scholarly journals The Partial Deinstitutionalization of Affirmative Action in U.S. Higher Education, 1988-2014

2017 ◽  
Author(s):  
Daniel Hirschman ◽  
Ellen Berrey
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
State Level ◽  
Colleges And Universities ◽  
Private Institutions ◽  
Organizational Policy ◽  
Public And Private ◽  
Undergraduate Admissions ◽  
Admissions Policies ◽  
The Status

Race-conscious admissions policies are politically controversial yet pragmatically effective for improving access for people of color to selective U.S. colleges and universities. While the admissions policies of elite institutions get the most political, scholarly, and media attention, little is known about the use of affirmative action in admissions across the broader field of selective higher education. Based on analysis of longitudinal panel data of almost 1,000 selective status colleges and universities, we find a dramatic shift in stated organizational policy starting in the mid-1990s. In 1994, 60% of institutions publicly declared that they considered race in undergraduate admissions; by 2014, just 35% did. Yet there is substantial variation depending on schools’ status (competitiveness) and sector (public or private). Notably, race-conscious admissions remain the stated organizational policy of almost all of the most elite public and private institutions. The retreat from race-conscious admissions occurs largely among schools relatively lower in the status hierarchy: very competitive public institutions and competitive public and private institutions. These patterns are not explained by the implementation of state-level bans. The findings suggest that both the diversity imperative and the diffuse impact of the anti-affirmative action movement are not consistent across strata of American higher education.

Race and Affirmative Action in Higher Education

Education ◽  
2014 ◽  
Author(s):  
Julie J. Park ◽  
Katie K. Koo
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Minority Groups ◽  
Racial Diversity ◽  
Colleges And Universities ◽  
Public Attention ◽  
Admissions Policies ◽  
Holistic Review ◽  
Supreme Court Rulings ◽  
Admissions Process

Affirmative action is one of the most highly contested policies in US higher education. Affirmative action refers to the ability of colleges and universities to act “affirmatively” with the goal of increasing racial diversity within their institutions. In order to do this, universities have race-conscious admissions policies, meaning that they may consider an applicant’s race as one of numerous factors in weighing whether to admit a student or not. Race-conscious admissions policies stand in contrast to “race-blind” or “race-neutral” policies, which do not consider an applicant’s race as a factor in any portion of the admissions process. In general, race-conscious admissions policies at the undergraduate level generally affect only selective and highly selective institutions, a fraction of colleges and universities. However, other types of affirmative-action-related programs (e.g., affirmative action in hiring faculty, scholarships for minority students) exist at a broader range of institutions and are affected by the continued legality of race-conscious admissions. Affirmative action has notable symbolic significance. A key component of the debate is whether universities should be able to take race into account in the admissions process, which reflects a broader controversy over whether color-blindness or some measure of race consciousness is the more appropriate way to address the continued underrepresentation of certain minority groups in higher education. Thus, the affirmative-action debate has garnered a significant amount of media and public attention since the 1970s. Due to numerous court cases, the legal permissibility and justification for affirmative action remains in flux. Different states, such as California and Washington, have also passed anti-affirmative-action ordinances. Some confusion exists over what affirmative action is and is not. Affirmative action is often associated with quotas or set-asides; that is, reserving a certain number of seats for a particular group in an admissions pool. However, such measures have been illegal since the 1970s. Points systems that assign a specific amount of points related to an applicant’s race/ethnicity are also illegal. However, under current Supreme Court rulings, holistic review of applicants that considers the influence of race as one of numerous factors is generally legal except in states that have passed affirmative-action bans. Finally, the implementation of affirmative action also varies from institution to institution due to the unique contexts of different college campuses. Various universities choose to weigh different criteria given their needs and range of applicants.

scholarly journals THE PERCEIVED STATUS OF STRATEGIC PLANNING IN PORTUGUESE HIGHEREDUCATION INSTITUTIONS

2004 ◽  
Vol 4 (11) ◽  
pp. 167
Author(s):  
Maria Lourdes Machado ◽  
James Stover Taylor ◽  
Minoo Farhangmehr.
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Survey Methodology ◽  
Private Institutions ◽  
Public And Private ◽  
Institutional Planning ◽  
Catholic University ◽  
The Status ◽  
Portuguese Higher Education ◽  
The University

This study examined the status of planning within the various types of higher education institutions in Portugal. Higher education in Portugal is a binary system with university and non- university sectors. The university sector integrates public and private universities and the Catholic university. The nonuniversity sector integrates public polytechnic institutes and other establishments, the latter being private institutions. A survey methodology was used to measure perceptions from rectors and presidents within the entire system. Results suggest that institutional planning in Portuguese higher education is in its beginning phases, but there is a desire to expand that participation. While public institutions appear to be most active in attempting to establish such a process, many are doing less than strategic planning. The authors report details of the findings and make recommendations for advancing strategic planning within the system of Portuguese higher education.

scholarly journals Medical emergencies teaching in dentistry undergraduate courses in southeastern Brazil

2020 ◽  
Vol 19 ◽  
pp. e209247
Author(s):  
Luan Viana Faria ◽  
Yuri de Lima Medeiros ◽  
Danielle Fernandes Lopes ◽  
Eduardo Machado Vilela ◽  
Neuza Maria Souza Picorelli Assis
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Southeastern Brazil ◽  
Teaching Methodology ◽  
Private Institutions ◽  
Positive Aspect ◽  
Public And Private ◽  
Exact Test ◽  
Southeast Brazil ◽  
Medical Emergencies

Aim: The aim of this study is to offer an overview of the MedicalEmergencies (ME) discipline offer in Dentistry graduations insoutheastern Brazil and to observe the curricular characteristicsof the discipline when present. Methods: This cross-sectionaldocumentary study analyzed the available curricular frameworksin the official websites of Higher Education Institutions (HEI)in southeastern Brazil registered on the Ministry of Education’se-MEC website. The data were analyzed and tabulated using theGraphPad Prism 8.1.2 software, being described by absolute andrelative frequencies. Fisher’s exact test was used to compare theproportions between public and private institutions. Results:Of the 176 courses in the Southeast, 144 were included in thestudy for providing access to the curriculum, 19 (13.19%) werepublic and 125 (86.81%) were private. Only 27 (18.75%) of the HEIpresent the discipline of ME, with a greater tendency of supply inprivate HEIs (20.80%) when compared to public HEIs (5.26%),but this difference was not statistically significant (p> 0.05).As a positive aspect, the discipline is predominantly mandatory(88.88%), and the with regard to the teaching methodology ispredominantly theoretical (68.18%). The average workload is50.14 hours (SD=19.54). Conclusions: In only 18.75% of thedental institutions in Southeast Brazil, ME discipline were offered.When offered, the discipline is predominantly theoretical andmandatory. This study raises an important discussion regardingthe need to include specific and mandatory subjects on ME inthe dentistry curricula in Brazil and reflects the need to updateand standardize the national curricular guidelines for dentistry.

Handbook of Higher Education in Japan

2021 ◽  
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Women Of Color ◽  
Student Recruitment ◽  
Private Institutions ◽  
Public And Private ◽  
Faculty Mobility ◽  
Japanese Higher Education ◽  
The Subject

This Handbook tells the story in 25 chapters of how Japan’s HE system has become what it is now, ending with a very tentative glimpse into the rest of the 21st century. A variety of themes are covered by scholars—both established, senior figures and younger researchers with their own fresh look at current circumstances. Chapters that concentrate on governance look at the distinction between "national," "public," and "private" institutions; others consider important topics such as internationalization, student recruitment, faculty mobility. More innovative topics include "Women of Color Leading in Japanese Higher Education." All provide copious references to other authorities, but rather than just toe the conventional line they include opinions and proposals that may be contentious or even revolutionary. The editor provides an overview of the subject and its treatment in an Introduction. -- Rights Statement: Amsterdam University Press has exclusive rights to sell the print Handbook in all territories excluding Japan, Taiwan and Korea. --

Tackling the Emerging New Norms in Higher Education in Post-Recession America

2017 ◽  
pp. 46-62
Author(s):  
Wayne Perry Webster ◽  
Zach P. Messitte
Keyword(s):  
Higher Education ◽  
The United States ◽  
Private Higher Education ◽  
Private Institutions ◽  
Prospective Students ◽  
Public And Private ◽  
Cost Structures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
New Situation

This chapter will examine emerging new norms across higher education in the United States following the recession of 2008-09. Colleges and universities face an environment increasingly made up of prospective students and their families shopping and bargaining for the best college deal; institutions are struggling to control student costs by raising discount rates; administrators are seeking to find new sources of revenue and programmatic niches; and faculty are increasingly focused on how to make their curriculum more unique and relevant. Finally, higher education leaders should closely examine long-held recruitment and financial aid strategies, cost structures, academic calendars and mission to meet the new situation. This chapter will summarize the development of the new landscape in public and private higher education, including the growing similarities facing public and private institutions including their common efforts to keep higher education affordable and accessible, and conclude with recommendations for administrators as they navigate their way through the new norm.

The Diverse US Higher Education System

2017 ◽  
Author(s):  
Robert B. Archibald
Keyword(s):  
Higher Education ◽  
Education System ◽  
Liberal Arts ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
Striking Feature ◽  
Public And Private ◽  
Higher Education System ◽  
American Higher Education ◽  
System P

The American higher education system consists of over 4,700 institutions educating over twenty-one million students. The most striking feature of this system is its diversity. There is no “typical college.” Much of the story about the future of America’s four-year higher education institutions is found in their differences, not their similarities. Schools are public and private, large and small, elite and open enrollment, tuition dependent and well endowed, liberal arts oriented and vocational. The challenges facing America’s colleges and universities will affect the diverse parts of this system in very different ways. Generalizing about this system can be very dangerous.

A Review of the Literature on the Status of Women and Minorities in the Professoriate in Higher Education

1993 ◽  
Vol 3 (2) ◽  
pp. 121-135 ◽  
Author(s):  
Marylyn W. Granger
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Affirmative Action ◽  
Educational Administration ◽  
Equal Opportunity ◽  
Status Report ◽  
Women In Higher Education ◽  
Male And Female ◽  
The Status ◽  
Status Of Women

Over the past twenty years, the status of women in higher education has improved, but only marginally so. As the political and social climate of the country has become more conservative, the concepts of affirmative action and equal opportunity for women and minorities have been challenged more than ever. In addition, although women are flocking to graduate schools in record numbers, only a small percentage of them are encouraged to seek positions in higher education as administrators or professors. Statistically, the situation is worse, especially for black women. This status report focuses on the following: (1) the role of affirmative action in the hiring and retention of women in higher education; (2) the environment that exists in colleges and universities in regard to women and minorities; (3) policies that adversely affect black women in academia; (4) existing rank and salary inequities of minority male and female professors; (5) a specific look at male and female professors of educational administration; and (6) implications and recommendations.

scholarly journals Venezuelan Higher Education: The Chavez Revolution

2015 ◽  
Author(s):  
Daniel Levy
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Public Sector ◽  
Private Universities ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Public And Private ◽  
The Public ◽  
History Of

Hugo Chavez's clash with Venezuelan higher education is a vivid present-day example of a history of confrontation between leftist, populist regimes and higher education in Latin America. Chavez has transformed the public sector through creation and expansion of new universities. Chavez's policies have alienated the country's private institutions of higher education. Both public and private universities are reduced in importance.

scholarly journals Position Description Analysis: A Method for Describing Academic Roles and Functions

1990 ◽  
Vol 20 (1) ◽  
pp. 43-56
Author(s):  
K. Edward Renner ◽  
Ronald J. Skibbens
Keyword(s):  
Higher Education ◽  
Colleges And Universities ◽  
Status Quo ◽  
The Past ◽  
The Future ◽  
The Status ◽  
The 1960S ◽  
Year 2000

Similar to the 1960s, higher education is once again in a period of rapid social chance in which new demands and expectations are being made on colleges and universities. This time, however, new money is not available for the transition to be achieved though additional growth. In this paper, the methodology of Position Description Analysis is presented using Dalhousie University as a case study. Position Description Analysis is a tool for assessing the discrepancy between the status quo and the specializations needed for colleges and universities to meet the new demands and expectations which are being made of them. It is concluded that there is a need for dramatic realignement of fields of specialization in order to shift from the emphases of the past to those of the future. However, because the faculty higher in the 1960s are now tenure, but no due to retire until after the year 2000, higher education must find internal strategies for chance or face externally imposed solution to their current lack of flexibility.

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