scholarly journals Is a Single Product Cost Function Appropriate for Institutions of Higher Education? Empirical Evidence From China’s Research Universities

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Hou Longlong
2021 ◽  
Vol 19 (3) ◽  
pp. 279-295
Author(s):  
Gabe Avakian Orona

Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the development of intellectual curiosity among undergraduates. We find that learning why virtue is relevant and important to one’s education is consistently and moderately correlated with increases in intellectual curiosity across time points and analytic approaches. A weaker yet still positive association is found with increases in knowledge of intellectual curiosity. The implications of these results connect with pedagogical recommendations stressed across intellectual and moral virtue education.


Author(s):  
William B. Rouse

Chapter 3 address the higher-education cost bubble, why it is unsustainable, and the ways it will likely burst, using a computational model of research universities to explore possible futures for these universities. It is not possible to predict what mix of the scenarios of interest will actually emerge, although the forces driving these changes are already evident. Universities need strategies and investments that enable robust responses to whatever mix of scenarios emerges. The higher-education cost bubble will inevitably burst, probably facilitated by increasingly powerful and sophisticated technology platforms. Universities need the right portfolio of investments in the hedges that will assure success despite the bursting of the bubble. Without such changes, many institutions of higher education will disappear amidst this “creative destruction.”


1988 ◽  
Vol 4 (5) ◽  
pp. 298-301 ◽  
Author(s):  
F. Douglas Scutchfield ◽  
Sharon Quimson ◽  
Stephen J. Williams ◽  
Richard Hofstetter

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.


2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Miguel Cueva Zavala

This research has a singular and notable importance, because if something should concern a Higher Education Institution, it is knowing what is the destiny within society of the human resource trained in its classrooms, that product that the institution delivers to the community who are its graduates and professionals. For the Institutions of Higher Education it is satisfactory on the part of employers, that the training received in the Institution of Higher Education is indicated, that the majority of graduates and professionals are incorporated into the occupational market; that is to say; some exercise their profession and others do it in occupations that do not correspond to their profession, which is justified, being aware that one of the great problems of the contemporary world is undoubtedly the lack of demand for human resources for stable work, which according to Authorized and reliable studies of every 10 people who join the economically active population, only 3 have real possibilities of fully joining the labor market, either in the private or public sector.


2019 ◽  
Vol 1 (2) ◽  
pp. 1-27
Author(s):  
Ashley Floyd Kuntz

Abstract Student protests have developed on campuses throughout the country in response to controversial speakers. Overwhelmingly, these protests have been framed as conflicts over the right to free speech and the importance of free inquiry on college campuses. This essay reframes conflicts like these as moral disagreements over the role of individuals and institutions in producing and disseminating knowledge that supports or undermines justice within a pluralistic, democratic society. Using the specific case of Charles Murray’s visit to Middlebury College in spring 2017 and drawing insight from social moral epistemology, the essay aims to clarify the moral concerns at stake in clashes over controversial speakers and to identify possibilities to advance the moral aims of institutions of higher education in response to such events.


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