Showing papers on "Higher education published in 2005"

Higher education : handbook of theory and research

Abstract: 1. The Complexity of Higher Education: a Career in Academics and Activism Philip G. Altbach.- 2. Advancing an Intersectionality Framework in Higher Education: Power and Latino Postsecondary Opportunity Anne-Marie Nunez.- 3. Student Veterans in Higher Education David T. Vacchi and Joseph B. Berger.- 4. The Changing Nature of Cultural Capital Jenna R. Sablan and William G. Tierney.- 5. The Culturally Engaging Campus Environments (CECE) Model: A New Theory of Success among Racially Diverse College Student Populations Samuel D. Museus.- 6. Organizational Identity in Higher Education: Conceptual and Empirical Perspectives David J. Weerts, Gwendolyn H. Freed and Christopher C. Morphew.- 7. Student Ratings of Instruction in College and University Courses Stephen L. Benton and William E. Cashin.- 8. College Enrollment: an Economic Analysis Leslie S. Stratton.- 9. The Welding of Opposite Views: Land-Grant Historiography at 150 Years Nathan M. Sorber and Roger L. Geiger.- 10. The Completion Agenda: The Unintended Consequences for Equity in Community Colleges Jaime Lester.- 11. Using IPEDS for Panel Analyses: Core Concepts, Data Challenges, and Empirical Applications Ozan Jaquette and Edna E. Parra.- 12. Toward a Better Understanding of Equity in Higher Education Finance and Policy Luciana Dar.

Educating the Net Generation

Abstract: The educating the net generation that we provide for you will be ultimate to give preference. This reading book is your chosen book to accompany you when in your free time, in your lonely. This kind of book can help you to heal the lonely and get or add the inspirations to be more inoperative. Yeah, book as the widow of the world can be very inspiring manners. As here, this book is also created by an inspiring author that can make influences of you to do more.

Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism

Abstract: The ascendancy of neoliberalism and the associated discourses of ‘new public management’, during the 1980s and 1990s has produced a fundamental shift in the way universities and other institutions of higher education have defined and justified their institutional existence. The traditional professional culture of open intellectual enquiry and debate has been replaced with a institutional stress on performativity, as evidenced by the emergence of an emphasis on measured outputs: on strategic planning, performance indicators, quality assurance measures and academic audits. This paper traces the links between neoliberalism and globalization on the one hand, and neoliberalism and the knowledge economy on the other. It maintains that in a global neoliberal environment, the role of higher education for the economy is seen by governments as having greater importance to the extent that higher education has become the new star ship in the policy fleet for governments around the world. Universities are seen as a key driver in the knowledge economy and as a consequence higher education institutions have been encouraged to develop links with industry and business in a series of new venture partnerships. The recognition of economic importance of higher education and the necessity for economic viability has seen initiatives to promote greater entrepreneurial skills as well as the development of new performative measures to enhance output and to establish and achieve targets. This paper attempts to document these trends at the level of both political philosophy and economic theory.

Student Success in College: Creating Conditions That Matter

Abstract: Kuh, George D., Kinzie, Jillian, Schuh, John H., Whitt, Elizabeth J., and Associates, 2010. San Francisco, CA: Jossey-Bass. $30.00 ISBN: 978-0-470-59909-9Student Success in College: Creating Conditions That Matter offers a closer look into the U.S. system of higher education, seeking to answer the following question: What policies, programs, and practices promote student success? The authors embark on this journey examining a group of 20 four-year colleges and universities (e.g. schools included eight private and 12 public institutions representing 17 different states, with populations ranging from 682 to 23,063 students) that have fostered educational environments where engagement and success have transformed the experiences of enrolled students. For the purpose of this review, we organize our thoughts in the following two sections:Promoting Student SuccessThe book thoroughly describes necessary conditions for student success and provides guidance for how institutions can create those environments. The authors reiterate throughout that the policies and programs described in the book are not unique to these institutions. What sets these 20 institutions apart is that when they design and implement policies and programs, they take serious consideration of their environment (e.g., campus location, setting, student demographics, traditions, history) and make sure that decisions taken align with the mission and vision of the institution. For example, the authors describe in detail how the University of Kansas begins stressing the importance of success to freshmen students during "Hawk Week." This weeklong schedule of activities at the beginning of the year teaches incoming students the traditions on campus, and encourages them to become part of those traditions, hence encouraging student success by creating a strong campus community.The authors argue that these schools work to offer opportunities that are tailored to their students, creating a meaningful learning experience centered on engaged and involved students. Among several examples, the authors describe how Evergreen State College (small public liberal arts college) provides affordable childcare to accommodate a large number of students who have dependents. They illustrate how Manchester College (a small private liberal arts college), a school located in a large urban area, has designed its campus around creating an intimate community atmosphere with the use of small buildings and classrooms. They also highlight how Alverno College (a private women's college) connects nursing students with the local Hmong community in Milwaukee, providing crosscultural experiences right at home.Within each of the sections and chapters, the authors achieve a conversational tone that incorporates these rich specific examples, includes commentary by faculty and staff, and provides detailed accounts of how and why the work of these institutions is worth replicating. This approach makes the book personable and provides an encouraging message to schools looking to improve student engagement, satisfaction, and personal development.Lessons Learned:Working with International StudentsA feature defining these schools is that they continuously attempt to develop a campus that offers opportunities for all students to enhance their educational experience. Thus, a question that must be asked is how institutions fulfill the needs of an increasingly diverse student body, especially one that represents a myriad of backgrounds and characteristics? In 2011, the number of international students increased to 723,277 in the United States. As a group, it is argued that international students can bring diverse global perspectives to the classroom, provide a renewed perspective on global education, and open a valuable window for cross-cultural interaction with local students. While these and many other educational benefits are associated with the presence of international students on campus, it is important to remember that international students also confront adjustment challenges (e. …

Change forces : the sequel

Abstract: Fullan's first book on this subject was an instant and best-selling success. Now in Change Forces - The Sequel he extends and expands the use of chaos theory as a lens through which to view and comprehend change, and the forces which govern it. Educators have already widely embraced this approach, and taken on board the idea that change is not so straightforward as we might hope. As Fullan worked on his ideas relating them to school systems, higher education and research, the field of change forces was also developing significantly. This volume covers new aspects of this 'science of complexity' and helps educators obtain insights for delving deeper into moral purpose, and expanding into fresh dimensions of changing forces in the environment.The first volume appealed to a wide market from classroom teachers, through school administrators, to student teachers and academics. This volume will appeal to a similar cross-section.

The Worldwide Expansion of Higher Education in the Twentieth Century

Abstract: The authors analyze the rapid worldwide expansion of higher educational enrollments over the twentieth century using pooled panel regressions. Expansion is higher in economically developed countries (in some but not all analyses) as classic theories would have it. Growth is greater where secondary enrollments are high and where state control over education is low, consistent with conflict and competition theories. Institutional theories get strong support. growth patterns are similar in all types of countries, are especially high in countries more linked to world society, and sharply accelerate in virtually all countries after 1960. The authors theorize and operationalize the institutional processes involved, which include scientization, democratization and the expansion of human rights, the rise of development planning, and the structuration of the world polity. With these changes, a new model of society became institutionalized globally-one in which schooled knowledge and personnel were seen as appropriate for a wide variety of social positions, and in which many more young people were seen as appropriate candidates for higher education. An older vision of education as contributing to a more closed society and occupational system-with associated fears of "over-education "-was replaced by an open-system picture of education as useful "human capital "for unlimited progress. The global trends are so strong that developing countries now have higher enrollment rates than European countries did only afew decades ago, and currently about one-fifth of the world cohort is now enrolled in higher education.

The Academic Ranking of World Universities.

Abstract: Shanghai Jiao Tong University1 has published on the Internet an Academic Ranking of World Universities that has attracted worldwide attention. Institutions are ranked according to academic or research performance and ranking indicators include major international awards, highly cited researchers in important fields, articles published in selected top journals and/or indexed by major citation indexes, and performance per capita. Methodological problems discussed here include quantitative versus qualitative evaluation, assessing research versus education, the variety of institutions, the language of publications, selection of awards, etc. Technical problems such as the definition and naming of institutions, the merging and splitting of institutions, and the search for and attribution of publications are discussed. 1. Read about this key university in China at ⟨http://www.sjtu.edu.cn/www/english/⟩.

Faculty Do Matter: The Role of College Faculty in Student Learning and Engagement.

Abstract: This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences. The quality and value of an undergraduate education in the past decade received, and continues to receive, scrutiny by various stakeholders associated with the higher education community. Much of the energy surrounding the undergraduate experience and student learning was placed on the two major responsibilities of faculty, teaching and research (Fairweather, 1996, 2002; Marsh and Hattie, 2002). The regulation of time allocated to these two roles was quickly becoming one of the most salient issues in higher education. Unfortunately, much of the debate about the nature of faculty work was shrouded in myth, opinion, and conjecture (Fairweather, 2002). Some of these perceptions, such as a faculty member being highly involved in teaching, engages students in the undergraduate experience resulting in greater student learning gains, were important to debunk or substantiate. As a result, assessing the impact that faculty

Assessing professional competence: from methods to programmes

Abstract: INTRODUCTION We use a utility model to illustrate that, firstly, selecting an assessment method involves context-dependent compromises, and secondly, that assessment is not a measurement problem but an instructional design problem, comprising educational, implementation and resource aspects. In the model, assessment characteristics are differently weighted depending on the purpose and context of the assessment. EMPIRICAL AND THEORETICAL DEVELOPMENTS Of the characteristics in the model, we focus on reliability, validity and educational impact and argue that they are not inherent qualities of any instrument. Reliability depends not on structuring or standardisation but on sampling. Key issues concerning validity are authenticity and integration of competencies. Assessment in medical education addresses complex competencies and thus requires quantitative and qualitative information from different sources as well as professional judgement. Adequate sampling across judges, instruments and contexts can ensure both validity and reliability. Despite recognition that assessment drives learning, this relationship has been little researched, possibly because of its strong context dependence. ASSESSMENT AS INSTRUCTIONAL DESIGN When assessment should stimulate learning and requires adequate sampling, in authentic contexts, of the performance of complex competencies that cannot be broken down into simple parts, we need to make a shift from individual methods to an integral programme, intertwined with the education programme. Therefore, we need an instructional design perspective. IMPLICATIONS FOR DEVELOPMENT AND RESEARCH Programmatic instructional design hinges on a careful description and motivation of choices, whose effectiveness should be measured against the intended outcomes. We should not evaluate individual methods, but provide evidence of the utility of the assessment programme as a whole.

Self-Efficacy, Stress, and Academic Success in College.

Abstract: This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.

Toward a Tribal Critical Race Theory in Education

Abstract: Recently, I attended a celebration for the graduating cohort of the University of Utah’s American Indian Teacher Training Program (AITTP). 1 The AITTP is a program that prepares American Indians to become teachers with the stipulation that they teach in Indian-serving schools upon their graduation. The program is rooted in the idea that American Indians can engage in the process of educating themselves, and can do so through both Indigenous wisdom and knowledges often found in dominant society. The eight graduates had worked for two years in an institution that often devalued their presence. They were joined by 180 family members and supporters for the celebration. During the course of the evening, each graduate had an opportunity to speak to the assembled group. Every graduate thanked the many family members who contributed to their academic successes, and each told a story about why they wanted to be a teacher and what it meant for their communities. One of the graduates said, ‘‘I struggled in school for a long time, not knowing whether or not I was able to do this work. Now I know I am.’’ She continued by stating, ‘‘Now, I

‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education

Abstract: This article argues that to understand higher education student retention, equal emphasis needs to be placed on successful integration into the social world of the university as into the academic world. To date, sociological research reflecting first‐year students’ perceptions of the processes involved in developing social lives at university is scarce. Here the concept of ‘social support’ is used to analyse interviews with 34 first‐year students, investigating the processes through which social integration (or lack of it) influenced their decision as to whether or not to leave university. Our data support the claim that making compatible friends is essential to retention, and that students’ living arrangements are central to this process. Such friends provide direct emotional support, equivalent to family relationships, as well as buffering support in stressful situations. Course friendships and relationships with personal tutors are important but less significant, providing primarily instrumental, infor...

Problem-based learning: future challenges for educational practice and research.

Abstract: Context Problem-based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well-structured, and dysfunctional tutorial groups. Purpose The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning: constructive, self-directed, collaborative and contextual. These four learning principles are described and it is explained how they apply to PBL. In addition, available research is reviewed and the current debate in research on PBL is described. Discussion It is argued that problems encountered in educational practice usually stem from poor implementation of PBL. In many cases the way in which PBL is implemented is not consistent with the current insights on learning. Furthermore, it is argued that research on PBL should contribute towards a better understanding of why and how the concepts of constructive, self-directed, collaborative and contextual learning work or do not work and under what circumstances. Examples of studies are given to illustrate this issue.

What every teacher needs to know about clinical reasoning

Abstract: Context One of the core tasks assigned to clinical teachers is to enable students to sort through a cluster of features presented by a patient and accurately assign a diagnostic label, with the development of an appropriate treatment strategy being the end goal. Over the last 30 years there has been considerable debate within the health sciences education literature regarding the model that best describes how expert clinicians generate diagnostic decisions. Purpose The purpose of this essay is to provide a review of the research literature on clinical reasoning for frontline clinical teachers. The strengths and weaknesses of different approaches to clinical reasoning will be examined using one of the core divides between various models (that of analytic (i.e. conscious/controlled) versus non-analytic (i.e. unconscious/automatic) reasoning strategies) as an orienting framework. Discussion Recent work suggests that clinical teachers should stress the importance of both forms of reasoning, thereby enabling students to marshal reasoning processes in a flexible and context-specific manner. Specific implications are drawn from this overview for clinical teachers.

English for Academic Purposes: A Guide and Resource Book for Teachers

Abstract: English for Academic Purposes provides a comprehensive overview of the field of English for Academic Purposes (EAP) for teachers. It not only looks at study skills, but also at other central concerns of EAP, such as needs analysis, syllabus and course design, methodology and materials, learning styles, tests and exams, and academic style and genre analysis. In addition to general EAP, the author also considers subject-specific language and the production of teaching materials. Throughout, the author adopts a user-friendly approach in which theoretical considerations are balanced with practical experience. Issues are discussed and illustrated, but readers are also encouraged to form their own opinions by means of stimulating introspect and discuss sections at the end of each chapter.

Management as ideology: the case of ‘new managerialism’ in higher education

Abstract: The paper explores ideological conceptions of management, especially ‘new managerialism’, with particular reference to their role in the reform of higher education. It is suggested that attempts to reform public services in general are political as well as technical, though there is no single unitary ideology of ‘new managerialism’. Whilst some argue that managers have become a class and have particular interests, this may not be so for all public services. The arguments presented are illustrated by data taken from a recent research project on the management of UK higher education. It is suggested that managers in public service organisations such as universities do not constitute a class. However, as in the case of manager‐academics, managing a contemporary public service such as higher education may involve taking on the ideologies and values of ‘new managerialism’, and for some, embracing these. So management ideologies do seem to serve the interests of manager‐academics and help cement relations of po...

Academic identity and autonomy in a changing policy environment

Abstract: The article draws on two research projects to explore the implications of policy change in the UK for academic identities within a predominantly communitarian theoretical perspective. It focuses on biological scientists and science policies. It examines the impacts of changes upon the dynamic between individuals, disciplines and universities within which academic identities are formed and sustained and upon individual and collective values central to academic identity, namely the primacy of the discipline in academic working lives and academic autonomy. Challenges to these have been strong but they have retained much of their normative power, even if the meaning of academic autonomy has changed. Communitarian theories of academic identity may need to be modified in the contemporary environment but they do not need to be abandoned.

Education Policy and Social Class: The Selected Works of Stephen J. Ball

Abstract: Part 1: Perspectives on Policy Research 1. Policy Sociology and Critical Social Research: A Personal Review of Recent Education Policy and Policy Research 2. Discipline and Chaos: The New Right and Discourses of Derision 3. What is Policy? Texts, Trajectories and Toolboxes 4. Educational Studies, Policy Entrepreneurship and Social Theory 5. Big Policies/Small World: An Introduction to International Perspectives on Education Policy Part 2: Policy Technologies and Policy Analysis 6. Ethics, Self Interest and the Market Form in Education 7. Good School/Bad School: Paradox and Fabrication 8. Educational Reform, Market Concepts and Ethical Re-tooling 9. Standards in Education: Privatisation, Profit and Values 10. The Teacher's Soul and the Terrors of Performativity Part 3: Social Class and Education Policy 11. Circuits of Schooling: A Sociological Exploration of Parental Choice of School in Social Class Contexts 12. Space, Work and the 'New Urban Economies' 13. Social Justice in the Head: Are we all Libertarians Now 14. 'Ethnic Choosing': Minority Ethnic Students and Higher Education Choice 15. 'I Heard it on the Grapevine': 'Hot' Knowledge and School Choice 16. The Risks of Social Reproduction: The middle Class and Education Markets

Students' Perceptions about Evaluation and Assessment in Higher Education: A Review.

Abstract: In educational contexts, understanding the student’s learning must take account of the student’s construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student’s perception of evaluation and assessment. Students’ study behaviour is not only determined by the examination or assessment modes that are used. Students’ perceptions about evaluation methods also play a significant role. This review aims to examine evaluation and assessment from the student’s point of view. Research findings reveal that students’ perceptions about assessment significantly influence their approaches to learning and studying. Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. Findings suggest that students hold strong views about different assessment and evaluation formats. In this respect students favour multiple‐choice format exams to essay type questions. However, when compared with more innova...

Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems

Abstract: The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US.

College Student Retention: Formula for Student Success.

Abstract: Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services to help retain students, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, colleges, universities, and parents of students who are attending college and of students themselves. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Contributors: Some of the leading educators who study college student retention contributed to this book. All are truly dedicated to helping students achieve their individual academic and personal goals. A list of each and their affiliation follows: Alexander W. Astin: Allan M. Cartter Professor of Higher Education at the University of California, Los Angeles, and Director of the Higher Education Research Institute. Elizabeth Barlow: Executive Director of Institutional Research at the University of Houston, Houston, Texas. John Bean: Associate Professor of Higher Education at Indiana University, Bloomington. Joseph B. Berger: Associate Professor of Education and Chair of the Department of Educational Policy, Research, and Administration in the School of Education at the University of Massachusetts, Amherst. John Braxton: Professor of Education in the Higher Education Leadership and Policy Program in the Department of Leadership, Policy and Organizations at Peabody College, Vanderbilt University. Kurt Burkum: Doctoral student and Ostar Fellow in the Center for the Study of Higher Education at Penn State Univ

The value of student engagement for higher education quality assurance

Abstract: As the principles and practices of quality assurance are further implanted in higher education, methodological questions about how to understand and manage quality become increasingly important. This paper argues that quality assurance determinations need to take account of how and to what extent students engage with activities that are likely to lead to productive learning. The idea of student engagement is introduced. A critical review of current possibilities for determining the quality of university education in Australia exposes limitations of quality assurance systems that fail to take account of student engagement. The review provides a basis for suggesting the broad relevance of student engagement to quality assurance. A sketch is provided of an approach for factoring student engagement data into quality assurance determinations.

Action Research: a methodology for change and development

Abstract: This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years? experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing, analyzing and theorizing practices to reconstruct and transform those practices. The book examines action research into change in a range of educational settings, such as schools and classrooms, university departments, and a national evaluation of technology in schools. The opening chapter presents eight methodological principles and discusses key methodological issues. The focus then turns to action research in broader contexts such as `southern? countries, health, business and management, and community development. Each chapter thereafter takes a specific research project as its starting point and critically reviews its design, relationships, knowledge outcomes, political engagement and impact.

Degrees of Choice: social class, race and gender in higher education

Abstract: black colleges and universities was particularly well-researched, complete, and informative. hirt adds to the readability and digestibility of her wealth of information by employing a consistent structure throughout her chapters. identical subheadings and sections across chapters guide the reader through the discussion of the voluminous data summarized in the book. history, characteristics, nature of student affairs work, relationships, rewards, and conclusions by institutional type are reviewed by section in each chapter. subsections, similarly and consistently presented, review information about faculty, use of time, work environment, and mission. given the detail by institutional type, this book is perhaps best read like an encyclopedia where one picks and chooses the specific chapters from which to draw information relevant to a question or point of interest. there were several writing techniques hirt could have used to increase further the readability and comprehensibility of the text. tables summarizing survey data would have provided the reader with a quick review. shorter block quotes would have made her points more succinctly. A better balance may have been struck between the repetition required to have each chapter stand on its own and the similarity that that technique produces. Furthermore, in relation to hirt’s discussion about pace of work for student affairs administrators, it would have been helpful to speculate about the current fever pitch of student affairs practice, ways that student preparation and professional development programs can keep pace with management changes, and what current and future innovations are necessary to encourage effective student affairs practice. hirt’s extensive research as conveyed in Where You Work Matters promises to make a significant contribution to the student affairs field for years to come. REFERENCES

Making sense of focus groups

Abstract: CONTEXT: This paper provides an overview of the contribution of medical education research which has employed focus group methodology to evaluate both undergraduate education and continuing professional development. PRACTICALITIES AND PROBLEMS: It also examines current debates about the ethics and practicalities involved in conducting focus group research. It gives guidance as to how to go about designing and planning focus group studies, highlighting common misconceptions and pitfalls, emphasising that most problems stem from researchers ignoring the central assumptions which underpin the qualitative research endeavour. PRESENTING AND DEVELOPING FOCUS GROUP RESEARCH: Particular attention is paid to analysis and presentation of focus group work and the uses to which such information is put. Finally, it speculates about the future of focus group research in general and research in medical education in particular.