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Artigos de revistas sobre o assunto "Universities and colleges – Economic aspects – United States"
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Zaikov, Konstantin S., e 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, n.º 46 (25 de março de 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, e Jihoe Park. "Economic Impact of Universities in the United States". Korean Comparative Education Society 33, n.º 5 (30 de novembro de 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 (setembro de 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. e 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, n.º 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, e Krishna Bista. "Understanding Indian International Student Experience in the United States". Journal of Underrepresented & Minority Progress 3, n.º 2 (30 de dezembro de 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 e Brian Wojcik. "Voices From the Field". Journal of Special Education Technology 33, n.º 1 (27 de setembro de 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, n.º 2 (1 de abril de 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., e Muammer Koç. "Toward Knowledge-Based Economy: Innovation and Transformational Leadership in Public Universities in Texas and Qatar". Sustainability 11, n.º 23 (27 de novembro de 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, n.º 2 (2 de outubro de 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, n.º 3 (3 de abril de 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.
Teses / dissertações sobre o assunto "Universities and colleges – Economic aspects – United States"
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Chipps, Kenneth M. "For-profit higher education programs in the United States". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3691/.
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This study examined the extent of research and teaching on higher education programs in the United States that focuses on for-profit higher education. This descriptive study used a 30-item questionnaire to gather the information reported here. This survey instrument was sent to the entire population of interest. This population was made up of all of the programs in higher education that are listed in the ASHE Higher Education Program Directory, which is produced by the Association for the Study of Higher Education. The results of this research show that little research and teaching is being done that has a primary focus on for-profit higher education. Recommendations on how to address this are provided.
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four Year Institutions in the United States". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157546/.
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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year institutions in the US to identify trends and implications. A fixed effects regression analysis was applied to panel data from the Delta Cost project and the National Association of College and University Business Officers. Analytical focus was on the financial and enrollment characteristics of private not for profit four-year institutions, the relationship between these characteristics and student borrowing, and whether these relationships are stable or change over time. Findings revealed that the financial and enrollment characteristics of private not for profit institutions during the study period were characterized by gradual variation. The results also revealed that most of the financial characteristics were predictive of student borrowing and that these relationships vary with time. Evidence from this study cautions higher education policy makers that high tuition dependence and the attendant student loan burden may disadvantage some students. Policy makers concerned about providing equitable access to higher education to all student subpopulations should try to moderate competition among institutions and tuition rises that intensify student borrowing. Institutional practices such as tuition maximization and selective price discrimination must be moderated so that financial aid, including loans, can realize the objective of encouraging fairness and choice in higher education entry.
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four-Year Institutions in the United States". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157546/.
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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year institutions in the US to identify trends and implications. A fixed effects regression analysis was applied to panel data from the Delta Cost project and the National Association of College and University Business Officers. Analytical focus was on the financial and enrollment characteristics of private not for profit four-year institutions, the relationship between these characteristics and student borrowing, and whether these relationships are stable or change over time. Findings revealed that the financial and enrollment characteristics of private not for profit institutions during the study period were characterized by gradual variation. The results also revealed that most of the financial characteristics were predictive of student borrowing and that these relationships vary with time. Evidence from this study cautions higher education policy makers that high tuition dependence and the attendant student loan burden may disadvantage some students. Policy makers concerned about providing equitable access to higher education to all student subpopulations should try to moderate competition among institutions and tuition rises that intensify student borrowing. Institutional practices such as tuition maximization and selective price discrimination must be moderated so that financial aid, including loans, can realize the objective of encouraging fairness and choice in higher education entry.
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Polvino, Janet G. "A comparison of selected residential and non-residential public two-year college music programs' fulfillment of NASM guidelines for specific aspects of music in general education". Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167798.
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The purpose of this study was to compare specific aspects of music in general education between selected residential and non-residential public two-year colleges in the United States. The comparison was made by conducting a nationwide mail survey to see how well each college fulfills ten guidelines for specific aspects of music education for the non-major. These guidelines were determined by the National Association of Schools of Music (NASM) for music departments in higher education. A stratified random sample consisted of 140 colleges.One-hundred fifteen music educators completed surveys. In order to determine if a significant difference existed between residential and non-residential colleges, a two-way factorial analysis of variance was performed on the groups with region and group as factors. The analysis was carried out for each question of the survey. Respondents were given the option of making comments after each question. These qualitative data were compiled and compared for similarities and differences.Many similarities were discovered between the two groups. A significant difference (p<.05) was found between the groups regarding the involvement of the music department in institutional admissions and counseling processes used to convey opportunities for student participation in music studies and activities.School of Music
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Helvie-Mason, Lora B. "A phenomenological examination of tenure-track female faculty members' socialization into the culture of higher education". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369917.
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The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions resulted in four emergent themes: Balance, Place, Support, and Trust. Balance contained the themes of Workload, including promotion and tenure and time, and Roles, including sub-themes of personal and professional roles. Place described women's feelings of fit regarding age, sex, their student response and their personal response to their culture. Support highlighted people, groups and mentoring perceived as influential in their socialization. Lastly, the theme of Trust emerged as a key element of their cultural understanding regarding higher education. These pre-tenure female faculty members perceived socialization as filled with incongruency, uncertainty and rejection, and political astuteness. The women felt incongruence in terms of their personal values and those values rewarded professionally. The women's socialization was shaped by uncertainty in the promotion and tenure process and in where to put their time and energy. In addition, the women described the need for political astuteness in their professional communications and actions during their pre-tenure years. These perceptions werefurther examined through post-colonial feminist theory. The emphasis post-colonial feminist theory places on power and voice in the historically male-dominated system of higher education informed the analysis. This led to the argument for Boyer's (1990) reconstruction of scholarship as an opportunity for women to become co-creators of an environment which better promotes congruency between their personal values with elements evaluated for professional success.Embracing Boyer's (1990) concepts for re-conceptualizing scholarship may offer a potential solution which would allow the women to experience more integrated lives instead of disparate circles of personal and professional activity. Integrated lives would ease their adjustment in these pivotal pre-tenure years.Department of Educational Studies
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TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.
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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.
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Steele, Natalie Anne. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9826/.
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The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major. The second purpose of the study was to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The non-probability purposive sample (N = 1020) was composed of band members representing 12 universities from different regions of the United States. There were 4 large public, 4 small public, and 4 private universities that participated in the study. Participants completed 2 questionnaires, the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles (dominant-cooperative, submissive-cooperative, dominant-oppositional) and students' perceived self-efficacy. Due to the possible over-use of the data with multiple correlations, a Bonferroni adjustment was made to avoid a Type I error (.05/3 = .016). A significant positive relationship was found between self-efficacy and dominant-cooperative with 22% shared variance. A significant positive relationship was found between self-efficacy and submissive-cooperative with 7% shared variance. Finally, a significant positive relationship was found between self-efficacy and dominant-oppositional with 5% shared variance. This study's results indicate that it may be beneficial for band directors to measure students' preferences and perceptions of teacher interpersonal teacher behavior in order to find ways to interact better with the students. In addition, due to the relationship between students' preferences of teacher interpersonal behavior and perceived self-efficacy, collegiate band directors may wish to examine their own behaviors to determine how they align with the students' preferences.
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Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students". PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.
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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic home, the significance of interacting with faculty and peers, and the validation of a metropolitan commuter university education through a scholar development process emerged as significant findings. Implications and recommendations on programmatic and institutional levels are included, as well as suggestions for future research.
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Noel, Karen A. "Community college/higher education doctorates in the two-year college administrative labor market : a national study with regional analysis /". Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134031/.
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Gilroy, Paul Joseph. "The impact of pricing and affordability stategies on enrollment and revenues at selected American private institutions of higher education". 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3119649.
Texto completo da fonteLivros sobre o assunto "Universities and colleges – Economic aspects – United States"
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1976-, Sá Creso M., ed. Tapping the riches of science: Universities and the promise of economic growth. Cambridge, Mass: Harvard University Press, 2008.
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Bartley, William Warren. Unfathomed knowledge, unmeasured wealth: On universities and the wealth of nations. La Salle, Ill: Open Court, 1990.
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Henry, Miller. The management of change in universities: Universities, state, and economy in Australia, Canada, and the United Kingdom. Buckingham: Society for Research into Higher Education & Open University Press, 1995.
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Susan, Kater, e Wagoner Richard, eds. Community college faculty: At work in the new economy. New York: Palgrave Macmillan, 2006.
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Slaughter, Sheila. Academic capitalism and the new economy: Markets, state, and higher education. Baltimore: Johns Hopkins University Press, 2004.
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1942-, Brinkman Paul, ed. The economic value of higher education: Larry L. Leslie and Paul T. Brinkman. [Washington, D.C.]: American Council on Education, 1993.
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Berman, Elizabeth Popp. Creating the market university: How academic science became an economic engine. Princeton: Princeton University Press, 2012.
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J, Whitt Elizabeth, ed. The invisible tapestry: Culture in American colleges and universities. College Station, Tex: Association for the Study of Higher Education, 1988.
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1951-, Rothwell William J., e Gerity Patrick E, eds. Linking workforce development to economic development: A casebook for community colleges. Washington, DC: Community College Press, 2008.
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Economics of Higher Education in the United States. Texas A&M University Press, 2019.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Universities and colleges – Economic aspects – United States"
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Weis, Lois. "Positioning for Elite and Quasi-Elite Colleges and Universities in the United States: Parent and Student Strategies for “Maintaining Advantage” in New Economic and Postsecondary Context". In Higher Education Dynamics, 271–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21512-9_14.
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Yarmolinsky, Adam. "Constraints and Opportunities". In Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.003.0011.
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Liberal education has always proved a challenge to deliver systematically, if only because by its very nature it is difficult to specify. In the United States, institutions that seek to offer liberal education on the threshold of a new century operate under new or, at least, significantly more chafing constraints. This article examines some of these constraints and suggests ways in which they can be relieved or accommodated. The principle constraints discussed here are those of shrinking material resources, expanding and accelerating expectations, and increasing heterogeneity across the student body. In the face of these constraints, academic institutions from small liberal arts colleges to large research universities are no better able than other institutions to adapt themselves to changing circumstances—and perhaps a little bit less so. Resource constraints stem from internal and external causes. The internal causes, I will argue, are the result of an economic anomaly. It is not possible for the direct delivery of liberal education to become significantly more efficient in the same way that other economic processes do, at least in part because liberal education is not something that can be "delivered": thus, there is a productivity lag behind other sectors in the economy. The institution cannot fully compensate for this lag by making improvements in the efficiency of other activities (e.g., computing or building maintenance). The external causes, in the public sector, arise from the insistent demands for other uses of public funds, combined with continued popular resistance to tax levels comparable to those of other industrial democracies. In the private sector, the external cause is the declining capacity (or willingness) of families and individual payers to meet even a partial share of the cost of liberal education. Other constraints result from expanding and accelerating expectations as students and their families demand that they be prepared for specific jobs or get a leg up on specific postgraduate professional training. In a sense this is the other side of the coin of employers' broader demand for higher education. As the proportion of jobs requiring undergraduate and graduate degrees has increased, the vocational aspect of higher education has increased accordingly.
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Geiger, Roger. "The Reformation of the Colleges in the Early Republic, 1800-1820*". In History of Universities, 129–82. Oxford University PressOxford, 2001. http://dx.doi.org/10.1093/oso/9780199248421.003.0005.
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Abstract For the Reverend Samuel Miller, minister of New York’s First Presbyterian Church and a rising force within his denomination, the dawning of the 1800s provided an occasion to take stock of the remarkable century that had passed. His extraordinary compendium, A Brief Retrospect of the Eighteenth Century, celebrated the intellectual milestones of the era: the achievements of the physical and economic sciences and the unprecedented diffusion of knowledge, refinement, and free inquiry. But Miller also noted the unfulfilled promise of much enlightened thought as well as the disappointments linked with these ideas. Miller consigned the American colleges, despite undeniable progress during the century, to this second category. ‘Collegiate honours’, he observed, had become ‘more cheap and common … than in any former age;’ and the colleges seemed ‘so numerous in many parts of the country, as to produce effects directly the reverse of what were intended’. The first person to study the American colleges (see Inset I), Miller sought to analyse why ‘what is called a liberal education in the United States is … less accurate and complete’ than that found in Great Britain.1
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Fair, John D. "From Extension Centre to University: The Development of Non-Traditional Education at Auburn University in Montgomery, 1936-1967*". In History of Universities, 281–300. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198205319.003.0012.
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Abstract The Proliferation of public institutions of higher education in urban centres of the United States during the 1960s is well known. It was especially evident in states with large or burgeoning populations, such as New York where the acronyms of CUNY and SUNY abounded, or California where a veritable empire of new four-year state institutions emerged. There were branch campuses of major universities, up-grades of old state teacher colleges, autonomous regional schools, and hundreds of new junior and community colleges. In the American South, growth was especially evident in the states of North Carolina, Florida, and Texas where economic prosperity coincided with a major population and industrial movement to the Sun-Belt.2 Even in Alabama, traditionally backward in education and agrarian in outlook, these transformations were evident. The Wallace era of the 1960s witnessed an unprecedented growth in the number and size of institutions of higher education. The most notable of these changes, coinciding with Alabama’s newfound urban status, occurred within the University of Alabama where a fundamental restructuring resulted in the elevation of satellite extension centres established earlier in the century to full-blown universities.3 In the capital city of Montgomery this undertaking involved a transferral of governance to Auburn University, the state’s principal land-grant institution, and the construction of a new campus. But the fundamental character of the new institution, Auburn University at Montgomery (AUM), was shaped by its experience as an extension centre where a non-traditional form of education was designed to meet the peculiar needs of an urban clientele.
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Etim, Alice S., e Latonya J. Yarber. "COVID-19 Vaccine Hesitancy". In Advances in Human and Social Aspects of Technology, 182–98. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5347-6.ch008.
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Information and communication technology (ICT) tools and services are revolutionizing the healthcare fields in many ways. One of such ways has been the sharing of information about vaccines to encourage their acceptance and adoption. The COVID-19 Vaccines Hesitancy Project (hereafter called the Project) was completed at one of the Historically Black Colleges and Universities (HBCUs) in the United States of America (USA). The researchers investigated through literature and secondary data the issues that continue to cause inequities and fuel vaccine hesitancies among different populations, particularly minority populations as well as the use of various ICT tools and services to better educate society for acceptance and adoption.
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Onyeocha, Joseph. "HBCUs Are Economic Engines in Their Local Economies and the Nation, Fantasy or Reality?" In Contributions of Historically Black Colleges and Universities in the 21st Century, 68–90. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3814-5.ch004.
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The purpose of this chapter is to chronicle the economic impact that 107 HBCUs have made in their community, in particular, and in the United States generally. There is a need and a duty to educate the communities and inform the nation the critical roles HBCUs play in the lives of the graduates of these institutions. The chapter will robustly reference the seminal study, “HBCUs Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities,” commissioned by UNCF's Frederick D. Patterson Research Institute. The report shows that the economic benefits of HBCUs extend to more than just the students themselves. They are equally important to the communities, and the regions, that HBCUs have served for more than 100 years.
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Santos Silva, Luan Carlos, e Carla Schwengber Ten Caten. "Technology Transfer Process in Brazil". In Advances in Human and Social Aspects of Technology, 115–32. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8397-8.ch008.
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The objective of this study is to analyze the technology transfer flow in Brazil from 2000 to 2014, considering the domestic and foreign markets, and also the activities carried out by universities and technological institutes from 1972 to 2015. From results, Brazil has been receiving technologies from major economic powers such as the United States, Germany, Japan, France, Italy, the United Kingdom, Switzerland, Canada, and Spain. The barriers regarding cooperation between university-industry are still present, currently there are 27.523 research groups distributed in all areas of knowledge, but only 0.31% develops activities related to technology transfer, and 58% do not establish any relationships with industry. Notwithstanding, the technology supply must depend on the technological diffusion process and the adoption of technology by the society through continuous learning, thereby enabling to increase the performance of services, processes, and products in the domestic market.
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Shonekan, Stephanie, e Adam Seagrave. "Introduction". In Race and the American Story, 1–11. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197767689.003.0001.
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Abstract The Introduction describes the events and circumstances leading up to the authors’ decision to collaborate on the design of a college course at the University of Missouri in the aftermath of the killing of Michael Brown in 2014. It relates the process by which the course was created, the content of the course readings, and the uniqueness of the course relative to other courses on race in American colleges and universities. It explains the authors’ reasons for choosing to focus on the discussion of primary historical sources relating to the history of race in the United States. Weaving together aspects of their personal stories with their academic expertise, Shonekan and Seagrave highlight crucial features of the Race and the American Story course. They reflect on the significance of the course for higher education and for American society.
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Lemoine, Pamela A., P. Thomas Hackett e Michael D. Richardson. "The Impact of Online Learning on Global Intellectual Property Issues". In Scholarly Communication and the Publish or Perish Pressures of Academia, 279–311. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1697-2.ch013.
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Intellectual Property (IP) has long been an issue of debate among higher education institutions in the United States and other countries. However, determining ownership and the income dispersion of creative works is still a relatively new phenomenon which compounds delivery of education in a virtual world that knows no boundaries. Intellectual Property (IP) issues are numerous and often complex in higher education because colleges and universities are major suppliers and consumers of online learning, particularly in a global context. Many higher education institutions claim ownership of the materials created by faculty for online courses, and often the courses themselves; many more are plagiarized or used without the author's permission as a result of teaching in an online environment. In addition, global copyright laws are very unclear regarding the ownership of works created in an electronic environment. In the past, instructors created materials have been considered the intellectual property of the creator. The potential economic value of multimedia and online course materials has raised the stakes for higher education institutions and prompted them to critically examine how online learning has opened old wounds regarding the ownership of intellectual property.
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Joseph, Richard J. "Global Markets beyond the Horizon: Part I". In Bridging the Gap between the Abundance of American Higher Education Talent and the Immense Foreign Demand for It, 94–116. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192848307.003.0006.
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Abstract This chapter turns to the international side of the Great Chasm (i.e., the “demand side”). Herein arises the immense foreign demand for American higher education talent. This demand has been strengthened by the expansion of the world economy in the New Millennium. It has been shaped by the pressing need, in emerging markets, to forge an educated workforce, train professionals, and build institutions that can contribute to the economic, social, and political well-being of the nation. The first part lays the groundwork for the passages that proceed. It elaborates on the following ideas: As a result of tighter U.S. visa restrictions and rising anti-immigrant sentiment, the door to a massive influx of foreign students in the United States has been all but shut. This limitation adds weight to the proposition that if all the world cannot come to America for higher education, then why not take American higher education to all the world? The second part purports to convey a sense of the enormity of international markets for higher education. It explains that by tapping these markets, U.S. colleges and universities can enhance their financial viability. At the same time, they can serve the educational needs of non-U.S. nationals, solidify the economic substructure of U.S. higher education, and strengthen the critical role that America plays, or should play, globally in the realm of ideas.