Making the Postsecondary Education Experience a Primary Focus for the Evolving Student Population

2019 ◽  
pp. 1-19
Author(s):  
Craig M. Newman
Keyword(s):  
Higher Education ◽  
Work Environment ◽  
Postsecondary Education ◽  
The United States ◽  
Traditional Education ◽  
Educational Structure ◽  
Industrial Economy ◽  
Education Experience ◽  
Primary Focus ◽  
Post Industrial

As the United States grapples with the changing realities associated with a rapidly post-industrial economy, the need for a robust postsecondary educational structure is taking on an outsized importance for social and societal viability. While the need to augment and prepare current and future workforces is apparent, the best practices and ideas for what is needed, who needs it, and how to deliver the needed educational undergirding for a transformative workforce are less certain. The existing paradigms of higher education—be they college- or vocation-oriented—are struggling to maintain relevance in serving a student consumer for whom traditional education models are less relevant and often too slow to adapt to the demands of a changing work environment.

Exploring the Secret of Successful University Brands

2014 ◽  
pp. 94-108
Author(s):  
Chris Chapleo
Keyword(s):  
Higher Education ◽  
The United States ◽  
Higher Education Marketing ◽  
Ongoing Research ◽  
Academic History ◽  
Significant Relationships ◽  
Education Marketing ◽  
Primary Focus ◽  
Qualitative Exploration ◽  
University Brand

This chapter contributes to the topical area of higher education marketing by exploring how branding adds value to universities. The primary focus of exploring branding concepts associated with successful higher education brands in a UK context was chosen for this work with a view to later comparison with other countries such as the United States, where branding of universities has a longer practical and academic history. The concept of “successful” brands was explored through the extant literature, and the subsequent research identified constructs underpinning a successful university brand. These constructs were then tested among a larger sample of UK university stakeholders. The findings explored the variables associated with successful university brands and suggested significant relationships among these variables. A further stage involved qualitative exploration of current perceptions and practices in HE branding, designed to maintain currency and build ongoing research possibilities. Overall, the chapter offers suggestions for both academia and practice on what underpins a successful university brand, and the variables associated with these brands.

Quality Online Learning in Higher Education

2019 ◽  
pp. 663-679
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Postsecondary Education ◽  
Essential Role ◽  
Information Age ◽  
Traditional Education ◽  
Course Delivery ◽  
Online Course ◽  
Technological Changes ◽  
Cultural Issue

Traditional education systems alone, despite the essential role they have played and will continue to play in learning, are simply not capable of serving the world's growing and changing needs. The knowledge explosion, driven by the power of the network to connect people and spread ideas, has changed the very nature of learning. We must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy in this information age. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery within this chapter is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course.

“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

2020 ◽  
Vol 58 (4) ◽  
pp. 328-347
Author(s):  
Daria Domin ◽  
Allison B. Taylor ◽  
Kelly A. Haines ◽  
Clare K. Papay ◽  
Meg Grigal
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
The United States ◽  
Work Experiences ◽  
Education Programs ◽  
Successful Student ◽  
Employment Preparation ◽  
Paid Employment ◽  
Employment Supports

Abstract Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

scholarly journals Evaluation of the Emergency Distance Education Process Starting with the Covid 19 Pandemic from the Perspective of Teaching Staf

2021 ◽  
Vol 11 (3) ◽  
pp. 444-455
Author(s):  
emre ipekçi çetin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Education System ◽  
Teaching Staff ◽  
Higher Education System ◽  
Educational Structure ◽  
Education Experience ◽  
Short Period ◽  
Survey Results ◽  
Education Process

The Covid-19 pandemic has caused restrictions and shutdowns affecting all industries worldwide. The scope of the steps taken to prevent the spread of the pandemic, universities in Turkey also began to provide distance education in March 2020. This process has provided an important experience in which the education system is questioned on the basis of educational infrastructure, lecturers and students. The experience of a nationwide transformation in such a short period of time in the education system is considered to be unique. In this study, it is aimed to create a decision support document by compiling this valuable experience and suggestions for further improvement of the higher education system. In this context, the opinions and recommendations of teaching staff regarding the distance education process were taken with the help of surveys which were responded by 744 lecturers from 84 universities of Turkey. As a result of the study, it was seen that factors such as the type of university, distance education experience, and age make a difference in the views of the lecturers towards distance education. In addition, the determinations and suggestions of the instructors that they stated by openended expressions were compiled under main headings. This process experienced offers an important opportunity to question the current educational structure and to improve it further. As also stated in the survey results, it is predicted that the weight of distance education in higher education will also increase at post-pandemic term. Therefore, it is thought that the necessary steps should be taken in the light of the experiences in order to make the next process more efficient

scholarly journals Deindustrialization Issues in the United States

2019 ◽  
pp. 130-147
Author(s):  
Vladimir KONDRATEV
Keyword(s):  
United States ◽  
Manufacturing Sector ◽  
The United States ◽  
Industrial Economy ◽  
Research Software ◽  
Advanced Technologies ◽  
Persistent Pattern ◽  
Skilled Personnel ◽  
Growth Production ◽  
Post Industrial

According to conventional wisdom accepted at the end of the 20th century, the United States had to move to a "post-industrial" economy, transfer production offshore and concentrate on research, software and finance. However, over time, real national costs of that strategy have become obvious. Not only has the U.S. manufacturing sector lost 5 million jobs in 20 years. Its persistent pattern of weakness is indicated by weak productivity growth, production increases in just a few industries, decreasing numbers of small and medium-sized enterprises, shortages of skilled personnel, expanding trade deficits in advanced technologies and increased risks for defense sector.

scholarly journals Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII)

2021 ◽  
Vol 4 (2) ◽  
pp. 166-199
Author(s):  
Emily M. Walter ◽  
Andrea L. Beach ◽  
Charles Henderson ◽  
Cody R. Williams ◽  
Ivan Ceballos-Madrigal
Keyword(s):  
Higher Education ◽  
Organizational Climate ◽  
Postsecondary Education ◽  
Organizational Support ◽  
Instructional Improvement ◽  
The United States ◽  
System Reform ◽  
Institutions Of Higher Education ◽  
Education Development ◽  
Teaching Innovation

Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.

scholarly journals Is Postsecondary Education Affordable?

2013 ◽  
pp. 11-12
Author(s):  
Sandy Baum ◽  
Saul Schwartz
Keyword(s):  
Higher Education ◽  
United States ◽  
Postsecondary Education ◽  
Educational Opportunity ◽  
The United States ◽  
Clear Idea

The evolution of higher education from a privilege for the elite to an economic and social necessity for broad segments of the population has created financing challenges, along with new opportunities, for students and their families. Governments that were able to provide free or low-priced access to universities for the select few have found it necessary to charge rising levels of tuition, even as less-affluent citizens aspire to enroll. In a number of countries—including Canada, Chile, and England—students have taken to the streets to protest tuition policies. Students are less militant in the United States; but there, as elsewhere, rising college prices and stagnating incomes have led to the widespread perception that postsecondary education is “unaffordable” for more and more people.Yet, it is not obvious what “unaffordable” means. What price is relevant—the published price of postsecondary study, the price people actually pay, or the price people should be expected to pay? Efforts to increase educational opportunity can be hindered if policymakers do not have a clear idea of the meaning of an “affordable” or “unaffordable” education.

21st Century E-Student Services

2010 ◽  
pp. 2160-2167
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

21st Century E-Student Services

2010 ◽  
pp. 855-864
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

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