Статті в журналах: "Federal aid to higher education Australia"

1

Welch, Anthony. "Another Missed Opportunity? Underfunding Australian Higher Education." International Higher Education, no. 91 (September 2, 2017): 17. http://dx.doi.org/10.6017/ihe.2017.91.10037.

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In the context of a long period of underfunded highereducation in Australia, the latest federal budget will do nothing to address theproblem. While the worst elements of former proposals were averted, the shifting ofmore of the burden of repaying student loans on to students, as well as failing tofund the full costs of research, and, in addition, imposing further “‘efficiencydividends”’ on higher education institutions, will only add to institutionalpressures to diversify income, increasing international student fees.

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2

Welch, Anthony. "Another Missed Opportunity? Underfunding Australian Higher Education." International Higher Education, no. 91 (September 2, 2017): 17–18. http://dx.doi.org/10.6017/ihe.2017.91.10130.

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In the context of a long period of underfunded highereducation in Australia, the latest federal budget will do nothing to address theproblem. While the worst elements of former proposals were averted, the shifting ofmore of the burden of repaying student loans on to students, as well as failing tofund the full costs of research, and, in addition, imposing further “‘efficiencydividends”’ on higher education institutions, will only add to institutionalpressures to diversify income, increasing international student fees.

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3

O'Brien, John M. "The Collective Organization of Australian Academic Staff 1949-1983." Journal of Industrial Relations 35, no. 2 (June 1993): 195–220. http://dx.doi.org/10.1177/002218569303500201.

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This paper examines the development of the collective organization of academic staff in the Australian higher education sector. This examination tests the relevance of the claim that the arbitration system largely rendered powerless those organizations designed to 'bring comfort, security, peace of mind' to society as well as to union members. The paper argues that the development of academic unionism was both a reflection of shifts in state policy on higher education and the changing consciousness of academic staff. Further, industrial registration was sought because it was perceived that it would strengthen the organizational effectiveness of academic unionism. Finally, the paper contests the view that the achievement of federal registration by academic staff organizations represented the beginning of the adoption of an industrial relations model in institutions of higher education in Australia.

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Sazama, Gerald W. "Has Federal Student Aid Contributed to Equality in Higher Education?." American Journal of Economics and Sociology 51, no. 2 (April 1992): 129–47. http://dx.doi.org/10.1111/j.1536-7150.1992.tb03343.x.

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5

Volosnikova, L. M., V. I. Zagvyazinskiy, E. A. Kukuev, L. V. Fedina, and O. V. Ogorodnova. "The convergence of the concepts of academic and inclusive excellence at research universities." Education and science journal 23, no. 4 (April 18, 2021): 43–78. http://dx.doi.org/10.17853/1994-5639-2021-4-43-78.

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Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.

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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.

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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that federal aid became integrated into the visions and plans of the leaders of American higher education in the years prior to World War II. By examining New Deal Era college aid at a variety of institutions of higher education in the state of Ohio, we can uncover how the earlier courtship between the federal government and the colleges helped clear the way for later, more profound changes.

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Davis, Dannielle Joy, Lisa Celeste Green-Derry, and Brandon Jones. "The impact of federal financial aid policy upon higher education access." Journal of Educational Administration and History 45, no. 1 (February 2013): 49–57. http://dx.doi.org/10.1080/00220620.2013.730502.

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8

Traber, M. "Funding Sources for Visually Impaired Students in Higher Education." Journal of Visual Impairment & Blindness 81, no. 10 (December 1987): 472–76. http://dx.doi.org/10.1177/0145482x8708101006.

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Update of a summary of financial aid programs available from national blindness agencies, state vocational rehabilitation agencies, and the federal government. Application procedures and contact addresses are listed.

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9

Taylor, ZW, and Ibrahim Bicak. "What is the FAFSA? An adult learner knowledge survey of student financial aid jargon." Journal of Adult and Continuing Education 25, no. 1 (January 24, 2019): 94–112. http://dx.doi.org/10.1177/1477971418824607.

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Although adult learners (aged 25–34) have comprised over 33% of all enrolled students in US institutions of higher education, researchers have consistently found adult learners are under-supported by federal and institutional financial aid, leading these students to experience high dropout rates and low graduation rates. To better understand what adult learners understand about the process of applying for federal student aid, this study captured nationally representative survey data from 813 adult learners applying to four-year, bachelor’s degree-granting US institutions of higher education in Fall 2018. A financial aid jargon survey was written to assess what financial aid jargon terms are unfamiliar or confusing to adult learners. Results suggest some adult learners understand financial aid jargon, but many reported jargon as unfamiliar and confusing, such as Free Application for Federal Student Aid, master promissory note, entrance counseling, data retrieval tool, and non-filer’s statement. Implications for research and practice are addressed.

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Palmadessa, Allison L. "America’s College Promise." Community College Review 45, no. 1 (October 22, 2016): 52–70. http://dx.doi.org/10.1177/0091552116673710.

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Purpose: America’s College Promise (ACP) is a legislative initiative introduced by President Obama to increase access to higher education, to build the economy, and to support his earlier American Graduation Initiative. This legislation has the potential to settle among the ranks of the most influential federal higher education aid and access legislation passed in the 20th century, and influence the next administration’s higher education agenda. The purpose of this article is to situate ACP in that historical hierarchy and position the initiative within the literature regarding federal policy directed toward student aid and access. Particular attention is given to federal policies relevant to community colleges and the dependence of this initiative on community colleges as this research may help multiple constituencies shape the direction of this policy as it unfolds, and offer a framework for implementation. Proposed model: Through historical analyses of federal policies, scholarly critiques, and public presidential speeches and the impact of these policies and documents on the community college specifically, scholars and practitioners are provided a work that places ACP in context and may offer a better understanding of how this policy may affect the institution, students, and business and industry partners. Conclusion: Considering these relationships and the potential impact of ACP, it is determined that this policy has the potential to have an equally profound impact on higher education to that of the Higher Education Act (HEA) of 1965 but warns of ideological influences on its execution.

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11

Keppel, Francis. "The Higher Education Acts Contrasted, 1965-1986: Has Federal Policy Come of Age?" Harvard Educational Review 57, no. 1 (April 1, 1987): 49–68. http://dx.doi.org/10.17763/haer.57.1.2t5096n6g7025686.

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Francis Keppel, former United States Commissioner of Education, 1962-1965, and Chairman, National Student Aid Coalition, 1981-1986, here gives his view of the evolution of the historic Higher Education Act of 1965 from the time of its passage to its reauthorization in 1986. He focuses particularly upon those sections of the law that deal with undergraduate education and student financial aid, for which the act is now best known. While the basic intent of the act — increasing equality of educational opportunity — has remained constant, there have been important shifts both in the methods chosen to approach that goal and in the social context within which the act operates. The present political and economic atmosphere differs markedly from that of 1965. Federal support for higher education has shifted in emphasis from financing of physical resources to support for students themselves, and has come to rely increasingly on loan programs. Priorities for serving different kinds of institutions and student populations have changed in attempts to meet new needs. Yet, the author remarks, several difficult challenges and unresolved problems in the field of higher education finance remain. Careful collaboration among the branches of government and the higher education community will be required if we are to achieve the full potential of the Higher Education Act in the coming years.

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12

Gill, Robert Joseph. "Building employability skills for higher education students: An Australian example." Journal of Teaching and Learning for Graduate Employability 9, no. 1 (August 21, 2018): 84–92. http://dx.doi.org/10.21153/jtlge2018vol9no1art739.

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Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits.

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13

Meza, Elizabeth, and William Zumeta. "Policies and Patterns in US For-Profit Higher Education." International Higher Education, no. 76 (May 12, 2014): 13–14. http://dx.doi.org/10.6017/ihe.2014.76.5524.

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For-profit higher education in the USA grew to 10% market share of all higher education enrollments as of 2010 before falling back a bit under federal regulatory pressure. State policies toward the sector have remained largely unexamined, however. We take a first cut at documenting the policy postures individual states take toward for-profit institutions - on such dimensions as financial aid, information disclosure, program review requirements, etc. - and determine that states with more active policy saw larger FP enrollment growth from 2000-2010. The direction of causation is unclear, though.

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14

Cellini, Stephanie Riegg, and Claudia Goldin. "Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges." American Economic Journal: Economic Policy 6, no. 4 (November 1, 2014): 174–206. http://dx.doi.org/10.1257/pol.6.4.174.

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We provide the first comprehensive estimates of the size of the for-profit higher education sector and evaluate whether for-profits increase tuition in response to federal subsidies. By using state administrative data we include institutions that do not participate in federal student aid programs and are missed in official counts. Including these institutions doubles the number of for-profits and increases students by one-third compared with official counts. Aid-eligible institutions charge tuition for sub-baccalaureate (mainly certificate) programs that is about 78 percent higher than that charged by comparable programs in nonparticipating institutions, lending some credence to the “Bennett hypothesis” of federal aid capture. (JEL H52, I22, I23, I28)

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15

Rose, David C., and Robert L. Sorensen. "Federal student financial aid awards as subsidies for higher education: What kinds of institutions are we supporting?" Research in Higher Education 32, no. 5 (October 1991): 525–38. http://dx.doi.org/10.1007/bf00992626.

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16

Maher, Brent D. "Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958." History of Education Quarterly 56, no. 2 (May 2016): 301–30. http://dx.doi.org/10.1111/hoeq.12184.

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The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty-two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provisions fractured a partnership between progressives who favored general aid to education and conservatives who supported short-term investment for defense purposes. Although debates over the NDEA loyalty requirements seem specific to the Cold War, a close examination of the arguments illuminates their alignment with long-standing ideological conflicts over legitimacy of federal aid to higher education.

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17

Boatman, Angela, and Brent J. Evans. "How Financial Literacy, Federal Aid Knowledge, and Credit Market Experience Predict Loan Aversion for Education." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 49–68. http://dx.doi.org/10.1177/0002716217695779.

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Many students are averse to taking out loans to pay for education—a phenomenon that is commonly discussed but rarely systematically analyzed. This study explores the relationship between student loan aversion and individual financial characteristics. In this analysis, we rely on a unique dataset of survey responses from more than 5,000 high school seniors, community college students who did and did not borrow for higher education, and adults without a college degree. Regression analyses, using a robust set of controls and institutional fixed effects, show that higher financial literacy and higher knowledge of federal student loans are related to lower loan aversion for education. The magnitude of these effects is large, as much as a 30 to 50 percent reduction in loan aversion in some samples. There is also evidence that prior experience with payday lending is related to increased loan aversion for community college students who did not borrow for college.

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Delaney, Jennifer A. "The Role of State Policy in Promoting College Affordability." ANNALS of the American Academy of Political and Social Science 655, no. 1 (August 10, 2014): 56–78. http://dx.doi.org/10.1177/0002716214535898.

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This article considers trends in state policies that determine college affordability, including trends in state general appropriations, institutional tuition and fees, and state student financial aid. Taken together, these trends demonstrate erosion in college affordability. This article also examines one recent federal policy intervention that has shaped state policy for higher education affordability, the American Recovery and Reinvestment Act of 2009 (ARRA). My analysis of ARRA shows that the “maintenance of effort” provision in the law was effective, as there was no drop in state general appropriations for higher education (including federal ARRA funds) following implementation. However, in a related analysis, I show that ARRA is negatively associated with state spending on student financial aid. Collectively, state policy trends and the ARRA analyses underscore the need for improved state policy in promoting college affordability, as an affordable college education is out of reach for an increasing proportion of students.

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Maher, Kevin, and Carrie Russell. "Washington Hotline." College & Research Libraries News 81, no. 6 (June 11, 2020): 306. http://dx.doi.org/10.5860/crln.81.6.306.

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COVID-19 relief for academic librariesWhile budget cuts for college and research libraries are taking place at many institutions, ALA continues to advocate for libraries to be included in federal relief packages. The $2 trillion Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L.116-136), passed in April, would benefit college and research libraries. The majority of the CARES Act Education Stabilization Fund is reserved for institutions of higher education (IHE) centers around student aid and encourages maximum flexibility. For example, the Department of Education (ED) is suspending payments on federal student loans until September 30, 2020, and no interest would accrue during this period of suspension. However, as much as 49% of the Education Stabilization Fund may be expended (to cover any costs associated with significant changes to the delivery of instruction due to the coronavirus), with only a few constraints.

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Gurantz, Oded, and Christopher Wielga. "How Have FAFSA Submissions Differed During COVID-19?" Educational Researcher 50, no. 4 (February 9, 2021): 256–60. http://dx.doi.org/10.3102/0013189x21992059.

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We examine changes in California’s FAFSA (Free Application for Federal Student Aid) applications during the COVID-19 crisis. There was little change in applications for high school graduates due to an early deadline for state aid. After the deadline—from early March to mid-August—FAFSA applications of potential college freshmen declined 14%, relative to prior years. Although there were initial declines in applications among more experienced undergraduates and graduate students, these quickly rebounded and were 8% higher relative to prior years. FAFSA applications increased more in counties that had larger increases in unemployment insurance claims but declined more in zip codes that were lower income or were more heavily Black and Hispanic.

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21

Holder, Rachel. "Campus Crime Reporting Under the Clery Act." DttP: Documents to the People 45, no. 4 (January 26, 2018): 7. http://dx.doi.org/10.5860/dttp.v45i4.6565.

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The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act mandates that institutions of higher education report crimes statistics to the public and the Department of Education (DOE) in order to receive federal financial aid. This requirement led to a proliferation of data that was initially difficult to access or incorrectly reported. Recent efforts by the DOE and institutions of higher education to make this information available to the public led to access through government and university websites.

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22

Lovchikova, I., A. Podoprigora, A. Chursin, A. Chernov, D. Boev, O. Sakharova, and O. Sergeeva. "Participation of the Department of Simulation Training in a Pilot Project on the Introduction of First Aid Issues for Primary Specialized Accreditation Stations." Virtual Technologies in Medicine, no. 3 (August 16, 2022): 148–49. http://dx.doi.org/10.46594/2687-0037_2022_3_1466.

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Federal State Budgetary Institution "Central Research Institute of Organization and Informatization of Healthcare" of the Ministry of Health of the Russian Federation and the "Methodological Center for Accreditation of Specialists" have begun work on a pilot project to introduce first aid issues for primary specialized accreditation stations for doctors of various specialties. The Department of Simulation Training of the Federal State Budgetary Educational Institution of Higher Education "VSMU named after N.N. Burdenko" of the Ministry of Health of the Russian Federation took part in testing new stations for accreditation, including first aid measures in the absence of consciousness and foreign bodies in the upper respiratory tract.

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23

I. Marín, Victoria, Olaf Zawacki-Richter, and Svenja Bedenlier. "Open Educational Resources in German Higher Education – An International Perspective." EDEN Conference Proceedings, no. 1 (October 21, 2020): 85–94. http://dx.doi.org/10.38069/edenconf-2020-rw-0010.

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The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.

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24

Lehmann, Caitlyn. "Editorial." Children Australia 42, no. 4 (November 29, 2017): 225–29. http://dx.doi.org/10.1017/cha.2017.44.

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Among the plethora of minor parties fielding candidates in Australia's 2016 federal election was a relative newcomer called Sustainable Australia. Formed in 2010 and campaigning with the slogan ‘Better, not bigger’, the party's policy centrepiece calls for Australia to slow its population growth through a combination of lower immigration, changes to family payments, and the withdrawal of government agencies from proactive population growth strategies (Sustainable Australia, n.d.). At a global level, the party also calls for Australia to increase foreign aid with a focus on supporting women's health, reproductive rights and education. Like most minor parties, its candidates polled poorly, attracting too few votes to secure seats in the Senate. But in the ensuing months, the South Australian branch of The Greens broke from the national party platform by proposing the aim of stabilising South Australia's population within a generation (The Greens SA, 2017). Just this August, Australian business entrepreneur Dick Smith launched a ‘Fair Go’ manifesto, similarly calling for reductions in Australia's population growth to address rising economic inequality and a “decline in living standards” (Dick Smith Fair Go Group, 2017).

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Angrist, Joshua D. "The Effect of Veterans Benefits on Education and Earnings." ILR Review 46, no. 4 (July 1993): 637–52. http://dx.doi.org/10.1177/001979399304600404.

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Veterans benefits that subsidize education and training constitute the largest federal program for student aid. Using data from the 1987 Survey of Veterans, the author presents estimates of the effect of veterans benefits on schooling completed since entering the military and on subsequent earnings. Veterans benefits are estimated to increase schooling by roughly 1.4 years, which implies annual earnings approximately 6% higher than would have been expected in the absence of the benefits. This premium appears to accrue primarily to the 77% of benefit users who attended college or graduate school.

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Ferguson, Maria. "Washington View: Money, power, and education." Phi Delta Kappan 100, no. 8 (April 29, 2019): 72–73. http://dx.doi.org/10.1177/0031721719846895.

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Three news stories from spring 2019 put the spotlight on the interaction between money, power, and political influence in education. The Varsity Blues scandal, in which 50 people were charged with using bribes, false test scores, and other shady methods to influence college admission decisions, highlights not just the pernicious influence on money in higher education but also the false notion that certain schools are so special the mere act of attending can set its students up for a happy and successful life. President Donald Trump’s fiscal year 2020 budget preserved funding for popular programs but cut programs for teacher professional development and federal student aid for higher education. And new research by Frederick Hess and Jay Greene reveals that the education reform and research movements are populated by a large proportion of supporters of Democratic candidates.

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Figurelli Perez, Eduardo, André Andrade Longaray, Vilmar Gonçalves Tondolo, Leonardo Ensslin, and Ademar Dutra. "Evaluation model to aid the management of sustainable procurement in Brazilian federal higher education institution: a case study." Revista do Serviço Público 73, no. 2 (June 30, 2022): 219–44. http://dx.doi.org/10.21874/rsp.v73.i2.4622.

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28

Lovenheim, Michael F., and Emily G. Owens. "Does federal financial aid affect college enrollment? Evidence from drug offenders and the Higher Education Act of 1998." Journal of Urban Economics 81 (May 2014): 1–13. http://dx.doi.org/10.1016/j.jue.2014.01.005.

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Park, Rina Seung Eun, and Judith Scott-Clayton. "The Impact of Pell Grant Eligibility on Community College Students’ Financial Aid Packages, Labor Supply, and Academic Outcomes." Educational Evaluation and Policy Analysis 40, no. 4 (July 6, 2018): 557–85. http://dx.doi.org/10.3102/0162373718783868.

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In this article, we examine the effects of receiving a modest Pell Grant on financial aid packages, labor supply while in school, and academic outcomes for community college students. Using administrative data from one state, we compare students just above and below the expected family contribution cutoff for receiving a Pell Grant. We find that other financial aid adjusts in ways that vary by institution: Students at schools that offer federal loans borrowed more if they just missed the Pell eligibility threshold, but at other schools, students were instead compensated with higher state grants. Focusing on the loan-offering schools, we find suggestive evidence that receiving a modest Pell Grant leads students to reduce labor supply and increase enrollment intensity. We also provide indirect evidence that students’ initial enrollment choices are influenced by an offer of Pell Grants versus loans.

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Chan, Monnica, Jihye Kwon, David J. Nguyen, Katherine M. Saunders, Nilkamal Shah, and Katie N. Smith. "Indebted Over Time: Racial Differences in Student Borrowing." Educational Researcher 48, no. 8 (July 23, 2019): 558–63. http://dx.doi.org/10.3102/0013189x19864969.

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Recent trends in higher education financing have increased students’ need to borrow to afford college. This brief examines how federal student loan borrowing has changed from 2000 to 2016 by student race/ethnicity using logistic regression analysis and data from the National Postsecondary Student Aid Study (NPSAS). We find that the odds of borrowing have diverged over time across racial and ethnic subgroups even after controlling for institutional sector and students’ financial circumstances. This divergence in student loan borrowing has important implications for policymakers and researchers interested in closing racial gaps in college access and success.

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Yu, Hongwei, Lyle Mckinney, and Vincent D. Carales. "Do Community College Students Benefit from Federal Work-Study Participation?" Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (January 2020): 1–36. http://dx.doi.org/10.1177/016146812012200111.

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Background Prior studies suggest that Federal Work-Study (FWS) participation is positively associated with student learning, persistence, and academic achievement at four-year institutions. Limited research, however, has evaluated whether FWS participation improves academic success among students attending community colleges. Purpose and Research Questions The purpose of this study was to determine whether and how FWS participation impacted academic performance and enrollment outcomes among a racially/ethnically diverse sample of students attending a large, urban community college (UCC) system in Texas. There were two research questions: (1) What are the characteristics of students at UCC who participated in FWS, compared with their peers who did not participate? (2) After controlling for self-selection bias, are there significant differences in academic success (i.e., cumulative GPA; credential attainment and/or four-year transfer) among UCC students who did and did not participate in the FWS program? Research Design The longitudinal data set (fall 2010 through summer 2016) analyzed in this study was built using detailed student-level transcript data records. The full sample included 8,837 students who had filed a Free Application for Federal Student Aid (a necessary step to receive FWS funding), but the primary focus was on the subsample of FWS participants (n = 260). Descriptive analysis was performed to compare the demographic and academic characteristics of FWS participants with nonparticipants. To assuage self-selection bias, propensity score matching (nearest neighbor matching algorithm) was used to match similar students who did and did not participate in FWS. We employed multiple regression and logistic regression techniques on the matched data to investigate whether FWS participation was associated with students’ academic outcomes. Results Relative to their non-FWS peers, FWS participants at this community college were more likely to be female, African American, 24 years of age or older, very low income, and academically underprepared. After successfully matching FWS participants with similar non-FWS participants, results indicated that FWS participation was associated with a higher cumulative GPA and significantly higher odds of credential completion and/or vertical transfer. Conclusions There are important equity implications in our findings; the results suggest that the FWS program can improve educational outcomes for student populations that are often marginalized and underserved by the higher education system. We describe several ways that the FWS program could be redesigned and expanded to better meet the needs of community college students.

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Marín, Victoria I., Melissa Bond, Olaf Zawacki-Richter, Cengiz H. Aydin, Svenja Bedenlier, Aras Bozkurt, Dianne Conrad, et al. "A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education." Open Praxis 12, no. 2 (June 30, 2020): 241. http://dx.doi.org/10.5944/openpraxis.12.2.1071.

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This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face.

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Streitwieser, Bernhard, Jennifer Olson, Simone Burkhart, and Niels Klabunde. "Coordinated German Internationalization: Broadening Perspectives." International Higher Education, no. 83 (December 2, 2015): 24–26. http://dx.doi.org/10.6017/ihe.2015.83.9087.

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This discussion addresses the changing policy landscape of German higher education, including a shift from development aid to a focus on competition and highly skilled migration; changes in student mobility patterns; and goals and priorities at the federal, state, and institutional levels that have supported internationalization efforts. The discussion concludes with a brief look at anticipated financial and thematic challenges.

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Lefoe, Geraldine E. "Journal of University Teaching and Learning Practice Editorial 10.1." Journal of University Teaching and Learning Practice 10, no. 1 (January 1, 2013): 2–4. http://dx.doi.org/10.53761/1.10.1.1.

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Welcome to the first issue of Volume 10 of Journal of University Teaching and Learning (JUTLP) in 2013. This year also marks the tenth year of the journal and we have seen it grow incredibly in that time. As an open access journal we struggled initially for acceptance. However last year there were 32000 downloads from the site, an indication of improved access as well as more interest in improving teaching practice. This increased recognition for research related to higher education teaching practice is also reflected in opportunities for grants. In Australia this year the federal government has recently announced that Office of Learning and Teaching (OLT) grants and fellowships are included in the Competitive Grants Register for the first time providing further avenues for our scholars to support their research.

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Joseph, W. Madaus, S. Kowitt Jennifer, and R. Lalor Adam. "Assistive Technology in Rehabilitation: Improving Impact Through Policy." Rehabilitation Research, Policy, and Education 26, no. 1 (January 2012): 33–41. http://dx.doi.org/10.1891/2168-6653.26.1.9.

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The Higher Education Opportunity Act of 2008 (HEOA) contains several important provisions that make postsecondary education more accessible and affordable for young adults with disabilities. This is particularly true for students with intellectual disabilities, as the law created new comprehensive transition and postsecondary programs and provided access to federal student aid to this population for the first time. This article presents a brief summary of the original Higher Education Act of 1965, as well as a detailed summary of the HEOA. Portions of the legislation specific to students with disabilities are highlighted, and specific implications for rehabilitation counselors and pre-service students are presented.

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Rose, Deondra. "The Public Policy Roots of Women's Increasing College Degree Attainment: The National Defense Education Act of 1958 and the Higher Education Act of 1965." Studies in American Political Development 30, no. 1 (April 2016): 62–93. http://dx.doi.org/10.1017/s0898588x1600002x.

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How do we explain the steep increase in women's higher educational attainment that began in the mid-twentieth century and has continued, unchecked, in subsequent decades? Although many point to the emergence of feminism and the creation of Title IX in the 1970s as the origins of this trend, I argue that two federal student aid programs—the National Defense Education Act of 1958 and the Higher Education Act of 1965—helped set the stage for women to surpass men as the recipients of bachelor's degrees. Using historical analysis of primary and secondary resources, I present two related case studies that demonstrate the central role that unique political contexts and nondiscriminatory program administration have played in lawmakers' capacity to promote equal opportunity through public policy. This study suggests that women's increasing college degree attainment has important, but frequently overlooked, public policy roots.

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

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

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Castagnera, James Ottavio. "The decline in for-profit higher education during the Obama Administration and its prospects in the Trump Presidency." Industry and Higher Education 31, no. 4 (June 6, 2017): 239–52. http://dx.doi.org/10.1177/0950422217713561.

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The fortunes of the for-profit higher education industry rise and fall with the political tides in the United States. During the 8 years of the George W Bush Administration (Republican), the for-profit sector of US higher education prospered. The following two terms of the Obama Administration (Democrat) resulted in the loss of all the ground gained during Mr Bush’s two terms in office. Indeed, the US Department of Education, led by Secretary Arne Duncan, aggressively attacked the for-profit higher education providers. This attack took two very effective forms: the wielding of ‘gainful employment’ regulations to sever the eligibility of for-profit corporations to receive federal financial aid funding for admitted students, and the withdrawal of authority from the for-profit sector’s accrediting agency. This article argues that, if the past is predictive, the prospects for the for-profit higher education providers are bright under Mr Trump.

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De Gayardon, Ariane. "Income-Contingent Loans: Not a Miracle Solution." International Higher Education, no. 93 (March 29, 2018): 18–19. http://dx.doi.org/10.6017/ihe.0.93.10430.

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With the rising costs of higher education, an increasing share of which is borne by students and their families, governments have had to design student loans schemes to open higher education to all. A popular option among economists is income-contingent loans, where repayment is calculated as a share of the borrower’s income to avoid high repayment burden. However, the three flagship countries forincome-contingent loans—Australia, England, and New Zealand—are all currently experiencing financing issues. This raises the question of defining the correct specification of income-contingent loans schemes, as well as finding the proper balance between different financial aid policies.

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De Gayardon, Ariane. "Income-Contingent Loans: Not a Miracle Solution." International Higher Education 2, no. 93 (March 29, 2018): 18. http://dx.doi.org/10.6017/ihe.2018.93.10373.

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With the rising costs of higher education, an increasing share of which is borne by students and their families, governments have had to design student loans schemes to open higher education to all. A popular option among economists is income-contingent loans, where repayment is calculated as a share of the borrower’s income to avoid high repayment burden. However, the three flagship countries forincome-contingent loans—Australia, England, and New Zealand—are all currently experiencing financing issues. This raises the question of defining the correct specification of income-contingent loans schemes, as well as finding the proper balance between different financial aid policies.

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Goldrick-Rab, Sara, and Kathleen M. Shaw. "Racial and Ethnic Differences in the Impact of Work-First Policies on College Access." Educational Evaluation and Policy Analysis 27, no. 4 (December 2005): 291–307. http://dx.doi.org/10.3102/01623737027004291.

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The college participation rates of African Americans and Latinos continue to lag behind those of other racial and ethnic groups in the United States, despite the efforts of financial aid and affirmative action policies. Two recent federal policies that are “work-first” in nature threaten to further exacerbate racial and ethnic disparities in college access. This article examines the complex ways in which the 1996 welfare reform and the 1998 Workforce Investment Act differentially affect opportunities for college enrollment among disadvantaged adults. Utilizing national and state-level data, the authors argue that both policies restrict access to postsecondary education through the implementation of their guiding philosophy, “work-first,” which emphasizes rapid job placement as the strategy of choice in achieving stable employment and moving out of poverty. These policies have reduced the size of the clientele receiving welfare and restricted access to education and training for those who remain on the rolls. Moreover, this reduction in access is particularly acute among African Americans and Latinos. Thus, the findings indicate that these work-first federal policies serve to limit higher education opportunities available to these already disadvantaged populations.

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Barr, Andrew, and Sarah E. Turner. "Expanding Enrollments and Contracting State Budgets." ANNALS of the American Academy of Political and Social Science 650, no. 1 (September 25, 2013): 168–93. http://dx.doi.org/10.1177/0002716213500035.

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The Great Recession heightened a growing conflict in the United States between expanding enrollments in postsecondary education and contracting public budget support. Weak labor market conditions during the Great Recession encouraged college enrollments, with much of the increase in enrollment occurring outside the most selective institutions. While federal aid policies, including the Pell grant, became more generous, dramatic reductions in state budget allocations made it difficult for colleges and universities to maintain programming and accommodate student demand. As a result, the Great Recession has accelerated the cost-shifting from public subsidies to individual payments in higher education.

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Griffiths, Kylie. "Aid adverts that juxtapose rich and poor: A preliminary test of their efficacy in North Australia." South Pacific Journal of Psychology 11, no. 2 (1999): 85–88. http://dx.doi.org/10.1017/s025754340000064x.

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AbstractAid commercials are increasingly advertising for the sponsorship of children in “Third World” countries through juxtaposing images of them alongside children enjoying wealthier, “First World” lifestyles. Sixty-four Bachelor of Education students from Darwin's Northern Territory University viewed images of the same child surrounded by First World, Third World, or a juxtaposed First/Third World environment; responded to an aid donation scenario; and reported their religiosity. Except for those participants who placed a higher value on religion, and compared to conventional “poor only” imagery, the juxtaposed images de-motivated viewers to help children living in Third World countries. Thus, while appealing to a minority of the donor public, juxta-positioning might be leaving the majority of potential donors untouched and unmotivated to help.

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Orfield, Gary. "Money, Equity, and College Access." Harvard Educational Review 62, no. 3 (September 1, 1992): 337–73. http://dx.doi.org/10.17763/haer.62.3.q153011101064242.

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In this article, Gary Orfield explores the nature of the relationship between money and access to college, particularly for minority and poor students. Decades after a massive federal government commitment to making a college education available to all, Orfield contends, minority and low-income access is declining, and financial aid is going to middle-class students who could manage without it. Orfield relates how the goal of making higher education accessible to all got sidetracked as he chronicles the policy debate over student aid through the 1980s and early 1990s. He tells a story of political opportunism, insufficient outreach, bureaucratic insensitivity, and a failure to distinguish cultural differences with regard to borrowing — a story of institutions and faculties protecting themselves through tuition increases without seriously debating social consequences. It is not, however,a story of declining interest in, or aptitude for, college among low-income and minority students. Orfield shows a substantial link between dollars and college attendance, and examines policies that have clearly made things worse for those most in need of assistance — policies that are nevertheless maintained because of political deadlock. He concludes that hard choices must be made if college access is to be restored without greatly increased expenditures, and he then delineates those choices.

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Karavayeva, Yevgeniya V., and Yelena N. Kovtun. "Adapting the Tuning Programme Profiles to the Needs of Russian Higher Education." Tuning Journal for Higher Education 1, no. 1 (April 7, 2014): 187. http://dx.doi.org/10.18543/tjhe-1(1)-2013pp187-202.

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This article considers how TUNING-compatible programme profiles could be developed in the Russian Federation in the context of: on-going reform of the higher education; introduction of the new generation of Federal State Educational Standards (FSES); development of the new professional standards; implementation of a system of public accreditation of educational programmes; and a complex system of educational quality assessment. It also analyses the results of monitoring of the effectiveness of FSES implementation in the system of Russian higher education by the Association of the Classical Universities of Russia (ACUR) that identified a number of problems in the area of programme design and implementation related to drawbacks within the current FSES. Based on the experience gained during the implementation of the TUNING RUSSIA Project (2010-2013), this article demonstrates the usefulness of the TUNING basic principles and approaches and suggests the ways TUNING profile development methodology might be successfully adapted and applied for designing educational programmes in the course of the Russian higher education reform. Creating TUNING-model degree profiles may be crucial to aid the Russian higher education institutions in the development of the new educational programs. Brief but all-encompassing formulation of the aims and outcomes and specific characteristics of an educational programme, listing competences and learning outcomes could permit higher education institutions to move from trying to comply with standards and requirements, which are sent from above but are foreign to the institutions themselves, to adopting the principle of transparency and designing better and more competitive degrees.<br /><br />

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Gonzalez, Courtney M., Diana F. Karczmarczyk, Brittney L. Douress, and Mackenzie M. Scott. "Sex Education Policy: Need for a Standard Definition of Medically Accurate Information." Pedagogy in Health Promotion 3, no. 4 (November 21, 2016): 221–27. http://dx.doi.org/10.1177/2373379916678234.

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In comparison with other Western industrialized nations, the rates of pregnancy and sexually transmitted infections (STIs) among youth aged 15 to 19 in the United States is higher. Since the 1980s, the U.S. Federal Government has intervened to aid in lowering the rates of pregnancy and STIs among youth aged 15 to 19 by funding a variety of abstinence-only sex education programs. Despite almost $1.5 billion federal dollars spent on efforts to reduce pregnancy and STIs among this subpopulation, there have been overall unsustainable declines in pregnancy and STIs among youth aged 15 to 19. Significant concerns have been raised by health policy advocates, such as former Rep. Waxman (D-Calif.), and sexual health advocates about the lack of a definition for medically accurate curricula. Mixed interpretations of policies for sex education content have resulted in abstinence-only sex education programs targeting youth to reflect conservative ideology with information that is not medically accurate. To better understand the topic, a review of the historical time line and legislative actions of U.S. federal and state policies is presented. As an example, Mississippi’s state policy for sex education programs is analyzed and reviewed. Furthermore, the authors put forward the need for a standard definition of medically accurate information, offer a proposed definition, and discuss the limitations of a standard definition for sex education programs. Public health professionals and public health education specialists play a key role in ensuring that sex education programs be taught using medically accurate information to reduce the rate of STIs and prevent teen pregnancy consistently among youth aged 15 to 19.

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Carbone, Angela. "The ripple effect: How the Australian Awards for University Teachers (AAUT) build and maintain excellence in teaching and learning across the nation." Journal of University Teaching and Learning Practice 18, no. 6 (October 11, 2021): 12–17. http://dx.doi.org/10.53761/1.18.6.02.

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In this commentary I provide an overview of the national award program, the Australian Awards for University Teachers (AAUT), that has been running for 23 years. The current federal government has made the decision not to fund the awards after 2021, a decision I believe is not only short-sighted but could be damaging for Australia in the global education market. I argue that the benefits of the awards are widespread in higher education. They recognise and reward creativity and innovation, they have created a culture of collaboration and mentoring that extends across universities and states, and most of all they validate the importance of good quality teaching in universities, providing a recognition and promotion pathway to match that of research awards. I propose three possible options to continue support for this valuable award program and encourage senior academics and past award winners to work as a group and pursue replacement funding and a sustainable management model for this program. The AAUT awards have an integral role in promoting creativity and innovation in teaching and learning, as well as the ripple effect of open promotion pathways, and collaborations across and between universities and across and between disciplines.

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Muirhead, Bruce, and Geoff Woolcock. "Doing What we Know we Should: Engaged scholarship and community development." Gateways: International Journal of Community Research and Engagement 1 (September 29, 2008): 8–30. http://dx.doi.org/10.5130/ijcre.v1i0.516.

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In Australia, engaged scholarship oriented towards community development objectives has yet to be recognised in funding regimes as being inherently beneficial in terms of scholarly excellence and university rankings. While the civic role of universities is acknowledged by individual universities, higher education management and at the Federal policy level, they are most often framed as funding problems related to ‘community service’ rather than as research opportunities which can raise the university’s profile by providing the basis for excellent research outputs and community enrichment. Community engagement has become a familiar term in the Australian higher education lexicon in recent years but there is still little institutional infrastructure that directly embodies the principles and sentiment of community engagement evident in current Australian universities. In this paper, the inaugural Director and Research Manager of the University of Queensland’s Community Service and Research Centre reflect on their five years leading a Centre that was/has been privileged to enjoy significant institutional support and the lessons learnt in forging into unknown territories. The reflections focus on the Centre’s seminal project, the Goodna Service Integration Project.

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Howlett, Catherine, Monica Seini, Chris Matthews, Bronwyn Dillon, and Vivian Hauser. "Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment." Australian Journal of Indigenous Education 37, no. 1 (2008): 18–27. http://dx.doi.org/10.1017/s1326011100016057.

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AbstractLow retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted within the Griffith School of Environment that questioned the possible links between the provision of information to commencing Indigenous students and their retention. It essentially examines to what extent current university structures support Indigenous enrolments and retention, via the information they receive upon enrolling. From interviews conducted in an informal discussion format with currently enrolled Indigenous students in the Griffith School of Environment, critical deficiencies were identified in the information Indigenous students receive during the early transition phase of university entrance. A key finding of this study, and which is the subject of current research, was the support amongst the students for the development of an Indigenised curriculum in science as a strategy for improving the attraction and retention of Indigenous students. This paper details the research project and its findings.

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Enriquez, Laura E., Martha Morales Hernandez, Daniel Millán, and Daisy Vazquez Vera. "Mediating Illegality: Federal, State, and Institutional Policies in the Educational Experiences of Undocumented College Students." Law & Social Inquiry 44, no. 03 (March 18, 2019): 679–703. http://dx.doi.org/10.1017/lsi.2018.16.

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Immigration federalism scholarship has established that state and local government policies can make federally defined immigration status more or less consequential. Drawing primarily on focus groups and interviews with 184 undocumented students attending the University of California, we suggest that institutional policies work alongside state and local efforts to mediate the consequences of illegality for undocumented students. We find that the Deferred Action for Childhood Arrivals program, state-funded financial aid policies, and university support programs all facilitate the integration of undocumented students by increasing access to higher education and enabling fuller participation. Although federal policies contribute to persistent barriers to academic engagement and professional development, we show that universities can intervene to improve educational experiences and opportunities. Ultimately, we argue that university policies are a key site for intervening in immigration policy and constructing immigrant illegality.

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