Nicholas W. Hillman. 2015. Public policy and higher education: strategies for framing a research agenda. Hoboken, New Jersey: John Wiley & Sons.Abstract
This is the 2nd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
William Whyte. 2015. Redbrick: A Social and Architectural History of Britain's Civic Universities. Oxford University Press.Abstract
In the last two centuries Britain has experienced a revolution in higher education, with the number of students rising from a few hundred to several million. Yet the institutions that drove - and still drive - this change have been all but ignored by historians. Drawing on a decade's research, and based on work in dozens of archives, many of them used for the very first time, this is the first full-scale study of the civic universities - new institutions in the nineteenth century reflecting the growth of major Victorian cities in Britain, such as Liverpool, Manchester, and Birmingham - for more than 50 years. Tracing their story from the 1780s until the 2010s, it is an ambitious attempt to write the Redbrick revolution back into history. William Whyte argues that these institutions created a distinctive and influential conception of the university - something that was embodied in their architecture and expressed in the lives of their students and staff. It was this Redbrick model that would shape their successors founded in the twentieth century: ensuring that the normal university experience in Britain is a Redbrick one. Using a vast range of previously untapped sources, Redbrick is not just a new history, but a new sort of university history: one that seeks to rescue the social and architectural aspects of education from the disregard of previous scholars, and thus provide the richest possible account of university life. It will be of interest to students and scholars of modern British history, to anyone who has ever attended university, and to all those who want to understand how our higher education system has developed - and how it may evolve in the future.
S. Iverson and J. James. 2014. Feminist Community Engagement: Achieving Praxis. Palgrave Macmillan.Abstract
Feminist Community Engagement argues that feminism, with its emphasis on consciousness-raising, interrogating power structures, and activism, is strategically necessary for the community engagement (CE) movement in higher education. Following an editorial overview of perspectives on feminism and community engagement, the contributors to this volume illuminate successes and challenges of feminist community engagement, and many offer practical applications for our CE work. Feminist Community Engagement advances how feminism can serve as a theoretical and practical strategy for combining activist engagement with democratic concerns for social justice and equality. Iverson, James, and their contributors draw explicitly on a feminist lens to illuminate successes and challenges of feminist community engagement, and offer practical applications.
Ying Cheng, Qi Wang, and Nian Cai Liu. 2014. How World-Class Universities Affect Global Higher Education:Influences and Responses. Rotterdam: SensePublishers : Imprint: SensePublishers.Abstract
World-class universities, commonly recognized as global research universities or flagship universities, are cornerstone institutions embedded in any academic system and play an important role in developing a nation’s competitiveness in the global knowledge economy. The development of world-class universities is high on the policy agenda of various stakeholders across the globe. In the past few years, an increasing number of nations, regions and higher education institutions in both developed and developing countries have joined the same race for academic excellence and have adopted a range of development strategies and implemented various reforms. From a comparative perspective, How World-Class Universities Affect Global Higher Education intends to provide an in-depth picture of excellence initiatives and relevant policies adopted in various nations and regions, and to reflect opportunities and challenges of developing excellence.
Noah D. Drezner. 2014. Expanding the Donor Base in Higher Education: Engaging Non-Traditional Donors. Taylor and Francis.Abstract
Winner of the Association of Fundraising Professionals 2014 Skystone Partners Research Prize in Philanthropy and Fundraising Traditionally, institutions have relied on wealthy White men to reach their fundraising goals. But as state investment in public higher education lessens and institutions look to philanthropy to move from excellence to eminence, advancement officers continually need to engage all populations, including many that have historically been excluded from fundraising strategies. Based on theory, research, and past practice, Expanding the Donor Base in Higher Education explores how colleges and universities can build culturally sensitive fundraising and engagement strategies. This edited book presents emerging research on different communities that have not traditionally been approached for fundraising—including Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) alumni, African Americans, Latinos, graduate students, young alumni, women, and faculty donors. Chapters discuss and analyze successful programs and provide practical suggestions and strategies to create and implement fundraising programs that engage these new donor populations. Expanding the Donor Base in Higher Education is an essential resource for any institution looking to expand their pool of donors and cultivate a more philanthropic mindset among alumni and students.
Ben Kotzee. 2013. Education and the growth of knowledge: perspectives from social and virtue epistemology. Malden, Massachusetts: John Wiley & Sons Inc.Abstract
Education and the Growth of Knowledge is a collection of original contributions from a group of eminent philosophers and philosophers of education, who sketch the implications of advances in contemporary epistemology for education. New papers on education and social and virtue epistemology contributed by a range of eminent philosophers and philosophers of education Reconceives epistemology in the light of notions from social and virtue epistemologyDemonstrates that a reconsideration of epistemology in the light of ideas from social and virtue epistemolog
Derek Curtis Bok. 2013. Higher education in America. Princeton: Princeton University Press.Abstract
At a time when colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation, Bok provides a thorough examination of the entire system, public and private, from community colleges and small liberal arts colleges to great universities with their research programs and their medical, law, and business schools. Drawing on the most reliable studies and data, he determines which criticisms of higher education are unfounded or exaggerated, which are issues of genuine concern, and what can be done to improve matters. Some of the subjects considered are long-standing, such as debates over the undergraduate curriculum and concerns over rising college costs. Others are more recent, such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Offering a rare survey and evaluation of American higher education as a whole, this book provides a solid basis for a fresh public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline.
Chika Sehoole and Jane Knight. 2013. Internationalisation of African Higher Education:Towards Achieving the MDGs. Rotterdam: SensePublishers : Imprint: SensePublishers.Abstract
The role of higher education, especially the international dimension, is given little importance in the discourse on achieving the Millennium Development Goals (MDGs) in Africa. This book aims to change that. The potential of higher education’s contribution to Africa’s development remains unrealized and often misunderstood. In today’s globalised world, which prioritises economic growth through liberalised trade and competitive market strategies, much emphasis has been placed on higher education’s ability to produce graduates to serve the labour market and produce new knowledge for the knowledge economy. While these are important contributions, the book argues that international higher education and new knowledge must go beyond economic purposes and serve the human and social development needs of the continent. It is against this background that the African Network for the Internationalisation of Education (ANIE) undertook research on the international dimension of higher education in Africa and its role in the achievement of the MDGs. Through empirical research, seven case studies address how international and regional higher education programmes and policies in African universities can address MDG priorities of promoting gender equality and women’s empowerment, combating HIV/AIDS and establishing global partnerships for development through academic mobility, joint research initiatives, curriculum innovation and policy development.
Michael S. Harris. 2013. Understanding institutional diversity in American higher education. Hoboken, N.J. Wiley Periodicals, Inc.Abstract
Institutional diversity serves as one of the fundamental hallmarks of American higher education. After a long history of support for many institutional types, the past 40 years have seen a decline in institutional variety. Through a discussion of history, theoretical contexts, and causes of homogenization, this monograph examines how higher education policymakers and leaders can strengthen institutional mission and preserve the benefits of institutional diversity. Higher education needs to serve a variety of functions for students, from liberal arts education to vocational training pr
James January 14- Martin and James E. Samels. 2012. The sustainable university: green goals and new challenges for higher education leaders. Baltimore: Johns Hopkins University Press. Publisher's Version
Thomas Brown, Margaret C. King, and Patricia Stanley. 2011. Fulfilling the Promise of the Community College: Increasing First-Year Student Engagement and Success. The First-Year Experience Monograph Series Number 56. National Resource Center for The First-Year Experience and Students in TransitionUniversity of South Carolina College Street, Columbia, SC 29208Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@scedu; Web site: http://scedu/fye.Abstract
For the past three decades, American higher education has paid increasing attention to the beginning college experience–to ensuring that entering students make a successful transition to college. Yet, much of the extant research and practice literature focuses on the experience of first-year students entering four-year colleges and universities. "Fulfilling the Promise of the Community College" is one of the first volumes to take a comprehensive look at the first-year experience in the community college, examining the unique characteristics of these institutions and the students they serve, barriers to success, and strategies for ensuring that students achieve their higher education goals. Authors describe successful adaptations of faculty development initiatives, first-year seminars, common reading programs, academic and career advising, learning communities, and STEM initiatives in the community college setting. This book begins with a foreword by Jennifer R. Keup and an introduction by Thomas Brown, Margaret C. King, and Patricia Stanley. Part I, The American Community College and Its Students, contains: (1) The American Community College: From Access to Success (George R. Boggs); (2) Understanding Entering Community College Students: Learning From Student Voices (Kay McClenney); and (3) Enhancing First-Year Success in the Community College: What Works in Student Retention (Wesley R. Habley). Part II, Supporting Student Success in the Community College, contains: (4) Reframing At-Risk to High-Potential: Supporting the Achievement and Success of Underprepared Students in the Critical First Year of College (Thomas Brown and Mario Rivas); (5) Developing and Engaging Educators to Support First-Year Student Success (Thomas Brown and Christine Johnson McPhail); and (6) Creating Effective Transfer Initiatives (Thomas J. Grites and Susan Rondeau). Part III, A Comprehensive First-Year Experience in the Community College, contains: (7) Building Paths to Student Success: Planning and Implementing for Effective Student Transition (Betsy O. Barefoot, Paul Arcario, and Ana Guzman); (8) Academic Advising Models to Support First-Year Student Success (Margaret C. King and Rusty N. Fox); (9) Career Development: An Essential Component of First-Year Experiences and Student Transitions (Patricia Stanley); (10) Learning Communities and Community Colleges: The Challenges and Benefits (Randy Jedele with Vincent Tinto); (11) Increasing Access and Success for First-Year Students in Science, Technology, Engineering, and Math (Kim Armstrong); and (12) Fulfilling the Promise: Summary and Recommendations (Thomas Brown, Margaret C. King, and Patricia Stanley). An index is included.
Tatjana Volkova, Ira Harkavy, Matthew Hartley, Rita A. Hodges, Anthony Sorrentino, Joann Weeks, Que Anh Dang, Jana Bacevic, and Duz Verlags- Und Medienhaus Gmbh. 2011. Leadership and Governance in Higher Education - Volume 15: Defining Profile, Institutional Mission and Goals. Berlin: DUZ Medienhaus.
David W. Chapman, William K. Cummings, and Gerard A. Postiglione. 2010. Crossing borders in East Asian higher education. Hong Kong: Comparative Education Research Centre, The Unversity of Hong Kong : Springer.Abstract
This book examines issues that have emerged as higher education systems and individual institutions across East Asia confront and adapt to the changing economic, social, and educational environments in which they now operate. The book's focus is on how higher education systems learn from each other and on the ways in which they collaborate to address new challenges. The sub-theme that runs through this volume concerns the changing nature of cross-border sharing. In particular, the provision of technical assistance by more industrialised countries to lower and middle income countries has given way to collaborations that place the latter's participating institutions on a more equal footing. At the same time, there is a greater number of partnerships that link higher education systems in the East Asian region to one another. Even as boundaries become more porous and permeable, there is growing acceptance of the view that cross border collaboration, if done well, can offer mutually beneficial advantages on multiple levels. There is a new recognition that the intensified international sharing of ideas, strategies of learning, and students is not only of enormous value to systems and institutions but essential to their long term survival. To this end, the chapters in this volume examine various motivations, goals, mechanisms, outcomes and challenges associated with cross-border collaboration in higher education. [Publisher website].
Hans Johnson. 2010. Higher Education in California: New Goals for the Master Plan.Abstract
California's Master Plan for Higher Education defined a strategy to meet the state's needs in 1960 – but today, California faces new challenges. By 2025, the state will have one million fewer college-educated workers than the economy will require, according to PPIC projections. Updating the Master Plan is crucial to closing this skills gap: This report proposes that the plan set explicit new goals in several key areas, including University of California (UC) and California State University (CSU) eligibility levels, community college transfers to four-year institutions, and college completion rates. Tables, Figures.
Organisation Economic for Co-operation and Development. 2010. Higher Education in Regional and City Development: Bío Bío Region, Chile 2010. Paris: OECD Publishing.Abstract
Abstract: The Bío Bío Region has pioneered regional development in Chile. It has a high concentration of higher education and research activity. Its universities and other higher education institutions have made significant progress in widening access to education. But challenges remain: the Bío Bío Region continues to suffer from brain drain as well as higher than average unemployment and poverty rates. How can the Bío Bío Region promote new business formation and the development of the existing small and medium-sized companies? What incentives are needed to improve higher education institutions’ regional and local orientation? How can higher education institutions move from knowledge generation towards knowledge transfer? This joint OECD and World Bank review explores a range of helpful policy measures and institutional reforms to mobilise higher education for the development of the Bío Bío Region. It is part of the series of the OECD reviews of Higher Education in Regional and City Development. These reviews help mobilise higher education institutions for economic, social and cultural development of cities and regions. They analyse how the higher education system impacts upon regional and local development and bring together universities, other higher education institutions and public and private agencies to identify strategic goals and to work towards them.
Grant Harman, Martin Hayden, and Thanh Nghi Pham. 2010. Reforming Higher Education in Vietnam: Challenges and Priorities. Dordrecht: Springer Netherlands.Abstract
The chapters in this book covers higher education in Vietnam, Vietnam's higher education system, reforming teaching and learning in Vietnam's higher education system, the research role of Vietnam's universities, and much more. Vietnam is a dynamic member of the community of Southeast Asian nations. Consistent with aspirations across the region, it is seeking to develop its higher education system as rapidly as possible. Vietnam's approach stands out, however, as being extremely ambitious. Indeed, it may be at risk of attempting to do too much too quickly. By 2020, for example, Vietnam expects its higher education system to be advanced by modern standards and highly competitive in international terms. This vision faces many challenges. The economy, though growing rapidly, remains reliant on the availability of unskilled labour and the exploitation of natural resources, and decision making in many areas of public life continues to be hamstrung by a legacy of over-regulation and centralised control. A large number of goals and objectives have been set for reform of the higher education system by 2020. The success of these reforms will have a major bearing on the future quality of the system. This sober assessment Vietnam's global competitiveness forms a backdrop to the subject matter of this book, that is, the state of Vietnam's higher education system. The book provides a comprehensive and scholarly review of various dimensions of the higher education system in Vietnam, including its recent history, its structure and governance, its teaching and learning culture, its research and research commercialisation environment, its socio-economic impact, its strategic planning processes, its progress with quality accreditation, and its experience of internationalisation and privatisation.
David L. Kirp. 2003. Shakespeare, Einstein, and the bottom line: the marketing of higher education. Cambridge, Mass. Harvard University Press.
United States. National Advisory Committee Black Higher on Education, Black Colleges, and Universities. 1980. Target date, 2000 AD: goals for achieving higher education equity for Black Americans. Washington, D.C. National Advisory Committee on Black Higher Education and Black Colleges and Universities : For sale by the Suptof Docs, USGPO.