Linguistic Aspect of the Technology for the Use of Video Content in the Process of Adaptation of Foreign Students at Higher Education Institutions of the United States of America
A Genre Analysis of the Strategic Plans of Higher Education Institutions in Hong Kong and the United States of America
It stands with no contention that a society without virtues and values would be a muddled one, and etiquette is a systemic rectitude that helps shape society. The once eccentric Internet now epitomises regularized modern society and has paved way for new diverse business processes and operations that necessitate critical decision making. These proliferating business processes have been termed e-business or e-commerce, both of which have been used interchangeably in the literature. We consider two groups in the United States of America – business organisations and Higher Education Institutions; specifically the different higher education systems in the United States. Traditionally white institutions are of choice, as members of the Internet society in this chapter. A reconnoitring of the etiquettes of the Internet and e-business vis-à-vis decision making is presented and readers are driven through the elements of etiquettes that govern e-business and how these impact businesses as a whole. It would not be over-amplified to state that this component of e-business is important in ways that translate into institutions’ and organisations’ efficacies. The Higher Education Institutions and organisations vary in size and ownership, each institution or organisation deals with the essence of e-etiquette and the data show direct relationships between e-etiquette, decision making and the success of organisations and institutions and e-societal members.
Reconsidering the Regional Economic Development Impacts of Higher Education Institutions in the United States
Factors influencing the participation of undergraduate students from sub-Saharan Africa in higher education in the United States of America
Flipped Classroom Implementation: A Case Report of Two Higher Education Institutions in the United States and Australia
There have been numerous discourses around millennials and some of them may sound worrisome. To discuss millennials and moral panic, this study looks at three different areas (i.e., criminal justice, teaching at higher education institutions, and transitions to adulthood in South Korea) with some issues pertinent to millennials and younger generations faced in society currently. Drawing on a wide range of the literature, this study attempts to recognize unique characteristics of our younger generations, to find ways to better understand them using multiple angles, and to identify reasons why we should stay hopeful about the future. Our society will continue to change, often in unpredictable ways, and there will always be a new generation on the horizon. Efforts should be made to work with younger generations, learning from each other and finding ways to work together.
Are we teaching what employers want? Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities
Employers and policy makers have criticized higher education institutions for the perceived knowledge and skills deficiencies of their graduates. This article seeks to identify the gaps between employer needs, curricular priorities, and accrediting standards, specifically in the management domain. To this end, the authors content analyzed 200 job announcements for entry-level management positions in the 10 largest metropolitan statistical areas in the United States and the learning goals of 51 business programs, comparing both to the Association to Advance Collegiate Schools of Business’s Standard 9. While the findings demonstrate considerable overlap between employers’ stated needs, business programs’ curricular focus, and accrediting standards, notable gaps emerged, especially in the area of self-management. The authors discuss the implications of these findings for both business programs and accrediting bodies.
Preparing School and District Leaders for Success in Developing and Facilitating Integrative STEM in Higher Education
Higher education institutions in the United States with graduate-level educational leadership programs traditionally do not offer professional learning opportunities in integrative STEM education. The objective of this paper is to share our journey to prepare and implement a course designed for P-12 educational leaders to build knowledge and skills to lead impactful integrative STEM programming. Results of the demand survey indicated a high amount of interest in an integrative STEM education course. Findings from interviews and the modified Delphi study informed our decisions for the development, objectives, assessments, and outcomes of the course to enhance integrative STEM culture in educational settings.
This article explores what England and the United States can learn from each other withregard to reducing social class and racial/ethnic differences in higher education accessand completion. It focuses on seven policy strands: student information provision;outreach from higher education institutions; student financial aid; affirmative action orcontextualization in higher education admissions; higher education efforts to improveretention and completion; performance funding; and degree of reliance onsubbaccalaureate institutions.