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1.
This study focuses on comprehensive partnerships between K–12 schools and postsecondary institutions which were created to improve the precollege academic preparation, college enrollment, and postsecondary success of minority and disadvantaged students. The study identified those partnerships that had been in existence in the United States for more than five years and surveyed them utilizing a 12-item questionnaire designed to determine the following: (1) structural characteristics; (2) funding; (3) success in achieving their goals and objectives; and (4) data collected to measure success.During the course of study, key informants from each partnership were surveyed. Partnership research has been scant, in part due to the fact that school-college partnerships of this type are a fairly new development in education. The results of the surveys have contributed new information to the field on the characteristics of partnerships. Findings also indicated that a majority of these partnerships incorporated some of the important characteristics for success recommended in the available literature. The partnerships consider themselves to be at least somewhat successful in achieving their goals of improving high school preparation and college enrollments for minority and disadvantaged students. They are, however, less informed about the success of their participants in college, especially college retention and graduation. They are also less informed about the availability of financial resources for their college aspirants and appear only marginally committed to creating institutional change.  相似文献   

2.
Abstract

In this article, we investigate three recently established entrepreneurial organisations created to deliver education and training to new audiences of learners at a distance. Each of the organisations ‐ the University of Michigan's Academic Outreach Program, the University Center at Northwestern Michigan College, and the Michigan Virtual Automotive College — is involved in multiple complex partnerships with internal and external entities, including government, industry, and education. Paying particular attention to the structures, strategies, and processes of these organisations, we argue that their emergence signals the evolution of a postsecondary knowledge industry in which permeable boundaries, new competitors, and market sensibilities are converging to challenge the fundamental nature of postsecondary education.  相似文献   

3.
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support.  相似文献   

4.
In this article, we investigate three recently established entrepreneurial organisations created to deliver education and training to new audiences of learners at a distance. Each of the organisations -- the University of Michigan's Academic Outreach Program, the University Center at Northwestern Michigan College, and the Michigan Virtual Automotive College -- is involved in multiple complex partnerships with internal and external entities, including government, industry, and education. Paying particular attention to the structures, strategies, and processes of these organisations, we argue that their emergence signals the evolution of a postsecondary knowledge industry in which permeable boundaries, new competitors, and market sensibilities are converging to challenge the fundamental nature of postsecondary education.  相似文献   

5.

Previous correctional education research focuses on assessing impacts on recidivism, on outlines of program structures, and on investigating effects on inmate-students' psychosocial functioning. As the foundation for the development of a fourth field of inquiry—the examination of experiences for those who deliver prison-based education—this paper discusses the motivations that lead correctional educators to work in postsecondary correctional education. Through interviews with 40 prison-based college faculty members and qualitative field data, five primary motivations are identified: alternative career paths, academic idealism, institutional objectives, educational expansion, and social reform.  相似文献   

6.
The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year grants to states and district partnerships to provide services at high-poverty middle and high schools. Specifically, this study sought to evaluate whether 173 schools that participated in GEAR UP showed increases in the percentages of students who were prepared to enter and succeed in postsecondary education, as compared to students from similar, non-GEAR UP schools. Seven years (2003–2009) of matched cohort data were compiled to include all regular (e.g., nonspecial education) high schools with grade 12 enrollment as documented by the National Center for Educational Statistics. Participation in and performance on three College Board assessments that measure college readiness at the high school level (SAT, PSAT/NMSQT, and AP) as well as percent free/reduced-price lunch were used to identify comparable schools. Results showed that, overall, the GEAR UP program showed positive evidence of improving college readiness outcomes for low income students using a variety of college readiness measures.  相似文献   

7.
In a rapidly changing world where postsecondary educators of men and women who are deaf face myriad challenges preparing these men and women to enter a global economy, there is a pressing need for multinational collaboration and partnerships that view current and emerging challenges with "globaleyes." The National Technical Institute for the Deaf at the Rochester Institute of Technology and The Nippon Foundation of Japan formed a foundation/education partnership that led to the establishment of the Postsecondary Education Network International (PEN-International), a collaborative and cooperative network of colleges and universities around the world that provide postsecondary education for students who are deaf or hard of hearing. The network now consists of more than 25 institutions in nine countries.  相似文献   

8.
In line with an Aboriginal worldview of interconnectivity, I outline successful educational programs, policies, and services for Aboriginal peoples in Canada. These programs and initiatives are presented within four thematic areas related to (a) early childhood education, (b) Aboriginal pedagogy, language, and culture (throughout kindergarten to Grade 12), (c) postsecondary education, and (d) governance and partnerships. These issues are then positioned within the concept of ethical space. The insight from this information is intended to assist teachers, educational leaders, and policy makers in promoting ongoing educational achievement for Aboriginal learners.  相似文献   

9.
This article describes converging nationwide changes in the postsecondary education of students with hearing loss during the past 30 years. Simultaneous trends in the economy, labor force, and business practices have magnified the need for literacy, postsecondary training, and career skills. These conditions stimulated institutional and professional activities that led to drafting a National Research Agenda report to guide development of federally funded research projects in postsecondary education. These studies will enhance better understanding of the complex interactions of diverse support services, learning-living environments, and student populations in a broad continuum of post-high school vocational and academic training programs. The conceptual framework of the Agenda is explained, as are its expected goals, criteria for research projects, benefits, and outcomes. This article interweaves the perspectives and roles of postsecondary and vocational rehabilitation professionals, federal officials, and researchers contributing to the preparation of the Agenda report. Relevant national research studies are cited and consumer involvement in research is emphasized.  相似文献   

10.
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   

11.
College-bound recipients of DACA—a 2012?US administrative policy officially titled Consideration for Deferred Action for Childhood Arrivals—face a series of administrative and financial barriers in pursuing postsecondary education. These barriers often include a complicated process for in-state tuition consideration, as well as exclusion from the majority of educational subsidies. This research sheds new light on DACA students’ own understanding of their financial exclusions and the often ingenious methods they use to finance higher education. The research employs critical race theory/LatCrit frameworks to examine the structural systems of exclusion within educational policies and the corresponding measures taken by DACA recipient students in Ohio to overcome them. Participants’ testimonios highlight their own resilience in the face of multiple obstacles, dispel notions of meritocracy in higher education, and educate institutional agents about funding inequities in an effort to rectify them. This work finds, in response to the barriers they face, many DACA recipients in Ohio find a variety of unconventional ways to navigate a complex admissions process and secure a means of paying entirely out of pocket for their tuition. Participants in this longitudinal, qualitative research refer to these navigational strategies as participating in “the scheme game.” The scheme game consists of 3 overlapping practices: “grindin’,” “hustlin’,” and “schemin’.” Rooted in hip-hop, these terms originally refer to the ways Black, Brown, and immigrant communities navigate the barriers of a formal economy and participate in an informal economy to financially sustain themselves. Additionally, the research introduces the scheme game as a new epistemological perspective from which to understand the measures some DACA students take to afford a higher education.  相似文献   

12.
高等教育国际化中的区域院校联盟发展   总被引：1，自引：0，他引：1  
全球化进程中,各国正致力发展有兼容性、可比较性及竞争力的高等教育,以期让自己的高等院校在世界上更具吸引力,进而提高国家的竞争力.为此各国院校出现了注重竞争中强化合作的区域性联盟趋势.越来越多的院校机构,正努力通过各式跨国计划及合作组织,积极发展区域性院校联盟关系.本文主要分析了在教育国际化进程中区域性院校联盟的发展概况,探究了各国开展区域性院校联盟的基本动因,进而初步分析了区域院校联盟发展的趋向.  相似文献   

13.
Changes in the environment of postsecondary institutions in the Western World have necessitated the adoption of strategies that were once thought to be incompatible with academic pursuit. Among these, is the increasing application of marketing techniques to attract vital resources in postsecondary institutions. This study investigated administrators' perceptions of various aspects of postsecondary institutional marketing in Alberta. Also, perceived problems and benefits of marketing practices in postsecondary institutions were investigated. Data were collected form 96 administrators of higher education in Alberta using both structured and unstructured interview methods. The study concluded that administrators in the Province generally considered marketing to be activities used in attracting resources. Only a few institutions in Alberta engaged in marketing research or used a comprehensive marketing plan. Shortage of funds was considered to be the major constraint on institutional marketing initiatives. Respondents predicted that more institutions would adopt marketing techniques in the near future.  相似文献   

14.
Over the past decade, there has been a revolution in policy, planning and management practices in higher education in the developed world. The decline in the traditional college-age population and the stressful fiscal conditions of the late 1970s and early 1980s, after over two decades of growth, were catalysts for new approaches to public policy and institutional management. There has also been increased research on the effectiveness of policy and management methodologies in the West. This paper explores the applicability of contemporary western policy and management methodologies to the technical sector of postsecondary education in three Far Eastern countries: Pakistan, Bangladesh and the Philippines. Case studies are analyzed to explore the applicability of these methodologies to the developing world. The major finding is that, because of new conditions facing higher education in these countries, contemporary approaches to policy and management are applicable. However, specific methodologies require adaptation to accommodate the political, institutional and cultural environments in these settings.An earlier version of this paper was presented at American Education Research Association, 1986 Annual Meeting.  相似文献   

15.
This paper analyzes mission drift in baccalaureate colleges. “Becoming a university,” defined as a change in organizational name (e.g., Aurora College becomes Aurora University), symbolizes the transition from a liberal arts mission to a comprehensive university mission. Mission drift is conceptualized as a form of “divergent change,” which can be studied using institutional theory. This paper develops testable hypotheses about becoming a university by integrating institutional theory literatures on market factors, institutional factors, and network factors. Hypotheses are tested by applying panel methods to a 1972–2010 panel dataset of all private organizations defined as “liberal arts colleges” by the 1973 Carnegie Classification. Results show that colleges became universities in response to declining freshmen enrollments, prior adoption of curricula associated with the comprehensive university model, and when network contacts previously became universities. Organizational age and strong market position lowered the probability of becoming a university. The findings contribute to literatures on organizational change and mission drift. Given that most postsecondary institutions—both public and private—are increasingly tuition reliant, future research should analyze the adoption and the effects of behavioral changes designed to increase enrollment-related revenue.  相似文献   

16.
Abstract

As a response to the challenges and constraints now facing postsecondary education, institutions are attempting to find new strategies that will more effectively address the need for change in the way educational services are provided. In early September 1995, three institutions in Alberta, Canada—the University of Alberta, Fairview College, and Kayas Cultural College—embarked on a new partnership in offering a selected number of introductory Faculty of Arts courses in remote northwestern regions of the province. The primary mode of delivery was synchronized, multi‐point videoconferencing (to as many as six sites), with all courses delivered from the University of Alberta campus. Slightly more than 70% of the student cohort for the first academic year were Aboriginal. This discussion highlights the implementation and evaluation of this partnership and proposes a model for the effective planning and implementation of distance education initiatives.  相似文献   

17.
There has been an increasing trend to promote partnerships for inclusive education that share responsibility for teachers' and students' learning. Yet, the complexities of collaborating across institutions and professions as well as the identity work that goes with it has been under theorized in inclusive education partnerships. Drawing from Cultural Historical Activity Theory (CHAT) and the literature on boundary practices, this paper advances theoretical tools to examine and further understand the work of inclusive education partnerships. We conceptualize partnerships as a fertile ground for learning and identity development as professionals work across institutional boundaries and face tensions and contradictions created by the overlap of different communities of practice and their respective policies and mediating tools. We illustrate theory with examples from our own work in a professional learning school for inclusive education and provide recommendations for teacher learning in teacher education programs.  相似文献   

18.
This narrative study tracks low-income student perceptions of college writing. The study uses the Funds of Knowledge theoretical framework to suggest that underperforming high schools—like diverse households and families—socialize students into bodies of knowledge that are academically relevant regardless of whether or not they resemble institutional standards. Findings indicate that students are socialized to perceive college writing in ways that stigmatize high school knowledge and reduce postsecondary opportunity.  相似文献   

19.
Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their ‘institutional locale’ or community (the populations whose needs they should be meeting) can be an effective ‘proactive tool’ with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate—academic freedom, institutional autonomy and public accountability—if they are to guard against the continued perpetuation of epistemic and social injustices.  相似文献   

20.
In this article we provide an analysis of the way in which we have designed and implemented an interdisciplinary service-learning course that overcomes the institutional barriers that often hinder creative collaboration in postsecondary environments.  相似文献   

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