scholarly journals Does the knowledge economy advance the green economy? An evaluation of green jobs in the 100 largest metropolitan regions in the United States

2018 ◽  
Vol 30 (1) ◽  
pp. 141-155 ◽  
Author(s):  
Taedong Lee ◽  
Jeroen van der Heijden
Keyword(s):  
Higher Education ◽  
United States ◽  
Knowledge Economy ◽  
Positive Impact ◽  
The United States ◽  
Green Economy ◽  
Institutions Of Higher Education ◽  
Green Jobs ◽  
Metropolitan Regions ◽  
The Impact

Institutions of higher education are significant economic engines and innovative places in local economies: they directly employ large numbers of people, often with well-paying jobs; they are magnets for businesses that service the student population; they educate and often assist students in securing first jobs; and they partner with local organizations and businesses to provide students with hands-on experiences while “giving-back” to the community. In this article, we examine the impact that institutions of higher education have as an engine of growth for the green economy and, specifically, assess their impact on the development of green jobs. Green jobs have been touted as an important strategy to simultaneously address both the economic downturn and environmental degradation. This article empirically assesses the impact that the knowledge economy has on the presence of green jobs in the 100 largest metropolitan regions in the United States. Our findings suggest that enhanced higher education and sustainability-oriented departments and centers have a positive impact on green job development in urban regions.

Vows and Visas

2019 ◽  
pp. 115-142
Author(s):  
Mary Johnson ◽  
Mary L. Gautier ◽  
Patricia Wittberg ◽  
Thu T. Do
Keyword(s):  
Higher Education ◽  
United States ◽  
Legal Status ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Catholic Organizations ◽  
Permanent Residency ◽  
The Impact

International sisters have several options available to stay legally in the United States, including U.S. citizenship and legal permanent residency. This chapter describes the various visa statuses of the international sisters studied in this book, the impact of their legal status on their ministry and life, and some avenues of legal support available to international sisters. The chapter describes some of their challenges with obtaining legal status and provides an introduction to a sample of national Catholic organizations whose mission is to serve immigrants, and in some cases, international sisters. The chapter also includes an introduction to several national ethnic- and racially specific organizations of sisters as well as institutions of higher education that provide support for the international sisters.

Teaching as We Learn

2020 ◽  
pp. 62-83
Author(s):  
Mellinee K. Lesley ◽  
Julie Smit
Keyword(s):  
Higher Education ◽  
United States ◽  
Graduate Students ◽  
Positive Impact ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Research Paradigm ◽  
Engaged Scholarship ◽  
Education Doctorate ◽  
Self Study

Increasingly, universities are embracing engaged scholarship as a vehicle for research that is “meaningful” and capable of reaching beyond the walls of academia to bring about a positive impact on society. While this shift toward citizen scholars is taking place philosophically in institutions of higher education across the United States (e.g., Carnegie Project on the Education Doctorate), few faculty have experience or training in the implementation of engaged scholarship and are, thus, reticent to both attempt this research paradigm and teach students about it. Given such a conceptual chasm, this chapter examines issues encountered by two faculty while working with graduate students to conduct engaged scholarship and provides observations about mentoring students into this paradigm of research. Through a self-study constructed as a bricolage, insights into mentoring graduate students through processes of building trust, collective discovery, meaningful impact, and publishing are presented.

scholarly journals Self-care perspective taking and empathy in a student-faculty book club in the United States

2020 ◽  
Vol 17 ◽  
pp. 22
Author(s):  
Rebecca Henderson ◽  
Melanie Gross Hagen ◽  
Zareen Zaidi ◽  
Valentina Dunder ◽  
Edlira Maska ◽  
...  
Keyword(s):  
United States ◽  
Perspective Taking ◽  
Book Club ◽  
Positive Impact ◽  
Self Care ◽  
The United States ◽  
School Students ◽  
Informal Curriculum ◽  
Meaningful Relationships ◽  
The Impact

Purpose: We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.Methods: Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.Results: Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.Conclusion: Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

scholarly journals A Comparative Study on Social Media Use and Public Participation in Korea and the United States: Does Social Media Matter?

2015 ◽  
Vol 30 (1) ◽  
pp. 207-230
Author(s):  
Kim Eun Yi
Keyword(s):  
United States ◽  
Social Media ◽  
Public Participation ◽  
Interaction Effect ◽  
Media Use ◽  
Positive Impact ◽  
The United States ◽  
The Political ◽  
Social Media Use ◽  
The Impact

This study examines how the use of different types of social media, such as Facebook and Twitter, affects public participation, drawing on the theory of motivation, which addresses the effect of internal and external political efficacy as well as the perceived political importance of social media. The study also investigates the interaction effect between social media use and perceived the political importance of social media on public participation. Employing a comparative perspective on an issue that has not been well studied, the study further seeks to discover potential variations in the impacts of different social media on public participation in the United States and Korea, both of which held presidential elections at the end of 2012. This study conducted hierarchical multiple regression analyses using data collected from college students in the United States and Korea. It shows the positive impact of social media use and its interaction effect with the perceived political importance of social media on the offline and online public participation of youth. The political motivational factor is found to be critical to driving public participation. This study also shows that the impact of Facebook use is more influential than Twitter use on public participation in the United States, whereas the opposite pattern is observed in Korea.

scholarly journals The Woods around the Ivory Tower: A Systematic Review Examining the Value and Relevance of School Forests in the United States

2020 ◽  
Vol 12 (2) ◽  
pp. 531
Author(s):  
Kimberly J. Coleman ◽  
Elizabeth E. Perry ◽  
Dominik Thom ◽  
Tatiana M. Gladkikh ◽  
William S. Keeton ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
Systematic Review ◽  
Ecosystem Services ◽  
The United States ◽  
Local Communities ◽  
Ivory Tower ◽  
Institutions Of Higher Education ◽  
Cultural Ecosystem Services ◽  
Research And Teaching

Throughout the United States, many institutions of higher education own forested tracts, often called school forests, which they use for teaching, research, and demonstration purposes. These school forests provide a range of benefits to the communities in which they are located. However, because administration is often decoupled from research and teaching, those benefits might not always be evident to the individuals who make decisions about the management and use of school forests, which may undervalue their services and put these areas at risk for sale, development, or over-harvesting to generate revenue. To understand what messages are being conveyed about the value and relevance of school forests, we conducted a systematic literature review and qualitatively coded the resulting literature content using an ecosystem services framework. While school forests provide many important benefits to academic and local communities, we found that most of the existing literature omits discussions about cultural ecosystem services that people may receive from school forests. We discuss the implications of this omission and make recommendations for addressing it.

Assessment in American Higher Education: The Role of Admissions Tests

2019 ◽  
Vol 683 (1) ◽  
pp. 130-148 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
College Performance ◽  
Admissions Tests ◽  
Higher Education System ◽  
Wide Range ◽  
Test Optional ◽  
The Impact

In this article, I review the role of college admissions tests in the United States and consider the fairness issues surrounding their use. The two main tests are the SAT, first administered in 1926, and the ACT, first given in 1959. Scores on these tests have been shown to contribute to the prediction of college performance, but their role in the admissions process varies widely across colleges. Although test scores are consistently listed as one of the most important admissions factors in national surveys of postsecondary institutions, an increasing number of schools have adopted “test-optional” policies. At these institutions, test score requirements are seen as a barrier to campus diversity because of the large performance gaps among ethnic and socioeconomic groups. Fortunately, the decentralized higher education system in the United States can accommodate a wide range of admissions policies. It is essential, however, that the impact of admissions policy changes be studied and that the resource implications of these changes be thoroughly considered.

scholarly journals ANALYSIS OF THE IMPACT OF FINTECH DEVELOPMENT ON FOREIGN DIRECT INVESTMENTS

2020 ◽  
Author(s):  
Tetiana Tokhtamysh ◽  
◽  
Oleksandr Yaholnytskyi ◽  
Kateryna Hranko ◽  
◽  
...  
Keyword(s):  
United States ◽  
Venture Capital ◽  
Capital Investment ◽  
Business Models ◽  
Positive Impact ◽  
The United States ◽  
Foreign Direct Investments ◽  
Financial Industry ◽  
The World ◽  
The Impact

The article looks over the degree of implementation of FinTech services in the world. It’s determined that the leading countries in the implementation of FinTech are China, India, and South Africa. Crucial influencing factor is demographic, rather than the widespread demand among the population for modern technology. The penetration rate of these services in the United States, where the largest technology companies in the world are located, was only 46%. The share of service users among the population that actively use digital technologies reaches 33%. Noted that the objects of investment of American banks are startups, programming applications of open interfaces and platforms for third-party developers. European banks also aim to invest actively in the development of FinTech but are still more focus on their own development. It is determined that Asian, Australian and African banks tend to develop technological solutions on their own. According to experts, the number of partnership agreements in the world with FinTech companies will increase each year. The analysis of the regional structure of global investments in FinTech carried out. It showed a positive dynamics of investment during 2014–2019. Increasing the size of global investments is due to the interest of investors in new projects and business models. Venture capital investment priorities coincide with global ones and are related to reviewing, updating, and improving business processes. The amount of venture capital invested in FinTech projects stimulates the development of the financial industry, mainly in China, the United States, the United Kingdom, and Ireland. They account for almost 9 times more investment in FinTech than in other countries. Correlation-regression analysis was applied to investigate the relationship between the level of development of the FinTech market and foreign direct investments. According to the results of calculations, the largest impact on foreign direct investment has the volume of venture investment in FinTech-projects and the FinTech market development rating. This proves the positive impact of FinTech companies on the growth of foreign investments in the country.

scholarly journals Global competence of employees in Hispanic Enterprises in the south of United States

2017 ◽  
Vol 8 (15) ◽  
Author(s):  
Mónica Blanco Jiménez ◽  
Juan Rositas Martínez ◽  
Francisco Javier Jardines Garza
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Global Market ◽  
Global Competence ◽  
Institutions Of Higher Education ◽  
Global Competency ◽  
Common Assumption ◽  
High Level

Abstract. Developing interculturally competent students who can compete successfully in the global market is one of the challenges for institutions of higher education in the United States. Some researchers think that Colleges and universities must make a deeper commitment to prepare globally competent graduates. A common assumption is that the processes by which people are educated need to be broadly consistent with the way in which organizationsoperate in a globalizing environment. With this in mind, we turned to managers of Hispanic enterprises to report whether they believed their employees possess the knowledge, skills, attitudes, and experiences deemed necessary for attaining global competency. We developed a questionnaire based on one created by Hunter (2004) to measure global competencies. We sent them to managers of some Hispanic enterprises who are members of the Tucson Hispanic Chamber of Commerce. In our results we found that employees of the Hispanic enterprises that were targeted do not generally have a high level of global competenceaccording to our indicators.Keywords: education, global competence, Hispanic enterprisesResumen. Desarrollar competencias inter-culturales en los estudiantes que tienen que competir con éxito en el mercado global es uno de los retos para las instituciones de educación superior en los Estados Unidos. Algunos investigadores señalan que las universidades deben asumir un compromiso más profundo para preparar de una manera competente a los graduados a nivel mundial. Una propuesta común es que los procesos por  los cuales las personas son educadas deben ser ampliamente consistentes con la manera en que las organizaciones operan en un entorno globalizado. Basado en estas suposiciones en este proyecto de investigación se pregunto a los gerentes de empresas hispanas si consideraban que sus empleados tenían los conocimientos, habilidades, actitudes y experiencias suficientes para considerarlos globalmente competentes. Para esto se desarrollo un cuestionario creado por Hunter (2004) para medir las competencias globales. Se enviaron a los gerentes de algunas empresas hispanas que son miembros de la Cámara de Comercio Hispana e la Cd. De Tucson, Arizona. En los resultados se encontró que los empleados de la gran parte de estas empresas no presentaban un alto nivel de competencias globales de acuerdo a los indicadores mundiales.Palabras clave: competencias globales, educación, empresas hispanas 

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