共查询到20条相似文献，搜索用时 15 毫秒
1.
The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions. 相似文献
2.
Laurie L. Finn 《Community College Journal of Research & Practice》2013,37(7):629-639
Students with learning disabilities (LD) from selected Midwest colleges and universities participated in a study to determine the differences between LD programs at community colleges and four-year institutions; the level of satisfaction with college LD programming; and the services most important to students. Focus groups were held at five institutions including two community colleges, two independent institutions, and one public university. Focus group participants included male and female students aged 16 to 56 years and enrolled in freshmen through graduate levels. The literature suggests that the focus of LD programs and the types of services vary between two-year and four-year institutions due to differences in missions and the characteristics of the students served. However, results from the data in the present study reveal that the types of LD services offered among the institutions participating in the research were quite similar, but the quality of services varied. Students at the large public university had difficulty getting note takers, books on tape and tutors, and obtaining adequate assistance from LD staff. Participants from the smaller community colleges and private colleges and universities considered the smallness of their institutions to be a benefit. The LD program was easily accessible and LD staff were always available. Although the participants in the study who had received LD services in high school believed the services at their college or university were comparable or better, existing programs need to be evaluated to identify services in need of improvement. 相似文献
3.
Students at America’s most renowned private universities face different acceptance rates, college wealth, class sizes, and potential graduate earnings even in comparison with students at the nation’s highest-ranking public institutions. The analyses that led to these findings frequently focused on national or state-wide comparisons of public versus private universities. This paper contrasts these studies by analysing a fixed group of colleges, those regularly listed in the global top 50 of research and reputation rankings. It argues that even within this small subset of colleges, the highest-ranking public universities have more in common with their similarly positioned private counterparts than with lower ranking public institutions; a finding reflected in assessments of private colleges. Subsequently, the paper finds that student experiences are more likely defined by a college’s reputational rank than by an institution’s public or private status, endowment, or acceptance rates, however, the same was found not to be true of potential graduate earnings. 相似文献
4.
Through increased international student tuition revenue, internationalization provides public Canadian higher education institutions opportunities to offset the effects of stagnant provincial operating grants or earmarked governmental allocations. Pathway colleges, institutions that are either operated by host institutions or as private corporations, offer international students alternative routes to bachelor’s degrees, pathways that are intended for students who do not meet the entrance criteria of Canada’s public sector universities. While beneficial for some students, our analysis shows that pathway colleges tilt the public university towards an academic model that eschews collegial governance structures, privileges a consumerist vision of education, and relies on contract and precarious academic labor.We presenta typology of pathway colleges, providing examples of this trend across Canada. Our study examines the potential increase of human vulnerability that these colleges both produce and rely upon for staff and student recruitment.
相似文献5.
F. King Alexander 《Community College Journal of Research & Practice》2013,37(7-8):659-679
This article examines federal student financial aid, with an emphasis on direct grant aid programs to serve needy students attending community colleges. It describes the economic, historical, and political assumptions and incentives to show how public community colleges and their students have been impacted by federal and state direct student aid policies. The article then presents recent data regarding how economic incentives inherent in federal and state direct student aid policies impact public community colleges and their students when compared to other types of institutions of postsecondary education. Data presented show that lower-income students attending public community colleges were likely to receive less direct grant aid from federal and state sources than those attending for-profit proprietary two-year institutions. 相似文献
6.
Multiple-transfer students in a public urban university: Background characteristics and interinstitutional movements 总被引：1，自引：1，他引：1
Gretchen Warner Kearney Barbara K. Townsend Terrence J. Kearney 《Research in higher education》1995,36(3):323-344
Little research has been conducted on multiple-transfer students, those students who transfer more than once during their collegiate careers. In this study, background characteristics and previous interinstitutional movements of a sample of multiple transfers enrolled at a large, urban, public university were examined. These students moved along four different transfer paths before enrolling at the university, where they comprised one-fifth of new undergraduate enrollments. Their paths differed significantly on a number of demographic, institutional, and interaction variables. Overall, these students were academic achievers with high socioeconomic status backgrounds, who focused on academic quality and programs in choosing four-year colleges. Their tendency to transfer among large, inexpensive, public institutions has negative implications for the private sector of higher education. 相似文献
7.
Jennifer Cremeens-Matthews Beth Chaney 《Community College Journal of Research & Practice》2016,40(1):23-33
With more than 12 million students enrolled in over 1,150 two-year institutions, enrollment at these institutions constitutes approximately 44% of all undergraduates in the United States. Despite this, research and prevention efforts related to drinking behaviors among college students attending two-year institutions are limited, with similar information regarding students at traditional four-year institutions readily available. This study sought to examine alcohol use patterns among students at a two-year college compared to a four-year institution. It was conducted at a large (20,000+ students), public, four-year institution and a medium (8,000+), public, two-year institution located in the same community. The Core Alcohol and Drug Survey, a 39-item instrument used by colleges and universities for assessing the nature, scope, and consequences of high risk drinking behaviors in college students, was administered to students at both a two-year (n = 581) and a four-year institution (n = 928) (Cremeens & Chaney, 2012).
The prevalence estimates of current alcohol use among students at the two-year institution in this study are comparable to national estimates for students attending four-year institutions (67.5% and 69.0%, respectively). Estimates of high-risk alcohol use at the four-year institution in this study were higher than national prevalence estimates for similar colleges. Current drinkers and binge drinkers at both institutions experienced the same negative consequences. While the study results provide insight into the need for alcohol prevention efforts at community colleges, there are important factors and practical considerations related to these efforts presented here for community colleges and administrators to contemplate. 相似文献
8.
9.
民办高校作为我国高等教育体系的重要组成部分,其思想政治工作与高素质人才培养密切相关,是提高大学生道德素养的关键手段以及培养其文化素质的基本途径。民办高校办学主体和投资渠道的特殊性,决定了其思想政治工作与公办高校的差异性。根据科学性、人本性和全面性原则,建立和完善与民办高校学生特点相适应的思想政治工作的组织领导、队伍结构、教育体系,创新民办高校思想政治工作机制和模式,对于切实加强和改进民办高校学生思想政治教育具有重要意义。 相似文献
10.
Josipa Roksa 《Research in higher education》2010,51(1):1-20
Growing accountability pressures, accompanied by a lack of readily accessible measures of institutional performance, have
led to an increasing focus on graduation rates. Although previous research has illuminated myriad factors influencing students’
likelihood of educational success, it has not paid adequate attention to how state contexts may shape student outcomes. I
build on the small but growing body of research exploring the role of state characteristics in facilitating student success
in higher education. Controlling for a range of state and individual attributes, I examine how one aspect of the state context––the
distribution of enrollments in 2 vs. 4-year public institutions––is related to bachelor’s degree attainment of students attending
public 4-year colleges and universities. The results suggest that the larger the proportion of students attending community
colleges in a state, the higher the probability of bachelor’s degree attainment at public 4-year institutions. This appears
to be a product of student sorting: the presence of community colleges facilitates sorting of students into higher education
in a way that is associated with higher degree completion at public 4-year institutions. These findings have important implications
for research on student outcomes and policies aimed at evaluating the performance of public 4-year institutions. 相似文献
11.
The traditional 2+2 path no longer reflects the general practice of student transfer between 2- and 4-year institutions. However, students continue to enroll in and complete a substantial number of credits at community colleges. Studies related to transfer most frequently have focused on gathering statistics to measure posttransfer academic performance or student perceptions regarding the transfer process. It is important to talk with students to understand why they transfer before completing the associate degree. This article presents a qualitative analysis of interviews with 103 students who transferred from a public community college to a public state university. Findings indicated that many students enrolled at the community college with a specific intent other than earning the associate degree. Faculty members and students at both the community college and the university also influenced the number of credit hours students completed before transfer. 相似文献
12.
In recent years many public colleges have attempted to attract and enroll high-achieving and diverse out-of-state students. Understanding why admitted out-of-state students choose to accept or decline their offers of admission has become an important part of these institutions’ efforts to achieve their enrollment goals. In this study, out-of-state students admitted to a public research university over a period of 5 years are tracked using the National Student Clearinghouse database to establish their destination institutions. The dependent variable reflects the type of institution chosen by these students, i.e. private or public, in-state or out-of-state, 4-year or 2-year. The baseline group is composed of those out-of-state students who chose to enroll at the study institution. Mixed multinomial models are estimated using the R mlogit package. Findings indicate that the type of institution these students choose is associated with their high school performance and their parents’ educational attainment and income, as well as with the financial aid they were offered by the study institution.
相似文献13.
Alan E. Bayer 《Research in higher education》1973,1(4):389-400
Institutional characteristics for the total population of more than 2,300 American colleges and universities are related to the proportionate foreign student enrollment in each institution through stepwise multiple-regression analysis. Large proportionate numbers of foreign students are enrolled in American private colleges, in colleges located in the West, and in institutions of high quality (as determined by institutional revenue and average achievement test scores of enrolled students). It is proposed that American institutions of higher education, particularly those which are found to enroll proportionately few foreign students, undertake efforts to increase their ratio of foreign to domestic students. A broad discussion is also presented with respect to the educational experience of foreign nationals in the United States and the institutional and national policies which affect foreign students. Given the greater balance in the supply-demand situation of highly trained American manpower in the 1970s, and the availability of many unfilled student positions in American institutions, the implementation of such policies and programs may allow a greater inflow of foreign students to domestic colleges.This research was supported in part by Grant GI-34394 from the RANN program of the National Science Foundation. I am indebted to Jeffrey E. Dutton for his assistance in the computer processing phases of this project and to Richard A. Humphrey for a number of comments and suggestions for revision. 相似文献
14.
Amid growing criticism of public universities, there is little discussion of what appropriate institutional evaluation would
entail. Six-year graduation rates are commonly used, and public bachelors granting institutions have lower rates than private
institutions, but with the growth in non-traditional college attendance, these can be misleading. We develop a regression
analysis as a way to evaluate institutions serving vastly different populations. We do this with a dataset constructed from
publicly available sources and focus on the evaluation of public colleges. We show that public colleges are able to do more
with less: our models suggest that with equivalent resources and student populations, public schools would graduate a slightly
larger percentage of students than privates. Since financial resources come from very different sources, we evaluate this
finding closely. 相似文献
15.
Angelo C. Gilli Sr. 《Community College Journal of Research & Practice》2013,37(3):203-216
Several sets of data were employed in efforts to address the major concerns of this study. The first was a national survey of state directors of two‐year colleges. From them basic data regarding the distribution of funding for public two‐year college institutions on a state‐by‐state basis was obtained. It was found that 57% of funding nationally was derived from state legislatures, 17% from local or regional governments, 14% from tuition, and 10% from other sources. Also computed from the survey data was the distribution of full‐time enrollments by generic program. It was found that about half of the full‐time students were enrolled in occupational programs. Using selected national data, the cost per credit‐hour for 1979‐1980 full‐time students was computed to be $115 if 24 credit‐hours are considered a full‐time load, and $92 using 30 credit‐hours as a full‐time load. Also determined were the correlations between selected population data and certain public two‐year college demographics. Strong positive relationships were found between state populations, number of colleges in the state, and the magnitude of the states’ gross weights (fraction of total national full‐time enrollments found in that state). 相似文献
16.
Robert O. Riggs Todd M. Davis Olivia H. Wilson 《Community College Journal of Research & Practice》2013,37(1):1-11
This paper examines the impact of a state‐wide mandatory testing and placement program operating in Tennessee's community college system as it relates to retention and academic progress of minority students. Utilizing the Board of Regents' data base, the records of 5,139 first‐time 1986 freshmen enrollees at Tennessee's ten public community colleges were examined and tracked through three successive academic quarters. Analysis suggests that of this group, only 22% were actually enrolled in college level programs, as the balance (78%) were in the developmental studies program. The constriction of college placement for minorities is especially severe, since developmental program requirements must be satisfied before they can proceed to earn college level credits. Of the 5,139 first time freshmen, only 56 black students were enrolled in college level courses, and of these, only 26 remained enrolled in Regents' institutions after three quarters. Analysis of attrition by ACT cohort suggests that attrition is higher for those enrolled in developmental studies programs, and 13% higher for minorities than for white students. These findings suggest that public officials may wish to assess if the testing and placement program as it is currently operating is achieving stated goals of improved retention and graduation of minority students 相似文献
17.
Albert J. Kingston 《Educational gerontology》2013,39(1):87-92
Registrars of the junior and four year colleges and universities of the university system of Georgia were asked to supply the names and addresses of elderly students attending their institutions under a state constitutional amendment that provides for free tuition on a space available basis for residents 62 years of age or older. Names were obtained from six junior colleges, eight senior colleges, and one university. Elderly students were asked to complete a form to determine their problems with and attitudes toward college study; 70 responses were received. Analysis of the responses indicated that the 70 elderly students were above average in education and that they were vigorous and active. Only a few had encountered difficulty in adjusting to college study. A few had difficulty in hearing classroom discussions. Approximately 90% felt that attending classes was stimulating and would recommend the experience to other elderly adults. As a group they felt accepted by faculty and younger students. In common with other students, some found problems in parking. Generally, however, the study reveals that many senior citizens can be accommodated in the typical college classroom without major curricular and administrative adjustments. 相似文献
18.
An overview is given of the course of development and the social role of higher education in Romania since the revolution of December 1989. The pros and cons of private higher education institutions are presented with the added note that the existence of these institutions saves money for the Romanian state and subsidizes the salaries of professors teaching in the state institutions. Suggestions are made as to how to improve the teaching/learning environment both for students and for teachers, and a plea is made that higher education in Romania, both public and private, avoid becoming overly market‐oriented. Rather, higher education should contribute to the remaking of civil society.
19.
Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics 总被引：3，自引：0，他引：3
The self-reported experiences of 50,883 undergraduates at 123 institutions were analyzed using a multinomial hierarchical model to identify individual and institutional characteristics associated with varying levels of student engagement in educationally purposeful activities. Parental education and student academic preparation were positively associated with higher levels of engagement. White students were generally less engaged than students from other racial and ethnic groups whereas men were more likely to be either disengaged or highly engaged compared with women. Students at public institutions and research universities were less engaged than their counterparts at private colleges and other institutional types. Individual student perceptions of certain aspects of the institutional environment affected engagement in complicated ways. 相似文献
20.
“末流”高校学生管理教育刍议 总被引：1，自引：0，他引：1
欧阳敏 《十堰职业技术学院学报》2001,14(1):62-66
在我国高校队伍中“末流”高校的存在是客观事实，“末流”高校的学生来源于高考队伍中的低分层次，在心理和行为上都与其他高校学生各有异同，有针对性地对“末流”高校学生开展管理教育，是促进“末流”高校建设发展的重要环节，“末流”高校是客观事实，但“末流”高校的思想不能末流，管理上更要争一流。 相似文献