Wie lässt sich die Zulassungsinformation der Studieninteressenten verbessern? / How Can the Information About the Conditions for College Admission be Improved?

2009 ◽  
Vol 229 (5) ◽  
Author(s):  
Christoph Müller
Keyword(s):  
Higher Education ◽  
Transaction Costs ◽  
Special Interest ◽  
College Admissions ◽  
College Admission ◽  
Excess Demand ◽  
Selection Procedures ◽  
The Past ◽  
Matching Market ◽  
High Uncertainty

SummaryThe politics of intensifying competition in higher education by deregulation and decentralisation caused in Germany problems in the field of college admissions. In the case of excess demand high transaction costs and inefficient allocation resulted from multiple applications. In a decentralized matching market the number of these applications could be reduced by increasing the number of those prospective applicants which are able to calculate their chance of admission as nearly certain or as almost without a prospect.Of special interest for this calculation are the percentage of accepted applicants and the cut off grades of the admissions procedures in the past. A cut off grade will be the more suitable for the purpose of prognosis as the applicant can foresee her or his own performance (e.g. assessed with points) in the admission procedure; and if it can be stated to which extent the cut off grade will react to varying numbers of applicants. The universities should be obliged to publish the relevant key figures, and they should abstain from selection procedures causing high uncertainty to the applicant‘s endea vours for prognosis.

scholarly journals Attitudes to Education Reflected in the Context of the US College Admissions Scandal

2020 ◽  
Vol 12 (1) ◽  
pp. 95-112
Author(s):  
Lara Burazer
Keyword(s):  
Higher Education ◽  
United States ◽  
Educational System ◽  
Formal Education ◽  
College Admissions ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Research Results ◽  
The Past ◽  
The Us

The following paper discusses contemporary challenges of providing access to formally accredited higher education programs in the United States of America, and on a smaller scale also in Slovenia. It interprets the recent college admissions scandal within the historical framework of American educational policies, paired with its traditional social practices. In the initial sections, the paper provides a brief historical overview of the development of American (higher) education, the beginnings of which date as far back as the early 17th century. Back then, the very concept of formal and publicly accessible education was in its developmental stages. By focusing on a selection of historical aspects and educational trends within the American national context, the paper unveils the related expectations and attitudes toward acquiring formal education in the past. It lists a number of historically relevant changes, which have been implemented over the past century within the American educational system at state and federal levels. The latter have contributed to the development of contemporary approaches to education and have affected recent attitudes toward formal education in American society. The paper includes statistical data on enrolments and graduation rates in institutions of higher education in the United States and Slovenia, which offers an insight into the rising enrolment and graduation trends, and relates the figures to the importance of accessibility of education as an equalizer that should provide equality of opportunity for all, irrespective of social background or economic power. The accrued data and related research results support a favorable trend in accessibility of formal education in both countries, the US and Slovenia. This is an important finding, particularly in the context of the college tuition scandal, as it might at first sight create the impression that some of the highly valued and formally accredited institutions of higher education were subject to the influence of a powerful elite. The research results therefore support the trend of the educational system and the accrued knowledge assuming the role of the equalizer in leveling out certain aspects of social inequality.

Cross-culture outcomes of a brazilian professor Fulbright in the USA

2017 ◽  
Vol 26 (50) ◽  
pp. 115
Author(s):  
Marcelo Da Silva Leite ◽  
Celeste Gaia
Keyword(s):  
Higher Education ◽  
Low Cost ◽  
Cross Culture ◽  
College And University ◽  
Governmental Agencies ◽  
The Past ◽  
University Curriculum ◽  
Fulbright Scholar ◽  
The Usa ◽  
Higher Education Costs

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education.  Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective   of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

Last Battles over Absolutism: 1704 Onwards

2018 ◽  
Author(s):  
Emily Thomas
Keyword(s):  
Special Interest ◽  
George Berkeley ◽  
Time Duration ◽  
The Past ◽  
John Clarke ◽  
British Philosopher

This chapter considers the explosion of debate in British philosophy in the decades following Clarke’s 1704 Boyle lectures, and the publication of Newton’s 1706 Optice and 1713 Principia. The early parts of the chapter explain that absolutism about time, duration, or space was defended by thinkers such as George Cheyne, Samuel Colliber, John Clarke and Catharine Cockburn; and attacked by relationists or idealists such as George Berkeley, Daniel Waterland, Edmund Law, and Joseph Clarke. The later parts of this chapter explore the absolutism of British philosopher John Jackson, whose unique views are of special interest: Jackson holds that God is extendedly present in space and time; and connects absolutism with the doctrine now known as ‘eternalism’, on which the past, present, and future are equally real.

Blessing or Curse?

2021 ◽  
Vol 27 (3) ◽  
pp. 433-459
Author(s):  
Lisa Katharina Schmid ◽  
Alexander Reitzenstein ◽  
Nina Hall
Keyword(s):  
International Relations ◽  
Transaction Costs ◽  
International Organizations ◽  
Development Programme ◽  
The Past ◽  
Different Types ◽  
Donor States

Abstract Earmarked funding to international organizations (IO s) has increased significantly over the past two decades. International relations scholars have examined the causes of this trend, but know less about its effects on UN entities. This article identifies different types of earmarked funding, varying from low to high discretion delegated to IO s. Secondly, it examines trends in the UN Development Programme and UN Children’s Fund and finds that both have significant proportions of earmarked funding with low discretion. Drawing on thirty interviews, the article notes four implications of tightly earmarked financing: 1) higher transaction costs for IO s; 2) less predictable funding; 3) overhead costs that are rarely covered; and 4) increasing competition for financing. Overall, the article highlights that earmarked financing exists on a spectrum from tight to minimal control by donor states, and this has important implications for multilateralism.

Learning from Experience

1991 ◽  
Vol 5 (3) ◽  
pp. 155-158
Author(s):  
Norman Evans
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Credit Rating ◽  
Learning From Experience ◽  
The Past ◽  
The Uk ◽  
Academic Qualifications

The integration of in-house professional training with academic awards systems has developed rapidly in the UK over the past few years. The author sets out the basic rationale for credit rating of in-house company training for academic qualifications, maps the development of the trend in the UK, and argues that the benefits of this kind of collaboration between business and higher education can be substantial and wide-ranging for both parties.

scholarly journals Charting a course to an emerging field of 'research engagement studies': A conceptual meta-synthesis

2018 ◽  
Vol 2 (2) ◽  
pp. 185-229 ◽  
Author(s):  
Jude Fransman
Keyword(s):  
Higher Education ◽  
International Development ◽  
Higher Education Policy ◽  
Policy And Practice ◽  
Research Engagement ◽  
The Past ◽  
Narrow Definition ◽  
Definition Of ◽  
The Uk ◽  
Education Science

The past decades in the UK have witnessed renewed interest by policymakers, research funders and research institutions in the engagement of non-academic individuals, groups and organizations with research processes and products. There has been a broad consensus that better engagement leads to better impact, as well as significant learning around understanding engagement and improving practice. However, this sits in tension to a parallel trend in British higher education policy that reduces the field to a narrow definition of quantitatively measured impacts attributed to individual researchers, projects and institutions. In response, this article argues for the mobilization of an emerging field of 'research engagement studies' that brings together an extensive and diverse existing literature around understandings and experiences of engagement, and has the potential to contribute both strategically and conceptually to the broader impact debate. However, to inform this, some stocktaking is needed to trace the different traditions back to their conceptual roots and chart out a common set of themes, approaches and framings across the literature. In response, this article maps the literature by developing a genealogy of understandings of research engagement within five UK-based domains of policy and practice: higher education; science and technology; public policy (health, social care and education); international development; and community development. After identifying patterns and trends within and across these clusters, the article concludes by proposing a framework for comparing understandings of engagement, and uses this framework to highlight trends, gaps and ways forward for the emerging field.

scholarly journals The Growing Accountability Agenda: Progress or Mixed Blessing?

2015 ◽  
Author(s):  
Jamil Salmi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Teaching And Research ◽  
The Past ◽  
Public Resources ◽  
The World ◽  
Mixed Blessing ◽  
University Leaders ◽  
Accountability Practices

In the past decade, however, accountability has become a major concern in most parts of the world. Governments, parliaments, and society at large are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. The universal push for increased accountability has made the role of university leaders much more demanding. The successful evolution of higher education institutions will hinge on finding an appropriate balance between credible accountability practices and favorable autonomy conditions.

scholarly journals Higher education after neoliberalism: Student activism as a guiding light

2018 ◽  
Vol 18 (1) ◽  
pp. 90-116 ◽  
Author(s):  
Rose M Cole ◽  
Walter F Heinecke
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Activism ◽  
Social Imaginary ◽  
Racial Justice ◽  
Creative Imagination ◽  
Student Activists ◽  
The Past ◽  
College Student Activism ◽  
Almost All

Contemporary college student activism has been particularly visible and effective in the past few years at US institutions of higher education and is projected only to grow in future years. Almost all of these protests and demands, while explicitly linked to social and racial justice, are sites of resistance to the neoliberalization of the academy. These activists are imagining a post-neoliberal society, and are building their demands around these potential new social imaginaries. Based on a discourse analysis of contemporary college student activist demands, to examine more closely the ways that student activists understand, resist, critique, and offer new alternatives to current (neoliberal) structures in higher education, it is suggested that student activists might be one key to understanding what’s next for higher education in a post-neoliberal context. The activists’ critiques of the structure of higher education reveal a sophisticated understanding of the current socio-political, cultural, and economic realities. Their demands show an optimistic, creative imagination that could serve educators well as we grapple with our first steps down a new road. Using their critiques and demands as a jumping-off point, this paper offers the blueprint for a new social imaginary in higher education, one that is focused on community and justice.

Re-imaging Aboriginal leadership in higher education – A new Indigenous research paradigm

2018 ◽  
Vol 62 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Linda Payi Ford ◽  
Kathy Gotha Guthadjaka ◽  
James Walung Daymangu ◽  
Bettina Danganbar ◽  
Colin Baker ◽  
...  
Keyword(s):  
Higher Education ◽  
Northern Territory ◽  
Cultural Knowledge ◽  
Women's Leadership ◽  
Indigenous Research ◽  
Paradigm Shifts ◽  
Aboriginal Communities ◽  
The Past ◽  
Aboriginal Women ◽  
Leadership In Higher Education

This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.

EuroPACE: The Lessons Learned So Far

1994 ◽  
Vol 8 (1) ◽  
pp. 19-28 ◽  
Author(s):  
William A. Weimer
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Planning Process ◽  
Lessons Learned ◽  
The Past ◽  
History Of ◽  
Education Projects ◽  
European Programme

One of the most significant cooperative industry–higher education projects in Europe during the past decade has been EuroPACE, the European Programme of Advanced Continuing Education. In January 1993, EuroPACE ceased its broadcasts and re-entered the planning process. By the time this article has been published, EuroPACE should again be broadcasting, but with a somewhat different format and content. In this article, Bill Weimer presents a brief history of the first five years of EuroPACE and analyses the project. He examines key assumptions and decisions made, points out those which now appear to have been in error, and lists the lessons learned. Many of the assumptions and decisions made were correct; some of these are also discussed. This article will contribute the experience and lessons learned by EuroPACE to other joint industry–higher education projects. It may help them to avoid making some of the same mistakes.

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