scholarly journals Performance Models in Higher Education

2000 ◽  
Vol 8 ◽  
pp. 30 ◽  
Author(s):  
Janet Atkinson-Grosjean ◽  
Garnet Grosjean
Keyword(s):  
Field Theory ◽  
Higher Education ◽  
United States ◽  
New Zealand ◽  
The Netherlands ◽  
Performance Measures ◽  
The United States ◽  
Theoretical Framework ◽  
Public Institutions ◽  
Performance Models

Higher education (HE) administrators worldwide are responding to performance-based state agendas for public institutions. Largely ideologically-driven, this international fixation on performance is also advanced by the operation of isomorphic forces within HE's institutional field. Despite broad agreements on the validity of performance goals, there is no "one best" model or predictable set of consequences. Context matters. Responses are conditioned by each nation's historical and cultural institutional legacy. To derive a generalized set of consequences, issues, and impacts, we used a comparative international format to examine the way performance models are applied in the United States, England, Australia, New Zealand, Sweden, and the Netherlands. Our theoretical framework draws on understandings of performance measures as normalizing instruments of governmentality in the "evaluative state," supplemented by field theory of organizations. Our conclusion supports Gerard Delanty's contention, that universities need to redefine accountability in a way that repositions them at the heart of their social and civic communities.

A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States

2014 ◽  
pp. 111-139
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Higher Education ◽  
United States ◽  
Transformative Learning ◽  
The United States ◽  
Theoretical Framework ◽  
Transformative Learning Theory ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Teaching Experiences ◽  
Transformational Teaching

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.

Twenty-five years of Norwegian sovereignty in Svalbard, 1925–50

Polar Record ◽  
1951 ◽  
Vol 6 (42) ◽  
pp. 179-184
Author(s):  
Anders K. Orvin
Keyword(s):  
United States ◽  
South Africa ◽  
New Zealand ◽  
Great Britain ◽  
The Netherlands ◽  
United States Of America ◽  
The United States ◽  
White Island

By a treaty signed in Paris on 9 February 1920, Norway was given the sovereignty of Svalbard, comprising all the islands situated between longs. 10° and 35° E. and lats. 74° and 81° N., thus including Spitsbergen, Bjørnøya (Bear Island), Hopen (Hope Island), Kong Karls Land, and Kvitøya (White Island). The treaty, which has since been recognized by a number of other states, was signed by the United States of America, Denmark, France, Italy, Japan, the Netherlands, Great Britain and Ireland, the Dominions of Canada and New Zealand, the Union of South Africa, India, and Sweden. The U.S.S.R. recognized Norway's sovereignty of Svalbard in 1924 but did not sign the treaty until 1935; Germany signed the treaty in 1925. On 14 August 1925, Norway formally took possession and the Norwegian flag was hoisted in Longyearbyen. Since then, twenty-five years have elapsed, and in honour of the occasion the anniversary was celebrated at Longyearbyen in 1950.

Anatomy of a Digital Project – The UCLA AIDS Poster Collection

2007 ◽  
Vol 36 (2) ◽  
Author(s):  
Stephen Davison ◽  
Katharine E. S. Donahue
Keyword(s):  
United States ◽  
Hong Kong ◽  
United Kingdom ◽  
New Zealand ◽  
Costa Rica ◽  
The Netherlands ◽  
Papua New Guinea ◽  
The United States ◽  
Special Collections ◽  
The United Kingdom

In August of 2004 the History & Special Collections of the Louise M. Darling Biomedical Library, UCLA purchased a collection of 625 AIDS posters from 44 countries including Australia, Austria, Canada, China (and Hong Kong), Costa Rica, France, Germany, India, Japan, Luxembourg, Martinique, The Netherlands, New Zealand, Papua New Guinea, Poland, Portugal, Spain, Switzerland, Tahiti, Uganda, the United Kingdom, and the United States. The posters were issued by a variety of institutions and organizations to educate and warn people about AIDS and to offer advice and information in visual form. Some are more blunt and graphic than others, and they come in many styles.

An Agreement Establishing the South Pacific Commission, Signed February 6, 1947, in Canberra, Australia.

1947 ◽  
Vol 1 (2) ◽  
pp. 419-428 ◽  
Keyword(s):  
United States ◽  
United Kingdom ◽  
New Zealand ◽  
Great Britain ◽  
Northern Ireland ◽  
The Netherlands ◽  
United States Of America ◽  
South Pacific ◽  
The United States ◽  
The United Kingdom

The Governments of Australia, the French Republic, the Kingdom of the Netherlands, New Zealand, the United Kingdom of Great Britain and Northern Ireland, and the United States of America, (hereinafter referred to as “the participating Governments”),

scholarly journals Change, technology and higher education: Are universities capable of organisational change?

2010 ◽  
Vol 26 (8) ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
New Zealand ◽  
Organisational Change ◽  
The United States ◽  
University Culture ◽  
The Past ◽  
The United Kingdom ◽  
E Learning

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand.

scholarly journals Higher Education Finance Between Ghana and the United States

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Alfred Acquah
Keyword(s):  
Higher Education ◽  
United States ◽  
Education Finance ◽  
The United States ◽  
Higher Education Finance ◽  
Public Institutions ◽  
Access To Higher Education ◽  
Low Socioeconomic ◽  
Education Enrollment ◽  
The Cost

Over the years, there has been a tremendous increase in enrollment in higher education as well as the cost of attendance. This article comparatively analyzes the higher education finance between the United States of America (U.S.A.) and Ghana, taking into consideration the goals of higher education, enrollment and expenditure, and the various sources of finance available to students in both countries. The source of education finance between both countries is examined through the lens of neoliberalism, which prioritizes capitalism, free trade, and market in public institutions, specifically higher education. While there are disparities in the financing of higher education in both countries, there is a similarity in the limited access to higher education and funding by students from low socioeconomic backgrounds.

South Pacific Commission

1947 ◽  
Vol 1 (2) ◽  
pp. 368-370
Keyword(s):  
United States ◽  
New Zealand ◽  
The Netherlands ◽  
South Pacific ◽  
The United States ◽  
The South ◽  
The United Kingdom ◽  
The Social ◽  
The Caribbean ◽  
Pacific Area

Experience gained from the functioning of the Caribbean Commission provided a working basis for the creation of the South Pacific Commission, since four of the six participating governments at the South Seas Conference were already members of the Caribbean Commission, a similar regional organization. Delegations representing the governments which administer non-self-governing territories in the South Pacific area (Australia, France, the Netherlands, New Zealand, the United Kingdom and the United States) met at the South Seas Conference at Canberra from January 28 to February 6, 1947, to prepare an agreement for the establishment of a regional commission which might aid in promoting the social and economic advancement of 2,000,000 peoples in the South Pacific. The Conference was called by the Australian and New Zealand governments in fulfilment of the Canberra Pact of January, 1944.

International Whaling Commission

1954 ◽  
Vol 8 (3) ◽  
pp. 424-424
Keyword(s):  
United States ◽  
South Africa ◽  
United Kingdom ◽  
New Zealand ◽  
The Netherlands ◽  
The United States ◽  
Vice Chairman ◽  
International Whaling Commission ◽  
New Methods ◽  
The United Kingdom

The International Whaling Commission held its fourth meeting in London from June 3 to June 6, 1952. Represented were all of the seventeen member governments except Mexico, namely: Australia, Brazil, Canada, Denmark, France, Iceland, Japan, the Netherlands, New Zealand, Norway, Panama, Sweden, the Union of South Africa, the USSR, the United Kingdom and the United States. The Commission elected Dr. Remington Kellogg (United States) chairman, and Dr. J. G. Lienesh (the Netherlands) vice-chairman. Amendments to paragraph 6, paragraph 8 (c), and paragraph 8 (e) of the schedule of the International Whaling Convention were adopted at the meeting, and entered into force in September 1952. In closing, the Commission agreed that research in new methods of whale marking should be pursued, “but if funds should not allow this, marking by the existing methods should continue. The current catch limits … were extended to the 1952/53 season, retaining the same opening date now in force.”

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