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Zaikov, Konstantin S., i Nikolay A. Kondratov. "Features of the Arctic Policy of the United States and Canada and the Contribution of Their Northern Universities in Its Implementation". Arctic and North, nr 46 (25.03.2022): 127–55. http://dx.doi.org/10.37482/issn2221-2698.2022.46.127.
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The United States and Canada, along with Russia, Denmark, Iceland, Norway, Finland and Sweden, are the so-called "official" Arctic countries. In the 21st century, The United States and Canada have begun to implement national Arctic strategies and updated them. The accepted documents have both similarities and differences. The United States and Canada are active members of the Arctic Council and view it as a platform for negotiations on a wide range of issues related to the development of the Arctic. The United States has come a long way in the Arctic, including in terms of regulation. Unlike other Arctic countries, the United States has a minimal area of access to the Arctic Ocean, their strategy as a whole is turned “outward”. The first Canadian strategy for the development of the Northern Territories (2013) is addressed directly to the development of the northern periphery of the country, formulates tasks for its sustainable socio-economic development, the development of indigenous peoples, and the support of sovereignty. In 2019, the updated strategy presented already combined national and international goals for the development of the Arctic and the North. To advance national interests in the Arctic, the US and Canada have developed and funded a geographically, infrastructure, stakeholder, and thematically differentiated Arctic research policy in which higher education institutions play an important role and are used to reinforce their geopolitical aspirations. The purpose of the article is to characterize the features of the Arctic strategies of the USA and Canada, as well as to analyze the contribution of universities and colleges in Alaska (USA) and the northern territories and provinces of Canada to the implementation of research policy in the Far North and the Arctic. The practical significance of the paper is in the possibility of its use in the educational process, as well as for the analysis and updating of international aspects of research activities by universities in the Arctic zone of Russia.
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Ko, Jang Wan, i Jihoe Park. "Economic Impact of Universities in the United States". Korean Comparative Education Society 33, nr 5 (30.11.2023): 189–212. http://dx.doi.org/10.20306/kces.2023.33.5.189.
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[Purpose] The purpose of this study was to analyze how economic impact analysis is conducted in universities in the U.S. and to derive meaningful insights for Korean universities when measuring the economic ripple effects on their local communities.
[Methods] To achieve this, we conducted a case analysis of universities in the U.S. that regularly perform economic impact analyses. We reviewed more than 100 national universities and 50 liberal art colleges, and finally selected 5 universities for this study
[Results] The study found that the economic impact analysis of universities vary depending on university type, mission and purpose of study of each university. The case universities tend to use the IMPLAN model with key indicators including operational, research, construction, employment, students, visiting spending. Public universities also tend to include tax revenue.
[Conclusion] By measuring the economic impact of their universities, universities in the U.S. are emphasizing their social role and using it as a tool for government and community collaboration. In Korea, universities should also measure their economic and social impacts to not only prove the value of their universities, but also to encourage cooperation with the government, local governments, and local communities.
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Yang, Xiao Yan. "Research on the Development of College Sports Architecture". Applied Mechanics and Materials 644-650 (wrzesień 2014): 5129–32. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5129.
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With the development of higher education, college sports architecture is no exception in the revolution. Due to many factors, such as economic, sports science and technology, the development of Europe and the United States and Japan and other countries of the sports building has been at the forefront of the world. At the same time as the Europe and the United States, Japan and other countries recognize in the mass sports, competitive sports and school sports are abundant, and established a relatively perfect sports club system, at the same time, many large-scale sports events and commercial events are held in Colleges and universities. These are vigorously promoting the construction of college sports architecture. Many college students in Europe and the United States, in the school the sports entertainment facilities in Colleges and universities are available as an important condition for the choice of schools, the quantity and quality of sports facilities has become one of the window to show the strength of the competition, promote the sports facilities in Colleges and universities to develop.
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Garcia, Gina A., John DeCostanza Jr. i Jaqueline Romo. "Theorizing a Catholic Hispanic-Serving Institution (C-HSI) Identity Through Latinx Theological Lenses of Lo Cotidiano and Traditioning". Journal of Catholic Education 24, nr 2 (2021): 20–42. http://dx.doi.org/10.15365/joce.2402022021.
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As the students entering U.S. colleges and universities become increasingly diverse, the number of Hispanic-Serving Institutions (HSI's) continues to increase. Catholic colleges and universities, similarly, are seeing an increase in student diversity on campus, with an emergence of Catholic HSIs as well. As the number of Catholic colleges and universities in the United States that are HSI-eligible increases they must grapple with what it means to be both Catholic and Hispanic-serving. The purpose of this article is to propose a U.S. Catholic HSI (C- HSI) identity that brings together the extensive literatures on Catholic identity and HSI identity through the lens of decolonial theory and Latinx theologies. We argue that in order to effectively serve students of color who have intersectional identities, Catholic HSIs must intentionally recognize the ways of knowing (epistemologies) and being of these groups, which includes a collective understanding of the theo-political, social, historical, and economic forces that have subjugated them since before the founding of the present day United States and long before the founding of the first Catholic institution in the country. Building off the Catholic Identity and Mission Models (CIMA) currently used by the Association of Catholic Colleges and Universities to assess mission integration, we propose a C-HSI model.
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Chennamsetti, Prashanti, i Krishna Bista. "Understanding Indian International Student Experience in the United States". Journal of Underrepresented & Minority Progress 3, nr 2 (30.12.2019): 29–50. http://dx.doi.org/10.32674/jump.v3i2.1807.
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Currently, over 196,271 Indian international students are attending American colleges and universities. These students, similar to other ethnic minority student populations, encounter various challenges while studying overseas. This article focuses on two central questions, (1) How do individual factors (e.g., personality traits) of Indian international students aid in their adjustment in the U.S? (2) Can these individual factors be acquired? Seven Indian international students currently studying in a U.S. university were interviewed. Data were analyzed using phenomenological methodology. The findings identified ten individual themes that aided in adjustment and reported how these factors can be acquired by adapting certain cognitive and behavioral aspects. This study reflects the limitations, implications, and future research.
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Moore, Eric J., Frances G. Smith, Aleksandra Hollingshead i Brian Wojcik. "Voices From the Field". Journal of Special Education Technology 33, nr 1 (27.09.2017): 40–53. http://dx.doi.org/10.1177/0162643417732293.
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There is increasing pressure on universities in the United States to meet the needs of diverse learners. This fact increases the urgency for implementation and scaling up of Universal Design for Learning (UDL) in higher education. This qualitative study draws two major insights from interviews with six faculty members from universities and colleges around the United States who have experienced a degree of success (personal to institutional) in implementing UDL. First, successful implementation and scaling up of UDL initiatives often occur when UDL is presented in response to a clear problem, issue, or inquiry rather than more direct approaches. Second, I articulate an emerging conceptualization of “levels” of implementation and apparent aspects that enable an institution or group to move from lower to higher tiers.
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Swearingen White, Stacey. "Campus sustainability plans in the United States: where, what, and how to evaluate?" International Journal of Sustainability in Higher Education 15, nr 2 (1.04.2014): 228–41. http://dx.doi.org/10.1108/ijshe-08-2012-0075.
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Purpose – The purpose of this paper is to describe and analyze the use of integrated campus sustainability plans at US institutions of higher education. The paper also offers a preliminary framework for the evaluation of these plans. Design/methodology/approach – The paper examines 27 campus sustainability plans. It determines the types and characteristics of the institutions that have adopted these plans. It then uses content analysis techniques to determine their typical contents and emphases. Finally, the paper draws on literature pertaining to sustainability plans and plan evaluation to present a preliminary tool for evaluating campus sustainability planning efforts. Findings – Campus sustainability plans in the USA are extremely diverse. Environmental aspects are most prominent in these plans, and social equity aspects are least prominent. Campus operations receive more attention than do academic or administrative aspects. Most campuses have taken an inclusive, campus-wide approach to developing their sustainability plans. The evaluation of these plans should consider both their process and their substance and should account for circumstances unique to higher education. Research limitations/implications – The research is focused on US colleges and universities and may have overlooked some campus sustainability plans that have other titles. Nevertheless, it is a fairly comprehensive analysis of campus sustainability planning efforts to date in the USA. Practical implications – Campus sustainability plans are an important integrative tool. Understanding the details and potential evaluation of these plans can help determine their broader adoption and implementation. Originality/value – As an emerging tool for campus sustainability efforts, sustainability plans allow colleges and universities to examine operational, academic, and administrative functions in an integrated manner. To date, there has been very little scholarly attention to these plans, and no prior attempt to consider how they might be evaluated.
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Al-Mansoori, Reem S., i Muammer Koç. "Toward Knowledge-Based Economy: Innovation and Transformational Leadership in Public Universities in Texas and Qatar". Sustainability 11, nr 23 (27.11.2019): 6721. http://dx.doi.org/10.3390/su11236721.
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The essentiality of the universities’ roles in enhancing economies and transforming societies is a global mantra. However, when it comes to wealthy and oil-dependent states such as Texas in the United States and Qatar in the Middle East, the impact of universities on sustainable economic development is questionable. This article discusses the transformational efforts within engineering colleges at two public universities in Texas and in Qatar to support their states’ visions in moving toward innovative and knowledge-based economies. The study examined the innovation capacity building of both institutions through measuring the transformational leadership styles in engineering colleges and its impact on the faculty’s innovative production of technical articles, patents, and sustainable development-related courses. The cultural impact of the two contexts on the leader–follower relationship was addressed in the discussion using Hofstede’s cultural dimension framework. The results showed that leaders in both colleges possess a transformational leadership style, albeit lower than the norm. This study disclosed that, in the high-power distance contexts, the idealized image of the leader contributed positively toward higher satisfaction of the followers with their leaders and current governance systems, while acknowledgment and rewards were the sources of satisfaction in low-power distance societies. Followers in a low uncertainty avoidance, individualistic, and short-term-oriented context achieved higher technical production. Both public universities expressed the need for government involvement in supporting the culture of innovation.
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Ladd, Anthony E. "Priming the Well: “Frackademia” and the Corporate Pipeline of Oil and Gas Funding into Higher Education". Humanity & Society 44, nr 2 (2.10.2019): 151–77. http://dx.doi.org/10.1177/0160597619879191.
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While fossil fuel interests have long played a powerful role in shaping American politics and culture, in recent decades, transnational oil and gas companies have formed hundreds of “partnerships” with American colleges and universities to fund energy research and development. Moreover, oil and gas interests have established a foothold in major universities by sponsoring research conferences, scholarships, science centers, and laboratories addressing technological advances in hydraulic fracturing methods, including leasing land for drilling on university-owned property. In this article, I critically assess some of the broad economic linkages between fossil fuel companies and higher education in the United States and the role that corporate philanthropy plays today in expanding the profits and power of the oil and gas industry, as well as the financial base and academic stature of select colleges and universities. Finally, I draw some preliminary conclusions about the growing colonization of university space and other public institutions by energy corporations.
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Louderback, Pamela. "Book Review: Bridging Worlds: Emerging Models and Practices of U.S. Academic Libraries around the Globe". Reference & User Services Quarterly 56, nr 3 (3.04.2017): 210. http://dx.doi.org/10.5860/rusq.56n3.210.
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In recent years, American colleges and universities have increased their emphasis on international engagement, emphasizing global awareness, interconnectedness, and student and community diversity. As a result, universities are establishing campuses, branches, and enhanced programs outside of the United States, particularly in the Middle East and East Asia, where they introduce Western higher education practices and philosophies. These collaborative partnerships focus on blending cultural, social, political, and economic communities, while exploring new territories in research, teaching, and learning. Bridging Worlds presents examples of academic libraries taking part in shaping these collaborations by acting as partners in the development of campus community, student life, and research from a global perspective.
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Strielkowski, Wadim, Veronica Grebennikova, Elena Razinkina i Ekaterina Rudenko. "Relationship between globalization and internationalization of higher education". E3S Web of Conferences 301 (2021): 03006. http://dx.doi.org/10.1051/e3sconf/202130103006.
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Our paper examines the relationship and differences between internationalization and globalization in contemporary development of higher education. Internationalization and globalisation are perceived as central realities of the influence of the 21st century on higher education. Moreover, internationalisation and globalisation work together to transform the self-image and organisational activities of research universities and adult education centres. Some even go as far as to claim that the globalization process has produced a new grand model of global universities. We argue that globalization and internationalization of higher education help to bring talents, increase the balanced economic and scientific potential of a given country and shape up the human capital leading to the sustainable economic growth. However, the recent situation with the COVID-19 pandemic puts all these favourable outcomes under threat. More than 1.1 million international students were enrolled in United States colleges in the 2019-2020 school year. After decades of steady growth, that means a decline of nearly 20 000 international students per year. Our study examines against this background the differences between internationalization and globalization in the contemporary development of higher education. We discus the current and future developments of the globalization and internationalization of higher education and make predictions on their impacts on the universities in the United States and other countries.
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Clobes, Thomas A., i Heather Craig Alonge. "Instructional support for first-generation Hispanic students during the COVID-19 pandemic". HETS Online Journal 12, nr 1 (15.11.2021): 16–30. http://dx.doi.org/10.55420/2693.9193.v12.n1.42.
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Students of Hispanic descent make up the single largest subset of first-generation students enrolled in colleges and universities in the United States. These students have been the most affected by the economic and health consequences of the COVID-19 pandemic. They also have less support for their educational pursuits and more outside responsibilities than their continuing- generation counterparts. Best practices for creating an effective online learning environment are explored. Suggestions for helping students create social connections with instructors and fellow students are examined.
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Furuta, Jared. "Rationalization and Student/School Personhood in U.S. College Admissions: The Rise of Test-optional Policies, 1987 to 2015". Sociology of Education 90, nr 3 (9.06.2017): 236–54. http://dx.doi.org/10.1177/0038040717713583.
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This article examines the rise of ‘‘test-optional’’ college admissions policies since the 1990s. I argue that the rationalization of college admissions policies after World War II contributed to the rise of ‘‘meritocratic’’ stratification (in policy) and standardized tests, like the SAT, but it also led to the expansion and legitimation of the roles of student and school personhood in the admissions process. Schools more committed to enlarged conceptions of student personhood are more likely to adopt a test-optional policy, in order to recruit students who fit the distinctive characteristics of their school identity. To test the argument, I use a comprehensive data set of 1,640 colleges and universities in the United States and discrete-time event history models from 1987 to 2015. I also assess alternative arguments that emphasize economic or prestige-driven motives. Liberal arts colleges and schools committed to several dimensions of student personhood are more likely to adopt test-optional policies, net of other factors.
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Bernstein, Jeffrey L. "Educating today's democratic citizen". Learning and Teaching 2, nr 3 (1.12.2009): 1–10. http://dx.doi.org/10.3167/latiss.2009.020301.
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What are we in higher education to make of the recent calls for citizenship education to play a larger role in the academy? As Matt Hartley’s paper in this issue of Learning and Teaching suggests, colleges and universities in the United States have been paying increased attention to educating for citizenship in recent decades; Bob Simpson’s concluding commentary makes similar arguments about increased expectations forcitizenship education in Europe. As our institutions of higher learning confront economic pressures, increased competition (including from for-profit entities) and calls for accountability through meaningful assessments of student learning, they will also face increased pressure to graduate not just educated individuals, but also individuals who are connected, as citizens, to the local, national and transnational world in which they live.
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McCarthy, William E. "The REA Modeling Approach to Teaching Accounting Information Systems". Issues in Accounting Education 18, nr 4 (1.11.2003): 427–41. http://dx.doi.org/10.2308/iace.2003.18.4.427.
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The REA model was first conceptualized in a paper for the 1982 The Accounting Review as a framework for building accounting systems in a shared data environment, both within enterprises and between enterprises. The model's core feature was an object pattern consisting of two mirror-image constellations that represented semantically the input and output components of a business process. The REA acronym derives from that pattern's structure, which consisted of economic Resources, economic Events, and economic Agents. Simultaneous with its research publication, REA began to be used as a framework for teaching accounting information systems (AIS), originally at Michigan State University and then gradually at other colleges and universities. In its extended form, the REA model integrates the teaching of accounting transaction structures, commitment and business policy specification, business process engineering, and enterprise value chain construction. As of 2003, REA modeling is used in a variety of AIS courses and featured in a variety of AIS textbooks, both in the United States and internationally.
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Ivanov, I. I. "American Studies in Russia". Outlines of global transformations: politics, economics, law 14, nr 6 (14.04.2022): 353–75. http://dx.doi.org/10.23932/2542-0240-2021-14-6-15.
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The article discusses the development of the American studies in the Soviet Union, in Russia, with focus on the key fields of investigations, the main centers for the United States studies; and periodicals where the results of these studies are being published. Different areas of the United States development have been the point of interest in Russia as long as they exist. The main contemporary centers for the American studies on a permanent basis were founded at the second half of the 20-th century. The American studies in the main centers of academic research, such as the Institute for the US and Canada studies, IMEMO, the Institute for General History, the Gorky Institute of World Literature, other academic institutes are being developed along with those in the leading universities, such as Moscow university, Saint Petersburg university; mgimo and many other universities (representing a wide number of regions in Russia) where American studies have become one of the academic disciplines. In focus - the periodicals where the results of the studies on different aspects of the United States policy, economic development, history, the views on American literature and culture are being published.
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Katchanovski, Ivan, Stanley Rothman i Neil Nevitte. "Attitudes towards Faculty Unions and Collective Bargaining in American and Canadian Universities". Articles 66, nr 3 (26.10.2011): 349–73. http://dx.doi.org/10.7202/1006343ar.
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This study analyzes attitudes towards faculty unions and collective bargaining among faculty and administrators in the United States and Canada. This is the first study which compares support for unionization and collective bargaining in American and Canadian universities among faculty members and administrators. The main research question is: Which factors are the determinants of attitudes towards faculty unions and collective bargaining in American and Canadian universities and colleges? Our hypotheses are that cultural, institutional, political, positional, socio-economic, and academic factors are significant predictors of support for faculty unionization. The academics in Canada are likely to be more supportive of faculty unionism compared to their American counterparts because of differences in national political cultures. Institutional and political factors are also likely to affect such views. This study uses comparative and regression analyses of data from the 1999 North American Academic Study Survey to examine attitudes towards unions and collective bargaining among faculty and administrators in the United States and Canada. The analysis shows that Canadian academics are more supportive of faculty unions and collective bargaining than their American counterparts. These results provide support to the political culture hypothesis. However, the study shows that institutional, political, positional, socio-economic and academic factors are also important in many cases. A faculty bargaining agent on campus is positively associated with favorable views of faculty unions and collective bargaining among American professors and with administrators’ support for collective bargaining in both countries. Administrators’ opposition is also important, in particular, for attitudes of Canadian faculty. Professors are more pro-union than administrators in both countries. Income, gender, race, age, religion, and academic field, are significant determinants of attitudes of faculty and administrators in the US and Canada in certain cases.
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Zhang, Xiaohan. "A Cross-Culture Study on Chinese Music in the United States". Studies in Social Science & Humanities 2, nr 9 (wrzesień 2023): 20–24. http://dx.doi.org/10.56397/sssh.2023.09.04.
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Since 1979, China has been promoting development strategies such as “outward and inward”, “one belt, one road” and “enhancement of national cultural soft power.” Today, with internationalization and diversification as driving forces, Chinese music has become a primary avenue for China’s “cultural confidence” in foreign lands. Being the country with the highest number of Chinese students studying in the USA as international students, the impact of Chinese music and culture in the American colleges and universities cannot be underestimated. It is noteworthy that in almost all studies exploring the dissemination of music culture in departments of Asian Studies in American institutions of higher learning, Chinese music culture is very broad in scope to include Chinese folk music, regardless of the historic variety that Chinese music encapsulates. The modern Chinese music seemingly disrupts the continuity and lineage of traditional Chinese music history, yet the traditional Chinese music and modern Chinese music indeed belong to the same family. The major differences include contemporary Chinese music genres such as people’s music, professional music, and popular music have been deliberately excluded from the propagation of Chinese music culture in curriculum. Furthermore, few scholars in Chinese academic circles pay attention to these genres at present. Therefore, this paper tries to explore the phenomenon of deliberate erasure of Chinese music culture in the U.S. This paper also intends to study the overseas dissemination of Chinese music in a cross-cultural context, combining the overview and strategies of Chinese music culture dissemination at home and abroad. Last but not least, this paper attempts to construct a unity of the historical and humanistic aspects of Chinese music culture dissemination overseas.
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Li Lun, Liu Xiaoyue i Wan Xiangyu. "Comparative study of funding sources for faculty development following COVID-19 in China and the United States". World Journal of Advanced Research and Reviews 22, nr 3 (30.06.2024): 1733–37. http://dx.doi.org/10.30574/wjarr.2024.22.3.1658.
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In the post-epidemic era (COVID-19) context, funding university faculty development in China and the United States faces severe challenges. From the perspective of government education grants and social donations from foundations, except for top-ranked universities, most universities have faced increasing difficulties in financing faculty development. In this context, the U.S. government and U.S. universities have promoted university–enterprise cooperation for a long time, and faculty research teams independently seek enterprises’ financial support. These efforts have effectively alleviated the problem of insufficient funding for faculty development. In doing so, these cases provide a valuable example for the funding of faculty development in China. Universities, businesses, and local governments should think about “directed cooperation subjects” from the standpoint of funding units. As a result, university instructor growth will be accomplished through a progression from “money” to “win-win cooperation” and ultimately “wisdom.” As a result, long-term collaboration is required between local governments, businesses, and academic institutions. Moreover, there are two aspects to cooperation between local governments, businesses, and academic institutions. First, collaboration tends to be closer when economic conditions are better; conversely, cooperation tends to be lower when conditions are worse. Second, cooperation is more likely when the program has greater influence.
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Ridkodubska, Hannа. "Training experience for future social workers in USА". Ukrainian Journal of Educational Studies and Information Technology 6, nr 4 (22.12.2018): 63–73. http://dx.doi.org/10.32919/uesit.2018.04.05.
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The article examines the training of future social workers in the United States and describes the ways of transforming positive experiences into the modern educational system of Ukraine. The author examines the main stages of the formation of American vocational training of social workers, which characterize the system of training, which was launched in 1898. The main differences in the training future social workers in the United States, the author notes the widespread use of practical forms of knowledge acquisition, a high percentage the tasks of the student's independent learning activities, the presence of slight specialization and a competent approach to the results of education.
Training for social work in the United States is carried out in social work schools and colleges at universities. The programs provide three levels of training: a bachelor, a master, and a doctor of social work.
The process of organizing the professional practice in future social workers in the United States is characterized by instructive, academic, and combining approaches. While studying in the United States, a student in each semester passes one to two practices under the direction of a social worker («field educator»). In general, in the USA during the training social workers, teachers are offered to perform two types of professionally directed practices: field, that is, without leaving the training and block, which is conducted with the separation from theoretical training during the semester.
Now in America, the role of the state in the social sphere is increasing. Therefore, there are new forms of interaction and spheres of professional activity of social workers. The process of training social workers in the XXI century acquires new features and undergoes changes in the United States and Ukraine. Such changes include: changing the motives of professionalization - from social and educational to economic; development and possibility of competition in the international market of educational services.
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Flesher, Dale L., Craig Foltin, Gary John Previts i Mary S. Stone. "A Comprehensive Review of the Evolution of Accounting Standards for State and Local Government Pensions and Other Postemployment Benefits in The United States". Accounting Historians Journal 46, nr 1 (1.03.2019): 57–77. http://dx.doi.org/10.2308/aahj-52413.
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ABSTRACT Both the business media and the popular press have emphasized the underfunding problems associated with pension funds that are set aside for state and local government workers, a group that also includes teachers and professors at state-affiliated colleges and universities. The realization that pension funds are typically underfunded stems from the fact that the accounting standards associated with state and local government employee pension funds have led to greater transparency since 2011. This paper examines, explains, and interprets the historical development over the last 70 years of accounting standards for state and local government pension funds in the United States. Changing accounting standards, along with economic and social change, have led to consequences such as employers transforming their pension programs to avoid substantial costs and significant liabilities, for example by changing from defined benefit to defined contribution plans.
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Webb, Patrick, Le’Brian Patrick i Sandra H. Sulzer. "Stigma and Status at an HBCU: Perceptions of Racial Authenticity Among Racially Underrepresented Students in the South". Journal of Black Studies 49, nr 2 (3.01.2018): 171–86. http://dx.doi.org/10.1177/0021934717749416.
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The existence of race-based stigma among minority populations in the United States has been well-documented. Notably, the acting White accusation has garnered considerable attention in relation to the African American population. Interestingly, studies related to this accusation have been primarily centered around Black students at Predominately White Institutions. Comparably, a focus on African American college students at Historically Black Colleges and Universities is limited. The purpose of this study is to determine the extent to which student characteristics (i.e., age, classification) are associated with the acting White accusation. Utilizing a quantitative method design, we analyzed over 100 student surveys which identified a number of significant outcomes. Through the use of ANOVA, findings indicate that both student classification and age are significantly associated with a number of aspects related to the race-based stigmatization. Limitations, policy implications, and areas of further research are discussed.
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Chang, Jen-Chia, i Xing-Yu Chen. "The Situation of Innovative Entrepreneurship Courses Promoted by Technological Colleges and Universities in Taiwan and Recommendations". Advances in Social Sciences Research Journal 10, nr 9 (8.09.2023): 8–17. http://dx.doi.org/10.14738/assrj.109.15445.
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Babson College has become a model for the advancement of entrepreneurship education in the United States. Its personalized entrepreneurship education programs foster entrepreneurial elites, making it a model for Taiwan’s entrepreneurship education development. Its personalized entrepreneurship education programs foster entrepreneurial elites, making it a model for Taiwan’s entrepreneurship education development.Additionally, Taiwan has incorporated and adapted a series of entrepreneurship education courses. In recent years, the government has promoted practical projects and simulation entrepreneurial competitions aggressively. The entrepreneurial theories and practical experiences are combined to provide more comprehensive and structured learning courses for entrepreneurial students. In the contemporary social environment, innovation and entrepreneurship have become vital economic engines. Consequently, it is crucial to cultivate entrepreneurialism and entrepreneurial skills in students. Students and faculty in Taiwan’s higher education system have access to a plethora of excellent learning platforms where they can acquire a vast array of practical knowledge and skills. In entrepreneurship education, schools therefore adopt Babson College’s methodology and planning. In Taiwanese courses, the current situation is reviewed and related feedback opinions are collected in order to strengthen the prior knowledge of students and increase their employment competitiveness, thereby serving as the link between the self-awareness of students and their understanding of themselves.
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Dajnowicz-Piesiecka, Diana. "Prawne aspekty przeciwdziałania przestępczości kampusowej w szkołach wyższych w USA". Prawo w Działaniu 47 (2021): 82–105. http://dx.doi.org/10.32041/pwd.4705.
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This article discusses the legal aspects of campus crime prevention in colleges and universities in the United States. The issue of campus crime has not yet been presented in the Polish legal writings. The author of this paper recognized the importance of expanding the knowledge on this subject given the importance of this topic in view of interesting solutions deployed by the American legislature. The paper presents selected symptoms of campus crime as well as the results of the analysis of four federal legal acts that aim at counteracting the problem of campus crime. The research was conducted using three research methods: a method of analysis and criticism of the legal literature, a dogmatic method and a method of analysis of secondary data. The research has led to a finding that, in the area of campus crime, the growing sexual and hate crimes pose a serious problem. However, the U.S. legislature is fighting against this phenomenon by requiring universities to strictly control campus crime by collecting information about each such case and informing the university community and the relevant law enforcement agencies as well as the U.S. Department of Education about it.
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Taylor, Ryan C., Xiaofan Liang, Manfred D. Laubichler, Geoffrey B. West, Christopher P. Kempes i Marion Dumas. "Systematic shifts in scaling behavior based on organizational strategy in universities". PLOS ONE 16, nr 10 (28.10.2021): e0254582. http://dx.doi.org/10.1371/journal.pone.0254582.
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To build better theories of cities, companies, and other social institutions such as universities, requires that we understand the tradeoffs and complementarities that exist between their core functions, and that we understand bounds to their growth. Scaling theory has been a powerful tool for addressing such questions in diverse physical, biological and urban systems, revealing systematic quantitative regularities between size and function. Here we apply scaling theory to the social sciences, taking a synoptic view of an entire class of institutions. The United States higher education system serves as an ideal case study, since it includes over 5,800 institutions with shared broad objectives, but ranges in strategy from vocational training to the production of novel research, contains public, nonprofit and for-profit models, and spans sizes from 10 to roughly 100,000 enrolled students. We show that, like organisms, ecosystems and cities, universities and colleges scale in a surprisingly systematic fashion following simple power-law behavior. Comparing seven commonly accepted sectors of higher education organizations, we find distinct regimes of scaling between a school’s total enrollment and its expenditures, revenues, graduation rates and economic added value. Our results quantify how each sector leverages specific economies of scale to address distinct priorities. Taken together, the scaling of features within a sector along with the shifts in scaling across sectors implies that there are generic mechanisms and constraints shared by all sectors, which lead to tradeoffs between their different societal functions and roles. We highlight the strong complementarity between public and private research universities, and community and state colleges, that all display superlinear returns to scale. In contrast to the scaling of biological systems, our results highlight that much of the observed scaling behavior is modulated by the particular strategies of organizations rather than an immutable set of constraints.
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Gartaula, Sudeep. "The Practical Aspects and Relevance of the Texts of ‘Patterns for College Writing’ in Nepalese Context". KMC Research Journal 5, nr 5 (31.12.2021): 129–38. http://dx.doi.org/10.3126/kmcrj.v5i5.53581.
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‘Patterns for College Writing’ (Twelfth Edition) is a prescribed textbook under Tribhuvan University compulsory English for four years program of B.A./B.A.S.W. and B.B.S. level first year students. The textbook is also studied by millions of students at colleges and universities across the United States. The problem is that being composed by US writers, published by US publications and written in the US context, many Nepali students are thinking this book is irrelevant and impractical to Nepalese society. A question can be raised why this book is prescribed for Nepali students. This paper aims to address these problems and satisfy the students by discovering the practical aspects of the texts included in the textbook. Therefore, this brief academic study analyzes how the textbook ‘Patterns for College Writing’ can address various issues of Nepali public lives, which are: a) Socio-cultural issue b) Historical issue c) Health related issue d) Gender and racial issue. This paper aims to highlight the fact that the contents of this textbook, which are mostly written in American context and contain various essays on American issues, are relevant and useful in Nepalese context as well.
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Kubyshkin, Alexander. "Disjoint Straight Lines or How the American University Model Works in China but Doesn’t Work in Russia". Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, nr 2 (czerwiec 2020): 198–212. http://dx.doi.org/10.15688/jvolsu4.2020.2.14.
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Introduction. It is well known that since the second half of the last century, national University systems have become powerful intellectual and ideological resources not only for leading countries, but also for countries with rapidly developing economies in various parts of the world. Methods and materials. The author uses the systematic approach to the analysis of historical aspects of the development of university systems in Russia, the USA and China. The historical-comparative method allows to represent the general and the different in the dynamics of the development and strengthening of the positions of universities in the global educational space. The article uses official documents of the educational authorities of Russia, the USA and China, as well as studies of leading experts in the field of studying university education in these countries. Analysis. The analysis of the relationship between universities in the United States, China, and Russia can serve as an interesting example of how their efforts to intensify economic and political development within the states themselves go far beyond national borders and become an important factor in the acute competition in the global educational market. The article considers the main aspects of the development of the university model and the dynamics of the social function of universities in Russia, the United States and China in the context of increasing competition in the world educational space and taking into account national specifics. Results. The author notes that in spite of the common trends in historical developments of the university system in Russia, the USA and China, currently they propose different variants of competitions on the global educational market. It concerns not only different approaches to the global methodology of higher education institutions, but the great difference in cultural, social and political realities in these countries.
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Aalto, K. "Joseph Silas Diller (1850-1928): Pioneer of Southern Cascadian Geology, California and Oregon". Earth Sciences History 25, nr 1 (1.01.2006): 37–55. http://dx.doi.org/10.17704/eshi.25.1.q2821w76671j6282.
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Joseph Silas Diller worked as a United States Geological Survey (USGS) geologist for some forty years, from 1883 to 1923. While his principal interest was in petrography, he was responsible for production of numerous geological maps, reconnaissance surveys and economic geologic studies. A majority of these were in Southern Cascadia, the complex region of southern Oregon and northern California that encompasses portions of the eastern Great Basin, Sierra Nevada, Cascade Volcanic, Great Valley, Klamath Mountains and Coast Ranges geologic provinces. Among his achievements were the production of six maps as part of the USGS Geologic Atlas Folio Series, in-depth reports on the evolution of Crater Lake and Lassen Peak, detailed descriptions of several mining districts, and the preparation of sets of hand specimens, thin sections and descriptions for colleges and universities. He was also a specialist on asbestos, coal, placer gold and chromic iron ore. He is perhaps best remembered for his studies of Crater Lake and analysis of Tertiary peneplanation and regional uplift.
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Shields, Martin, i Fern K. Willits. "The Growing Importance of the Environmental Horticulture Industry in the Agricultural Economy of the Northeastern United States". Agricultural and Resource Economics Review 32, nr 2 (październik 2003): 259–71. http://dx.doi.org/10.1017/s106828050000602x.
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This study examines several aspects of the Environmental Horticulture Industry (EHI) in the northeastern United States. First, the EHI is compared to other agricultural sectors in the region. The sector's growth is found to far outpace growth in traditionally important crops and commodities. The study then takes a closer look at the EHI in Pennsylvania, utilizing survey data and the IMPLAN input-output model to estimate the overall economic contributions of the industry to the state's economy. Results suggest that the EHI generates nearly $3.3 billion in value-added and more than 107,000 state jobs through direct, indirect, and induced effects. Finally, survey data are used to identify and discuss important issues that land grant universities throughout the Northeast can address as they seek to strengthen the sector.
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Editors, Policy Perspectives. "Susie Saavedra". Policy Perspectives 25 (11.05.2018): 84–90. http://dx.doi.org/10.4079/pp.v25i0.18393.
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Susie Saavedra was recently promoted to Vice President for Policy and Legislative Affairs at the National Urban League Washington Bureau. Prior to this role, she served as Senior Director for the same department. Specifically, Ms. Saavedra is the League’s chief education and health policy officer, a responsibility she has held since 2013. She offers over 15 years of federal legislative, policy, and political experience along with a passion for advancing social and economic justice. Before joining the National Urban League, Ms. Saavedra spent a decade working in both the United States House of Representatives and United States Senate for four Members of Congress, as a Legislative Aide to former Senator Hillary Clinton, and as a Legislative Director for Representatives Karen Bass, Al Green and Joe Baca. She also promoted diversity in the halls of Congress as former President of the Congressional Hispanic Staff Association (CHSA) and has advocated for expanding opportunities for Hispanics in higher education as a governing board member of the Hispanic Association of Colleges and Universities (HACU). Ms. Saavedra is also the Vice President of the Hispanic Lobbyists Association which is dedicated to building diversity in the government relations profession. She holds a Master of Public Administration degree from George Washington University and a Bachelor of Arts degree from the University of Denver.
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Adiluhung, Johan Wahyudi. "Sosiologi Pedesaan di Era Corona Virus 19". Madani Jurnal Politik dan Sosial Kemasyarakatan 12, nr 2 (3.08.2020): 184–95. http://dx.doi.org/10.52166/madani.v12i2.2007.
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Rural sociology is one branch of sociology itself. Historically, it developed after the humanitarian aspects of agriculture gained attention in the United States, namely in 1908. The study began with the writings of a Christian priest who was in the socio-economic conditions of rural communities in northern America. Through this article, they solved the problems that arose in rural areas as a result of the birth of industry, which caused some rural areas to be abandoned. In addition, the end of the exploration of new areas to the West end of the 19th century. In the 1920s, courses on the subject of rural life began to be studied at various universities, especially at The American Sociological Society.
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Ваулин, Д. В. "Financing Research in lnstitutions of Higher Education: Ways to lncrease the lncome of Universities". Higher education today, nr 7 (30.09.2022): 10–14. http://dx.doi.org/10.18137/rnu.het.22.07.p.010.
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Рассмотрены различные аспекты выполнения учреждениями высшего образования государственных заданий. Представлены предложения по внедрению передовых экономико-организационных методов повышения доходов вузов на основе опыта учреждений высшего образования США и Великобритании в проведении исследований по лечению редких и генетических заболеваний. Материалы статьи ориентированы на государственных служащих, руководителей высших учебных заведений, контрольноревизионного управления Министерства финансов Российской Федерации. Various aspects of the implementation of state tasks by institutions of higher education are considered. The paper presents proposals for the introduction of advanced economic and organizational methods to increase the income of universities based on the experience of higher education institutions in the United States and Great Britain in conducting research on the treatment of rare and genetic diseases. The materials of the article are aimed at civil servants, heads of higher educational institutions, the control and audit department of the Ministry of Finance of the Russian Federation.
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Leahy, Margaret, Joseph Agius, Carl Hylebos, Luc De Nil i Kurt Eggers. "European Clinical Specialization in Fluency Disorders (ECSF): Participants Review the First Four Years". Perspectives on Fluency and Fluency Disorders 24, nr 1 (maj 2014): 26–32. http://dx.doi.org/10.1044/ffd24.1.26.
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Background: The European Clinical Specialization in Fluency Disorders (ECSF) is a 1-year postgraduate course for speech and language therapists (known as speech-language pathologists in the United States). The program was developed by a consortium whose members are specialists in fluency disorders from European universities/colleges. The consortium expanded to include other EU college members and specialists from EU centers of clinical excellence. Purpose: This paper presents an evaluative review by students and teachers who have participated in the initial 4 years of ECSF courses. Methodology: Two mixed methods online survey questionnaire were used, one for each group (student course participants and consortium members, designated as teachers throughout the paper) with quantitative, comparative data gathering, along with elements of qualitative data emerging from invited comments, and from open-ended questions. Results: High and relatively high levels of satisfaction were expressed by all participants regarding the overall experience of ECSF. There was a wider range of satisfaction expressed by student participants regarding aspects of course content and experience of clinical work. Participants' responses providing qualitative data indicate major influences of the ECSF on professional development, and strong appreciation of participation in ECSF.
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Barvinok, V. Yu, N. O. Artyukhova, A. Marci, I. R. Polishchuk i T. A. Vasylieva. "Structuring “education – migration – labour market” chain". Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, nr 6 (23.12.2023): 149–55. http://dx.doi.org/10.33271/nvngu/2023-6/149.
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Purpose. This study aims at analysis of the research landscape with the current trends, gaps, and potential directions for future publications in education, migration, and labour markets in preventing “brain drain” in Ukraine during the war. Methodology. The research method is based on analysis of chronological nature of educational, migration and labour markets and building geographical, interconnections maps and utilizing Scopus and Web of Science databases within VOSviewer software. Findings. The comparison of subject areas demonstrated the interdisciplinary nature of the study, where “social sciences sector” (48.8 %), “economics, econometrics, and finance” (14.8 %) are leading in scientific literature. Four clusters and three clusters of scientific publications were determined in Scopus and Web of Science accordingly. The following trends were obtained: effect of migration on labour market outcome, economic opportunities of high-quality human capital, student professional development to avoid economic crisis were actively investigated by scientists, as well as crisis due to migration flow among young people at universities, positive effect of immigrants and connection with formal education. The highest number of relevant articles are in the United States, Germany, and the United Kingdom. The spatial analysis demonstrates intercontinental connection between researchers of six clusters (North American and Pacific countries, Countries of Northern Europe and the Middle East, Central European countries, island, and peninsular countries of the European contingent and the Gulf of Mexico, Central and Western European countries, Western European countries, and Intercontinental cluster). Ukrainian authors regularly collaborate with scientists from Poland, the Netherlands, France, Switzerland, and the United States. Originality. For the first time, a comprehensive analysis covering all three aspects (education, migration and the labor market) was conducted in order to study the interrelationships and mutual influence of these sectors of the economy. The analysis was carried out on geographical-chronological maps built by the authors based on the Scopus and Web of Science databases. Practical values. The results can be utilized to develop new strategies, policies, and legislative initiatives to ensure improve economical and organizational management of education at universities in a country.
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Goodwill, Janelle R., Natasha C. Johnson i Daphne C. Watkins. "Adherence to Masculine Norms and Depressive Symptoms in Young Black Men". Social Work 65, nr 3 (1.07.2020): 235–44. http://dx.doi.org/10.1093/sw/swaa029.
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Abstract Recent reports have highlighted disparities in representation of Black men within research, calling for more work to be done with this group. The authors take up this call by exploring whether adherence to masculine norms influences mental health outcomes among young Black men. The sample included survey responses from 18- to 30-year-old Black men (N = 273) enrolled at five colleges and universities in the midwestern United States. Two theoretically relevant subscales from the Conformity to Masculine Norms Inventory (that is, self-reliance and emotional control) were used to measure adherence to masculine norms, and depressive symptoms were measured using the Patient Health Questionnaire. Confirmatory factor analysis results indicate that the model fit the data well. Furthermore, self-reliance was associated with higher rates of depressive symptoms (β = .358, p < .001), but emotional control was not (β = .137, p = .099). Study findings suggest that depression treatment interventions should be tailored to incorporate aspects of masculinity that are most salient to young Black men. In addition, social work researchers, clinicians, and service providers are uniquely positioned to contribute to the promotion of mental wellness among this underserved population and should be prepared to attend to young Black men’s mental health needs.
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Perryman, Carol L. "Differences Between Library Instruction Conference Attendees and Their Institutional Affiliations in the United States and Canada are Discernible". Evidence Based Library and Information Practice 1, nr 3 (14.09.2006): 84. http://dx.doi.org/10.18438/b8b88n.
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A review of:
Willingham, Patricia, Linda Carder, and Christopher Millson-Martula. “Does a Border Make a Difference? Library Instruction in the United States and Canada.” Journal of Academic Librarianship 32.1 (Jan. 2006): 23-34.
Objective – The primary intent of this study was to identify differences among library instruction conference attendees and their institutions between the United States and Canada. The overall hypothesis was that there would be areas of measurable distinction between the two countries. The authors tested nine hypotheses: #1, that the largest number of survey respondents would be employed at large institutions; #2, that statistically, the majority of well-developed instructional programs are found at universities rather than colleges; #3, that beginning programs are more often found at four-year institutions; #4, that program development and technological issues predominate among instructional foci in the early twenty-first century; #5, that more experienced librarians are more likely to attend library instruction conferences; #6, that LOEX (originally an acronym for Library Orientation Exchange) is perceived as the most valuable conference in library instruction; #7, that the impact of conference attendance upon library program development is only moderate; #8, that conference theme and reputation are the two greatest factors contributing to attendance; and #9, that the majority of conference attendees are from the United States.
Design – Historical research, and an e-mailed survey.
Setting – Libraries and library instruction conferences in the United States and Canada.
Subjects – One hundred thirty-two librarians who were attendees at one of three library user instruction conferences: LOEX, LOEX of the West, and WILU (Workshop on Instruction in Library Use).
Methods – First, a brief historical review was conducted on the influence of social, economic, and political events on the development of library user instruction, the creation of conferences focused on library instruction in from the United States and Canada, and national surveys looking at institutional support for instructional development. Next, a survey instrument consisting of fifteen demographic and attitudinal questions was sent via e-mail to all 508 attendees of major library instruction conferences (LOEX and WILU for 2001, and LOEX of the West for 2000) in the United States and Canada. Responses from the 132 returned surveys were tabulated and used to evaluate their linked hypotheses.
Main results – Of the nine initial hypotheses, five were supported, and the remaining four were either partially supported or rejected. Supported hypotheses included: #1, that most participants in the top library instructional conferences came from institutions with >5,000 student populations; #2, that the majority of fully developed instructional programs were in universities; #5, that librarians with greater seniority were more likely to attend instructional conferences; #7, that conference attendance has only a medium impact on program development at participants’ home institutions; and #9, that most conference attendees come from the United States. Partially supported hypotheses were: #4, that factors most highly rated by participants were program development and technology, and #8, that conference theme and reputation are ranked higher in terms of influence in attendees’ decision to participate in the conferences. Rejected hypotheses included: #3, that “beginning programs are typically found at four-year institutions,” #4, that “program development and technology rank as the two most important instruction-related issues” (note that hypothesis #4 is both rejected and partially supported), and #6, that “LOEX is considered the most valuable conference.”
Conclusion – The authors confirmed their overall hypothesis that significant differences exist between the United States and Canada regarding library instructional programs. Although the two countries developed at very different rates prior to the 1960s, technology and cross-border sharing has meant that they are now developing along parallel paths. The authors suggest several avenues for further study including the need to consider attendees over a greater time span, the differences in responses between younger and more senior participants, and questions about the real differences between library instructional programs in Canada and the United States.
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Oluwaseun Augustine Lottu, Vincent Ebhohime Ehiaguina, Sodrudeen Abolore Ayodeji, Tina Chinyere Ndiwe i Uchenna Izuka. "GLOBAL REVIEW OF SOLAR POWER IN EDUCATION: INITIATIVES, CHALLENGES, AND BENEFITS". Engineering Science & Technology Journal 4, nr 4 (17.10.2023): 209–21. http://dx.doi.org/10.51594/estj.v4i4.583.
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This research paper comprehensively reviews the global initiatives, challenges, benefits, and future trends in integrating solar power into education. Educational institutions worldwide increasingly embrace solar energy to reduce carbon emissions, promote sustainability, and enhance educational experiences. From pioneering solar campuses in the United States to innovative programs in India and Australia, solar power integration in education is transforming campuses and curricula. However, this transformation has challenges, including financial constraints, regulatory complexities, and technical intricacies. To overcome these hurdles, institutions must leverage innovative financing models, collaborate with utilities, and prioritize education and outreach. The benefits of solar power integration span environmental, economic, educational, and societal dimensions, making it a compelling proposition for schools, colleges, and universities. Solar installations reduce ecological footprints, generate long-term cost savings, offer hands-on learning opportunities, and engage communities. Future trends indicate a shift toward energy storage solutions, microgrids, smart building integration, scalability, and data analytics. To maximize the potential of solar power in education, institutions must develop clear integration strategies, invest in training and professional development, and engage in policy advocacy. International collaboration and knowledge sharing are essential as educational institutions worldwide strive to lead in the transition to a sustainable and solar-powered future in education.
Keywords: Solar Power, Education, Sustainability, Renewable Energy, Environmental Education, Solar Initiatives.
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Godłów-Legiędź, Janina. "On the academic freedom in the times of crisis of liberal democracy". Ekonomia i Prawo 20, nr 4 (31.12.2021): 731–43. http://dx.doi.org/10.12775/eip.2021.043.
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Motivation: The crisis of liberal democracy reveals a new dimension to the dispute over the role of the university. Declining trust in elites and the growing uncertainty during the pandemic challenge the belief that the key aim of the university reform should be to subject it to the global mechanism of competition as well as to introduce modern management principles. In the American society, there is a growing belief that the higher education system in the United States is heading in the wrong direction and that universities are politically biased. Despite this, the American system inspires higher education all over the world, including Poland. Even during the pandemic, the attention of the academic community in Poland is focused on the lists of journals constituting the basis for the evaluation of universities and academics.
Aim: The aim of the article is to demonstrate the threats posed by a higher education system governed by the dominant economic and political forces. The author evaluates the economic forces behind the parameterisation and ranking system, challenging the rationality of the Polish higher education reforms. The source of the arguments for academic freedom is the political economy that places economic goals in the perspective of long-term universal goals and examines the complex relationships between the economic, political and moral aspects.
Results: Academic freedom is not a privilege of the academic world, but one of the foundations of the successful development of a democratic society because science and education cannot be subject to existing patterns of thinking and current economic and political forces. But modern universities are driven to act like firms in competitive market places and they are following trends set by short-term economic and politic interests. Political economy is an effective tool for analysing functioning of higher education operating in quasi-market conditions, imposed by the dominant market players and the state. Understanding the forces underlying the reform of universities requires an analysis of the processes of interpenetration of economic and political processes, which means that the paradigm of political economy is gaining importance. In view of the requirements imposed on universities, dictated by short-term interests, the most important thing is the awareness that the necessity of state financing means that no solution will guarantee autonomy, if there is no responsibility of the academic community and self-discipline of its members.
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Dong, Danhui, i Xiaoying Shen. "A Mental Health Management and Cognitive Behavior Analysis Model of College Students Using Multi-View Clustering Analysis Algorithm". Computational Intelligence and Neuroscience 2022 (27.09.2022): 1–10. http://dx.doi.org/10.1155/2022/2813473.
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In this new era that is full of social changes, ongoing economic transformation, an abundance of information resources, and a fast pace of life, the pressure that people feel to compete with one another is also increasing day by day. Because of the vast differences in people’s states of consciousness and worldviews, interpersonal relationships have become increasingly difficult to navigate. Students in higher education institutions will eventually emerge as the dominant demographic in society. Their mental health has a significant bearing on all aspects of life, including learning and future growth. An objective condition that must be met in order to guarantee that the next generation of talent will have a high level of overall quality is the improvement of the mental health of college students (CSMH) in the new era. One component of public health is the emotional well-being of students in higher education. The state of the public’s health is consistently ranked among the most urgent problems facing modern society. However, there is not much hope for the Chinese CSMH. In order to effectively manage their mental health, a variety of educational institutions, including colleges and universities, have proposed a large number of management strategies for CSMH. The vast majority of these strategies are not targeted, and they do not offer a variety of management strategies that are based on the many different psychological states. It is necessary to first be able to accurately predict the mental health status of each individual college student in order to achieve the goal of improving the mental health management of students attending colleges and universities. This study proposes using a multi-view K-means algorithm, abbreviated as MvK-means, to analyze the CSMH’s data on mental health. This is possible because the data can be obtained from multiple perspectives. This paper presents a multi-view strategy as well as a weight strategy in light of the fact that each point of view contributes in its own unique way. Different weight values should be assigned to each view’s data, which will ultimately result in an improved evaluation effect of the model. The findings of the experiments indicate that the model that was proposed has a beneficial impact on the analysis of the data pertaining to the mental health of college students.
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Horn, Thelma, Megan Byrd, Eric Martin i Christine Young. "Perceived Motivational Climate and Team Cohesion in Adolescent Athletes". Sport Science Review 21, nr 3-4 (1.08.2012): 25–48. http://dx.doi.org/10.2478/v10237-012-0009-3.
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Perceived Motivational Climate and Team Cohesion in Adolescent Athletes This study was conducted to determine whether adolescent athletes' perceptions of their team's level and type of cohesion would be related to, or differ as a function of, their perceptions of their team's motivational climate. This hypothesized link was assessed using both group comparison and multivariate correlational analyses. Study participants (N = 351 adolescent athletes) were recruited from sports camps conducted for high school-aged athletes at universities, colleges, and other sport facilities throughout the United States. Athletes completed questionnaires to assess perceived coach-initiated motivational climate (PMCSQ-2) and perceived team cohesion (GEQ). Based on their scores on perceived motivational climate, athletes were divided into four climate type groups: Low Task/Low Ego; Low Task/High Ego; High Task/Low Ego; High Task/High Ego. MANOVA comparisons revealed that athletes in both high task groups (High Task/Low Ego and High Task/High Ego) exhibited higher perceptions of all forms of group cohesion. Canonical correlation analyses verified the primary link between a task-oriented team climate and high levels of group cohesion but also revealed some positive aspects of an ego-oriented climate. The obtained results revealed that a coach-initiated task-oriented climate is most strongly linked to high levels of perceived team cohesion. However, elements of an ego-oriented climate can also be positively associated with high levels of team cohesiveness provided they are accompanied by selected components of a mastery climate.
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Parscale, Steve, Lester C. Reams i Tatiana Andrienko-Genin. "US Accreditation as a World-Class Education Quality Indicator". Filosofiya osvity. Philosophy of Education 28, nr 1 (25.08.2022): 86–118. http://dx.doi.org/10.31874/2309-1606-2022-28-1-6.
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On the turning point of European and world history, it is extremely important to unveil and effectively utilize the potential of effective high-quality education to make the future better for generations to come. Higher education quality management through accreditation has a long history of development in the United States, and time-proven standards, stimulating accredited institutions to continually improve academic quality.
The concepts, systems, principles and practices of accreditation arouse in the United States out of the need to meet the demands for quality, and evolved over decades, to form a coherent set of standards and frameworks of continuous improvement in all meaningful directions of the educational institutions’ life, striving for teaching excellence and high learning outcomes. At present, accreditation principles and processes, as exemplified by the Accreditation Council for Business Schools and Programs (ACBSP) programmatic accreditation, are implemented in the US and numerous countries of the world, to ensure high standard and continuous improvement of business education quality, to raise the competitiveness of educational institutions in response to the expectations of public (primarily, students and their families), governments, employers, universities/colleges, academics, and broader communities.
This study establishes the correlation of the quality management system via ACBSP accreditation with the continuous improvement of business education quality. This study also provides statistical evidence that the application of quality management principles at institutions of higher education with accredited business programs did result in the association with enhanced student learning outcomes.
Higher education quality management leads to higher employability of the institution’s graduates. Since the quality of education is crucial for the country’s economic growth and prosperity, the business education institutions and programs in Ukraine and other Central and Eastern European and Eurasian countries may benefit from implementing quality management through ACBSP accreditation for their undergraduate, graduate, and postgraduate (doctoral) business programs, to satisfy ever-rising expectations of candidates for top managerial and leadership positions.
The research suggests that 51% of the institutions of higher education with business programs in the United States, and 93% of the institutions of higher education worldwide could benefit from implementing accreditation principles and processes to maintain and enhance their education quality and competitiveness in the world business education market, for the sake of highest recognition of their graduates’ diploma on the global job markets and significant increase of their employability.
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Jauhiainen, Jussi S., Claudia Krohn i Johanna Junnila. "Metaverse and Sustainability: Systematic Review of Scientific Publications until 2022 and Beyond". Sustainability 15, nr 1 (26.12.2022): 346. http://dx.doi.org/10.3390/su15010346.
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The metaverse is the next evolution of the Internet, merging the physical and digital worlds into a multiuser environment. It is discussed widely in the media and among technology developers. It may expand to many aspects of society and people’s everyday lives. In this article, we examine how academic discussion and research about the metaverse developed from the 1990s to the end of 2022. We focus on the quantitative development of scientific publications about the metaverse, the key countries and organizations behind these publications, the key research topics and areas, and whether and how those publications addressed sustainability. We identified 491 international scientific publications (peer reviewed articles, reviews, and proceedings papers) related to the metaverse in the Web of Science database and 2240 scientific publications in the Scopus database, between 1995 and 2022. The number of publications is rising very fast as most of publications on the metaverse were published in 2022. Scholars in universities and research institutes in the United States, China, the United Kingdom, and South Korea are the most frequent publishers. Publications very seldomly address sustainability as the main subject. Usually, sustainability is considered very narrowly, despite the metaverse’s large and significant expected future economic and social impact. Sustainability and responsibility should be integrated into the design, construction, and development of the metaverse and related research.
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Liu, Xiangmin, i Liang Zhang. "Flexibility at the Core: What Determines Employment of Part-Time Faculty in Academia". Articles 68, nr 2 (11.06.2013): 312–39. http://dx.doi.org/10.7202/1016321ar.
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Summary In this study, we examine institutional predictors of part-time faculty employment in the higher education sector in the United States. We draw upon institutional and individual-level data to examine the variation in the intensity of part-time employment in faculty positions among a representative sample of higher education institutions. Institutional-level data are from Integrated Postsecondary Education Data System (IPEDS) and individual-level data are from National Study of Postsecondary Faculty (NSOPF). These data allow us to examine the impact of both economic factors and social environment on employment practices of colleges and universities. This analysis adds to the emerging literature on non-standard work arrangements in core organizational functions. Our results suggest that the employment of part-time faculty is significantly associated with a set of organizational attributes and characteristics such as institutional type, sources of revenue, and part-time student enrolment. Private institutions, on average, have higher levels of part-time faculty than their public counterparts. The proportion of part-time students and the share of institutional revenues derived from tuition and fees are positively associated with part-time faculty employment. Faculty unions are positively related to the employment of part-time faculty. Finally, institutions that have limited resource slack and pay high salaries to their full-time faculty members tend to employ a high proportion of part-time faculty. These results support the arguments that higher educational institutions actively design and adopt contingent work arrangements to manage their resource dependence with constituencies and to reduce labour costs.
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Danziger, James N. "How Do You Introduce Political Science to a Friendly Stranger?" Political Science Teacher 3, nr 4 (1990): 4–5. http://dx.doi.org/10.1017/s0896082800001173.
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From campus to campus, there is only modest variation in the core content of the introductory science or social science course, from anthropology to biology to physics to sociology. But what should the first course in political science include? Political scientists have less consensus on the content of their introductory course than teachers in any of these other disciplines. I have grappled with this question over the last 16 years in attempting to teach “Introduction to Political Science” at a large public university. The question became even more compelling when, during the last several years, I was writing a textbook (Danziger, 1990) for such an introductory course. This forced me to be more universal (or at least less idiosyncratic) in the choice of topics and examples.In fact, the first course in political science at most colleges and universities does not introduce students to “the discipline.” Rather, the course focuses on the American political system. It seems unimaginable that the first course in biology would center in American biology, or that the first course in economics would be a study of the economic system of the United States. In most fields, an introductory course aims to familiarize students with the basic theoretical and conceptual elements of the discipline, whether the discipline is paradigmatic or preparadigmatic (in Thomas Kuhn's terms).The tendency to begin political science with a course in American politics does have some reasonable justifications. First, it is possible to learn basic principles and ways of thinking within a discipline by the study of an exemplary case which is used to reveal those basics.
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Crumb, Loni. "Fostering the Success of Working-Class Latina Doctoral Students at Predominantly White Institutions". International Journal of Doctoral Studies 17 (2022): 025–38. http://dx.doi.org/10.28945/4886.
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Aim/Purpose: Latina doctoral students’ educational experiences are often mediated by their social class status, race, and gender. Latinas have sustained an increasing presence in doctoral programs at various colleges and universities across the United States; yet, they are continually underrepresented in doctoral programs at predominantly White institutions. The author identifies evidence-supported, personal and institutional factors that may contribute to working-class Latina doctoral students’ successful persistence at predominantly White institutions. Background: The tension between personal identities versus academic capability can make the doctoral education experience academically, socially, emotionally, and financially challenging for Latinas from low-income backgrounds. Latina/Latino Critical Race Theory and Multiracial Feminist Theory are introduced as lenses to examine aspects of the doctoral education experience that may impede or support Latina students’ retention. Methodology: As a conceptual article, this paper is an examination of research regarding the experiences of doctoral students of color at predominantly White institutions in the United States and summarizes how Latina doctoral students from economically disadvantaged backgrounds can succeed in these environments. Contribution: This article outlines evidence-supported strategies that may influence working-class Latina doctoral students’ successful persistence at predominantly White institutions. Findings: The research highlighted in this article emphasizes how factors such as embracing familismo, increasing faculty diversity, establishing peer networks, and creating inclusive class-concious academic programs and new student orientations, may contribute to the doctoral persistence of Latinas from economically disadvantaged backgrounds attending predominantly White institutions. Recommendations for Practitioners: Personal and institutional factors are recommended for faculty and student affairs professionals to support the doctoral persistence of Latina students such as embracing personal agency and academic efficacy, embracing familismo, recognizing the myth of meritocracy, establishing peer support networks, creating inclusive academic environments, establishing formal faculty mentorships, and fostering class conscious faculty. Recommendation for Researchers: The literature presented in this paper provides ideas for future research opportunities that could further examine how supportive relationships and inclusiveness promote Latina doctoral students’ educational success. Impact on Society: Latinas experience overlapping forms of privilege and subordination depending on their race, social class, gender, sexual orientation, and academic setting. Future Research: Further development of transformative research on this topic may improve inclusive educational practices and potentially increase access to doctoral-level education for Latinas and other economically disadvantaged students of color.
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Kim, Dongbin, i John L. Rury. "The Rise of the Commuter Student: Changing Patterns of College Attendance for Students Living at Home in the United States, 1960–1980". Teachers College Record: The Voice of Scholarship in Education 113, nr 5 (maj 2011): 1031–66. http://dx.doi.org/10.1177/016146811111300506.
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Background/Context American higher education witnessed rapid expansion between 1960 and 1980, as colleges and universities welcomed millions of new students. The proportion of 19- and 20-year-old students living in dormitories, rooming houses, or other group quarters fell from more than 40% to slightly less than a third. At the same time, the proportion of students in this age group living at home with one or two parents increased from about 35% to nearly 47%, becoming the largest segment of the entering collegiate population in terms of residential alternatives. While growing numbers of high school graduates each fall headed off to campus dormitories, even more enrolled in commuter institutions close to home, gaining their initial collegiate experience in circumstances that may not have differed very much from what they had experienced in secondary school. The increased numbers of commuter students, whether they attended two-year or four-year institutions, however, have received little attention from historians and other social scientists. Purpose/Objective/Research Question/Focus of Study This study focuses on students aged 19 and 20 who lived with parents and commuted from home during the years from 1960 to 1980, when commuters became the largest category of beginning college students. It also addresses the question of how this large-scale change affected the social and economic profile of commuter students in the United States. In this regard, this study can be considered an evaluation of policy decisions intended to widen access to postsecondary institutions. Did the growing number of students living at home represent a democratic impulse in higher education, a widening of access to include groups of students who had previously been excluded from college? The study approaches this question by examining changes in the characteristics and behavior of commuter students across the country. Recognizing the variation in enrollment rates and other educational indices by state or region, this study also focuses on how the individual behavior at the point of college entry is affected by these and other characteristics of the larger social setting, particularly from a historical perspective. Research Design To grasp the larger picture of historical trends in college enrollment during the period of study, particularly in the growth of commuter students, the first part of the study utilizes state-level data and identifies changes in the number of entering college students who were commuters. In the process, descriptive statistics and ordinary least squares regression are used to identify factors associated with the proportion of college students living with their parents across states. In the second stage of analysis, hierarchical generalized linear modeling, utilizing both state- and individual-level data, is used to consider different layers of contextual effects on individual decisions to enroll in college. Data Collection and Analysis At the individual level, the principal sources of information are from 1% Integrated Public Use Microdata Samples (IPUMS) for 1960 and 1980. These are individual-level census data that permit consideration of a wide range of variables, including college enrollment. State-level variables are drawn from the published decennial census volumes, from National Center for Education Statistics reports on the number of higher education institutions, and from aggregated IPUMS data. Conclusions/Recommendations This study finds that commuter students in the United States appear to have benefited from greater institutional availability, the decline of manufacturing, continued urbanization, and a general expansion of the middle class that occurred across the period in question. It was a time of growth for this sector of the collegiate population. Despite rhetoric about wider access to postsecondary education during the period, however, the nation's colleges appear to have continued to serve a relatively affluent population, even in commuter institutions. Although making postsecondary institutions accessible to commuter students may have improved access in some circumstances, for most American youth, going to college appears to have remained a solidly middle- and upper-class phenomenon.
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Mayper, Alan G., Robert J. Pavur, Barbara D. Merino i William Hoops. "The Impact of Accounting Education on Ethical Values: An Institutional Perspective". Accounting and the Public Interest 5, nr 1 (1.01.2005): 32–55. http://dx.doi.org/10.2308/api.2005.5.1.32.
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The accounting scandals at the beginning of the 21st century led to public distrust and demands for reform. Were these scandals unexpected? From an old institutional economics (OIE) perspective, which originated with the work of Thorstein Veblen in the 1890s, these failures and the moral lapses should not be a surprise. OIE theorists, like critical theorists, generally, contend that corporate hegemony, i.e., the domination of business values in all areas of human life, has eroded moral sensitivities. All institutions, including our once-autonomous educational institutions, have become mechanisms for promoting economic interests. We first present a brief overview of institutional theory, to provide a theoretical framework for our subsequent experimental analysis. We discuss the concept of corporate hegemony and explain how hegemony impacts higher education, generally. We then examine efforts to commodify higher education and explain how that impacts all students in universities in the United States. Finally, we discuss the effect of commodification on accounting education to explain why we posit that our current accounting educational environment should be expected to desensitize students to the ethical aspects of their profession. This theoretical framework provides the basis for three hypotheses that we test in an experimental context to determine if accounting education desensitizes students to the moral aspects of their discipline. The experiment utilizes a capital budgeting context, which incorporates financial, social, and environmental factors. Subjects ranked and provided perceptions on eight alternatives as to their economic and moral content. Three groups of students, with differing levels of accounting knowledge, participated in the experiment. We develop hypotheses based on institutional theory and test those hypotheses in the latter part of this paper. Our results suggest that accounting education needs reform, so that accounting students become more aware of the ethical dimensions of our discipline.
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Lieberman, Devorah, i Shannon Capaldi. "Brain Remain". Metropolitan Universities 30, nr 4 (6.12.2019): 26–34. http://dx.doi.org/10.18060/23555.
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Volumes of research studies, surveys, and census data document the “brain drain,” the phenomenon of highly educated and highly skilled workers migrating from their hometown to an urban or metropolitan area that promises a better life. Early indications of brain drain begin with high school graduates determining where to attend college. There is a pervasive belief that it is a measure of success and part of a process of upward mobility to go away to college, and therefore an implied failure if one remains in their hometown or region while earning a degree. This mentality and encouraged brain drain behavior is reinforced by a K-12 education system that sorts students early in their academic careers and invests in the best and brightest, while paying little attention to the majority of students (Harmon, 2010). This is a skewed approach and leaves many individuals, and their hometowns, with few opportunities and stifled upward social and economic mobility.
The needs of the workforce are rapidly changing. Some form of post-secondary education is required for the majority of entry-level jobs in the United States (Bureau of Labor Statistics, 2017). Yet, higher education is being faced with increasing competition and growing skepticism regarding the value of a college degree. By collaborating and partnering with the region in which an institution exists, urban, suburban, or rural, colleges and universities can cut through higher education’s competitive noise and growing skepticism, while addressing the changing workforce needs and redefining students’ pride about where they earn a degree, and begin their careers, close to home.
We call this paradigm shift the “Brain Remain,” and it has the potential to significantly alter the way higher education, K-12 districts, businesses, and community leaders work, operate, and collaborate in the new economy. This, in turn, can create bold new opportunities for students where they least expect them: right in their own backyards.
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Jibiki, Yasuhito, Yuichi Ono i Fumihiko Imamura. "Special Issue on the Third United Nations World Conference on Disaster Risk Reduction (WCDRR) – Public Forum". Journal of Disaster Research 11, nr 3 (1.06.2016): 385–86. http://dx.doi.org/10.20965/jdr.2016.p0385.
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Participants in the Third United Nations World Conference on Disaster Risk Reduction (WCDRR) in Sendai, Japan, March 14–18, 2015, discussed the successor framework of the Hyogo Framework for Action (HFA) adopted at the 2005 Second World Conference on Disaster Reduction. These two frameworks were based on the Yokohama Strategy for a Safer World adopted at the First World Conference on Natural Disaster Reduction. According to the Ministry of Foreign Affairs of Japan, 187 United Nations member states attended the WCDRR, together with over 6,500 participants and over 100 minister-level officials, including the heads of state of seven countries, prime ministers of five countries (including Japan), vice-presidential officials from six countries, and deputy prime ministers from seven countries. Related events included 150,000 attendees from Japan and abroad. The Sendai Framework for Disaster Risk Reduction 2015–2030 (SFDRR) and the Sendai Declaration were adopted by consensus as the outcome documents. One feature of the WCDRR was the large number of citizens taking part. These included governments, international organizations, NGOs, private-sectors groups and universities. They took part in 398 symposiums and seminars, plus over 200 exhibitions and other events. WCDRR discussions continued even after the conference, activating the Miyagi Roundtable for Disaster Risk Reduction, whose collaborators were from industry, government, academia, regular citizens, and the media. The Sendai Future Forum on Disaster Risk Reduction was held in March 2016, one year later. Information sharing and discussions on disaster risk reduction and reconstruction are now in progress. The most remarkable aspect of the SFDRR as a WCDRR outcome document is the identification of seven global targets on disaster risk reduction. These targets were not included in either the Yokohama Strategy or the HFA. Two reasons why the target setting is significant are as follows: 1. Targets were determined considering the arguments on sustainable development goals. Although disasters have been major obstacles hampering economic growth, millennium development goals did not mention disaster risk reduction goals. Disaster risk reduction projects were thus not prioritized in many developing countries, where disaster risk is high. Disasters have continuously caused huge human and economic loss and required huge amounts of humanitarian assistance – an ongoing negative spiral. 2. Setting global targets are clearly different from the HFA. Voices from Japanese academia have suggested, for the first time, setting numerical targets in the HFA’s preparatory process. It was too early, however, to put it on the negotiation table because it lacked majority support. Western countries did not positively support the idea because it lacked a clear procedure for achieving such targets. It was reasonably pointed out that these targets could not be monitored without a yardstick, but member states reached the consensus to set seven targets at the SFDRR, although specific numbers were not clearly described. SFDRR targets were described as “substantial.” This “substantiality” has been negotiated continuously following the WCDRR. The member states meaningfully agreed to encourage investment in global disaster risk reduction and to demonstrate performance numerically, which is why target setting is considered the SFDRR’s core component. Note that articles in this special issue are categorized and briefly introduced corresponding to SFDRR priorities for action (Table 1). Many of these articles deal with “educational” aspects. Priority 1 includes educational issues, and SFDRR target C mentions education. Educational matters are thus clearly one of the most important topics in the disaster risk reduction context. The SFDRR explicitly describes the ‘build back better’ concept, and two articles examine the concept (Iwasawa and Onoda, and Iuchi and Maly). This special issue also contains studies on the business continuity plan (BCP) relating to investment in disaster risk reduction (Maruya, Haraguchi et al.). An article contributed by Ito et al. states the need to develop disaster databases in order to evaluate achievements of targets. This issue contains articles on all of the SFDRR’s priorities for action, and issue contents are well-balanced in reviewing the SFDRR and better understanding WCDRR’s significance. The editors thank the reviewers for their hard work and incisive suggestions. [editorialFig src='t1.png' width="600px" text='Table 1. SFDRR Priorities for Action and articles.' ]
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Didenko, Iryna, i Natalia Sidelnyk. "Society’s Readiness for Modern Challenges of the Insurance Market: Bibliometric Analysis". Financial Markets, Institutions and Risks 5, nr 1 (2021): 116–25. http://dx.doi.org/10.21272/fmir.5(1).116-125.2021.
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This paper summarizes the arguments and counterarguments within the scientific discussion on the insurance market issue. The research’s primary purpose is to identify critical vectors and trends inherent in the modern insurance market. Systematization of literary sources and approaches for solving the problem of development and formation of the current insurance market indicates that it is necessary to use the best countries’ experience, adapting it to the domestic market. This concerns the issues of targeted financing of investment projects, the creation of funds to support policyholders’ protection, tax benefits for long-term insurance instruments, the possibility of opening a foreign insurance market for insurance institutions. The relevance of the decision of this scientific problem caused by the lack of standard definition of the concept of insurance by the academic community drives limited ability to assess the impact of insurance on social and economic aspects of society. Investigation of the topic of theoretical principles of insurance in the paper is carried out in the following logical sequence: analysis of the relationship between different types of insurance, analysis of publication activity in terms of years, countries, subject industries; research of keywords that occur when considering the topic of insurance. The research methods’ methodological tools were analytical tools of the Scopus database and VOSviewer software years of research 1832 – 2021. According to the international Scopus database results, the object of study is the chosen countries, regions, and universities. The paper presents empirical bibliographic analysis results, which showed that today the vast majority of research is conducted by experts from the United States and the European Union. Still, many Asian countries (China, Singapore, Taiwan, Thailand), which demonstrate rapid economic development, are beginning to take a leading position among insurance research gradually. The research empirically confirms and theoretically proves that the insurance market is an integral and important part of the financial sector as a whole. The results of the research can be useful for further scientific work.