Federal law mandates that universities reveal their graduation rates purportedly to inform policy makers and constituencies about efforts to support educational attainment for students and athletes. These rates are widely used to compare universities. Analysis of 10 years of graduation rates across all major athletic programs concludes that graduation rates alone are insufficient and misleading unless they account for the widely varying constituencies served by different universities. Constituency factors include university mission, admission restrictions, and institutional wealth. Universities with more selective admission policies graduate both students and athletes at higher rates, although their athletes graduate at lower rates, relative to their student cohorts. This research assesses: (1) athlete educational attainment, (2) the impact of athletic success and (3) the relationship between admission selectivity and educational attainment. The results provide implications for across-university policies and suggest a method for identifying universities that model the bifurcated goal of academic and athletic excellence.

ACADEMIC FIT OF STUDENT-ATHLETES: An analysis of NCAA division I-A Graduation Rates

This study examined seven Black womyn full professors' experiences of promotion beyond tenure. Using a critical race feminist theoretical framework, findings suggest that a meritocratic ideology undergirds a dominant narrative about the Professor rank. However, racism and sexism mediated the participants' opportunities to access the status and benefits constructed in the full professor narrative. Implications for practice include an inclusive promotion review process that acknowledges the existence of racialized and gendered implicit biases, values experiential knowledge of Black womyn, identifies motivating factors for advancement, and challenges merit as a neutral idea in the promotion process to Professor.

Promotion Beyond Tenure: Unpacking Racism and Sexism in the Experiences of Black Womyn Professors

El articulo parte de una consideracion en torno a las distintas concepciones de calidad utilizadas en la literatura sobre el tema, para proponer un modelo de calidad que intenta superar la consideracion aislada de las caracteristicas especificas de los distintos componentes (contexto, input, proceso, producto y objetivos del sistema). Asi, la calidad de la educacion vendria definida por un conjunto de relaciones de coherencia entre los componentes de un modelo sistemico. Aunque el modelo se refiere en este articulo a la Universidad, puede ser aplicado a cualquier otro nivel educativo, con las diferencias logicas en las variables a considerar como, por ejemplo, los objetivos. En la segunda parte del trabajo se presenta un proyecto de evaluacion de la Escuela Tecnica Superior de Ingenieros de Minas de Madrid, basada en el modelo de calidad propuesto que nos permita probar la funcionalidad del modelo para posteriormente proceder a su validacion. En el proceso de realizacion del estudio se ha llegado a identificar y definir las variables objeto de estudio. Actualmente estan siendo sometidas a valoracion por los profesores de la Escuela de Minas, fase previa a la construccion de instrumentos.

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Desarrollo y validación de un modelo de calidad universitaria como base para su evaluación

Editorial Board PROFESSOR JOHN RICHARDSON, Open University, UK (Chair) PROFESSOR RONALD BARNETT, Institute of Education, University of London, UK PROFESSOR CLARE CALLENDER, Birkbeck, University of London, UK PROFESSOR SUE CLEGG, Leeds Metropolitan University, UK PROFESSOR ROSEMARY DEEM, Royal Holloway, University of London, UK PROFESSOR ERIK MEYER, University of Queensland, Australia PROFESSOR LOUISE MORLEY, University of Sussex, UK DR ROWENA MURRAY, University of Strathclyde, UK DR RAJANI NAIDOO, University of Bath, UK PROFESSOR GARETH PARRY, University of Sheffield, UK PROFESSOR PETER SCOTT, Kingston University, UK PROFESSOR MARY THORPE, Open University, UK

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Studies on Higher Education

Economy in Bosnia and Herzegovina is striving towards growth and increased employment and it has been proven by empirical studies worldwide that higher education contributes to socio-economic development of a country Universities are important for generation, preservation and dissemination of knowledge in order to contribute to socio-economic benefits of a country Higher education institutions are being pressured to improve value for their activities and providing quality higher education service to students should be taken seriously In this paper we will address the emerging demand for quality in higher education Higher education institutions should assess quality of their services and establish methods for improving quality Activities of quality assurance should be integrated into the management process at higher education institutions This paper is addressing the issue of service quality measurement in higher education institutions The most frequently used model in this context is the SERVQUAL model This model is measuring quality from the students' point of view, since students are considered to be one of the most important stakeholders for a higher education institution The main objective of this research is to provide empirical evidence that the adapted SERVQAL model can be used in higher education and to identify the service quality gap based on its application at one institution of higher education (Faculty of Economics) in Bosnia and Herzegovina Furthermore, results of the gap analysis using the SERVQUAL methodology provide relevant information in which areas improvement is necessary in order to enhance service quality1 INTRODUCTIONIt is a proven fact that higher education plays an important role in achieving economic development In the current economic shift towards knowledge economies, the role of higher education is even more emphasized Higher education has three vital functions in a knowledge economy: knowledge creation, knowledge diffusion and knowledge transfer Basically, it is expected that higher education institutions provide skilled knowledge workers with all the necessary technical, managerial, professional and other skills Higher education should enhance research activities and strengthen ties with the real sector in order to enhance innovation and competitiveness of enterprises Third function of higher education institutions in a knowledge economy, ie transmission of knowledge, takes place primarily through teaching activities Various studies have confirmed the relevance of higher education for economic development This relevance is even more important in transition economies, such as Bosnia and Herzegovina Higher education in this country is facing serious problems, and the most important one is related to the quality of higher education itselfHowever, in order to explain the necessity for quality improvement in higher education in Bosnia and Herzegovina, three dominant reasons which put the issue of quality in higher education into the focus of this research need to be explained:1 Bologna declaration and its requirements regarding quality assurance in higher education2 Changed legal framework and requirements made by ministries, accreditation agencies, etc3 Increased competition among higher education institutions due to mushrooming of private higher education institutions4 Increasing number of students leaving Bosnia and Herzegovina to study abroadIn this context, higher education institutions can only benefit from quality higher education service as a competitive advantage According to Bologna Stocktaking reports introduced by Bologna follow-up group in 2007 1 and Bologna process national reports from 2003 until 2012 2, quality assurance, especially internal quality assurance, has been identified as one of the key problems at higher education institutions in Bosnia and Herzegovina In order to overcome this serious quality problem, higher education institutions need to develop and implement quality management systems and use tools for its improvement …

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Quality assessment in higher education using the SERVQUALQ model

Introduction: Defining Academic Quality Accreditation: The Test of Mission Achievement College Rankings and Ratings: The Test of Reputation Follow-Up Studies: The Test of Client Satisfaction Licensure: The Test of Professional Standards Academic Program Reviews and Audits: The Test of Peer Review College Outcomes: The Test of Results Total Quality Management: The Test of Continuous Improvement Performance Indicators and Performance Funding: Systems of Accountability Beyond Systems: Moral Outrage and Other Servants of Quality Improvement Versus Stewardship: Reconciling Civic and Collegiate Accountability Cultures Decision and Discovery: Developing a Strategic Vision of Quality

Quality and Accountability in Higher Education: Improving Policy, Enhancing Performance

1 Portraits in Diversity: The Scope of America's Investment in Higher Education 2 Purpose and Performance: The Evolution of Higher Education Mission and Goals 3 Guardians and Governance: The Culture of Decision and Authority in Academic Life 4 Competence and Conscience: The Challenges of Curriculum and Program Design 5 Performance Accountability: The Evidence of Quality 6 Forms of Finance: The Uses of Fiscal Policy 7 Student Life and Development: The Mosaic of Student Influence and Involvement 8 Faculty Role and Responsibility: The Perceptions of Professorial Performance 9 Academics and Athletics: The Arenas of Ideological and Physical Contest 10 Reform and Renewal: The Dance of Change and Tradition

Exploring the Heritage of American Higher Education: The Evolution of Philosophy and Policy

The evidence for quality

Presidencies Derailed is the first book to explore in depth why university presidencies fail and how university and college leadership can forestall, if not prevent, future leadership failures. Former university president Stephen Joel Trachtenberg, along with professor Gerald B. Kauvar and former chancellor E. Grady Bogue, organize, classify, and explain patterns of leadership failures, drawing on firsthand testimonies from "derailed" university presidents, sixteen case studies in four sectors of higher education, and reviews of the scholarly literature on leadership failures in the public and private sectors.

E. Grady Bogue

Papers

Quality and Accountability in Higher Education: Improving Policy, Enhancing Performance

Exploring the Heritage of American Higher Education: The Evolution of Philosophy and Policy

The evidence for quality

Presidencies Derailed: Why University Leaders Fail and How to Prevent It

The Enemies of Leadership: Lessons for Leaders in Education