Relevant bibliographies by topics / Higher education consortia

Academic literature on the topic 'Higher education consortia'

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Published: 11 March 2023

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Journal articles on the topic "Higher education consortia"

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Sheldon-Keller, A. E., E. Lloyd-McGarvey, and R. J. Canterbury. "Assessing Organizational Effectiveness in Higher Education Drug Prevention Consortia." Journal of Drug Education 25, no. 3 (September 1995): 239–50. http://dx.doi.org/10.2190/q2h5-dfrj-yx38-jx53.

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Eighty-three consortia of institutions of higher education, organized under funding from the Fund for the Improvement of Post-Secondary Education (FIPSE) Drug Prevention Programs of the Department of Education, were surveyed to measure organizational effectiveness. Generalized satisfaction with the functioning of the consortia was related to the number of active members, the average miles traveled to meetings, satisfaction with performance of task functions, members' roles, the level of trust among members and the level of creativity and innovation in problem-solving. Satisfaction with goal attainment was significantly related to the presence of at least one “internal” goal for the consortium.
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Machovec, George. "Trends in Higher Education and Library Consortia." Journal of Library Administration 57, no. 5 (July 4, 2017): 577–84. http://dx.doi.org/10.1080/01930826.2017.1326266.

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Burley, Diana, Cathy Gnam, Robin Newman, Howard Straker, and Tanika Babies. "Leveraging higher education consortia for institutional advancement." International Journal of Educational Management 26, no. 3 (March 23, 2012): 274–83. http://dx.doi.org/10.1108/09513541211213345.

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Horgan, Thomas R. "Higher education consortia: Raising aspirations through collaboration." New Directions for Philanthropic Fundraising 2003, no. 40 (2003): 65–77. http://dx.doi.org/10.1002/pf.33.

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Saunders, Danny, Rob Payne, and Lisa Davies. "Partnership Working VIA Community Consortia: A Higher Education Perspective." Journal of Adult and Continuing Education 13, no. 1 (May 2007): 88–100. http://dx.doi.org/10.7227/jace.13.1.7.

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Henrietta Williams Pichon. "Access to Higher Education through Consortia (review)." Review of Higher Education 32, no. 4 (2009): 550–51. http://dx.doi.org/10.1353/rhe.0.0081.

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Tadaki, Marc, and Christopher Tremewan. "Reimagining internationalization in higher education: international consortia as a transformative space?" Studies in Higher Education 38, no. 3 (April 2013): 367–87. http://dx.doi.org/10.1080/03075079.2013.773219.

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Evans, Gwen. "Library Consortia are Poised to Support Affordable Learning in Higher Education." Journal of Library Administration 58, no. 7 (October 3, 2018): 739–48. http://dx.doi.org/10.1080/01930826.2018.1514840.

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McCormick, Katherine M., Cynthia Vail, and Peggy A. Gallagher. "Higher Education Consortia for Early Intervention: A Survey of State Efforts." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 25, no. 3 (July 2002): 298–308. http://dx.doi.org/10.1177/088840640202500309.

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Belyaeva, G. S., A. V. Podolsky, and S. A. Ivanov. "Consortia in higher education: international legal regulation, problems and prospects of functioning." Аграрное и земельное право, no. 4 (2022): 114–19. http://dx.doi.org/10.47643/1815-1329_2022_4_114.

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Dissertations / Theses on the topic "Higher education consortia"

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Bozeman, Leslie A. "Implementation and Collaboration in the United States-Brazil Higher Education Consortia Program." Thesis, Boston College, 2009. http://hdl.handle.net/2345/635.

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Thesis advisor: Philip G. Altbach
This case study examines the experiences of the government and academic personnel in the United States-Brazil Higher Education Consortia Program. It addresses the overall question, "What factors influence the successful implementation of international higher education collaborations?" The participants include representatives from the two government sponsoring agencies and one four-institution consortium project. The findings reveal that there were certain conditions that facilitated the successful implementation of the consortium project. These conditions are categorized into six themes: partner equality and mutuality, partner characteristics, partner relationship, finances, strategies, and staffing. The findings also reveal that the participants did not consider national culture to be a significant factor in the implementation and collaboration experience. This research is particularly relevant to the international higher education community because it focuses on the project director rather than the student perspective, addresses implementation factors rather than discipline-specific matters or student outcomes, and directly impacts an institution's ability to conceptualize and implement international collaborative initiatives
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Poland, Mark W. "Factors associated with statutory consortium effectiveness : a case study of one Virginia consortium for continuing higher education." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618555.

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The purpose of this study was to determine if a statutory higher education consortium possesses the attributes generally associated with effective voluntary higher education consortia. Also, the research attempted to discover if there are other attributes which would contribute to the effectiveness of statutory higher education consortia.;A review of the literature on voluntary consortia revealed that voluntary higher education consortia regarded as effective generally (1) have clear, concise goals; (2) have an open, two-way communication system; (3) are supported by the presidents of the member institutions; (4) engage in incremental planning; (5) have an effective administrator/director; and (6) are perceived as useful by the members.;Using case study methodology, one Virginia Consortium for Continuing Higher Education was examined to determine if the effectiveness attributes of voluntary consortia were present in this statutory higher education consortium and to determine if other attributes might also be essential for statutory consortium effectiveness. Interviews were held with the key people associated with the consortium under study. Consortium documents located at each interview site were examined. The data were evaluated through triangulation techniques.;This statutory consortium did have a clear, concise mission and did have an open, two-way communication system. Presidential support was found to be limited and the consortium's usefulness to its members are restricted to secondary factors. The consortium leadership was viewed as effective although within a more narrow conception of leadership than that generally found in an effective voluntary consortium. Finally, evidence indicated that the consortium had no incremental planning process.;This research suggests that, to encourage the effectiveness of a statutory higher education consortium, the establishing agency should insure that several criteria are satisfied: (1) institutions must want to cooperate, (2) the reasons for cooperation must be clear, (3) incentives for cooperation must be provided, (4) all members must share equitably in the cooperative endeavor, (5) communication must be open and two-way, (6) the member institution presidents must support the consortium, (7) a planning process must be put in place, (8) the consortium administrator must be an effective leader, and (9) the external population the consortium plans to serve must be encouraged to use the consortium's services.
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Fulmer, Susan Carey. "The Development of a Higher Education Consortium: A Case Study of the Southwest Virginia Higher Education Center." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0405102-170351/unrestricted/fulmerS042202.pdf.

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Flora, Bethany Hope. "The Professional Lives of Higher Education Center Administrators." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26651.

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In instances where many universities offer off-campus programs in a single locale, a supplier network exists. These supplier networks, or higher education centers (HECs) are beneficial to students and regions where the programs are delivered (Baus, 2007; Peterson, 2007). Few empirical studies have focused on consortium educational environments, such as HECs and most studies of off-campus education have taken an outsider-looking-in approach. One window into the world of HECs is to examine the professional lives of administrators who work in the HEC environment. Professional life can be explored by eliciting data about work, relationships and rewards (Hirt, 2006; Hirt et al., 2006; Hirt et al., 2004).The purpose of this case study was to examine the professional lives of administrators who work at a HEC. Data collection included engaging the participants in four exercises where they created social artifacts. Diagrams, graphs, concept maps and drawings are complementary additions to the traditional interview and encourage contributions from interviewees that might not otherwise be obtained (Crilly, Blackwell, & Clarkson, 2006; Enger, 1998). Data from the social artifacts were used to customize the semi-structured interview protocol. Findings indicate that those who work at HECs define their work, in large part, by those who benefit from that work: students, communities, and member institutions. The organizational dynamics that drive the work of HEC administrators are competition, collaboration and balance. HEC professionals view their primary role as being the face of their institution or the Center in the local community. They describe their work as a culminating experience that is both rewarding and challenging. At the core of this work are the relationships that HEC professionals establish and sustain with others. These relationships are defined by resource coordination, advocacy, and appreciation. Findings suggest that institutions would benefit from engaging in greater reciprocity with HEC professionals to include expertise reciprocity, relationship reciprocity, and resource reciprocity. In general, professional life at HECs is rich, varied, challenging, but rewarding.
Ph. D.
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Daniels, Felicity. "Evaluating the effectiveness of the regional collaboration on the common teaching platform for undergraduate nursing in the Western Cape." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/5080.

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Philosophiae Doctor - PhD
South Africa’s transition from apartheid to democracy necessitated transformation within all sectors to ensure their appropriateness for the new democratic era. In line with the national transformation agenda and the transformation and restructuring of the higher education sector, the Minister of Education in 2002 announced that the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT) would be the only enrolling institutions for undergraduate nursing education in the Western Cape. This decision meant that the University of Stellenbosch and the University Cape Town would no longer enrol undergraduate nurses, but would combine their strengths in a collaborative manner with UWC to train nurses for the region. The Cape Higher Education Consortium (CHEC), however, proposed the establishment of a Common Teaching Platform (CTP) for undergraduate nursing education in the region, requiring collaboration between all higher education institutions in the Western Cape. The Common Teaching Platform came into effect in 2005. The purpose of the study was to evaluate the effectiveness of the regional collaboration on the Common Teaching Platform for B Cur Nursing in the Western Cape. An evaluation research design using qualitative methods was adopted for the study. Stufflebeam’s decision-oriented evaluation model, which caters for the evaluation of the context, input, process and product components of programmes, was used to guide the research process. Semi-structured, in-depth interviews, focus group discussions and a record review were used to collect data from the Chief Executive Officers of CHEC; Deputy Vice-Chancellors of the participating universities; Deans of the Health Science Faculties; Heads of Departments, Lecturers and Students of the Nursing Departments of the participating universities. The study adopted an inductive approach to data analysis. The inductive analysis procedure described by Thomas (2003) was adapted and used. The results evinced a general lack of application of the basic tenets of change management and a systems approach to the planning and implementation of the Common Teaching Platform. Transformation of nursing education in the Western Cape, according to the results, was in line with the national transformation agenda. Participants, however, felt that people were not yet ready to collaborate and needed enough time to accept the change, given that transformation was relatively new in the country. A critical finding was that important stakeholders were excluded from the planning phase, which led to challenges during the implementation of the Common Teaching Platform. The results further highlighted that a top-down approach was adopted. Numerous challenges with regards to the implementation of the Common Teaching Platform, including inter alia, poor communication, lack of commitment to the collaboration process, lack of adequate resources and challenges with the delivery of the curriculum, were shared by all the participants. Despite all these challenges the results showed that the student throughput rates were not compromised, and that the number of reported complaints from lecturers and students decreased over the years. On the whole, however, participants felt that the goals of the collaboration were not met due to the unresolved challenges which included inadequate resources, lack of sharing of resources and expertise across institutions, lack of commitment to participation on the CTP and failure to produce sufficient graduates to address the nurse shortage in the province.
National Research Foundation (NRF) and The Atlantic Philanthropies
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Namaganda, Agnes. "Institutional repositories and Higher Education in Uganda. The role of the Consortium of Uganda University Libraries (CUUL)." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/622572.

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Conferencia realizado del 12 al 14 de setiembre en Lima, Peru del 2012 en el marco del 15º Simposio Internacional de Tesis y Disertaciones Electrónicas (ETD 2012). Evento aupiciado por la Universidad Nacional Mayor de San Marcos (UNMSM) y la Universidad Peruana de Ciencias Aplicadas (UPC).
Objective: The purpose of this paper is to investigate the progress so far made by Uugandan universities in establishing Institutional Repositories (IRs) Methods: A questionnaire was designed and distributed among the member institutions of the Consortium of Uganda Uuniversity Librarries (CUUL). Data received from the questionnaires was augmented by osite visits, discussions and interviews with the university libraries. Results: Despite numerous benefits associated with IRs, few institutions have established IRs in Uganda due to certain barriers. This paper argues that although these imbalances are manifested, opportunities still exists for the establishment of IRs for national development. Recommendations: The paper emphasizes the need for partnerships with the different stakeholders in the planning and developing institutional repositories. Conclusions: Insitutional repositories should be considered as principal benchmarks of digital scholarship. Originality/value – It is believed that higher institutions of learning and communities would benefit substantially from establishing IRs. However, it can only be possible with well developed infrastructure, increased funding, coordination and advocacy.
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Mulhern, Jean K. "An Exploratory Case Study of Organizational Agility in a Consortium of Small Private College Libraries." University of Dayton / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=dayton152571108849726.

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Ward, Elizabeth Buchanan. "Campus and consortium in an era of large-scale research: An historical study of the Virginia Associated Research Center, 1962-1967." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618488.

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A large agency of the Federal Government, three public institutions of higher learning, and two agents of State Government in the Commonwealth of Virginia launched a federally funded research and education consortium in 1962. The Virginia Associated Research Center (VARC) promised great success. The University of Virginia, Virginia Polytechnic Institute, and The College of William and Mary joined forces to provide the National Aeronautics and Space Administration's Langley Research Center with a scientific research base and a graduate education program. The Commonwealth initially provided enthusiastic support from the Governor's office and from the State Council for Higher Education.;The three colleges agreed to cooperatively manage and operate the NASA Space Radiation Effects Laboratory on the Virginia Lower Peninsula. NASA funded the costs of operating the laboratory, gave the colleges research time for experiments and provided the colleges with large multidisciplinary grants. In return, the colleges were to set up graduate education programs for NASA employees. These graduate programs were to grant degrees from the respective institutions for course work taken at the VARC site on the Peninsula. The research function of the consortium proved to be more productive than the education function.;Certain criteria for successful and unsuccessful consortia were ascertained from the literature. VARC's characteristics were analyzed according to these specific criteria. The three institutions could not agree on how to operate the facility. Inherently weak governance structures in the consortium led to the failure of the venture; after only five years, the consortium dissolved. The Governor of Virginia placed the Center under the auspices of the college nearest the Peninsula, The College of William and Mary. Though unsuccessful as a consortium, VARC became a means to achievement for the three colleges. Each of the three gained stronger, more reputable physics departments and two of the institutions achieved modern university status. A qualitative analysis emerges as the consortium's operation and characteristics unfold through oral history. The study details circumstances which led to VARC's demise and simultaneously describes a key transitional period for The College of William and Mary in its three hundred year history.
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Underwood, Zackary Wayne. "The Evolution of Learning Technologies within the UNC German Consortium 2000-2016: A Hermeneutic Phenomenlogical Analysis of German Faculty Member Experiences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011836/.

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Beginning in 2000 and continuing today, the University of North Carolina (UNC) German Consortium offers online German courses to undergraduate students across sixteen of the seventeen UNC public universities. The delivery of online classes differs per faculty member and little previous research investigated the UNC German Consortium's learning technologies. This dissertation investigates the evolution of learning technologies within the UNC German Consortium over the last sixteen years among German faculty from different UNC public universities. Seven faculty and one administrator shared their experiences through interviews. The methodology for this research was hermeneutic phenomenology. Interviewees shared their experiences with learning technology and teaching in the UNC German Consortium including how learning technologies changed over time. Interviews were transcribed, coded, and analyzed to deduce themes. Themes included the importance of the North Carolina Research Education Network (NC REN) for teaching German online, an asynchronous versus synchronous debate, how professors taught in synchronous courses, the importance of learning management systems (LMS) systems, the resilient characteristics of UNC German Consortium faculty, and the need for continual learning as an instructor.
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Mennell, Putman T. Elizabeth. "Tribal college and university accreditation : a comparative study /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004340.

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Books on the topic "Higher education consortia"

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1945-, Dotolo Lawrence George, Larrance Anneke J, and Kramer, Martin, 1932 Dec. 11-., eds. Access to higher education through consortia. San Francisco, Calif: Jossey-Bass, 2007.

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1945-, Dotolo Lawrence George, and Noftsinger John Boyd, eds. Leveraging resources through partnerships. San Francisco: Jossey-Bass, 2002.

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Fund for the Improvement of Postsecondary Education., ed. European Community/United States of America joint consortia for cooperation in higher education and vocational education: Application for grants, fiscal year 1997. [Washington, DC]: Dept. of Education, Fund for the Improvement of Postsecondary Education, 1997.

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Fund for the Improvement of Postsecondary Education., ed. European Community/United States of America joint consortia for cooperation in higher education and vocational education: Application for grants, fiscal year 1997. [Washington, DC]: Dept. of Education, Fund for the Improvement of Postsecondary Education, 1997.

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Fund for the Improvement of Postsecondary Education, ed. FIPSE project abstracts: Comprehensive program 1995-1998, EC/US Joint Consortia 1998, controlling the cost of postsecondary education 1998, disseminating proven reforms 1998. [Washington, DC] (7th and D Streets, S.W., Washington 20202-5175): Fund for the Improvement of Postsecondary Education, U.S. Dept. of Education, 1998.

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Angina, Parekh, Network of Executive Directors of Academic Consortia, and Centre for Higher Education Transformation, eds. Uncommon wisdom: Making co-operation work for South African higher education : a report commissioned by the Network of Executive Directors of Academic Consortia. Sunnyside [South Africa]: Centre for Higher Education Transformation, 2001.

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Physiotherapy, Chartered Society of, ed. The Higher Education Consortium for Physiotherapy CPD. London: Chartered Society of Physiotherapy, 2000.

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La educación para el siglo XXI: Un puente en la Cuenca del Pacífico : memoria de la 22 conferencia del Consorcio Círculo del Pacífico = Education for the XXI century : a bridge for the Pacific Rim : memoirs of the 22 an[n]ual conferencia [sic] of the Pacific Circle Consortium. México, D.F: Asociación Nacional de Universidades e Instituciones de Educación Superior, 2000.

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Caporali, Enrica, and Vladimir Trajkovik, eds. Video Conference as a tool for Higher Education. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-108-9.

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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses.
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Morgan, Arthur. Learning beacons: Post 16 education and training provision in Merthyr Tydfil : a report on behalf of the Community Consortium for Education Training (CCET). Pontypridd: [University of Glamorgan?], 2001.

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Book chapters on the topic "Higher education consortia"

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Rocha, Vera. "Mergers and Consortia, Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2049–52. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_86.

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Rocha, Vera. "Mergers and Consortia, Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–4. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_86-1.

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Beerkens, Eric. "International Consortia of Higher Education Institutions." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_278-1.

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Beerkens, Eric. "International Consortia of Higher Education Institutions." In The International Encyclopedia of Higher Education Systems and Institutions, 1829–35. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_278.

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Brown, Betsy E. "International Networks and Consortia." In Global Opportunities and Challenges for Higher Education Leaders, 55–58. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_12.

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Rickmann, Jérôme, Adriana Perez-Encinas, and Nadia Fernandez-de-Pinedo. "Addressing Career Services’ Internationalisation Challenges Through Transnational Consortia." In European Higher Education Area: Challenges for a New Decade, 53–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_4.

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Abstract Providing high quality education and student experience is critical to attracting and retaining students in an increasingly competitive environment. Higher Education Institutions (HEIs) are under growing pressure to ‘guarantee’ their graduates’ employability and successful access to the labour market. On the other hand, with the increase of international student mobility in the past few decades, a new student profile has emerged, which includes broader professional perspectives in geographical terms. One of the challenges for HEIs is, therefore, to develop their graduates’ relevant skills and support them with structures that ease their integration into the local, national or international labour market.The aim of this paper is to outline both the current context and status of the internationalisation of European career services and the main challenges faced in this process. An exploratory single case analysis is used to identify how the formation of international career service consortia could contribute to overcoming some of the challenges, especially in terms of resource efficiency and international network development and reach.
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Teichler, Ulrich. "Consortium of Higher Education Researchers." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_204-1.

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Teichler, Ulrich. "Consortium of Higher Education Researchers." In The International Encyclopedia of Higher Education Systems and Institutions, 236–42. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_204.

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Hayes, Kecia, and Emily Zemke. "Teachers College Partnership Schools Consortium." In Community Engagement in Higher Education, 185–208. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-007-9_11.

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Costin, Claudia, João Lins, José Henrique Paim, Marieta de Moraes Ferreira, Raquel de Oliveira, Teresa Pontual, and Vinicius Farias Santos. "Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic." In Knowledge Studies in Higher Education, 43–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_2.

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AbstractThis chapter details FGV’s contributions to basic education during the pandemic. FGV created in 2003 an accessible tool that addresses the managerial gaps that schools and education departments face to evaluate and assess its students, called FGV High School. Since March 2020, when school closures took place, the rapid demand for digital education tools placed FGV High School in an advantageous position to establish partnerships with education departments across Brazil, benefiting millions of high school students. In the state of São Paulo alone, the FGV High School platform gives access to approximately 3.5 million students. In 2008, FGV became a member of Open Education Global (OEG), a consortium of educational institutions from different countries that provide online content and teaching materials free of charge. Since the beginning of the Covid-19 pandemic, the demand for FGV’s online courses has substantially increased. In March 2020 alone, the program’s website registered more than 1.6 million hits, and the number has since then consistently increased. Additionally, FGV has recently created two policy centers that focus on basic education: The Center for Excellence and Innovation in Education Policy (CEIPE), created in 2016, and the Center for the Development of Public Management and Educational Policy (DGPE), in 2018. Since the beginning of the pandemic, both centers have organized a series of webinars and publications to support policymakers in the education sector to make better decisions regarding reopening of schools, online and digital education options, curriculum, etc. The high number of views and engagement that the FGV webinars attract reflects the desire for reliable information that education professionals have been seeking, despite the overwhelming number of online events that have surfaced with the pandemic.
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Conference papers on the topic "Higher education consortia"

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Abramov, A. G., A. V. Evseev, and A. A. Gonchar. "National Research Computer Network: infrastructure and service basis for a Common digital space of scientific knowledge." In Всероссийская научная конференция "Единое цифровое пространство научных знаний: проблемы и решения". Москва, Берлин: Директмедиа Паблишинг, 2021. http://dx.doi.org/10.51218/978-5-4499-1905-2-2021-320-333.

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The paper provides general information on the architecture of the new generation National Research Computer Network (NIKS), operated and developed by JSCC RAS on the assignment of the Ministry of Science and Higher Education of the Russian Federation as an administrator and operator since 2019. The key functions and directions of functioning of NIKS today and in the short term development, some urgent tasks of the sphere of science and education of the country, requiring the engaging of the existing infrastructure and service capabilities of the network, as well as its progressive comprehensive modernization. Information is provided on the current state of NIKS with the geographical and target user coverage within the country, the groundwork formed and the potential expansion of areas of international cooperation with foreign national research and education networks and network consortia in the interests of the sphere of science and education of Russia. The opportunities provided by NIKS for improvement of a Common digital space of scientific knowledge, increasing the level of accessibility, information security and network protection of its resources and services are denoted. Individual specialized scientific services, information technology services and services for collective use functioning on the basis of the NIKS infrastructure, built, including on promising and massively exploited technologies of federated authentication and developed in cooperation with the global research and education community are presented.
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Евлампиева, Галина Ивановна. "NETWORK COOPERATION OF HIGHER EDUCATIONAL INSTITUTIONS DURING COVID-19." In Фундаментальные и прикладные исследования. Актуальные проблемы и достижения: сборник избранных статей Всероссийской (национальной) научной конференции (Санкт-Петербург, Апрель 2022). Crossref, 2022. http://dx.doi.org/10.37539/fipi327.2022.58.30.008.

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В статье анализируется влияние коронавирусной инфекции (COVID-19) на сферу образовательных услуг высшего образования и, в частности, на сетевое взаимодействие высших учебных заведений. Выявлены основные трансформации в международном сетевом взаимодействии в период пандемии, проанализирована деятельность ассоциации и консорциума, как форм сетевого взаимодействия, отмечена важность цифровизации в высшем образовании. The article analyzes the impact of coronavirus (COVID-19) on the sphere of educational services of higher education and, in particular, on the network cooperation of higher educational institutions. The main transformations in international network cooperation during the pandemic are revealed, the activities of the association and consortium as forms of network cooperation are analyzed, digitalization in higher education is focused.
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MIRON, Ecaterina Liliana, and Laurian GHERMAN. "A NEW AGE IN THE AIR FORCE: THE DIGITALIZATION OF MILITARY HIGHER EDUCATION." In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of "Henri Coanda" Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2022.23.14.

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This paper represents AFAHC's conception of the beginning of digitization in the academy. The poor digitalization in the institution has made itself felt during the pandemic. The paper is a brief summary of what has been done over the course of a year to mitigate the effects of a weak digitization in the teaching/learning process. The beginning of solving the problem of digitalization, of understanding the digital educational process was made with the submission by a consortium with 4 partner universities of a project under the action Partnerships for Digital Education Readiness of the Erasmus program that is talked about in the paper.
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Gowda, Purushothama. "UGC- Infonet E-journal consortium: An Indian model for higher education." In 2010 IEEE International Conference on Software Engineering and Service Sciences (ICSESS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icsess.2010.5552316.

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Gowda, Purushothama. "Ugc-Infonet: An Indian E-Journal Consortium model for higher education." In 2010 International Conference on Financial Theory and Engineering (ICFTE). IEEE, 2010. http://dx.doi.org/10.1109/icfte.2010.5499385.

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Pirinen, Rauno. "Knowledge transfers between research consortium, higher education institution and world of work." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7095957.

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Celaya, Leandra Yvonne, Daniel K. Mueller, and Samuel Robert Hernandez. "Developing Healthcare Leaders, Fostering Collaboration, and Facilitating Transformation in the Kingdom of Saudi Arabia: Practice-Based Synthesis Projects in a Global Executive Graduate Program." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8058.

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At the 2015 International Hospital Federation (IHF) World Congress in Chicago, Illinois, USA, the Global Consortium for Healthcare Management Professionalization presented a call to action to professionalize the field of healthcare management. Governments and organizations that seek to realize the benefits of professional healthcare managers may meet this challenge by providing educational opportunities to established executives who are positioned to lead and ultimately mentor future managers. This paper introduces a case example of an executive graduate program in health administration, delivered by a university in the United States in partnership with the Ministry of Health in Saudi Arabia, with the aim of developing Saudi healthcare professionals as healthcare leaders. We share challenges, experiences and insights related to adapting a US curriculum for the Saudi working executives during a time of transformation in the Kingdom. We also provide a detailed description of the Executive Management Study, an applied synthesis activity required for all executive learners in the program. Results of an alumni survey are incorporated to demonstrate graduates’ perceptions of the effectiveness of the learning experience.
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Gowda, Purushothama. "Notice of Retraction: Ugc-Infonet E-Journal Consortium: An Indian model for higher education." In 2010 2nd International Conference on Computer Engineering and Technology (ICCET). IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5485263.

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Salemi, Amir, and Reza N. Jazar. "Unified Methodologies, Formats and Outlines in Online Engineering Education." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37613.

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Online education in engineering is developing as the communication technology advances. Although many online courses are being presented worldwide they have not been broadly accepted. For the online engineering education to be well successful and outperform traditional on-campus education, much has been done since ten years ago. To satisfy the five pillars in online education introduced by Sloan Consortium, there are still rooms for improvement[1]. Access, Learning effectiveness, student satisfaction, faculty satisfaction and cost effectiveness are the five metrics that drive investigations into online education. Problems related to “access” have been largely solved since the beginning of online technology era. Still, many substantive issues remain in gaining attention share and providing optimum modalities to specific classes of learners. Significant progress has also been made in “learning effectiveness”, however not much methodologies and guidelines have been developed to define outlines for transferring engineering text book into interactive/multimedia format featuring non-solitary, instructor-led activities with high communication attributes. Costs for creating and running online courses have plummeted over the decade and the average expense of online courses has decreased in recent years specially due to reducing the call on classroom space. This is a positive indication that online engineering education could potentially cost less than traditional on-campus education down the track. This research will shed light on online engineering education and will develop methodologies, formats and outlines with the aim of creating interactive online engineering courses. The methodologies and guidelines will be ideally covering all courses with general applicability and could be used as reference for all educational institutes that are keen to provide and develop online engineering education. This research will also define teaching methodologies in online engineering education that fit each course with less instructors’ influence and with consideration of specific classes of learners. The extent of instructors’ influence in online engineering education for each course will also be defined as part of this research. The outcome of this research will be used by engineering disciplines for implementation of online engineering education and to improve the efficiency of education.
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Meletiou-Mavrotheris, Maria, Efi Paparistodemou, Efstathios Mavrotheris, Pilar Azcárate, Anna Serradó, and Jose Cardeñoso. "Teachers’ professional development in statistics: The EarlyStatistics European project." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08707.

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The EU-funded project EarlyStatistics aims to enhance the teaching and learning of early statistical reasoning in European schools by utilizing distance education to offer high-quality professional development experiences to teachers across Europe. The project consortium has developed and is currently pilot testing an online professional development course in statistics education targeting elementary and lower secondary school European teachers. The article provides an overview of the EarlyStatistics course design. It describes the pedagogical and didactical approach underlying EarlyStatistics and the course content and structure. It also outlines the quality assurance processes used in the project to avoid quality failures and the evaluation processes employed to assess the course effectiveness in achieving its objectives.
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Reports on the topic "Higher education consortia"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Atcitty, Stanley. Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1395213.

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Atcitty, Stanley. Tribal Colleges and Universitie/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), February 2018. http://dx.doi.org/10.2172/1423182.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), October 2019. http://dx.doi.org/10.2172/1572596.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), October 2018. http://dx.doi.org/10.2172/1760409.

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Atcitty, Stanley. Tribal Colleges and Universities/American Indian Higher Education Consortium Advanced Manufacturing Technical Assistance Project. Office of Scientific and Technical Information (OSTI), April 2019. http://dx.doi.org/10.2172/1762106.

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Continuation application for the Amarillo National Resource Center for Plutonium, a higher education consortium consisting of Texas A and M University, Texas Tech University, and the University of Texas at Austin. Office of Scientific and Technical Information (OSTI), June 1995. http://dx.doi.org/10.2172/86996.

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