Private College and University Faculty: Fish or Fowl, Management or Union?

doi:10.33423/ajm.v18i3.71

Private College and University Faculty: Fish or Fowl, Management or Union?

American Journal of Management ◽

10.33423/ajm.v18i3.71 ◽

2018 ◽

Vol 18 (3) ◽

pp. 33-41

Keyword(s):

Higher Education ◽

United States ◽

Labor Unions ◽

The United States ◽

Private College ◽

University Faculty ◽

College And University

The authors explore the history and legal developments for labor unions in higher education in the United States. In addition, they propose mechanisms for evaluating whether labor unionization may or may not be appropriate at any institution of higher education.

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A Syllabus-based Review of Collegiate Arboriculture Course Content in the United States

Arboriculture & Urban Forestry ◽

10.48044/jauf.2011.008 ◽

2011 ◽

Vol 37 (2) ◽

pp. 51-59

Author(s):

P. Eric Wiseman ◽

Joseph Hoffman ◽

Susan Day ◽

Terry Clements

Keyword(s):

Higher Education ◽

United States ◽

The United States ◽

Tree Planting ◽

Institutions Of Higher Education ◽

Course Content ◽

College And University ◽

The Past ◽

Course Syllabi ◽

Four Year Institutions

The professional skills and expertise demanded of practicing arborists are greater than at any time in the past, and many employers and educators believe that higher education plays a role in educating future professionals in this field. Although recent surveys have identified major instructional topics that are critically important for future arborists, no assessment of whether these topics are being taught in college and university programs is available. The following paper is a syllabus-level assessment of 68 arboriculture courses being taught at U.S. institutions of higher education. The most common instructional topics observed in syllabi of arboriculture courses at both two- and four-year institutions were pruning (85%), disorders (81%), physiology/biology (79%), risks/hazards (79%), and soils/nutrition (75%). Tree planting and tree selection, topics identified by educators and public sector employers in previous studies as among the most important instructional areas, were found only in 74% and 62% of course syllabi, respectively. Safety was mentioned in only 53% of syllabi. Syllabus content was similar at two-year and four-year institutions, although tree identification and arborist certification were mentioned more frequently in two-year institution syllabi. Trends in arboriculture education and implications for employers and professionals are discussed.

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Information to Help Stalking Victims on College and University Websites: It's Not Easy to Find

Violence and Victims ◽

10.1891/0886-6708.vv-d-19-00063 ◽

2020 ◽

Vol 35 (1) ◽

pp. 108-125

Author(s):

Catherine A. Simmons ◽

Joy A. Clay ◽

Kayah Swanson

Keyword(s):

Higher Education ◽

United States ◽

Content Analysis ◽

The United States ◽

Institutions Of Higher Education ◽

University Websites ◽

College And University ◽

Residential Characteristics ◽

Stratified Sample ◽

Stalking Victims

Content analysis was used to explore the availability, type, and location of stalking prevention and intervention information posted on publicly available Institutions of Higher Education (IHE) websites. A stratified sample representing 20% of the IHEs in the United States (N = 619) across 12 stratified groups identified significant gaps in the information provided. A fourth of the sites posted no information about stalking of any kind. Of those that do include such information, much is difficult to find and focused on reporting to IHE authorities. Definitions, training, and other victim-focused resources are rarely included. Comparisons based on IHE student population (i.e., size) and residential characteristics (i.e., setting) identified notable variations across IHE classification groups. From these identified differences, recommendations to improve information delivery and accessibility are discussed.

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Educational Entrepreneurs in Tamil Nadu - A Profile

Journal of Entrepreneurship & Management ◽

10.21863/jem/2015.4.1.005 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Siluvai Raja

Keyword(s):

Higher Education ◽

United States ◽

World Bank ◽

Education System ◽

Tamil Nadu ◽

The United States ◽

Educational Institutions ◽

Higher Education System ◽

The Third ◽

The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

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Book Review: The Shaping of American Higher Education

NASPA Journal ◽

10.2202/0027-6014.1126 ◽

2000 ◽

Vol 38 (1) ◽

Author(s):

Gary H. Knock

Keyword(s):

Higher Education ◽

United States ◽

The United States ◽

Early History ◽

Quarter Century ◽

American Higher Education ◽

History Of ◽

Broad Understanding

In the introduction of this book, Arthur Cohen states that The Shaping of American Higher Education is less a history than a synthesis. While accurate, this depiction in no way detracts from the value of the book. This work synthesizes the first three centuries of development of high-er education in the United States. A number of books detail the early history of the American collegiate system; however, this book also pro-vides an up-to-date account of developments and context for under-standing the transformation of American higher education in the last quarter century. A broad understanding of the books subtitle, Emergence and Growth of the Contemporary System, is truly realized by the reader.

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

Public Voices ◽

10.22140/pv.24 ◽

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

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The New Economic Populism and the Future of Inequality in the United States

10.1093/oso/9780190671013.003.0008 ◽

2017 ◽

Author(s):

William W. Franko ◽

Christopher Witko

Keyword(s):

United States ◽

Federal Government ◽

Labor Unions ◽

Republican Party ◽

The United States ◽

The Public ◽

Empirical Results ◽

Income Disparities ◽

The Face ◽

Over Time

The authors conclude the book by recapping their arguments and empirical results, and discussing the possibilities for the “new economic populism” to promote egalitarian economic outcomes in the face of continuing gridlock and the dominance of Washington, DC’s policymaking institutions by business and the wealthy, and a conservative Republican Party. Many states are actually addressing inequality now, and these policies are working. Admittedly, many states also continue to embrace the policies that have contributed to growing inequality, such as tax cuts for the wealthy or attempting to weaken labor unions. But as the public grows more concerned about inequality, the authors argue, policies that help to address these income disparities will become more popular, and policies that exacerbate inequality will become less so. Over time, if history is a guide, more egalitarian policies will spread across the states, and ultimately to the federal government.

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Practical Approaches to Higher Education

10.1093/oso/9780190863494.003.0005 ◽

2018 ◽

Author(s):

Jane Kotzmann

Keyword(s):

Higher Education ◽

United States ◽

Human Rights ◽

Teaching And Learning ◽

Real Life ◽

Theoretical Models ◽

The United States ◽

Education Systems ◽

Higher Education Systems ◽

Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

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Using Accountability to Improve Student Learning in Higher Education Music Programs

The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1 ◽

10.1093/oxfordhb/9780190248093.013.32 ◽

2019 ◽

pp. 745-765

Author(s):

Jeffrey Ward

Keyword(s):

Higher Education ◽

United States ◽

Student Learning ◽

The United States ◽

Program Improvement ◽

Influential Factor ◽

Assessment Process ◽

Curricular Development ◽

Accreditation Standards ◽

Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

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Improving Undergraduate Life Science Education for the Biosciences Workforce: Overcoming the Disconnect between Educators and Industry

CBE—Life Sciences Education ◽

10.1187/cbe.18-03-0047 ◽

2018 ◽

Vol 17 (3) ◽

pp. es12 ◽

Cited By ~ 1

Author(s):

Christopher Thompson ◽

Joseph Sanchez ◽

Michael Smith ◽

Judy Costello ◽

Amrita Madabushi ◽

...

Keyword(s):

United States ◽

Workforce Development ◽

The United States ◽

University Graduates ◽

Washington Dc ◽

College And University ◽

Highly Educated ◽

Undergraduate Institutions ◽

And Mathematics ◽

Undergraduate Programs

The BioHealth Capital Region (Maryland, Virginia, and Washington, DC; BHCR) is flush with colleges and universities training students in science, technology, engineering, and mathematics disciplines and has one of the most highly educated workforces in the United States. However, current educational approaches and business recruitment tactics are not drawing sufficient talent to sustain the bioscience workforce pipeline. Surveys conducted by the Mid-Atlantic Biology Research and Career Network identified a disconnect between stakeholders who are key to educating, training, and hiring college and university graduates, resulting in several impediments to workforce development in the BHCR: 1) students are underinformed or unaware of bioscience opportunities before entering college and remain so at graduation; 2) students are not job ready at the time of graduation; 3) students are mentored to pursue education beyond what is needed and are therefore overqualified (by degree) for most of the available jobs in the region; 4) undergraduate programs generally lack any focus on workforce development; and 5) few industry–academic partnerships with undergraduate institutions exist in the region. The reality is that these issues are neither surprising nor restricted to the BHCR. Recommendations are presented to facilitate improvement in the preparation of graduates for today’s bioscience industries throughout the United States.

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