Higher Education and the Move From Bachelor's Degrees to Graduate Programs

2020 ◽  
pp. 8-13
Keyword(s):  
Higher Education ◽  
Historical Development ◽  
American Association ◽  
Graduate Programs ◽  
Colleges And Universities ◽  
Doctoral Degrees ◽  
Graduate Studies ◽  
American Universities ◽  
European Institutions ◽  
Bachelor's Degrees

This chapter explains relevant parts of the historical development of American universities. It begins with the development of graduate studies in European institutions and explains selected parts of this history that are relevant to the doctorate in contemporary American universities. Details of the development of American colleges and universities are presented focusing on the nature of the doctoral degrees in American universities, the founding of the American Association of Universities (AAU), and the AAU's influence on the movement towards standardization of the doctorate.

Programs of Correctional Study in Higher Education

1976 ◽  
Vol 22 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Vincent O'Leary
Keyword(s):  
Higher Education ◽  
Graduate Programs ◽  
Colleges And Universities ◽  
Academic Training ◽  
Potential Impact

Correctionally oriented programs have developed rapidly in colleges and universities in the last several years. Despite their potential impact, little information is available about the shape and goals of these pro grams and the problems confronting the educators responsible for their operation. Before, during, and after a sixteen-day institute to which twenty-four educators from two-year, four-year, and graduate programs were invited, information was generated about students in the programs, curricular approaches, and relationships with correctional agencies. Four types of academic responses to the field of correction were identified, as were some of the important dilemmas that must be addressed by academic training in correction.

scholarly journals The Peculiarities of Motivation for Applying for Master’s Level Studies Referring to Gender, Age, Graduated University and Academic Records

2018 ◽  
Vol 3 (57) ◽  
Author(s):  
Ina Marija Šeščilienė ◽  
Ilona Tilindienė
Keyword(s):  
Higher Education ◽  
Education System ◽  
Learning Motivation ◽  
Doctoral Degrees ◽  
Master's Level ◽  
Level System ◽  
Graduate Studies ◽  
Higher Education System ◽  
Academic Records ◽  
Independent Country

The reform of education system and therefore the reform of higher education system became necessary after Lithuaniahad become an independent country. Since 1991 we have had a three-level system of higher education (studies ofBachelor, Master and Doctoral degrees). Discussions about learning motivation of adults are not so frequent in highereducation didactics. We feel duration of theoretical and empirical research in this field, thus our article is devoted topresent a little segment of the long-lasting research about evaluation of changes in structure of students’ learningmotivation for Master’s level studies. The aim of this article is to discuss the motives for enrolment to the LithuanianAcademy of Physical Education (LAPE) Master’s studies in 2003, referring to such criteria as graduated university,age, gender and academic records of Bachelor’s studies. 253 persons who had officially applied for enrolment to theLAPE and agreed to fill in the questionnaire. In the study the following research methods were applied — questionnairesurvey, statistical analysis. Some differences of female and male, older and younger persons were determinedinvestigating peculiarities of motivation for applying for Master’s studies at the Lithuanian Academy of PhysicalEducation.Keywords: graduate studies, motivation for applying for studies.

Finance and Function: Voluntary Support and Diversity in American Private Higher Education

1986 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Private Colleges ◽  
Local Community ◽  
Colleges And Universities ◽  
Private Higher Education ◽  
Responsibility Of Government ◽  
Bachelor's Degrees ◽  
Simple Question ◽  
Private Colleges And Universities

A revolution has taken place in the past generation in American assumptions about higher education: It has virtually become a universally accepted responsibility of government to make it possible for all qualified students to attend college. This shift in opinion has been translated quite tangibly into the bricks and mortar of greatly expanded state and municipal university systems, as well as an extensive network of local community colleges. As a result, the 50% of student enrollments that the public sector claimed in 1950 has grown to nearly 78% in 1985. By the somewhat artificial measure of “market share,” the private sector would seem to have lost more than half of its clientele. In the more meaningful measure of actual students, however, private colleges and universities have more than doubled their enrollments during this period. In fact, during the latter part of the 1970s the private sector added more students than did its much larger public counterpart. The private sector clearly still plays a vital role in our system of higher education. But just what might that be? This simple question admits of no simple answer. More than 1500 private colleges and universities cater to students of widely differing ages, aspirations, and abilities. They offer some 300 bachelor’s degrees, not to mention additional programs on the graduate-professional level. From another angle, one might note that public higher education is a responsibility of the states. Thus, there are actually fifty public sectors in this country, each of which (save that of Wyoming) is complemented by an array of private institutions. Not all of these state private sectors are terribly different from those of neighboring states; but regional contrasts are nevertheless stark between, for example, states where private higher education has evolved alongside large and prestigious state universities and those eastern states where private schools have long been predominant. The functions of private higher education in the United States are obviously complex.

scholarly journals Undergraduate and graduate studies programs in Social Work in Brazil / Graduação e pós-graduação em Serviço Social no Brasil

2018 ◽  
Vol 17 (2) ◽  
pp. 247
Author(s):  
Maria Lúcia Teixeira Garcia ◽  
Cristiane Bonfim Fernandez
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Distance Learning ◽  
Graduate Programs ◽  
Public Institutions ◽  
Ministry Of Education ◽  
Graduate Studies ◽  
Educational Levels ◽  
Geographical Regions ◽  
Education Personnel

This article examines the expansion of undergraduate and graduate programs in Brazil, characterizing the convergences and divergences between the two educational levels in the last 15 years. This is a document study based on data available on the websites of the Ministry of Education and the Coordination for the Improvement of Higher Education Personnel (CAPES). Undergraduate studies in social work are currently offered by 575 institutions, distributed among Brazil's five geographical regions, particularly in the Southeast and South. These institutions are for the most part private and provide both classroom-based and distance learning formats. Graduate studies programs continue to expand at a different pace. They are primarily linked to public institutions, with classroom-based teaching and a higher number of PhD holders among their professors.

scholarly journals Research on Talent Training Mode of Interdisciplinary Integration in Colleges and Universities

2021 ◽  
Vol 1 (1) ◽  
pp. 28-35
Author(s):  
Xiaomei Hu ◽  
Fan Liu ◽  
Yuan Yuan
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Colleges And Universities ◽  
Interdisciplinary Curriculum ◽  
American Universities ◽  
Teaching Reform ◽  
Interdisciplinary Project ◽  
Training Mode ◽  
Design Idea ◽  
Interdisciplinary Integration

Interdisciplinary and integrated talent training is not only the urgent need of economic, scientific, technological and social development, but also one of the inevitable trends of higher education and teaching reform. Firstly, this paper analyzes and summarizes three types of multidisciplinary talent training modes in American universities, namely, project-based interdisciplinary talent training mode, professional education based interdisciplinary talent training mode and curriculum based interdisciplinary talent training mode. Then, it compares and analyzes four modes of interdisciplinary talent training in Colleges and universities in China, namely interdisciplinary curriculum mode, interdisciplinary project mode, interdisciplinary specialty mode and interdisciplinary degree mode. Finally, it puts forward the design idea of curriculum system of interdisciplinary and integrated talent training mode in China.

scholarly journals A produção intelectual sobre educação superior na Revista Brasileira de Estudos Pedagógicos (RBEP): período 1968-1995

2019 ◽  
Vol 79 (193) ◽  
Author(s):  
Valdemar Sguissardi ◽  
João dos Reis Júnior
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Educational Reform ◽  
Historical Development ◽  
Graduate Programs ◽  
The State ◽  
Educational Policies ◽  
Military Government ◽  
Definition Of ◽  
The Military

Estuda a trajetória do tema “Educação Superior” na Revista Brasileira de Estudos Pedagógicos (RBEP), editada pelo Inep desde 1944 até nossos dias. Ao fazê-lo, lança luzes sobre as diversas fases da vida dessa instituição responsável pela edição da RBEP, ao mesmo tempo que discorre sobre as vicissitudes por que passou a política educacional e pedagógica no âmbito do Estado e da sociedade civil no Brasil. O percurso histórico percorrido pela RBEP e pela temática da educação superior em suas páginas é periodizado em três momentos claramente definidos. No primeiro, enfoca-se o nascimento, a natureza e a consolidação da RBEP (1944-1964). No segundo (1964-1979), a forte presença do Estado na definição das políticas educacionais, com destaque para a reforma educacional orquestrada pelo governo militarautoritário. No terceiro (1980-1995), a presença marcante da sociedade civil, quando esta se redemocratizava e quando a produção intelectual tinha origem especialmente nos programas de pós-graduação em educação, que à época se consolidavam. Palavras-Chave: educação superior; artigo de periódico; Revista Brasileira de Estudos Pedagógicos (RBEP). Abstract Higher Education and its historical development at the Brasilian context are studied through the analysis of articles at the Revista Brasileira de Estudos Pedagógicos (RBEP), which has been published by Inep since 1944. Three main periods of analysis were proposed in this present study: 1st (1944-1964), in which the beginning and the consolidation of the RBEP were basically established; 2nd (1964-1979), in which the presence of the State in the definition of educational policies is stressed, as shown by the educational reform imposed by the military government; and the 3rd one (1980-1995) where happens the democratization of the civil society, in which the intellectual prodution was mainly developed in the graduate programs on Education. Keywords: higher education; periodic article; Revista Brasileira de Estudos Pedagógicos (RBEP).

scholarly journals The Role of Institutions of Higher Education in Community-Centric Risk Reduction

2020 ◽  
Vol 9 (1) ◽  
Keyword(s):  
Higher Education ◽  
Risk Reduction ◽  
Public Engagement ◽  
American Association ◽  
Mission Statements ◽  
Colleges And Universities ◽  
Institutions Of Higher Education ◽  
Mutual Benefit ◽  
State Colleges

Calls for universities to be good citizens and stewards of place have recently invited them to include commitments to strengthening the communities in which they reside in their mission statements and their program offerings. The American Association of State Colleges and Universities (AASCU) has renewed its call for institutions of higher education (IHEs) to be “stewards of place” (AASCU, 2014). To act as stewards of place universities are encouraged to demonstrate “public engagement” through “place-related,” “interactive,” “mutually beneficial” and “integrated” collaborations with their communities (AASCU, 2002). Universities are reminded that to be publicly engaged they must be “fully committed to direct, two-way interaction with communities and other external constituencies through the development, exchange, and application of knowledge, information, and expertise for mutual benefit” (AASCU, 2002, p. 9).

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

Public Voices ◽  
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

Global Goals and Contributing Disciplines in Higher Education, With a Focus on Sustainable Engineering

2016 ◽  
Vol 138 (3) ◽  
Author(s):  
Kaufui Vincent Wong
Keyword(s):  
Higher Education ◽  
United Nations ◽  
Colleges And Universities ◽  
Quality Engineering ◽  
Sustainable Engineering ◽  
The United Nations ◽  
The Many ◽  
Engineering Schools

This work has been done to recognize the various contributing disciplines in colleges and universities to achieving the global goals. One aim is to point out the many college disciplines internationally that would contribute to these goals. Only four out of the global goals seem not to be directly contributed to by sustainable engineering. A presentation of relevant publications has been made of the role of sustainable engineering in accomplishing the 17 global goals of the United Nations. The pervasiveness and long reach of the many branches of sustainable engineering are evident. The implied importance of good quality engineering schools and colleges worldwide cannot be refuted.

Sign in / Sign up

Export Citation Format

Share Document