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1.
This article examines how an orientation toward hope can guide institutions of higher education in achieving their ultimate purpose of providing education for the common good of society. In today's cultural context, colleges and universities must navigate a multitude of challenges and competing philosophies, many of which question the validity of their inherent value and purpose. As society continues to press questions of market relevance, sustainability, accessibility, quality, and the value of higher education, a basic question remains: How, amid all of these challenges, can today's postsecondary institutions contribute to the cultivation of a better society? In this regard, faith-based colleges and universities can offer guidance. By carrying out their distinctive mandate of infusing their educational mission with the holistic character formation of students, these institutions can promote the common good by coupling the Gospel message of personal hope in Jesus Christ with the call to cultural influence and transformation. To demonstrate this concept, a framework is offered that describes both a starting point—a biblical foundation for understanding humanity and hope—and a pathway through learning. The application of this framework—uncommon learning for the common good—invites implications for curricular design, the facilitation of learning, and institutional leadership that faculty and administrators from across the spectrum of higher education may find timely and relevant to their own learning contexts. 相似文献
2.
Dimpal Jain Alfred Herrera Santiago Bernal Daniel Solorzano 《Community College Journal of Research & Practice》2013,37(3):252-266
In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective public four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a “transfer receptive culture.” We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully—that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific strategies within each element that practioners can employ on their home campuses. 相似文献
3.
P. Jesse Rine 《Christian Higher Education》2019,18(1-2):16-23
In recent years, concerns regarding runaway college tuition and student loan debt have risen to the forefront of the public consciousness, undermining confidence in the value of a college degree. Ironically, the very issue that is now causing such alarm—high tuition—has been a signature feature of the financial model intentionally employed by the vast majority of smaller private colleges and universities in the United States, including members of the Council for Christian Colleges & Universities (CCCU). In the “high-price–high-aid” model, postsecondary institutions mark up their “sticker price” (meaning the publicized cost of attending per year) and then offset the tuition hike with sizable discounts that take the form of institutional grants marketed as scholarships. This article examines the institutional benefits and unintended consequences of tuition discounting, giving special attention to effects within the evangelical Christian segment of the private sector of American higher education. The article concludes by offering a set of principles for reforming tuition pricing and financial aid practices at Christian colleges and universities. 相似文献
4.
ABSTRACT What value does the university offer in terms of economic and social development? Having stakeholders question the contribution and value of colleges and universities is not new nor is it unique to American universities. Institutions of higher education are currently facing a crisis of confidence by parents, prospective students, alumni, congressional committees, and the media. Many stakeholders are concerned about the value provided by colleges and universities. Although there has been an effort to call attention to the issue and to examine select educational processes, there is a dire need to address all aspects of the university product. This article provides a market-based paradigm to help university/college administrators understand the critical aspects of identifying, defining, managing, and delivering superior value to all stakeholders of the institution. This article also provides a university planning process model for incorporating value in the strategic planning process of any university. Faced with increasing pressure to reduce the churn rate of students and increase retention, universities' focus must shift toward attracting students who fit with the value proposition (delivery) of the institution. This article is not an attempt at resolving the debate over the role or purpose of the university; our intent is to present a market-based approach to facilitate the delivery of value to all university stakeholders in keeping with the vision and mission of the institution. 相似文献
5.
Starla D. H. Officer Jim Grim Monica A. Medina Robert G. Bringle Alyssa Foreman 《Peabody Journal of Education》2013,88(5):564-577
Given the mounting call for academic achievement gains in America's public schools—particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation's colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education's engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path. 相似文献
6.
J. Conrad Glass Jr. 《Educational gerontology》2013,39(6):555-568
Individuals in various colleges and universities may dream of their institution's having an educational program designed to serve older adults. Starting such a program is not a simple process. With many demands currently being placed on the educational dollar, administrators are often hesitant to begin new programs. An educational program for older adults is usually not a high priority. I describe how such a program came into existence in a large land‐grant university. Factors that were important to securing administrative support are discussed, along with how the various program dimensions have evolved. The organizational structure is described, indicating how the university is trying to use a membership‐driven format. The factors discussed here should provide other higher education institutions (both 2‐year and 4‐year institutions) with some guidelines as to how they might begin educational programs for older adults. 相似文献
7.
《Chinese Education & Society》2013,46(6):34-38
The year 1997 is one that holds extraordinary significance for China's higher education. The national conference on educational work that has just concluded has proposed the following: In 1997, the vast majority of colleges and universities in China must implement a merged-track system in student admissions, and students will have to pay certain fees to go to college or to a university. Because 661 colleges and universities have already merged tracks in admissions in 1996, and these already cover nearly two-thirds of all institutions that admitted students, the person in charge of the Division of College and University Students in the State Education Commission (SEC) says, with great confidence, that it is highly possible that we will complete the work of merging tracks in student admission in colleges and universities across the board throughout the nation in 1997. 相似文献
8.
高校合并前后科研生产率动态变化的Malmquist指数分析 总被引：5，自引：0，他引：5
高校合并的高潮已渐渐平息,合并的成效成为研究者关注的焦点。本文Malmquist指数刻画我国高校合并前后整体科研生产率的动态变化,并进行“追赶效应”、“规模效应”和“增长效应”分解。基于实证分析结果指出,技术进步与创新是提高我国高校科研生产率、推动科技能力进步的重要因素。 相似文献
9.
Frederick C. Kintzer 《Higher Education》1974,3(3):303-314
The regional college movement in Norway is in direct response to societal pressure felt worldwide to democratize and decentralize higher education. Created in 1969 as a three-college system coordinated by the Regional College section of the Ministry of Education, the current six institutions represent Norway's attempt to extend equal opportunity and employment-oriented education to rural and remote areas. Although initially established on a five-year experimental basis, the institutions appear to be in a solid position, having university endorsement as well as strong support of the local community constituencies. Another prominent factor giving support to the regional college movement is the egalitarian nature of Norwegian society. The “folkekögskole” (folk high school or people's college) which had become the accepted preparation for teacher training institutions throughout Scandinavia, helped to strengthen the case for short-term career-oriented education. The regional colleges operate with a high degree of administrative autonomy to allow each institution maximum freedom to develop regional identities. From the beginning, innovation and experimentation have been officially encouraged. Faculty and students participate broadly in institutional policy development, and at several colleges, in the actual day-to-day decision making process. The Ministry and institutional leaders appear firmly committed to goals expressed in the planning reports and in the enabling legislation: to prepare students for immediate employment in specific occupations and for further education in universities and professional schools, and to offer educational opportunities, including general education, for adults. Consideration in long-range planning should be given to:
- Faculty development programs and training for administrators
- Perfecting communication channels, and
- Improving instructional efficiency through such means as an instructional resource center and an educational development team on each campus to encourage new ideas on improving instruction.
10.
Jillian M. Duquaine-Watson 《Equity & Excellence in Education》2013,46(3):229-240
Feminist analyses of the “chilly climate” have documented the ways in which women have been and continue to be marginalized within institutions of higher education. Yet there has been little attention to the relationship between the “chilly climate” and the lived experiences of particular populations in specific educational settings. This article attends to that relationship and draws on a two-year ethnographic study that focused on single mothers attending a community college in the Midwestern United States. Situating their experiences within the particulars of post-welfare reform America and the dynamics of the institution they attend, I argue that the educational climate these women face is particularly chilly, something that is evident in the various attitudes, practices, and policies they encounter in their interactions with faculty, staff, and other students. In addition to analyzing the ways in which the “chilly climate” influences both academic and social aspects of single mother students' experiences, I offer specific suggestions for ways in which colleges and universities can create a more welcoming and supportive environment for members of this particular student population. 相似文献
11.
Financial pressures, restrictions on full‐time participation and the public commitment to access and lifelong learning, suggest that part‐time provision may be increasingly important in undergraduate‐level higher education. However the scale and organisation of part‐time provision varies across institutions, and its future development may depend on decisions taken at institutional level. This paper describes Scottish institutions’ policies for part‐time provision of first degrees and Higher National Certificates and Diplomas (HNCs and HNDs). It is based on interviews with senior managers in all 23 Scottish higher education institutions (HEIs), and in 11 further education (FE) colleges. Most institutions planned to expand part‐time provision. New (post‐1992) universities were the most committed to expansion; non‐university HEIs and some old universities were the least committed. Policies for expanding part‐time provision were often part of a broader strategy for flexibility. The research revealed two contrasting models of flexibility: many universities pursued flexible integration, bringing full‐ and part‐time study into a common web of provision, whereas FE colleges typically pursued flexible differentiation, maintaining the distinctions between (and within) the modes. Institutional polices were influenced by four sets of factors: institutional mission, other institution‐specific factors, government policy and funding, and demand; funding arrangements and demand were seen as the main drivers. Finally, we question whether the greater formal autonomy of institutions led in practice to more independent decision‐making, and whether the trends anticipated by our interviewees are in fact well entrenched. 相似文献
12.
The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university. 相似文献
13.
吴爱民 《江西师范大学学报(哲学社会科学版)》2009,42(5)
我国高校人文教育面临着从片面应试教育到人文素质教育,再到大学理念形成的困境,解决问题的关键是从耻感教育的基点出发,把对大学生的"致真知"与"致良知"教育向度、"人本"与"民本"教育向度辩证地统一起来。在发展大学生多维知识结构和提高大学生综合创新能力的同时,不断地增强大学生的社会责任感和历史使命感。只有这样,才能化解长期以来大学校园中道德主义和功利主义、整体主义与个人主义的矛盾冲突,最终使高校人文教育走向全面、完善和成熟。 相似文献
14.
J. Conrad Glass Jr. Karen Luke Jackson 《Community College Journal of Research & Practice》2013,37(8):715-739
Fundraising has long been a central activity in four‐year institutions, whereas community colleges have only recently begun to see the necessity for such efforts. Resource development and private fundraising as a community college function have only been marginally understood and often are only instigated in times of financial crises. In today's educational arena, development needs to become a long‐term core function in order to maximize the funding base of community colleges. This article gives a brief look at the historical background of fundraising in community colleges, contrasts such efforts with the four‐year institutions, and discusses the matter of integrating resource development with institutional planning processes. Several examples of successful community college development efforts are given, along with a discussion of several planning models that might be used as guides for integrating resource development efforts with institutional planning. 相似文献
15.
《Chinese Education & Society》2013,46(5-6):112-133
The global phenomenon of higher educational expansion and opportunity is one of the major social changes since World War II. In 1949, only 1 university and 3 junior colleges existed in Taiwan. After 60 years, the number of higher education institutions had grown to 163, including 147 universities/colleges and 16 junior colleges. The dialectic between equity and access of higher educational opportunity has been a key area for debate among Taiwan educators and policy makers over the last decade. Along with the increasing number of higher education enrollments, the issue related to the stratification of higher educational opportunity becomes an increasingly important issue. Based on premises of two theories—Maximum Maintained Inequality and Effectively Maintained Inequality—the authors analyze the relationship between expansion and stratification of higher educational opportunity via one nationwide higher education survey administered by the Center on Research for Educational Evaluation and Development (CREED) at the National Taiwan Normal University. Findings indicate that the expansion of higher education does not necessarily parallel equal access to higher education. This conclusion is reinforced based on the study's findings that ethnicity, socioeconomic status, and gender inequalities have generally decreased for higher education students attending the less selective vocational track but increased for those attending the more selective general track. 相似文献
16.
J. Travis McDearmon 《Research in higher education》2013,54(3):283-302
With the decline in state and federal support for higher education continuing to plague colleges and universities across the U.S., many institutions are looking to increase the levels of support annually received from alumni and other constituencies. Research on alumni relations in American colleges and universities has historically focused on different factors related to charitable giving. Although this study has resulted in some valuable information for institutions to use for alumni involvement purposes, most of the research has not been able to produce a meaningful look into how alumni identify with their college or university after graduation. The purpose of this study is to assess how college and university alumni view their role with these institutions after graduation and how that perception relates to behaviors of support. An online survey was constructed to assess three dimensions of alumni role identity based upon previous research on the identification process of blood donation. This study took place through the alumni association at a large, public research university in the Midwest and found that those who displayed increased alumni role identity were more likely to support the university through joining the alumni association, attending university sponsored events and charitable giving. This study breaks ground for a new method of measuring the role of alumni within colleges and universities in efforts to increase support and ease the financial pressures of today’s institutions. 相似文献
17.
Policymakers are increasingly including early-career earnings data in consumer-facing college search tools to help students and families make more informed postsecondary education decisions. We offer new evidence on the degree to which existing college-specific earnings data equip consumers with useful information by documenting the level of selection bias in the earnings metrics reported in the U.S. Department of Education's College Scorecard. Given growing interest in reporting earnings by college and major, we focus on the degree to which earnings differences across four-year colleges and universities can be explained by differences in major composition across institutions. We estimate that more than 70% of the variation in median earnings across institutions is explained by observable factors, and accounting for differences in major composition explains 20–30% of the variation in earnings over and above institutional selectivity and student composition. We also identify large variations in the distribution of earnings within colleges; as a result, comparisons of early-career earnings can be extremely sensitive to whether the median, 25th, or 75th percentiles are presented. Taken together, our findings indicate that consumers can easily draw misleading conclusions about institutional quality when using publicly available earnings data to compare institutions. 相似文献
18.
Paul C. Goldin Ph.D. 《Equity & Excellence in Education》2013,46(1):62-64
When they graduate I want them to feel, “I went through a real thing, not an approximation of college, but I went through college and that means something!” (Adjunct Instructor) This article explores the complexity of providing an academically rigorous college education to adult students enrolled in a union-supported worker education program affiliated with a large urban public university. The author examines differences in student and faculty perspectives on academic rigor and considers how students' lack of academic preparation intersects with institutional constraints to impact academic standards. She examines the role of race, ethnicity, class, and gender in determining academic expectations and outcomes and explores the complex and, at times, conflicting relationship between care and academic rigor. She highlights the crucial role of institutional constraints in hindering the implementation of rigorous education for academically under-prepared students. The author argues that high academic standards are an issue of educational equity for working class students of color and are integral to the social justice mission of the worker education program. 相似文献
19.
《Journal of Further & Higher Education》2012,36(2):135-142
abstract College and universities are wanting to recruit more students from a wider base giving them access to further and higher education. This requires institutions to market their courses effectively to prospective consumers. In educational terms the consumer is the student. This article explores the links between marketing models and the ways that colleges and universities have addressed the issue of equality of opportunity and wider access. 相似文献
20.
贺彩珍 《青海师范大学学报(哲学社会科学版)》2014,(3):170-172
西部高校编研名师档案是保护国家及学校宝贵财富,优化人才资源的一项重要工作,是新时期档案工作的重要内容。编研名师档案对国家、学校以及教师本人和其他教育工作：瞢具有重大的现实意义和深远的历史意义。本文从我校的工作实际出发,探讨西部高校编研名师档案的必要性及实施的有效途径。 相似文献