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Academic literature on the topic 'Colleges'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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Journal articles on the topic "Colleges"

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Dunn, Michael, and Arne L. Kalleberg. "Does College Focus Matter? Explaining Differences in Labor Market Outcomes among Community Colleges." Journal of Educational Issues 3, no. 1 (May 31, 2017): 189. http://dx.doi.org/10.5296/jei.v3i1.11093.

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The evolution of community colleges from their origins as junior colleges to institutions with dual missions to provide both academic and workforce preparation raises questions about the impact of a college’s mission focus on their students’ labor market success. We examine this question using the 58 colleges in the North Carolina Community College system as case study for community colleges nationally. We find that students from community colleges that specialize or focus on career objectives had higher labor market earnings; about one-fifth of the variation in students’ earnings across community colleges is due to the college’s mission focus. Other community college variables also enhance students’ earnings, such as institution size as well as having single-county service areas and low proportions of remedial students.

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Andrews, Michael J. "How Do Institutions of Higher Education Affect Local Invention? Evidence from the Establishment of US Colleges." American Economic Journal: Economic Policy 15, no. 2 (May 1, 2023): 1–41. http://dx.doi.org/10.1257/pol.20200320.

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I use narrative historical data on site selection decisions for a subset of US colleges to identify runner-up locations that were strongly considered to become the sites of new colleges. Using runner-up counties as counterfactuals in a difference-in-difference model, I find that establishing a college causes 62 percent more patents per year. Linking patents to novel college yearbook data reveals that only 12 percent of patents in a college’s county came from that college’s alumni or faculty. I find only small differences in patenting between establishing colleges and establishing other institutions as well as between colleges with different focuses on technical fields. (JEL I23, N31, N32, N71, N72, O31, O34)

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Rosinger, Kelly Ochs. "Can Simplifying Financial Aid Offers Impact College Enrollment and Borrowing? Experimental and Quasi-Experimental Evidence." Education Finance and Policy 14, no. 4 (September 2019): 601–26. http://dx.doi.org/10.1162/edfp_a_00260.

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Recent policy and research efforts have focused on simplifying the college-going process, improving transparency around college costs, and helping students make informed decisions. In 2012, the Obama administration released the “shopping sheet,” a standardized financial aid offer that is intended to provide students with simplified information about costs, loan options, and college outcomes. This paper examines the impact of the shopping sheet (adopted by more than 400 four-year colleges in two years) using: (1) administrative data from a field experiment among admitted and already-enrolled students at a public university, and (2) college-level data from a quasi-experiment among four-year colleges. Findings provide some evidence that information in the shopping sheet relating a college's graduation rate to other colleges led to decreased borrowing at colleges with poor graduation outcomes. Additionally, the shopping sheet decreased borrowing at colleges that enroll high shares of students receiving federal student aid and underrepresented minority students. These findings indicate the shopping sheet may be particularly salient to students who traditionally face higher informational barriers during the college-going process.

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Hoxby, Caroline M. "The Changing Selectivity of American Colleges." Journal of Economic Perspectives 23, no. 4 (November 1, 2009): 95–118. http://dx.doi.org/10.1257/jep.23.4.95.

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Over the past few decades, the average college has not become more selective: the reverse is true, though not dramatically. People who believe that college selectivity is increasing may be extrapolating from the experience of a small number of colleges such as members of the Ivy League, Stanford, Duke, and so on. These colleges have experienced rising selectivity, but their experience turns out to be the exception rather than the rule. Only the top 10 percent of colleges are substantially more selective now than they were in 1962. Moreover, at least 50 percent of colleges are substantially less selective now than they were in 1962. To understand changing selectivity, we must focus on how the market for college education has re-sorted students among schools as the costs of distance and information have fallen. In the past, students' choices were very sensitive to the distance of a college from their home, but today, students, especially high-aptitude students, are far more sensitive to a college's resources and student body. It is the consequent re-sorting of students among colleges that has, at once, caused selectivity to rise in a small number of colleges while simultaneously causing it to fall in other colleges. This has had profound implications for colleges' resources, tuition, and subsidies for students. I demonstrate that the stakes associated with choosing a college are greater today than they were four decades ago because very selective colleges are offering very large per-student resources and per-student subsidies, enabling admitted students to make massive human capital investments.

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Pundak, David, Yoav Dvir, and Jordan Valley. "Engineering College Lecturers Reluctance to Adopt Online Courses." European Journal of Open, Distance and E-Learning 17, no. 1 (July 1, 2014): 210–26. http://dx.doi.org/10.2478/eurodl-2014-0014.

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Abstract The paper investigates difficulties involved in integrating online courses in academic colleges. Despite their growing prevalence in Israel and worldwide there are still no online courses offered as part of the learning process in many colleges. In order to identify factors for this phenomenon, a study was conducted to investigate the attitudes of 137 lecturers in an academic college concerning online courses. A questionnaire was employed to examine attitudes in four areas: cognizance of the online courses, willingness to teach these courses, influence of online courses on the college’s reputation and teaching methods in online courses. The study identified four sources of reluctance among college instructors to teach in these courses: lack of knowledge concerning teaching methods, fear of a heavy work burden, concern that students’ achievements might fall and impairment of the college’s reputation. Since there is desire to integrate online courses in academic colleges, it is recommended that an online pedagogy support centre should be opened in these colleges, and that colleges should consider making it mandatory for students to take at least one compulsory online course during their degree course.

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Hamouda, Ashraf, Samia Boukari, Ahmed Attia, Thouraya Mhenni, Abdul Bari Al-Kilanii, Sabri Gaied Chortane, and Riadh Khalifa. "Quality and Accreditation Standards in Physical Education Colleges in Libyan Public Universities from the Point of View of Executive Management." Advances in Social Sciences Research Journal 11, no. 3 (March 19, 2024): 141–55. http://dx.doi.org/10.14738/assrj.113.16467.

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This research aims to identify quality standards in physical education colleges in Libyan public universities, in relation with educational literature and the most important drivers of interest in implementing the quality assurance and accreditation system in universities. To achieve the research objectives, the descriptive method using the survey method was used. The sample consisted of ninety (90) individuals from the executive management in the colleges, thirty-eight (38) quality coordinators in the departments in the colleges, and fifty-two (52) department heads. In this research, a questionnaire form was applied that included four (4) axes and fifty-eight (58) statements, and statistical treatments were applied using the SPSS version 2020 software. The most important results of this study are that the college sets its goals based on its vision and mission in line with the needs of society through effective strategies announced in a public place to be a reference for evaluating progress in the college. It was also concluded that the college’s human resources (trainers and administrators) are sufficient to perform the tasks assigned to them through the work of committees and work teams and writing periodic reports on achievements, work performance, and development. The College Council also makes its decisions according to clear and specific tasks with the formation of distinguished work teams. One of the most important recommendations of the research is the college council’s approval of formulating the college’s vision and mission, the need to emphasize the presence of a quality and accreditation office in every college and unit for every department in the organizational structure of physical education colleges in Libyan public universities, and the necessity of developing a guideline for quality standards for accreditation in physical education colleges in Libyan public universities.

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Walz, Kenneth A., and Jon R. Christian. "Capstone Engineering Design Projects For Community Colleges." American Journal of Engineering Education (AJEE) 8, no. 1 (May 31, 2017): 1–12. http://dx.doi.org/10.19030/ajee.v8i1.9958.

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Capstone engineering design courses have been a feature at research universities and four-year schools for many years. Although such classes are less common at two-year colleges, the experience is equally beneficial for this population of students. With this in mind, Madison College introduced a project-based Engineering Design course in 2007. This paper explores Madison College’s experience over the past decade offering this class. Unique challenges and opportunities for engineering design courses at two-year colleges are discussed. Our findings include several recommended practices to benefit colleges and universities at any level that are creating new engineering design courses.

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Crawford, Corinne, and Angela Jervis. "Community Colleges Today." Contemporary Issues in Education Research (CIER) 4, no. 8 (September 21, 2011): 29. http://dx.doi.org/10.19030/cier.v4i8.5884.

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Dr. Jill Biden, Vice President Joe Bidens wife, has been teaching in community colleges for the past 18 years. Dr. Biden believes that community colleges are uniquely American institutions where anyone who walks through the door is one step closer to realizing the American dream. This is an inspiring sentiment. However, of all the first time college students who enrolled in community college in 2003-2004, fewer than 36% earned a post-secondary credential within six years. In light of the low completion rate, one has to question whether community colleges are fulfilling their promise. In this article we will look at the recent demographics of community colleges, compare the role of community colleges to that of proprietary colleges in post secondary education and discuss promising research initiatives aimed at improving the community college system.

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DesRosier, Marjorie Bartels. "Of Colleges and Colleagues." Journal of Nursing Education 26, no. 6 (June 1987): 217. http://dx.doi.org/10.3928/0148-4834-19870601-01.

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Cohen, Tema A., Sullivan D. Ray, Cassidy Audette, and Robert Weis. "College Students’ Access to Academic Accommodations Varies as a Function of School Type, Selectivity, and Cost." Journal of Education and Culture Studies 4, no. 3 (August 25, 2020): p130. http://dx.doi.org/10.22158/jecs.v4n3p130.

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Students with disabilities face many challenges in their pursuit of higher education. Academic accommodations and other educational supports can allow these students to learn, and to demonstrate their learning, in a manner similar to their classmates without disabilities. The purpose of this study was (1) to determine the percent of students classified with disabilities and receiving accommodations in college and (2) to see if students’ access to accommodations varies as a function of their college’s type, selectivity, and cost. Overall 4.6% of undergraduate students are formally registered with their school’s disability office. Contrary to expectations, the highest percentage of students with disabilities receiving accommodations are found in America’s most selective and expensive private colleges and universities. The prevalence of students with disabilities at private, liberal arts colleges in particular is almost three times higher than the prevalence at two-year public (i.e., community) colleges. These findings suggest that public colleges should be more proactive in identifying and accommodating students with disabilities and private colleges should be more judicious in their accommodation granting. Colleges should also use principles of universal design to promote the academic success of all students, regardless of their disability status.

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Dissertations / Theses on the topic "Colleges"

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Cone, Cynthia Jane. "Mental models and community college leadership." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037011.

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Sevier, Robert A. "Freshmen at competitive liberal arts colleges : a survey of factors influencing institutional choice /." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244141651.

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Volchok, Daniel J. "The college-student relationship 1970-1990 : a legal-historical study /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11226651.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Lee Knefelkamp. Dissertation Committee: Sharon McDade. Includes bibliographical references (leaves 130-140).

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Edwards, James Lee. "Connections : things that matter to teachers in small colleges /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733154170888.

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O'Neal, Lawrence M. "Performance funding in Ohio's four-year institutions of higher education a case study /." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178749154.

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Soliz, Adela. "College Competition: The Effects of the Expansion of For-Profit Colleges on Student Enrollments and Outcomes at Public Community Colleges." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499789.

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Community colleges enrolled 37 percent of students attending Title IV-eligible, degree-granting institutions in 2000, but by 2012, this had dropped to 33 percent (National Center for Education Statistics (NCES), 2013). At least some of this decline is hypothesized to be due to the rise of for-profit institutions, which enrolled approximately 9 percent of students in 2012, as compared to only 3 percent in 2000 (NCES, 2013). The decline in the share of undergraduate enrollment at public community colleges combined with the increasing share enrolled in for-profit colleges suggests that for-profit and public community colleges may compete for some of the same students, and several studies support this conjecture (Rosenbaum, Deil-Amen and Person, 2006; Cellini, 2009; Iloh and Tierney, 2014). This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. I make use of data from the Integrated Postsecondary Education Data System merged with data from the Census, American Community Survey, Bureau of Labor Market Statistics and Grapevine Survey. In the first part of this study, using an event study model in which I interact year with the distance to the nearest newly-opened degree-granting, for-profit college, I estimate the effect of a new for-profit institution opening on community college enrollments and degree completions. In the second part of this study, I estimate the effect of having a new for-profit college open on county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby, and these zeros are precisely estimated. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

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Mutsch, Gregory D. "A study of the history and future of Pensacola Christian College and its contributions to fundamentalist education." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Zelenski, Lynne. "A group pay incentive program in academe impact on faculty work and attitudes /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 112-116). Also issued in print.

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Duru, Canice Chuma. "A study of factors influencing job satisfaction among faculty members at degree-granting colleges of education in Nigeria." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332621/.

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The purpose of this study was to analyze the job satisfaction among the faculty members of degree-granting colleges of education in Nigeria. The study was based on the six subsections of the Job Descriptive Index developed by Smith and associates: present work, pay, promotion, supervision, coworkers and job in general.

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O'Connor, Gavin C. "Internationalization of general education curriculum in Missouri community colleges a faculty perspective /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r4381.

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Books on the topic "Colleges"

1

A College of colleges. Chicago: Fleming H. Revell, 1986.

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Best colleges. 2nd ed. Washington DC: U.S. News & World Report L.P., 2012.

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Halstead, D. Kent. Rich colleges, poor colleges. Washington, DC: Research Associates of Washington, 1995.

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Cool colleges [2013]. 2nd ed. Lawrenceville, NJ: Petersons, 2012.

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Cool colleges 101. Lawrenceville, NJ: Petersons, 2010.

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Robert, Franek, and Princeton Review (Firm), eds. The best 366 colleges. 2nd ed. New York, NY: Princeton Review, Inc., 2007.

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Robert, Franek, and Princeton Review (Firm), eds. The best 361 colleges. 2nd ed. New York, NY: Princeton Review Inc., 2006.

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Eric, Owens. America's best value colleges. 2nd ed. New York: Random House, 2007.

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Eric, Owens. America's best value colleges. 2nd ed. New York: Random House, 2005.

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College Research Group of Concord, Massachusetts., ed. Top American colleges. New York, N.Y: Pocket Books, 1988.

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Book chapters on the topic "Colleges"

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Lenhardt, Gero. "Colleges." In Hochschulen in Deutschland und in den USA, 125–32. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005. http://dx.doi.org/10.1007/978-3-322-80818-9_14.

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Russell, Jason. "Community Colleges." In Making Managers in Canada, 1945–1995, 67–96. New York, NY : Routledge, 2018. | Series: Routledge international studies in business history: Routledge, 2018. http://dx.doi.org/10.4324/9781315535494-4.

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King, Ronald. "Technical colleges." In School and College, 98–114. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296799-7.

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Matthews, Frank L., and B. Denise Hawkins. "Black Colleges." In How Black Colleges Empower Black Students, 35–40. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445142-2.

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Featherman, Sandra. "Nonprofit Colleges." In Higher Education at Risk, 56–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445081-2.

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Tapper, Ted, and David Palfreyman. "Collegiality as Colleges." In The Collegial Tradition in the Age of Mass Higher Education, 59–74. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9154-3_4.

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Bailey, Paul. "Typing for Colleges." In Typing for Colleges, 1–187. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-81149-6_1.

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Katsinas, Stephen G., and David E. Hardy. "Rural Community Colleges." In Higher Education: Handbook of Theory and Research, 453–520. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2950-6_10.

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Thelin, John R. "Colleges and Consumerism." In American Higher Education, 302–27. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003319641-13.

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Levin, John S. "The Community Colleges." In Community Colleges and New Universities under Neoliberal Pressures, 33–78. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-48020-0_2.

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Conference papers on the topic "Colleges"

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ZHANG, JING. "INVESTIGATION ON COLLEGE STUDENTS’ ENGLISH READING COMPETENCE IN INDEPENDENT COLLEGES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35704.

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This paper studied college students’ English reading competence in independent colleges. Students’ reading competence were investigated basing on students’ reading scores of College English Test-4 from eight majors in Xingzhi College of Xi’an University of Finance and Economics. The results indicated that students’ English reading competence in independent colleges was low on the whole, and it differed among different majors. On the basis of the above analysis, teaching suggestions on how to improve college students’ reading competence were also proposed.

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CHEN, JUNBO, YEQING YAN, JINGLAN XUE, MENGMENG JIN, WENXUE DONG, LIANGFANG ZHANG, LI CHEN, et al. "EXPLORATION AND RESEARCH ON THE PATH OF SCHOOL-ENTERPRISE COOPERATION IN HIGHER VOCATIONAL EDUCATION IN THE NEW ERA—TAKING ZHEJIANG G HIGHER VOCATIONAL COLLEGE AS AN EXAMPLE." In 2023 9TH INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCE. Destech Publications, Inc., 2023. http://dx.doi.org/10.12783/dtssehs/isss2023/36052.

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School-enterprise cooperation is an indispensable mode in the development of higher vocational colleges, and it is also the main way for higher vocational colleges to improve their self-competitiveness. It plays a crucial role in cultivating students' innovative and practical ability. This paper takes Zhejiang G higher vocational college as the research object, analyzes the problems of school-enterprise cooperation in this college, and puts forward a new path of school-enterprise cooperation in higher vocational colleges, which has certain practical significance for the development of higher vocational education in China.

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YANG, HONG. "RESEARCH ON WECHAT MORAL EDUCATION MODEL INNOVATION IN UNIVERSITIES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35730.

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College students are in the active period of thinking and knowledge, and WeChat has a profound influence on them. At the same time, the moral education in colleges and universities is in the era of both challenges and opportunities. With the increasingly changing and frequent use of WeChat, moral education in colleges and universities is faced with new educational objects, educational environments and educational models. By analyzing the positive and negative effects of WeChat on college students and college moral education, this paper tries to put forward some suggestions on the strategy of using WeChat platform to conduct moral education for college students. The author hopes to provide inspiration for the innovation of moral education in colleges and universities in China and make a little contribution to the cause of moral education through the discussion of this paper.

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GUO, HUIFANG, and DENGHONG WANG. "THE REFORM PATH OF EMPLOYMENT GUIDANCE COURSE FOR HIGHER VOCATIONAL COLLEGE STUDENTS IN THE POST EPIDEMIC ERA." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35977.

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Abstract. In recent years, the number of graduates of higher vocational colleges is increasing year by year, and the employment pressure is rising. In 2020, due novel coronavirus pneumonia and the global turbulence economy, China's employment situation is facing severe test. With the enrollment expansion of “from junior college to undergraduate” and a series of employment assistance policies, the graduation direction and employment situation of higher vocational college students are also changing with the times. Employment guidance course is a compulsory course for graduates in higher vocational colleges. The current situation of employment guidance course in higher vocational colleges, the innovation of teaching mode, the establishment of a new connection between employment guidance course and the employment development of higher vocational college students, the search for reform ways and implementation countermeasures are of great significance to solve the employment problem of college students and relieve the employment pressure in the post epidemic era.

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Kangooni, Horiya Essa, and Panagiotis D. Zervopoulos. "Efficiency Measurement of the Colleges at the University of Sharjah." In International Symposium on Engineering and Business Administration. Switzerland: Trans Tech Publications Ltd, 2023. http://dx.doi.org/10.4028/p-agmot9.

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This study estimates the relative efficiency of twelve colleges of the University of Sharjah from 2014 to 2019. The methodological approach we employed ensures the homogeneity of the colleges under review. We used an output-oriented smoothed bootstrap data envelopment analysis (DEA) model for the efficiency assessment while assuming that variable returns-to-scale prevail. Output orientation facilitates target-setting rather than cost-cutting, which is supported by input-oriented DEA models. Our analysis indicated an improvement in the efficiency of the University of Sharjah during the period under review. Also, the College of Communication, Engineering, and Law are the most influential benchmarks for the remaining colleges. However, the Colleges of Arts, Humanities & Social Sciences and Business Administration present a definite improvement. Increasing the postgraduate student recruitment is more useful for further efficiency improvement of the University of Sharjah than expanding undergraduate student recruitment.

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Ebner, Jacqueline, Shwe Sin Win, Swati Hegde, Scott Vadney, Anahita Williamson, and 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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Xiuxian, Ma. "RESEARCH ON THE CULTIVATION OF CREATIVE TALENTS IN COLLEGE AND UNIVERSITIES ART DESIGN." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2020. http://dx.doi.org/10.22250/iss.2020.35.

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Creative education is the main way to train art design talents in colleges and universities. The development of innovative education has far-reaching significance, which is not only the need for college students to cope with the severe employment situation, but also the need for deepening the reform of college students' training mode. According to the requirements of the reform on the cultivation of creative talents for art design students in Chinese universities, this paper studies how to build the cultivation mode of creative talents for art design students in colleges and universities according to the current demand of the country and society for innovative talents.

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ZHANG, YUN-RUI, and KAI-LAI SUN. "THE CONSTRUCTION OF TALENT CULTIVATION MODE OF THE INTEGRATION BETWEEN INDUSTRY AND EDUCATION IN HIGHER VOCATIONAL EDUCATION FROM THE PERSPECTIVE OF “THREE EDUCATIONS” REFORM." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35669.

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With the ever-accelerated updating of higher vocational education reform, it is becoming more and more important to improve the system of vocational education and training, and promote integration between industry and education and cooperation between enterprises and colleges. And we must move faster to bring out the full potential of higher vocational education, and build higher vocational colleges into world-class colleges. In this new era, “Three Educations” reform has become the necessity for the higher vocational colleges to improve the quality of college management and talent cultivation. Aiming to provide a reference for the talent cultivation mode of the integration between industry and education, this article first analyzes the necessity of constructing such mode from the perspective of “Three Educations” reform, and then explores the existing problems, and finally put forwards the possible solutions.

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"Research on College-Enterprise Cooperation Mechanism on Vocational Colleges." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.150.

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Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.

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The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills necessary to be successful in future employment to real-world problems that address life support and sustainable living issues; (2) to strengthen the 2+2+2 pathways between community colleges and four-year institutions; (3) provide professional development opportunities for community college faculty; (4) implement strategies to recruit and retain a diverse population of students interested in STEM disciplines; and (5) develop multi-media curriculum modules using contextual or problem-based-case-based learning (PBCL). The project has instituted interdisciplinary teams of community college and university students who are initiated into the program with intensive instruction and project planning and management, leadership, teamwork, and behavioral diversity using DISC behavioral analysis profiles during an intense three-week period during the winter intersession. In addition to the initial training, student participants must commit to working approximately 250 hours during their school year for which they are working on their respective team-based projects. As part of their hours, they must meet as a full team a minimum of twice each month. Participating students are currently mentored by two and four-year faculty and industry representatives. So far, the research has been conducted during the summer months and the academic year on life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, such as the CT’s Children’s Medical Center, and industry partners such as Hamilton Sundstrand and Kaman Aerospace. As a result of these research projects, the community college and four-year faculty are implementing real-world life support and sustainable living projects and collaboratively are writing multi-media Project-Based-Case Based Learning modules, which incorporate technology and science skill standards. The Problem-Based-Case-Based multi-media modules are being piloted at the CT College of Technology’s community colleges and universities.

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Reports on the topic "Colleges"

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Butcher, Kristin, Patrick McEwan, and Akila Weerapana. Women's Colleges and Economics Major Choice: Evidence from Wellesley College Applicants. Cambridge, MA: National Bureau of Economic Research, April 2023. http://dx.doi.org/10.3386/w31144.

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Butcher, Kristin F., Patrick J. McEwan, and Akila Weerapana. Women’s colleges and economics major choice: Evidence from Wellesley College applicants. Federal Reserve Bank of Chicago, 2023. http://dx.doi.org/10.21033/wp-2023-21.

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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)

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Chakkar, Saena, Arnold Hendrikse, and Melline Somers. National factsheet University Colleges. ROA, 2024. http://dx.doi.org/10.26481/umarof.2023008e.

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Fontenot, Ronald M. The College Fund/UNCF USAMRMC Program for Historically Black Colleges and Universities. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada374735.

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Jacob, Brian, Brian McCall, and Kevin Stange. College as Country Club: Do Colleges Cater to Students' Preferences for Consumption? Cambridge, MA: National Bureau of Economic Research, January 2013. http://dx.doi.org/10.3386/w18745.

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Avery, Christopher, and Jonathan Levin. Early Admissions at Selective Colleges. Cambridge, MA: National Bureau of Economic Research, April 2009. http://dx.doi.org/10.3386/w14844.

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Mountjoy, Jack. Community Colleges and Upward Mobility. Cambridge, MA: National Bureau of Economic Research, September 2021. http://dx.doi.org/10.3386/w29254.

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Greenwood, Reggie, and Meghana Dharma Reddy. Electrification of Illinois Transit: Bridging the Gap with Heavy-Duty Technician Training Initiatives. Illinois Center for Transportation, June 2024. http://dx.doi.org/10.36501/0197-9191/24-016.

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This report examines the evolving landscape of technician training in Illinois’ transit industry, with a particular focus on electric vehicle (EV) technology. The report aims to identify the current challenges, explore collaborative training initiatives between community colleges and transit agencies, and provide actionable recommendations to the Illinois Department of Transportation (IDOT). The research methodology involved a comprehensive review of training programs at Illinois community colleges. Additionally, the researchers conducted interviews with key Illinois transit agencies to understand their training challenges and needs. The study also analyzed successful EV training models and partnerships between educational institutions and the transit industry. The study found that community colleges are pioneering in developing EV training programs, while transit agencies face significant challenges in adapting to new technologies due to a reliance on equipment suppliers for training. Collaborative efforts between colleges and transit agencies show potential in developing more comprehensive training programs. However, there is a need for more standardized curricula and better-equipped training facilities. To address these challenges, the report recommends that IDOT support the standardization of EV technician training curricula. IDOT should also facilitate the provision of advanced training equipment to community colleges. Additionally, IDOT should support the establishment of a pilot specialized regional training center at Heartland Community College. This initiative will advance the quality of EV training and serve as a model for subsequent centers across the state. The insights from this report are intended to guide policy development and bolster the collaborative efforts of educational institutions and transit authorities in nurturing a workforce skilled in technology. This endeavor aims to synchronize training programs and curricula across institutions, fostering a cohesive and continuous educational pathway. The collaboration is set to cultivate an extensive partnership among community colleges and with transit agencies that develop standardized curriculum with needed training equipment and apprenticeships.

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Ortagus, Justin, Melvin Tanner, and Isaac McFarlin. Can Re-Enrollment Campaigns Help Dropouts Return to College? Evidence from Florida Community Colleges. Cambridge, MA: National Bureau of Economic Research, January 2020. http://dx.doi.org/10.3386/w26649.

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