the key stages of the evolution of American universities, starting with the influence of European educational traditions, legal autonomy of educational institutions and the introduction of government support programs. It is emphasized that the European experience of higher education in the United States of America was implemented thr
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Ko, Jang Wan, and Jihoe Park. "Economic Impact of Universities in the United States." Korean Comparative Education Society 33, no. 5 (2023): 189–212. http://dx.doi.org/10.20306/kces.2023.33.5.189.

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[Purpose] The purpose of this study was to analyze how economic impact analysis is conducted in universities in the U.S. and to derive meaningful insights for Korean universities when measuring the economic ripple effects on their local communities.
 [Methods] To achieve this, we conducted a case analysis of universities in the U.S. that regularly perform economic impact analyses. We reviewed more than 100 national universities and 50 liberal art colleges, and finally selected 5 universities for this study
 [Results] The study found that the economic impact analysis of universities v
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Yang, Xiao Yan. "Research on the Development of College Sports Architecture." Applied Mechanics and Materials 644-650 (September 2014): 5129–32. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5129.

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With the development of higher education, college sports architecture is no exception in the revolution. Due to many factors, such as economic, sports science and technology, the development of Europe and the United States and Japan and other countries of the sports building has been at the forefront of the world. At the same time as the Europe and the United States, Japan and other countries recognize in the mass sports, competitive sports and school sports are abundant, and established a relatively perfect sports club system, at the same time, many large-scale sports events and commercial ev
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Garcia, Gina A., John DeCostanza Jr., and Jaqueline Romo. "Theorizing a Catholic Hispanic-Serving Institution (C-HSI) Identity Through Latinx Theological Lenses of Lo Cotidiano and Traditioning." Journal of Catholic Education 24, no. 2 (2021): 20–42. http://dx.doi.org/10.15365/joce.2402022021.

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As the students entering U.S. colleges and universities become increasingly diverse, the number of Hispanic-Serving Institutions (HSI's) continues to increase. Catholic colleges and universities, similarly, are seeing an increase in student diversity on campus, with an emergence of Catholic HSIs as well. As the number of Catholic colleges and universities in the United States that are HSI-eligible increases they must grapple with what it means to be both Catholic and Hispanic-serving. The purpose of this article is to propose a U.S. Catholic HSI (C- HSI) identity that brings together the exten
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Chennamsetti, Prashanti, and Krishna Bista. "Understanding Indian International Student Experience in the United States." Journal of Underrepresented & Minority Progress 3, no. 2 (2019): 29–50. http://dx.doi.org/10.32674/jump.v3i2.1807.

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Currently, over 196,271 Indian international students are attending American colleges and universities. These students, similar to other ethnic minority student populations, encounter various challenges while studying overseas. This article focuses on two central questions, (1) How do individual factors (e.g., personality traits) of Indian international students aid in their adjustment in the U.S? (2) Can these individual factors be acquired? Seven Indian international students currently studying in a U.S. university were interviewed. Data were analyzed using phenomenological methodology. The
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Moore, Eric J., Frances G. Smith, Aleksandra Hollingshead, and Brian Wojcik. "Voices From the Field." Journal of Special Education Technology 33, no. 1 (2017): 40–53. http://dx.doi.org/10.1177/0162643417732293.

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There is increasing pressure on universities in the United States to meet the needs of diverse learners. This fact increases the urgency for implementation and scaling up of Universal Design for Learning (UDL) in higher education. This qualitative study draws two major insights from interviews with six faculty members from universities and colleges around the United States who have experienced a degree of success (personal to institutional) in implementing UDL. First, successful implementation and scaling up of UDL initiatives often occur when UDL is presented in response to a clear problem, i
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Swearingen White, Stacey. "Campus sustainability plans in the United States: where, what, and how to evaluate?" International Journal of Sustainability in Higher Education 15, no. 2 (2014): 228–41. http://dx.doi.org/10.1108/ijshe-08-2012-0075.

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Purpose – The purpose of this paper is to describe and analyze the use of integrated campus sustainability plans at US institutions of higher education. The paper also offers a preliminary framework for the evaluation of these plans. Design/methodology/approach – The paper examines 27 campus sustainability plans. It determines the types and characteristics of the institutions that have adopted these plans. It then uses content analysis techniques to determine their typical contents and emphases. Finally, the paper draws on literature pertaining to sustainability plans and plan evaluation to pr
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Al-Mansoori, Reem S., and Muammer Koç. "Toward Knowledge-Based Economy: Innovation and Transformational Leadership in Public Universities in Texas and Qatar." Sustainability 11, no. 23 (2019): 6721. http://dx.doi.org/10.3390/su11236721.

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The essentiality of the universities’ roles in enhancing economies and transforming societies is a global mantra. However, when it comes to wealthy and oil-dependent states such as Texas in the United States and Qatar in the Middle East, the impact of universities on sustainable economic development is questionable. This article discusses the transformational efforts within engineering colleges at two public universities in Texas and in Qatar to support their states’ visions in moving toward innovative and knowledge-based economies. The study examined the innovation capacity building of both i
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Rozprawy doktorskie na temat "Universities and colleges – Economic aspects – United States"

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Chipps, Kenneth M. "For-profit higher education programs in the United States." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3691/.

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This study examined the extent of research and teaching on higher education programs in the United States that focuses on for-profit higher education. This descriptive study used a 30-item questionnaire to gather the information reported here. This survey instrument was sent to the entire population of interest. This population was made up of all of the programs in higher education that are listed in the ASHE Higher Education Program Directory, which is produced by the Association for the Study of Higher Education. The results of this research show that little research and teaching is being do
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four Year Institutions in the United States." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157546/.

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

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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year insti
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Polvino, Janet G. "A comparison of selected residential and non-residential public two-year college music programs' fulfillment of NASM guidelines for specific aspects of music in general education." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167798.

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The purpose of this study was to compare specific aspects of music in general education between selected residential and non-residential public two-year colleges in the United States. The comparison was made by conducting a nationwide mail survey to see how well each college fulfills ten guidelines for specific aspects of music education for the non-major. These guidelines were determined by the National Association of Schools of Music (NASM) for music departments in higher education. A stratified random sample consisted of 140 colleges.One-hundred fifteen music educators completed surveys. In
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Helvie-Mason, Lora B. "A phenomenological examination of tenure-track female faculty members' socialization into the culture of higher education." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369917.

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The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions
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TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.

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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data
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Steele, Natalie Anne. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9826/.

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The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major. The second purpose of the study was to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The non-probability purposive sample (N = 1020) was composed of band members representing 12 universities from different regions of the United States. There were 4 large public, 4 small public, and 4 private universities that participated in the s
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Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.

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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic ho
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Noel, Karen A. "Community college/higher education doctorates in the two-year college administrative labor market : a national study with regional analysis /." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134031/.

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Gilroy, Paul Joseph. "The impact of pricing and affordability stategies on enrollment and revenues at selected American private institutions of higher education." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3119649.

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Książki na temat "Universities and colleges – Economic aspects – United States"

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1976-, Sá Creso M., ed. Tapping the riches of science: Universities and the promise of economic growth. Harvard University Press, 2008.

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Bartley, William Warren. Unfathomed knowledge, unmeasured wealth: On universities and the wealth of nations. Open Court, 1990.

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Henry, Miller. The management of change in universities: Universities, state, and economy in Australia, Canada, and the United Kingdom. Society for Research into Higher Education & Open University Press, 1995.

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Susan, Kater, and Wagoner Richard, eds. Community college faculty: At work in the new economy. Palgrave Macmillan, 2006.

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Slaughter, Sheila. Academic capitalism and the new economy: Markets, state, and higher education. Johns Hopkins University Press, 2004.

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1942-, Brinkman Paul, ed. The economic value of higher education: Larry L. Leslie and Paul T. Brinkman. American Council on Education, 1993.

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Berman, Elizabeth Popp. Creating the market university: How academic science became an economic engine. Princeton University Press, 2012.

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J, Whitt Elizabeth, ed. The invisible tapestry: Culture in American colleges and universities. Association for the Study of Higher Education, 1988.

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1951-, Rothwell William J., and Gerity Patrick E, eds. Linking workforce development to economic development: A casebook for community colleges. Community College Press, 2008.

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Economics of Higher Education in the United States. Texas A&M University Press, 2019.

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Części książek na temat "Universities and colleges – Economic aspects – United States"

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

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Yarmolinsky, Adam. "Constraints and Opportunities." In Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.003.0011.

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Liberal education has always proved a challenge to deliver systematically, if only because by its very nature it is difficult to specify. In the United States, institutions that seek to offer liberal education on the threshold of a new century operate under new or, at least, significantly more chafing constraints. This article examines some of these constraints and suggests ways in which they can be relieved or accommodated. The principle constraints discussed here are those of shrinking material resources, expanding and accelerating expectations, and increasing heterogeneity across the student body. In the face of these constraints, academic institutions from small liberal arts colleges to large research universities are no better able than other institutions to adapt themselves to changing circumstances—and perhaps a little bit less so. Resource constraints stem from internal and external causes. The internal causes, I will argue, are the result of an economic anomaly. It is not possible for the direct delivery of liberal education to become significantly more efficient in the same way that other economic processes do, at least in part because liberal education is not something that can be "delivered": thus, there is a productivity lag behind other sectors in the economy. The institution cannot fully compensate for this lag by making improvements in the efficiency of other activities (e.g., computing or building maintenance). The external causes, in the public sector, arise from the insistent demands for other uses of public funds, combined with continued popular resistance to tax levels comparable to those of other industrial democracies. In the private sector, the external cause is the declining capacity (or willingness) of families and individual payers to meet even a partial share of the cost of liberal education. Other constraints result from expanding and accelerating expectations as students and their families demand that they be prepared for specific jobs or get a leg up on specific postgraduate professional training. In a sense this is the other side of the coin of employers' broader demand for higher education. As the proportion of jobs requiring undergraduate and graduate degrees has increased, the vocational aspect of higher education has increased accordingly.
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Geiger, Roger. "The Reformation of the Colleges in the Early Republic, 1800-1820*." In History of Universities. Oxford University PressOxford, 2001. http://dx.doi.org/10.1093/oso/9780199248421.003.0005.

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Abstract For the Reverend Samuel Miller, minister of New York’s First Presbyterian Church and a rising force within his denomination, the dawning of the 1800s provided an occasion to take stock of the remarkable century that had passed. His extraordinary compendium, A Brief Retrospect of the Eighteenth Century, celebrated the intellectual milestones of the era: the achievements of the physical and economic sciences and the unprecedented diffusion of knowledge, refinement, and free inquiry. But Miller also noted the unfulfilled promise of much enlightened thought as well as the disappointments linked with these ideas. Miller consigned the American colleges, despite undeniable progress during the century, to this second category. ‘Collegiate honours’, he observed, had become ‘more cheap and common … than in any former age;’ and the colleges seemed ‘so numerous in many parts of the country, as to produce effects directly the reverse of what were intended’. The first person to study the American colleges (see Inset I), Miller sought to analyse why ‘what is called a liberal education in the United States is … less accurate and complete’ than that found in Great Britain.1
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Fair, John D. "From Extension Centre to University: The Development of Non-Traditional Education at Auburn University in Montgomery, 1936-1967*." In History of Universities. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198205319.003.0012.

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Abstract The Proliferation of public institutions of higher education in urban centres of the United States during the 1960s is well known. It was especially evident in states with large or burgeoning populations, such as New York where the acronyms of CUNY and SUNY abounded, or California where a veritable empire of new four-year state institutions emerged. There were branch campuses of major universities, up-grades of old state teacher colleges, autonomous regional schools, and hundreds of new junior and community colleges. In the American South, growth was especially evident in the states of North Carolina, Florida, and Texas where economic prosperity coincided with a major population and industrial movement to the Sun-Belt.2 Even in Alabama, traditionally backward in education and agrarian in outlook, these transformations were evident. The Wallace era of the 1960s witnessed an unprecedented growth in the number and size of institutions of higher education. The most notable of these changes, coinciding with Alabama’s newfound urban status, occurred within the University of Alabama where a fundamental restructuring resulted in the elevation of satellite extension centres established earlier in the century to full-blown universities.3 In the capital city of Montgomery this undertaking involved a transferral of governance to Auburn University, the state’s principal land-grant institution, and the construction of a new campus. But the fundamental character of the new institution, Auburn University at Montgomery (AUM), was shaped by its experience as an extension centre where a non-traditional form of education was designed to meet the peculiar needs of an urban clientele.
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Etim, Alice S., and Latonya J. Yarber. "COVID-19 Vaccine Hesitancy." In Advances in Human and Social Aspects of Technology. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5347-6.ch008.

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Information and communication technology (ICT) tools and services are revolutionizing the healthcare fields in many ways. One of such ways has been the sharing of information about vaccines to encourage their acceptance and adoption. The COVID-19 Vaccines Hesitancy Project (hereafter called the Project) was completed at one of the Historically Black Colleges and Universities (HBCUs) in the United States of America (USA). The researchers investigated through literature and secondary data the issues that continue to cause inequities and fuel vaccine hesitancies among different populations, particularly minority populations as well as the use of various ICT tools and services to better educate society for acceptance and adoption.
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Onyeocha, Joseph. "HBCUs Are Economic Engines in Their Local Economies and the Nation, Fantasy or Reality?" In Contributions of Historically Black Colleges and Universities in the 21st Century. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3814-5.ch004.

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The purpose of this chapter is to chronicle the economic impact that 107 HBCUs have made in their community, in particular, and in the United States generally. There is a need and a duty to educate the communities and inform the nation the critical roles HBCUs play in the lives of the graduates of these institutions. The chapter will robustly reference the seminal study, “HBCUs Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities,” commissioned by UNCF's Frederick D. Patterson Research Institute. The report shows that the economic benefits of HBCUs extend to more than just the students themselves. They are equally important to the communities, and the regions, that HBCUs have served for more than 100 years.
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Annapareddy, Venkata Narasareddy. "Understanding the convergence of artificial intelligence, big data, and cloud technologies in shaping the future of education and energy systems." In Deep Science Publishing. Deep Science Publishing, 2025. https://doi.org/10.70593/978-93-49307-42-1_1.

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Education and energy sustain economic growth and development of a prosperous society and are essential to maintain readiness and capabilities for the nation (Annapareddy, 2022; Chava & Rani, 2023; Kannan, 2022). Higher education is an integral fabric of a society. In the United States, research performed by colleges and universities plays a dominant role in the development of new technology and hence contributes to the sustainable growth of the economy. Land-grant universities often have significant responsibilities for extension and outreach programs, enriching society, and empowering agricultural, economic, and social advancement. Therefore, research and education are tightly coupled through a proper academic and outreach faculty working closely to advance our understanding of fundamental principles and to accelerate the application and transfer of transformative technologies to support societal and economic well-being.
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"Chapter 3: Black Women Navigating Senior Leadership and Presidencies Inside Predominantly White Institutions (PWIs) and Historically Black Colleges and Universities (HBCUs): An Analysis through the Lens of Black Feminist Thought (BFT) on Race, Gender, and." In Socio-Economic Crises in Black and Brown Communities in the United States, edited by Antoinette Christophe. Lexington Books, 2023. https://doi.org/10.5771/9781666936544-35.

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Santos Silva, Luan Carlos, and Carla Schwengber Ten Caten. "Technology Transfer Process in Brazil." In Advances in Human and Social Aspects of Technology. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8397-8.ch008.

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The objective of this study is to analyze the technology transfer flow in Brazil from 2000 to 2014, considering the domestic and foreign markets, and also the activities carried out by universities and technological institutes from 1972 to 2015. From results, Brazil has been receiving technologies from major economic powers such as the United States, Germany, Japan, France, Italy, the United Kingdom, Switzerland, Canada, and Spain. The barriers regarding cooperation between university-industry are still present, currently there are 27.523 research groups distributed in all areas of knowledge, but only 0.31% develops activities related to technology transfer, and 58% do not establish any relationships with industry. Notwithstanding, the technology supply must depend on the technological diffusion process and the adoption of technology by the society through continuous learning, thereby enabling to increase the performance of services, processes, and products in the domestic market.
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Shonekan, Stephanie, and Adam Seagrave. "Introduction." In Race and the American Story. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197767689.003.0001.

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Abstract The Introduction describes the events and circumstances leading up to the authors’ decision to collaborate on the design of a college course at the University of Missouri in the aftermath of the killing of Michael Brown in 2014. It relates the process by which the course was created, the content of the course readings, and the uniqueness of the course relative to other courses on race in American colleges and universities. It explains the authors’ reasons for choosing to focus on the discussion of primary historical sources relating to the history of race in the United States. Weaving together aspects of their personal stories with their academic expertise, Shonekan and Seagrave highlight crucial features of the Race and the American Story course. They reflect on the significance of the course for higher education and for American society.
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