Thematische Bibliographien / Universities and colleges – Ethiopia

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Auswahl der wissenschaftlichen Literatur zum Thema „Universities and colleges – Ethiopia“

Autor: Grafiati

Veröffentlicht am 27. Juni 2021

Zuletzt aktualisiert am 14. Februar 2022

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Zeitschriftenartikel zum Thema "Universities and colleges – Ethiopia"

Sime, Tariku, und Gara Latchanna. „Education System in Ethiopia and India: Comparative Analysis of Selected Educational Issues“. IRA International Journal of Education and Multidisciplinary Studies 11, Nr. 1 (27.04.2018): 1. http://dx.doi.org/10.21013/jems.v11.n1.p1.

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In the era of globalization, nations invest in their education system to be the best so that their children can fit to the order of the day through acquiring and developing the necessary skills, knowledge, values and dispositions. The institutions meant to provide these services: schools, colleges/universities, based on the education policy, play indispensable role to face the challenges of contemporary society especially in the 21st century. The article explored how Ethiopian and Indian education systems are similar and different based on the major unit of analysis viz. historical development, education and training policy, structure of the education system, teacher quality and teaching environment, and governance and financing in education. In other words, it dealt with issues where both countries differ and how they are leading the student’s progression from their pre-primary to terminal degree programs with far-reaching recommendations to augment the value of education.

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Gebeyehu, Sisay Geremew, und Eshetie Berhan Atanaw. „Impact of Internship Program on Engineering and Technology Education in Ethiopia: Employers’ Perspective“. Journal of Education and Training 5, Nr. 2 (14.08.2018): 124. http://dx.doi.org/10.5296/jet.v5i2.12945.

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Since the introduction of the ETIP in 2009 in Ethiopia, every year all engineering and technology colleges and faculties run an internship program for a period of four months. As a result, considerable amount of effort and resources are being invested while its impact on the quality of the engineering and technology education is not yet evaluated. The aim of this paper is therefore, to present the impact of the mandatory Engineering and Technology Internship Program (ETIP) in views the employer’s perspective based on a nationwide assessment study. Primary data was collected from different sector employers using a standard survey questionnaire. Sample size is determined by using general sample size formula with 5% significant level or 95% confidence interval. In the study, from a sample of 103 different sector industries 182 individuals of different in various positions were selected.The major findings of the survey revealed that the length of internship period and working hours in the industry, appropriate supervision and mentorship and provision of appropriate resource during internship as the top influencing factors for internship program to bring the intended impact on the technology and engineering education in Ethiopia. Despite the various advantages inherent in internship programs, the study reveals that undergraduate students internship program still faces lots of challenges including lack of strict placement procedures, limitation of academic mentorship, poor supervisory practice in the industry, and variations in learning facilities both at universities and in the company.Finally, the study concludes that to improve the quality of the present internship education program and to insure its future sustainability, institutional linkages between the universities and host organizations is the number one priority.

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Wariyo, Lemecha Geleto, und Roman Alemu Kelbago. „Applying grade inflation adjustment mechanism in an Ethiopian university: Differences in nominal and real grades“. Technium: Romanian Journal of Applied Sciences and Technology 2, Nr. 7 (29.09.2020): 77–93. http://dx.doi.org/10.47577/technium.v2i7.1646.

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Abstract-Grade inflation is a recognized problem in universities around the world. The factors underlying grade inflation are also discussed by studies. The objective of this study was: firstly, to observe the degree of grade inflation by analyzing the difference between nominal grades and real grades of students across departments. Secondly, the study analyzes the relationship between aptitude test scores and college GPA. In order to achieve these objectives, the first semester grades of all Wachemo university first batch third-year students (total 435 students: male 287 female 148) were collected from the registrar and the nominal and real grades were calculated. The Grieves method of real grade analysis formula was used to analyze the real grades. The findings of this study revealed that although there was no severity of grade inflation in the semester, 4 departments out of 12 departments registered inflated grades. The correlation between nominal and real grades of students is positive and strong indicating that real grades are grade-inflation adjusted nominal grades. There was a zero correlation between aptitude test scores and the college GPA in this study. The similarity of the grading system, and the similarity and the harmonization of the courses make the Grieve’s method of grade inflation adjustment mechanism to be applied in Ethiopian universities. In addition, mechanisms of adjusting grade inflation better have attention in Ethiopia in order to standardize grades from different universities to have a fairer and valid comparison of graduates for employment. Key words: Nominal grade, real grade, aptitude test scores

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Epstein, Gil S., Dalit Gafni und Erez Siniver. „Even education has its limits: closing the wage gap“. Journal of Economic Studies 42, Nr. 5 (12.10.2015): 908–28. http://dx.doi.org/10.1108/jes-02-2014-0028.

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Purpose – Economic outcomes are compared for university graduates in Israel belonging to four different ethnic groups. A unique data set is used that includes all individuals who graduated with a first degree from universities and colleges in Israel between the years 1995 and 2008 and which tracks them for up to ten years from the year they graduated. The main finding is that education and experience appear to have a strong effect on earnings in the long run and that an ethnic group can improve its position relative to certain groups while there is no effect relative to other groups. The paper aims to discuss these issues. Design/methodology/approach – The authors consider three of the main factors determining the success of assimilation: size of the ethnic group; cultural differences between groups and skin color; and examine how these factors affect economic outcomes. The authors use a unique data set that includes all individuals who graduated with a first degree from universities and colleges in Israel between the years 1995 and 2008. Findings – The results obtained in this study show that on average native Jews attain the best economic outcomes, followed by FSU immigrants, Israeli Arabs and finally Ethiopian immigrants. Education and experience appear to have a strong effect on earnings in the long run. An ethnic group can improve its position relative to other groups as they accumulate work experience. Originality/value – This is the first time that the Ethiopian immigrants where taken into account.

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Amsale, Frew, Mitiku Bekele und Mebratu Tafesse. „The Ethical Behaviors Of Educational Leaders In Ethiopian Public Universities: The Case Of The Western Cluster Universities“. European Scientific Journal, ESJ 12, Nr. 13 (30.05.2016): 359. http://dx.doi.org/10.19044/esj.2016.v12n13p359.

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The purpose of this study was to assess the extent to which educational leaders in the western cluster public universities of Ethiopia are ethical. Ethical leadership variables such as fairness, equity, multicultural competence, modeling ethical behaviors and altruism are considered in describing the ethical behaviors of the leaders. Descriptive survey research design with quantitative method was employed for it fits the purpose of the study. Data was collected from instructors and educational leaders holding various leadership positions in the sample universities. Accordingly, 107 instructors, 12 department heads, 6 college deans, 2 academic quality assurance officers, 3 ethical officers, 1 vice president and 1 president participated in the study. Questionnaires were mainly used to collect data from the respondents. T-test and ANOVA, among other data analysis tools, were used to analyze the data. The results of the study revealed that leaders in the sample universities practice ethical leadership moderately. The leaders failed to demonstrate the ethical leadership practices to the expected level. They have been found to demonstrate low multicultural competence, low at altruism, and low at modeling ethical behavior. And hence, it could be concluded that the educational leaders in public universities failed to meet the standards and expectations of ethical leadership. As a result, it is recommended that the academic leaders in the public universities need to be provided with leadership development opportunities. Moreover, public universities can establish leadership development programs that will enable leaders to continually update themselves and practice ethical leadership to the expected level.

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Paul, James C. N. „American Law Teachers and Africa: Some Historical Observations“. Journal of African Law 31, Nr. 1-2 (1987): 18–28. http://dx.doi.org/10.1017/s0021855300009207.

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In 1961 Tony Allott, then a rather young elder statesman of African law, helped to foster my interest in that subject, and my subsequent work in Ethiopia. He and several other distinguished colleagues in London also encouraged other American initiatives to assist the development of legal education and research in Africa, efforts which began in 1962, burgeoned during the ensuing decade, and then withered rapidly.The activities of the early 60s helped to generate an extraordinary number of different kinds of projects: the temporary placement of over 150 Americans in law teaching positions in African institutions; a large and wide variety of research and writing; the founding of law reporters, law journals and university institutes of African law, both within Africa and elsewhere; the flow of a substantial number of Africans to graduate legal studies in U.S. and U.K. universities; new kinds of interactions between African, British and American scholars. These activities also contributed to the emergence (notably in North America) of that amorphous, contentious field of scholarship which came to be called “law and development”, and, then, in the latter 70s, to acrimonious critiques and agonising reappraisals of much of all this effort.Tony Allott participated in, or observed, much of this history, as anyone familiar with his career and bibliography will know. I hope that this brief account of some of these past activities may be of some interest to him, and to others interested in law and social change in Africa.

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Tuha, Abdu, Yilak Gurbie und Haftom Gebregergs Hailu. „Evaluation of Knowledge and Practice of Pharmacy Professionals regarding the Risk of Medication Use during Pregnancy in Dessie Town, Northeast Ethiopia: A Cross-Sectional Study“. Journal of Pregnancy 2019 (25.07.2019): 1–8. http://dx.doi.org/10.1155/2019/2186841.

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Background. The developing organism is unique in its responsiveness to drugs and predictability of therapeutic effectiveness based on the adult which can lead to grave consequences in the neonate and child. Moreover, uncertainty about the risks of drug use in pregnancy could result in restrictive attitudes towards prescribing and dispensing medicines and their use. Pharmacists have huge duties to improve medication use, especially among pregnant women. The objective of this study is, hence, to assess the knowledge and practice of pharmacy professionals (PPs) towards the risk of medication use during pregnancy. Methodology. A questionnaire-based cross-sectional study was carried out over practicing community and hospital pharmacy professionals in Dessie town. They were asked about the safety of common drugs during pregnancy. It involves both prescription-only medications (POM) and over-the-counter (OTC) medications. Secondly, they were asked about their practice towards the risk of medication use during pregnancy. Both descriptive and analytical statistics were utilized. For descriptive analysis, results were expressed as numbers, percentages, and mean (± SD and 95% CI). Result. Seventy-six pharmacy professionals in Dessie, Northeast Ethiopia, took part in the study. Most of the respondents (64.5%) believed that amoxicillin is safe in all trimesters. 26 (34.2%) of participants knew that isotretinoin is unsafe for use by pregnant women. About dietary supplements, 32.9% of PPs reported that Vitamin A supplements are safe in all trimesters. There was a significant difference observed for study college and years of experience of the PPs in their score of knowledge test (p=0.020 and p=0.024, respectively). Additionally, there was a difference seen for gender (p=0.030), study college (p=0.036), and working institution (p=0.013) in their advice to pregnant women. Conclusion and Recommendation. Overall, PPs exhibited very low knowledge about drug safety during pregnancy. The absence of obligatory continuing pharmacy education for pharmacists is expected to have negatively affected the level of medication knowledge and consequently the pharmaceutical care services delivered in community and hospital pharmacies. As medication knowledge of PPs is poor, a multitude of strategies (educational, economic, managerial, and regulatory) should be designed by the government, universities, and pharmaceutical associations to improve the pharmacy professionals’ role in the healthcare system by providing them with continuous and up-to-date medication knowledge.

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Wariyo, Lemecha, und Amare Asgedom. „Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education“. Journal on Efficiency and Responsibility in Education and Science 14, Nr. 2 (30.06.2021): 101–17. http://dx.doi.org/10.7160/eriesj.2021.140204.

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Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.

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Jacoby, Barbara, Robert G. Bringle, Richard Games und Edward A. Malloy. „Colleges and Universities as Citizens“. Journal of Higher Education 72, Nr. 2 (März 2001): 247. http://dx.doi.org/10.2307/2649324.

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Weaver, Frederick S., Douglas V. Davidson und Rodolfo Torres. „Black Public Colleges and Universities“. Journal of Black Studies 22, Nr. 4 (Juni 1992): 494–509. http://dx.doi.org/10.1177/002193479202200403.

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Dissertationen zum Thema "Universities and colleges – Ethiopia"

Eedle, Elizabeth. „Resoure allocation in selected Australian universities“. Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070828.164416/index.html.

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Thesis (DBA) - Faculty of Business and Enterprise, Swinburne University of Technology, 2007.
Submitted in partial fulfilment of the requirements for the degree of Doctorate of Business Administration in the Faculty of Business and Enterprise, Swinburne University of Technology, 2007. Typescript. Bibliography: p. 209-227.

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Wabaunsee, Rissa McCullough. „Accreditation, tribal governments, and the development of governing boards at tribal colleges in Montana and Washington /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7699.

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Hermsen, Jill Marie Rosser Vicki J. „An examination of the professional identity, work engagement, and job satisfaction of higher education staff members“. Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/7193.

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Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Vicki Rosser. Vita. Includes bibliographical references.

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Kraft, Paul Donald. „Faculty engagement in campus-wide enrollment management activities a grounded theory /“. Diss., Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/kraft/KraftP0507.pdf.

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Sanusi, Jumoke O. „An exploratory study of undergraduate classroom experiences and occupational attainment in alumni satisfaction with university experiences“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4739.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.

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Hou, Hsiao-I. „The impact of faculty members' perceptions of institutional policies on their performance in Taiwan's context“. online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3263098.

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Chen, Andrew Y. „College and the economy the relationship between college acceptance rates and economic cycles /“. Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3620.

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Shinkut, Martins Bulus. „Job satisfaction of full-time business faculty of higher education institutions in Kaduna State, Nigeria /“. free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901279.

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Venezia, Andrea. „The communication and interpretation of undergraduate admissions policies in central Texas high schools and middle schools /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Asbury, Robin L. „Pitfalls, promises, and potential West Virginia community colleges, economic development, and Senate Bill 547 /“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2213.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 159 p. Includes abstract. Includes bibliographical references (p. 122-127).

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Bücher zum Thema "Universities and colleges – Ethiopia"

Ethiopia) National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia (5th 2007 Addis Ababa. Proceedings of the Fifth National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia: Major theme: private higher eduction in Ethiopia at the turn of the Ethiopian MIllennium. Addis Ababa, Ethiopia: St. Mary's University College, 2007.

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St. Mary's University College (Addis Ababa, Ethiopia), Hrsg. Proceedings of the 8th National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia: Major theme, Invigorating the work on access, equity, and quality of the higher education sector in Ethiopia. Addis Ababa, Ethiopia: Center for Educational Improvement and Quality Assurance, St. Mary's University College, 2010.

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The anatomy of private higher education in Ethiopia: Current landscape, challenges, and prospects. Addis Ababa, Ethiopia: St. Mary's University College, 2008.

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Higher Education Relevance and Quality Agency. Royal University College: Institutional quality audit report. Addis Ababa: Higher Education Relevance and Quality Agency, 2009.

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Ethiopia) National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia (9th 2011 Addis Ababa. Proceedings of the 9th Annual National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia: Major theme: the role of private higher education institutions in human capital development to achieve the Ethiopian growth and transformation plan. Addis Ababa, Ethiopia: Research and Knowledge Management Office (RAKMO), St. Mary's University College, 2012.

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Chalchisa, Desalegn, Hrsg. Cost sharing in public higher education institutions in Ethiopia with special emphasis on Addis Ababa and Adama universities. Addis Ababa: Forum for Social Studies (FSS), 2012.

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Higher Education Relevance and Quality Agency. Alpha University College: Institutional quality audit report. Addis Ababa: Higher Education Relevance and Quality Agency, 2011.

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Higher Education Relevance and Quality Agency. City University College: Institutional quality audit report. Addis Ababa: Higher Education Relevance and Quality Agency, 2009.

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St. Mary's University College (Addis Ababa, Ethiopia), Hrsg. Proceedings of the Sixth National Conference on Private Higher Education Institutions (PHEIs) in Ethiopia: Nurturing the teaching-research nexus in private higher education institutions (HEIs). Addis Ababa, Ethiopia: St. Mary's University College, 2008.

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M, Ohles Shirley, Hrsg. Public colleges and universities. New York: Greenwood Press, 1986.

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Buchteile zum Thema "Universities and colleges – Ethiopia"

Taylor, Ann C. M. „Ethiopia“. In International Handbook of Universities, 260–61. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-12912-6_45.

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Eberhard, F. „Ethiopia“. In International Handbook of Universities, 304–6. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-09323-6_32.

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Squire, Maria E. „Teaching Colleges and Universities“. In Series in Biomedical Engineering, 76–82. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-76495-5_6.

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„Universities colleges“. In Changing Patterns of Teacher Education (RLE Edu N), 56–70. Routledge, 2012. http://dx.doi.org/10.4324/9780203125403-6.

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„Ethiopia“. In International Handbook of Universities, 358–61. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21250-7_32.

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„Ethiopia“. In International Handbook of Universities, 507–8. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-12918-8_47.

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„Ethiopia“. In International Handbook of Universities, 387–88. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-12915-7_46.

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„Ethiopia“. In International Handbook of Universities 2019, 1863–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1057/978-3-319-76971-4_62.

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„Universities and Colleges“. In The International Encyclopedia of Higher Education Systems and Institutions, 2686. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300821.

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Jensen, Kristian. „Universities and colleges“. In The Cambridge History of Libraries in Britain and Ireland, 345–62. Cambridge University Press, 2006. http://dx.doi.org/10.1017/chol9780521781947.016.

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Konferenzberichte zum Thema "Universities and colleges – Ethiopia"

Meng, Xianyu, Xiaoyan Cai, Lina Lu, Yu Ge und Jie Gao. „The military management in colleges and universities“. In Second International Conference On Economic and Business Management (FEBM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/febm-17.2017.97.

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Flatland, Robin, Ira Goldstein, MaryAnne L. Egan, Scott Vandenberg, Meg Fryling und Sharon Small. „Connecting Colleges/Universities and Local High Schools“. In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159570.

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Ebner, Jacqueline, Shwe Sin Win, Swati Hegde, Scott Vadney, Anahita Williamson und Thomas Trabold. „Estimating the Biogas Potential From Colleges and Universities“. In ASME 2014 8th International Conference on Energy Sustainability collocated with the ASME 2014 12th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/es2014-6433.

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Academic institutions present a unique opportunity for anaerobic digestion (AD) projects in that they have a concentrated population that generates waste, utilizes heat and electrical power, and often are motivated to implement sustainability initiatives. However, implementation of AD on college campuses in the U.S. is only beginning to emerge and data required to size and operate digesters are limited. This paper provides formulae to estimate food waste generated at college and university campuses base upon data collected at the Rochester Institute of Technology. Bottom-up and top-down estimates are presented and results are compared to an extensive review of publicly available data from other colleges and universities. The bottom-up methodology resulted in a lower estimate (18 kg food waste/enrolled student) than the top-down estimate (29 kg/enrolled student). Both were significantly lower than the estimate previously reported in the literature (64 kg/enrolled student). Bench-scale co-digestion experiments of the food waste with dairy manure resulted in a methane yield of 437 ml CH4/g VS. Applying this methodology to only 4-year colleges in New York State has the potential to generate 27 million GJ of energy from food waste.

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„On Badminton Layered Teaching in Colleges and Universities“. In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.230.

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„Study on Charging Management in Colleges and Universities“. In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.269.

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Liang, Kailiang. „A Network Construction Solution in Colleges or Universities“. In 2011 2nd International Symposium on Intelligence Information Processing and Trusted Computing (IPTC). IEEE, 2011. http://dx.doi.org/10.1109/iptc.2011.55.

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Zhao, Yanxu. „Vigilance of Power Abuse in Colleges and Universities“. In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.50.

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Cohen, Robert F., und Deborah Boisvert. „Aligning programming education between community colleges and universities“. In the 5th conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1029533.1029588.

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Ge, Xiangguo. „Art Design Theory Education in Colleges and Universities“. In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.242.

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Chen, Li, und Xinxiang Huang. „Discussion on Multimedia Teaching in Colleges and Universities“. In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.214.

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Berichte der Organisationen zum Thema "Universities and colleges – Ethiopia"

Avery, Christopher, Mark Glickman, Caroline Hoxby und Andrew Metrick. A Revealed Preference Ranking of U.S. Colleges and Universities. Cambridge, MA: National Bureau of Economic Research, Oktober 2004. http://dx.doi.org/10.3386/w10803.

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Brown, Jessie, und Martin Kurzweil. Funding Socioeconomic Diversity at High Performing Colleges and Universities. Ithaka S+R, Februar 2017. http://dx.doi.org/10.18665/sr.294278.

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Klaff, Daniel, und Ronald Ehrenberg. Collective Bargaining and Staff Salaries in American Colleges and Universities. Cambridge, MA: National Bureau of Economic Research, März 2002. http://dx.doi.org/10.3386/w8861.

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Beeson, Patricia, und Edward Montgomery. The Effects of Colleges and Universities on Local Labor Markets. Cambridge, MA: National Bureau of Economic Research, März 1990. http://dx.doi.org/10.3386/w3280.

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Hill, Catharine Bond, Martin Kurzweil, Elizabeth Pisacreta Davidson und Emily Schwartz. Enrolling More Veterans at High-Graduation-Rate Colleges and Universities. Ithaka S+R, Januar 2019. http://dx.doi.org/10.18665/sr.310816.

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Johnson, James R. Research Capability Data on Selected Historically Black Colleges and Universities (HBCUs). Fort Belvoir, VA: Defense Technical Information Center, November 1992. http://dx.doi.org/10.21236/ada265049.

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Ehrenberg, Ronald, Hirschel Kasper und Daniel Rees. Faculty Turnover at American Colleges and Universities: Analysis of AAUP Data. Cambridge, MA: National Bureau of Economic Research, Januar 1990. http://dx.doi.org/10.3386/w3239.

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Fryer, Roland, und Michael Greenstone. The Causes and Consequences of Attending Historically Black Colleges and Universities. Cambridge, MA: National Bureau of Economic Research, April 2007. http://dx.doi.org/10.3386/w13036.

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Le, Cindy, Elizabeth Davidson Pisacreta, James Dean Ward, Jesse Margolis und Heidi Booth. Policies to Ensure Equitable Access to Well-Resourced Colleges and Universities. Ithaka S+R, Oktober 2020. http://dx.doi.org/10.18665/sr.313963.

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Pisacreta, Elizabeth Davidson, Emily Schwartz, Catharine Bond Hill und Martin Kurzweil. Federal Policies for Increasing Socioeconomic Diversity at Selective Colleges and Universities. Ithaka S+R, März 2021. http://dx.doi.org/10.18665/sr.314921.

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