Notes on Sociology in Institutions of Higher Learning--An Analysis of the Courses in 145 Colleges and Universities

Social Forces ◽  
1942 ◽  
Vol 20 (3) ◽  
pp. 390-399
Author(s):  
T. E. Sullenger
Keyword(s):  
Colleges And Universities ◽  
Higher Learning ◽  
Institutions Of Higher Learning

Travelers on the Title IX Compliance Highway: How Are Ohio’s Colleges and Universities Faring?

2007 ◽  
Vol 16 (2) ◽  
pp. 46-82 ◽  
Author(s):  
Ellen J. Staurowsky ◽  
Heather Lawrence ◽  
Amanda Paule ◽  
James Reese ◽  
Kristy Falcon ◽  
...  
Keyword(s):  
Gender Equity ◽  
Intercollegiate Athletics ◽  
Title Ix ◽  
Junior Colleges ◽  
Colleges And Universities ◽  
The State ◽  
Higher Learning ◽  
Athletic Programs ◽  
Institutions Of Higher Learning ◽  
Intercollegiate Athletic Programs

As a measure of progress, the experiences today of women athletes in the state of Ohio are far different from those attending institutions of higher learning just after the passage of Title IX of the Education Amendments Act of 1972. But how different, and how much progress has been made? The purpose of this study was to assess the level of progress made by compiling and analyzing data available through the Equity in Athletics Disclosure reports filed by 61 junior colleges, four year colleges, and universities in the State of Ohio over a four year span of time for the academic years 2002-2006.2 The template for this study was the report completed by the Women’s Law Project examining gender equity in intercollegiate athletics in colleges and universities in Pennsylvania (Cohen, 2005), the first study of its kind. Similar to that effort, this study assesses the success with which intercollegiate athletic programs in Ohio have collectively responded to the mandates of Title IX in areas of participation opportunities and financial allocations in the form of operating budgets, scholarship assistance, recruiting and coaching.3

Chronicles of the Metro Atlanta P-20 Collaborative

2020 ◽  
pp. 169-191
Author(s):  
Felicia Moss Mayfield
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Educator Preparation ◽  
Quality Instruction ◽  
Institutions Of Higher Learning

The purpose of this chapter is to capture and chronicle four years of intense work involving the Metro Atlanta P-20 Collaborative. One of nine groups carved out and designated in Georgia, the Metro Atlanta P-20 focused on effective educator preparation. It aimed to lead to quality instruction for P-12 students based on a mutually beneficial partnership between P-12 schools and the colleges and universities that prepare their teachers. This case study will be helpful for replication when examining innovative methodologies in bridging the gap between schools and institutions of higher learning, especially with respect to educator preparation. Additionally, the work occurred within a professional learning community framework. Therefore, it provides a case study modeling productivity within this protocol.

Adjuncts Unite! The Struggle to Unionize, Administrative Response, and Building a Bigger Movement

2021 ◽  
pp. 0160449X2110286
Author(s):  
Christian A. I. Schlaerth
Keyword(s):  
Working Conditions ◽  
Colleges And Universities ◽  
Higher Learning ◽  
College Courses ◽  
Service Employees ◽  
For Profit ◽  
The Past ◽  
Teaching College ◽  
Institutions Of Higher Learning

In the last decade, adjuncts have become the dominant faculty type at most colleges and universities, making up to 80 percent of those teaching college courses. Their conditions and struggles have been well documented in terms of their compensation and working conditions. Adjuncts have begun to organize across the nation, while also fighting for a broader movement, most notably through Service Employees International Union’s (SEIU) Faculty Forward Campaign, along with others. However, institutions of higher learning have been fighting back against these efforts in the same manners that for-profit companies have done in the past. This paper demonstrates the conflict as well as providing a framework for something bigger.

scholarly journals Intangible Assets for Sustainable Competitive Advantage in Institutes of Higher Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 104-147
Author(s):  
Jacob Soko Jeketule
Keyword(s):  
Competitive Advantage ◽  
Intangible Assets ◽  
Building Blocks ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Sustainable Competitive Advantage ◽  
Institutions Of Higher Learning ◽  
Education Industry ◽  
Resources And Capabilities ◽  
Higher Education Industry

Resources and capabilities are the building blocks upon which an organisation can create and execute value-adding strategy so that it earns reasonable returns and achieves strategic competitiveness (Management, 2012). A company‘s resource strength forms the cornerstones of strategy because they represent the company‘s best chance for market success (Duncane, Ginter, & Swaye, 1998). This article seeks to find out what kind of resources and capabilities thriving institutes of higher learning in Kenya possess and build to make them stay afloat amidst stiff competition. The ever-changing tastes and customer needs and preferences have significant influence on how businesses shape their strategy to compete with other industry players. The education industry in Kenya has not been spared from this trend. Colleges and universities are facing demanding customers who seek customised education services tailored to their own pace, preferred location and time. While some colleges and universities have thrived because they have taken advantage of the opportunities in their environment some have closed doors while others have resorted to unethical ways to attract students. The play-field has been left to those colleges and universities that have reengineered their organisational activities to address the ever-changing needs and preferences of customers in order to have a competitive edge in the industry. This article discusses the value of intangible assets, anchoring its arguments on the resource based view of the firm. We argue that reputation, organisational leadership, and collaboration are vital for institutes of higher learning to thrive. It recommends that institutes of higher learning should concentrate on building resource strengths and capabilities that make them gain and sustain competitive advantage. We propose action research to continuously improve organisational processes. We further propose a conceptual framework that may lead institutions of higher learning to gain and sustain competitive advantage. By focusing on building intangible assets, which are less prone to imitation, this article will address the challenges of competition in the higher education industry.

scholarly journals A Systemically Collaborative Approach to Achieving Equity in Higher Education

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Richard Prystowsky
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Collaborative Approach ◽  
Disappointing Result ◽  
Implicit Biases ◽  
Institutions Of Higher Learning ◽  
Major Factors ◽  
Underserved Groups

Colleges and universities have long recognized the need to address inequities affecting students from underrepresented or underserved groups. Despite efforts undertaken by dedicated individuals, large-scale, national change in this area has not been realized. In this article, we address two major factors underlying this disappointing result—the structures of isolation common in our institutions of higher learning, and the inadequate addressing of our own implicit biases—and offer a model of systemic collaboration aimed at ameliorating these problems so that colleges and universities throughout the nation can achieve the equity goals that have proved so elusive for so many of them.

The Role of Moral Education on the Dress Code in the Higher Learning Institution

Sains Insani ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 10-14
Author(s):  
Ira Meilita Ibrahim ◽  
Taufik A. Latif ◽  
Afi Roshezry Abu Bakar ◽  
Muthualagan Thangavelu
Keyword(s):  
Moral Education ◽  
Private University ◽  
Public University ◽  
Higher Learning ◽  
Private Institutions ◽  
Dress Code ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Definition Of

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated the students’ understanding of the content of dress codes in their learning institution and the role played by moral education in regard to dress code. The overall study highlighted students’ perception towards the implementation of the dress code and punishment in their learning institution. The methodologies used to carry out this study are questionnaires and interviews. This study will therefore ascertain the important of dress code among students at higher learning institution and the role of moral education in cultivating values in order to dress properly or decently. Key Words: moral education, dress code, higher learning institution, civilization.

A JOURNEY TO MEASURE STUDENT COMMUNITY ENGAGEMENT BENEFITS: EVIDENCE FROM AUSTRALIA

2019 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Ellen Chung ◽  
Hamish B Coates
Keyword(s):  
Community Engagement ◽  
Undergraduate Students ◽  
Factor Loading ◽  
Higher Learning ◽  
Four Dimensions ◽  
Student Community ◽  
Institutions Of Higher Learning ◽  
Final Questionnaire ◽  
Civic Skills ◽  
Career Skills

Community engagement is a phenomenon that has received increasing attention among institutions of higher learning in recent years, and students engaging with communities are generally seen as beneficial. Given this, surprisingly little is known about this form of engagement in Australian higher education, let alone methods to measure its benefits on students. This study discussed the development of the Student Community Engagement Benefits Questionnaire (SCEBS), a questionnaire that measures the perceptions of community engagement benefits among undergraduate students in Australia. The final questionnaire has 32 items allocated to four benefit scales: (1) Career skills, (2) Diversity skills, (3) Interpersonal skills, (4) Civic skills. Most benefit items had a factor loading of atleast 0.40 with its own scale. The results of the factor analysis revealed that the four scales accounted for 53% of the total variance. The alpha reliability coefficient for the four scales ranged from 0.79 to 0.91. Based on these findings, the Student Community Engagement Benefits Scale (SCEBS) is a valid and reliable instrument that can be used in the field of education. Undergraduate students also reported statistically significant changes in the four dimensions after participating in community engagement activities.

South Africa’s Institutions of Higher Learning

2014 ◽  
Vol 31 (3) ◽  
pp. 50-69
Author(s):  
Muhammed Haron
Keyword(s):  
Social Science ◽  
Religious Studies ◽  
Higher Learning ◽  
Honors Program ◽  
Islamic Studies ◽  
Institutions Of Higher Learning ◽  
The Social ◽  
Regional Universities ◽  
Muslim Communities ◽  
Insight Into

As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so differ radically from one institution to the other. This essay first seeks to offer a brief insight into the teaching of “Islam” as a subject in theological/oriental/religious studies programs; it thereafter reflects upon “Islamic studies” as a social science discipline that has been included in the social science and humanities syllabus. It focuses on the BA Honors program to show the themes chosen for these programs and how scholars redesigned and changed these programs to meet modern needs. Apart from using “social change” as its theoretical framework, it also brings en passantinto view the insider/outsider binary that further frames the debates regarding the teaching and studying of Islam at these institutions in southern Africa generally and South Africa in particular. 

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