scholarly journals The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System

2021 ◽  
Vol 35 (1) ◽  
pp. 163-184
Author(s):  
John Bound ◽  
Breno Braga ◽  
Gaurav Khanna ◽  
Sarah Turner
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
The United States ◽  
Colleges And Universities ◽  
Higher Education System ◽  
Highly Educated ◽  
Mediating Role ◽  
The Us ◽  
Student Demand ◽  
Type Of Institution

In the four decades since 1980, US colleges and universities have seen the number of students from abroad quadruple. This rise in enrollment and degree attainment affects the global supply of highly educated workers, the flow of talent to the US labor market, and the financing of US higher education. Yet, the impacts are far from uniform, with significant differences evident by level of study and type of institution. The determinants of foreign flows to US colleges and universities reflect both changes in student demand from abroad and the variation in market circumstances of colleges and universities, with visa policies serving a mediating role. The consequences of these market mechanisms impact global talent development, the resources of colleges and universities, and labor markets in the United States and countries sending students.

The Road Ahead for America's Colleges and Universities

2017 ◽  
Author(s):  
Robert B. Archibald ◽  
David H. Feldman
Keyword(s):  
Higher Education ◽  
Public Discourse ◽  
Returning Students ◽  
The United States ◽  
Colleges And Universities ◽  
Higher Education System ◽  
The Road ◽  
The Future ◽  
Four Year Institutions ◽  
Age Range

This book evaluates the threats—real and perceived—that American colleges and universities must confront over the next thirty years. Those threats include rising costs endemic to personal services like higher education, growing income inequality in the United States that affects how much families can pay, demographic changes that will affect demand, and labor market changes that could affect the value of a degree. The book also evaluates changing patterns of state and federal support for higher education, and new digital technologies rippling through the entire economy. Although there will be great challenges ahead for America’s complex mix of colleges and universities, this book’s analysis is an antidote to the language of crisis that dominates contemporary public discourse. The bundle of services that four-year colleges and universities provide likely will retain their value for the traditional age range of college students. The division between in-person education for most younger students and online coursework for older and returning students appears quite stable. This book provides a view that is less pessimistic about the present, but more worried about the future. The diverse American system of four-year institutions is resilient and adaptable. But the threats this book identifies will weigh most heavily on the schools that disproportionately serve America’s most at-risk students. The future could cement in place a bifurcated higher education system, one for the children of privilege and great potential and one for the riskier social investment in the children of disadvantage.

Smoke-free and tobacco-free colleges and universities in the United States

2019 ◽  
pp. tobaccocontrol-2018-054829 ◽  
Author(s):  
Kelly D Blake ◽  
Amanda L Klein ◽  
Laura Walpert ◽  
Len Casey ◽  
Cynthia Hallett ◽  
...  
Keyword(s):  
United States ◽  
Postsecondary Education ◽  
The United States ◽  
Colleges And Universities ◽  
Department Of Education ◽  
State Laws ◽  
Education Data ◽  
The Us ◽  
The Usa ◽  
Education Statistics

ObjectiveTo describe the number and proportion of accredited, degree-granting institutions with 100% smoke-free and 100% tobacco-free protections across the USA and by state.MethodsData on postsecondary education institutions from the US Department of Education National Center for Education Statistics Integrated Postsecondary Education Data System 2015, and smoke-free and tobacco-free campus protections from the American Nonsmokers’ Rights Foundation’s Smokefree and Tobacco-Free Colleges and Universities List 2017, were integrated to calculate the number and proportion of: (1) smoke-free and tobacco-free accredited, degree-granting institutions and (2) students and staff protected by campus policies and state laws. Campus protections are given a 100% smoke-free designation if smoking is not allowed on campus anywhere, at any time; 100% tobacco-free designations extend smoke-free protections to include non-combustible products such as smokeless tobacco.Results823 accredited, degree-granting institutions (16.7%) representing 1816 individual campuses, sites and schools have either 100% smoke-free or 100% tobacco-free protections. An estimated 14.9 million college students (26.9%) and 8.9 million faculty and staff (25.4%) are protected by campus policies and state laws. Only three states and two territories have 100% smoke-free or 100% tobacco-free protections in over half of their institutions; four states and six territories have no known 100% smoke-free or 100% tobacco-free campus protections.ConclusionsIn 2017, just 16.7% of accredited, degree-granting institutions in the USA had 100% smoke-free or 100% tobacco-free protections. Despite progress, more efforts can ensure that students and staff benefit from comprehensive 100% smoke-free and 100% tobacco-free protections at US colleges and universities.

scholarly journals Higher Education in Saudi Arabia

2015 ◽  
Vol 5 (3) ◽  
pp. 317-318 ◽  
Author(s):  
Neete Saha
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
The United States ◽  
Post Secondary ◽  
Higher Education System ◽  
Saudi Students ◽  
The Us ◽  
Challenges And Opportunities ◽  
World Class ◽  
Academic Year

Institutions in the United States have been popular among Saudi students seeking post-secondary degrees. In fact, Saudi Arabia is one of the highest represented home countries of international students in the US. 44,566 Saudi students enrolled in US colleges and universities for the 2012-2013 academic year, and enrollment numbers for Saudi students have been increasing tremendously over the years (IIE, 2013). Higher education in Saudi Arabia: Achievements, challenges and opportunities (2013), edited by Larry Smith and Abdulrahman Abouammoh, provides insight into this growth. This book suggests that Saudi Arabia wants to improve its higher education system, the goal being to “…achieve ‘world-class’ standards” (p. 5). To accomplish this, Saudi Arabia has invested 160 billion USD into its budget for education.

The Rhetoric of Higher Education in Crisis

2017 ◽  
Author(s):  
Robert B. Archibald
Keyword(s):  
Higher Education ◽  
Online Education ◽  
College Education ◽  
Colleges And Universities ◽  
Financial Model ◽  
Economic Changes ◽  
Higher Education System ◽  
Environmental Threats ◽  
The Us ◽  
Business As Usual

Crisis rhetoric dominates the conversation about higher education. This chapter provides a few fictional stories about the future of colleges and universities facing today’s stresses. It introduces the threats that US higher education faces. These include internal threats, classified as those that come from conducting business as usual in the traditional model of producing a college education; environmental threats, broader economic changes in the world outside of higher education that make the current financial model for colleges and universities more challenging; and technological threats, that is, the expansion of online education. The chapter also discusses reasons apocalyptic predictions of disruption and bankruptcy for large segments of the US higher education system are overblown.

Policy Dialogue: The Problems and Promises of Higher Education in the United States

2021 ◽  
Vol 61 (3) ◽  
pp. 341-350
Author(s):  
Sara Goldrick-Rab ◽  
David Labaree
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
The United States ◽  
Student Loan ◽  
Professor Emeritus ◽  
Policy Dialogue ◽  
College And University ◽  
Us Economy ◽  
The Us ◽  
Institutional Types

AbstractNearly 70 percent of American students enroll in postsecondary education immediately after graduating high school. Yet college and university completion rates remain highly disparate across social and economic groups. White students in the US are 20 percent more likely than Black and Latino students to graduate, and students from high-income backgrounds are roughly five times more likely to graduate than their lower-income peers. As a result, many students leave higher education without a degree, bearing debt that cannot be discharged through bankruptcy. The upshot is that much of the $1.7 trillion in student loan obligations today is held by those who cannot afford to repay it—an immediate crisis for millions of individuals and a looming threat to the US economy. How did we arrive at this juncture? And what should we do from here?For this Policy Dialogue, the HEQ editors asked Sara Goldrick-Rab and David Labaree to explore the past, present, and future of pressing issues facing American higher education. Goldrick-Rab is professor of sociology and medicine at Temple University as well as President and Founder of the Hope Center for College, Community, and Justice in Philadelphia. She is also the chief strategy officer for emergency aid at Edquity, a student financial success and emergency aid company, and founder of Believe in Students, a nonprofit distributing emergency aid. Labaree is a past president of the History of Education Society and the Lee L. Jacks Professor Emeritus at Stanford University. Their dialogue takes readers on a quick and heady jaunt across time, across the country, and across almost all institutional types in higher education.HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

Aligning Institutions of Higher Education emergency preparedness plans with the National Response Framework

2012 ◽  
Vol 10 (4) ◽  
pp. 241
Author(s):  
Maureen Connolly, EdD
Keyword(s):  
Higher Education ◽  
Homeland Security ◽  
Emergency Preparedness ◽  
Target Population ◽  
The United States ◽  
Colleges And Universities ◽  
Preparedness Plan ◽  
The Us ◽  
National Response ◽  
The Government

Colleges and universities must be prepared to respond to events that could compromise the safety of any person in a classroom, residence hall, office, or any other campus facility as well as for any event that could jeopardize the continuation of use of any campus facility. The Federal Emergency Management Agency (FEMA) states, “Higher education institutions ... are realizing that improving their campus’ resistance to disaster will not only protect their own lives and those of their students, it will also safeguard their campus’ instruction, research, and public service.” The US Department of Homeland Security, FEMA developed the overarching strategy, the National Response Framework (NRF), for emergency preparedness for “government executives, private-sector and nongovernmental organization leaders.” FEMA and the Department of Education (DOE) developed specific guidelines for emergency preparedness for colleges and universities. This study linked these guidelines to the five principles of the NRF. Most institutions have an emergency preparedness plan, but just how effective are these plans? Do community colleges, state, independent, and proprietary institutions differ in terms of their level of emergency preparedness? The target population for this study is colleges and universities in the United States. This quantitative study measured how aligned the emergency preparedness plans of these colleges and universities are to the recommendations of FEMA and the US DOE, Office of Safe and Drug-Free Schools. The data suggest that much more needs to be done to bring college and university emergency plans into alignment with the government recommendations. Alignment with the government documents for this sample of US colleges and universities is extremely low for each principle of the NRF.

Is public administration struggling in higher education? Evidence from the united states scenario

2020 ◽  
Vol 38 (3) ◽  
pp. 284-294
Author(s):  
Alessandro Braga
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Public Administration ◽  
The United States ◽  
Crucial Point ◽  
Higher Education System ◽  
The Public ◽  
The Us ◽  
Public Sector Organizations ◽  
Main Effects

This article aims to discuss the health of the public administration discipline in the US higher education system. In particular, it debates two possible alternatives: decline or reposition. The paper analyzes the academic offers of political science, public policy, and public administration programs at both undergraduate and graduate levels. The Results highlight that the public administration discipline is currently at a crucial point. The core attention within both governments and higher education is more focused on politics and policies than on management. Accordingly, this scenario has two main effects. First, it creates an imbalance between the political discourse, the formulation/execution of public policies, and the managing of effective public sector organizations. Second, it might lead the discipline of public administration into a decline. Nevertheless, public administration can find a reposition within social sciences by developing more openness and a process of cross-contamination with other humanistic disciplines.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

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