scholarly journals Accounting for institutional variation in expected returns to higher education

2017 ◽  
Vol 25 ◽  
pp. 110 ◽  
Author(s):  
Shawn Dorius ◽  
David Tandberg ◽  
Bridgette Cram
Keyword(s):  
Higher Education ◽  
Public University ◽  
Colleges And Universities ◽  
Policy Implications ◽  
Expected Returns ◽  
Student Body ◽  
Capital Theory ◽  
Post Secondary ◽  
Institutional Variation ◽  
Returns On Investment

This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter-university variation in ROI, suggesting that the factors we have identified are among the most important correlates of institutional ROI. We discuss the policy implications of these findings for institutions of higher education in the context of institutional rankings and a rapidly evolving education landscape, giving special attention to student body characteristics colleges and universities.

Variation of greenness across China’s universities: motivations and resources

2018 ◽  
Vol 19 (1) ◽  
pp. 48-66 ◽  
Author(s):  
Wanxia Zhao ◽  
Yonghua Zou
Keyword(s):  
Higher Education ◽  
Interdisciplinary Approach ◽  
Two Dimensions ◽  
Vertical Dimension ◽  
Policy Implications ◽  
Tier 2 ◽  
Content Type ◽  
Higher Education System ◽  
Institutional Variation ◽  
Greenness Index

Purpose This study aims to examine the cross-institutional variation in university greenness and analyze its underlying dynamics. Design/methodology/approach This study constructs a University Greenness Index (UGI) and conducts multivariate regression. Findings This study finds variation within two dimensions; in the vertical dimension, top-tier universities have significantly higher UGIs than tier-2 universities, and in the horizontal dimension, agricultural and forest, engineering and technology and generalist universities have significantly higher UGIs than other specialist universities. The dynamics underlying the greenness variation lies in different universities’ motivations and resources, which are associated with China’s higher education administrative system, especially the mechanism by which funding is allocated. Research limitations/implications The Internet-search-based greenness index has some inherent limitations. First, there exists a gap between green information expression and real green achievement. Second, this research may be difficult to apply to other countries, because of the specific characteristics of China’s higher education system. Practical implications Based on the empirical results, two policy implications can be generated. First, for the problem of the vertical dimension variation, related institutional transformation should be launched to promote university greenness. Second, for the problem of the horizon dimension variation, specialist universities can take advantage of an interdisciplinary approach to promote greenness. Originality/value This research helps scholars and administrators to better understand the progress being made and the achievements realized with regard to green university initiatives in China.

Get Up, Stand Up: Teaching Civil Disobedience in the Literature Classroom

PMLA ◽  
2009 ◽  
Vol 124 (3) ◽  
pp. 864-869 ◽  
Author(s):  
Kathryn Miles
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Presidential Address ◽  
Civil Disobedience ◽  
Colleges And Universities ◽  
Student Body ◽  
Literature Classroom ◽  
Course Work ◽  
Landmark Study

In his presidential address at the 1970 MLA convention, Maynard Mack sounded a warning bell concerning activism and the future of literary studies. Faced with a seemingly endless conflict in Vietnam and a national student body growing polarized in its response to this war, higher education, including language-based pedagogy, was in crisis. Of particular concern to Mack was a growing generational disconnect over the role of activism in the literature classroom. He cited a landmark study in which nearly two-thirds of all professors over the age of thirty maintained that any foray into politics should be avoided, if not altogether prohibited, in formal course work. The younger generation disagreed: two-thirds of them, in fact, felt a moral and pedagogical obligation to use colleges and universities as loci for social change. This ideological divide, Mack predicted, would soon create “a crisis of authority in the offing beside which all current manifestations would look pale” (365).

scholarly journals Examining the OPM: Form, Function, and Policy Implications

2021 ◽  
Author(s):  
John J. Cheslock ◽  
Kevin Kinser ◽  
Sarah T. Zipf ◽  
Eunjong Ra
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Colleges And Universities ◽  
Program Management ◽  
Policy Implications ◽  
Online Program ◽  
Online Programs ◽  
Working Definition ◽  
Form Function ◽  
Definition Of

Online program management (OPM) is the merging of online education and outsourcing practices in higher education. OPM firms facilitate the development, delivery, and management of online programs for colleges and universities. Although OPM partnerships can help institutions offer online programs they otherwise would not be able to offer, such agreements raise concerns not seen with other types of outsourcing. To help others understand the phenomenon of online program management, we pulled together fragmented information from previous studies and literature, national datasets, websites, policies and regulations, and interviews with experts. Because previous writings use a range of definitions for the term OPM, we start by providing a working definition of an OPM agreement. Each side of the agreement is then examined in turn. For colleges and universities, we consider the reasons why they choose (or do not choose) to enter into an OPM partnership. Special attention is paid to reasons pertaining to organizational finances and nonprofit conversions. For OPM firms, we provide details about the organizations that participate in this rapidly changing market. Last, we offer policy perspectives while noting possible modifications of current regulations and providing caution about unintentional consequences of over-regulation.

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Higher Education Policy: Implications for Gender-Balancing the Curriculum

1983 ◽  
Vol 36 ◽  
pp. 12-13
Author(s):  
Thomas A. Mulkeen
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
The United States ◽  
Policy Implications ◽  
Industrial Society ◽  
Public Higher Education ◽  
Agriculture Industry ◽  
Scientific Principles ◽  
Industry And Commerce ◽  
New Institutions

American higher education has been molded by forces outside the educational community. From the Civil War through the mid-1970's our political leadership considered investment in education good for the economy and, therefore, good public policy. This link between schooling and the economic system developed as the United States moved from an agrarian to an industrial economy. Industrialization demanded skills that neither the family nor the church could provide, and tax-supported public higher education was to assist the transformation to an industrial society. The catalyst for this transformation came in 1862 with the passage of the Morrill Act establishing the land grant colleges. These new institutions emphasized the development of technical skills and the application of scientific principles to agriculture, industry and commerce.

“I Knew It Was Gonna Be Hard, but I Always Knew I Had Support From My Parents”: The Role of Family on Undocumented Students’ College Aspirations and Persistence

2021 ◽  
pp. 152102512110188
Author(s):  
Cinthya Salazar
Keyword(s):  
Higher Education ◽  
Undocumented Students ◽  
The United States ◽  
Public University ◽  
College Aspirations ◽  
Higher Education Research ◽  
Research And Practice ◽  
Postsecondary Success ◽  
States Experience

Literature shows that undocumented students in the United States experience significant challenges to and through higher education. Only a few studies have uncovered the mechanisms that undocumented students use to persist in college; in particular, the role that family plays on their postsecondary success is understudied. In this qualitative study, I examine the role that family plays on undocumented students’ college aspirations and persistence. Findings from a sample of 16 undocumented students attending a four-year public university show that their families are the stimulus motivating them to pursue higher education, as well as the support system they can rely on to manage college barriers. However, the data also revealed that for a few participants, their families are a source of stress, resulting in additional challenges they must manage as they navigate higher education. I present these findings using participants’ vignettes and conclude with implications for higher education research and practice.

From Teen Parent to Student Parent: Latina Mothers’ Persistence in Higher Education

2020 ◽  
pp. 153819272098030
Author(s):  
Giselle Emilia Navarro-Cruz ◽  
Brianne A. Dávila ◽  
Claudia Kouyoumdjian
Keyword(s):  
Higher Education ◽  
Adolescent Mothers ◽  
Transition To Parenthood ◽  
Social Experiences ◽  
Latina Mothers ◽  
Post Secondary ◽  
Teen Parent ◽  
Academic And Social Experiences ◽  
Depth Interviews ◽  
Persistence In Higher Education

Less than half of adolescent mothers graduate from high school and fewer obtain a post-secondary degree. The purpose of this study is to understand how Latina mothers who experienced childbirth during adolescence transition to parenthood and higher education. We conducted 13 in-depth interviews with Latina mothers enrolled in higher education. We found that Latina mothers’ persistence in higher education is influenced by psychosocial factors, initial commitments, academic and social experiences in college, and final commitments.

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