Contra-Diction

2015 ◽  
Vol 4 (1) ◽  
pp. 1-26
Author(s):  
Robert Abelman
Keyword(s):  
Content Analysis ◽  
Colleges And Universities ◽  
Campus Community ◽  
Academic Institutions ◽  
Vision Statements ◽  
Institutional Vision

This article summarizes findings from several investigations that have performed a DICTION-based content analysis of the mission and vision statements of distinctive types of academic institutions. Key linguistic components found to constitute a well-conceived, viable, and easily diffused institutional vision were isolated, measured, and compared to normative scores gathered from a nation-wide sample of colleges and universities. Findings revealed significant stylistic differences across institution types regarding clarity, complexity, pragmatics, optimism and the ability to unify the campus community, as well as key differences between mission and vision statements. In doing so, they provided a prescription for how mission and vision statements can better serve as guiding, governing, and self-promotional documents, particularly in times of crisis, change and negative press.

Countering Bad Press about Higher Education with Institutional Vision

2014 ◽  
pp. 308-334
Author(s):  
Robert Abelman
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Colleges And Universities ◽  
Campus Community ◽  
Academic Institutions ◽  
Vision Statements ◽  
Institutional Vision

This chapter summarizes findings from several investigations that have performed a DICTION-based content analysis of the mission and vision statements of distinctive types of academic institutions. Key linguistic components found to constitute a well-conceived, viable, and easily diffused institutional vision were isolated, measured, and compared to normative scores gathered from a nationwide sample of colleges and universities. Findings revealed significant stylistic differences across institution types regarding clarity, complexity, pragmatics, optimism, and the ability to unify the campus community. In doing so, they provided a prescription for how mission and vision statements can better serve as guiding, governing, and self-promotional documents, particularly in times of crisis, change, and negative press.

Charting the Verbiage of Institutional Vision: Implications for Academic Advising

2007 ◽  
Vol 27 (1) ◽  
pp. 22-38 ◽  
Author(s):  
Robert Abelman ◽  
Amy Dalessandro ◽  
Patricie Janstova ◽  
Sharon Snyder-Suhy ◽  
Gary Pettey
Keyword(s):  
Content Analysis ◽  
Academic Advising ◽  
Mission Statements ◽  
Academic Advisors ◽  
Research Practice ◽  
Campus Community ◽  
Academic Institutions ◽  
Vision Statement ◽  
Institutional Vision ◽  
Theory Research

Whether and to what extent a college or university vision is embraced, transformed into action, and dispersed to the campus community by academic advisors is largely dependent on the rhetoric of the vision statement. Through a content analysis of a nation-wide sample of vision and mission statements from NACADA-membership institutions, we isolated key linguistic components that constitute a well-conceived, effective, and easily diffused institutional vision. The prevalence of these components and the types of academic institutions most likely to possess them are discussed. Ways in which this information can be used by advising supervisors to evaluate their own institution's vision and the vision of their advising operation are presented.Relative Emphasis: theory, research, practice

American Colleges and Universities

2019 ◽  
pp. 31-48
Author(s):  
James W. Dean ◽  
Deborah Y. Clarke
Keyword(s):  
Colleges And Universities ◽  
Academic Institutions ◽  
Market Segments ◽  
Public And Private ◽  
Different Types ◽  
Baccalaureate Institutions

This chapter explores the differences among different types of colleges and universities, including large and small, public and private, and different missions (e.g., research versus doctoral versus baccalaureate institutions). Also discussed are the different market segments that academic institutions target.

Assurance of Learning and Accreditations Through Assessment in Business Schools

2019 ◽  
pp. 53-67
Author(s):  
Mounir Kehal
Keyword(s):  
Faculty Development ◽  
Intellectual Capital ◽  
Business Schools ◽  
Real Life ◽  
Colleges And Universities ◽  
Academic Institutions ◽  
Web Based ◽  
Reporting Requirements ◽  
Assurance Of Learning ◽  
Learning Data

The use of web-based technologies in academic institutions for their diverse practices has been widespread in colleges and universities for several decades. These applications include surveying stakeholders, assessing classes, reporting on faculty development, and assurance of learning data to mention a few. Further advances have led to the integration of applications that not only enable the sharing of knowledge, but which also support the reporting requirements necessary to obtain and retain accreditation; likewise satisfy the supply of intellectual capital to the employment marketplace. In this chapter, the authors aim to portray relationship between assurance of learning and assessment at large with real life examples and approaches.

scholarly journals Options for Online Undergraduate Courses in Biology at American Colleges and Universities

2016 ◽  
Vol 15 (4) ◽  
pp. ar58 ◽  
Author(s):  
Alison K. Varty
Keyword(s):  
Private Schools ◽  
Colleges And Universities ◽  
Faculty Training ◽  
Academic Institutions ◽  
Hybrid Courses ◽  
Technological Support ◽  
Face To Face ◽  
Biology Courses ◽  
Academic Year ◽  
Growing Population

I aimed to document the online undergraduate course supply in biology to evaluate how well biology educators are serving the diverse and growing population of online students. I documented online biology course offerings in the 2015–2016 academic year at 96 American colleges and universities. I quantified differences in variety, extent, and availability of courses offered by different kinds of academic institutions and characterized 149 online biology courses offered. Although there was no relationship between an institution’s enrollment size and any measure of its online biology offerings, I found significantly more online biology course options at 2-year public compared with 4-year public and 4-year private schools. Courses offered for nonmajors, including students pursuing healthcare-related degrees, were three times as common as those intended for biology majors, who were more likely to be offered hybrid courses with face-to-face laboratories. These data indicate some deficiencies in online biology course options; options for students majoring in biology are limited at all types of institutions examined with a minority of 4-year institutions having any online options in biology. Significant investment of institutional resources in faculty training and technological support are necessary to develop online biology courses that will benefit a larger student population.

Can Justice Be Served on Campus?

2016 ◽  
Vol 41 (3) ◽  
pp. 373-404 ◽  
Author(s):  
Amanda Konradi
Keyword(s):  
Sexual Violence ◽  
Legal Status ◽  
Due Process ◽  
Procedural Fairness ◽  
Colleges And Universities ◽  
Public Institutions ◽  
Clery Act ◽  
Private Institutions ◽  
Campus Community ◽  
Victim Protection

Campus disciplinary systems are positioned to provide a modicum of justice for victims of sexual violence and deter predatory assaults. Yet, this will occur only if victims find them worthy of use and the broader campus community believes them to be fair to accused and accusing students. This investigation reviews the legal status of various due process and victim protection practices and determines their presence in the student disciplinary policies of four-year residential colleges and universities in Maryland. Findings establish that compliance with the Clery Act is relatively high, while due process and victim protections vary widely. Findings also show that public institutions and those adopting “trial”-like adjudication procedures promise greater due process and victim protections compared to private institutions and those following an inquisitorial model. Policies are recommended to achieve procedural fairness while encouraging victims to report abuse and use campuses systems, along with further avenues for investigation.

scholarly journals Finding Ways to Attract Clients: A Content Analysis of Japanese Language Tutors’ Ads in an Online Tutor Marketplace

KIRYOKU ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 145-151
Author(s):  
Aditya Nur Patria
Keyword(s):  
Content Analysis ◽  
Language Proficiency ◽  
Bargaining Power ◽  
Employment Status ◽  
Japanese Language ◽  
Academic Institutions ◽  
Coverage Area ◽  
Significant Difference ◽  
Current Employment Status ◽  
Competitive Nature

The growing number of freelance marketplaces allows students to earn extra money as tutors. The hyper-competitive nature in the marketplaces forces students to compete with non-student tutors in order to get clients (Popiel, 2017). Non-student tutors may be better equipped with a lot of experiences. However, all freelance tutors need to post impressive ads to get their clients, particularly in a niche subject such as Japanese language. The present study explores the differences of information put in ads between student tutors and non-student tutors on a tutor marketplace, Superprof. Content analysis (Cohen et al, 2011) was used to identify categories of information in the ads. The results show that there were 11 categories of information including tutors’ name, origin, current employment status, education background, language proficiency certificate, course level, course type, rhetoric, experience in Japan, coverage area, and availability. The data were then analyzed statistically to find the categories of information with a significant difference. It shows that both groups have difference in putting information related to their current employment status (t = 3.88, p < 0.001, d = 1.05) and their education background (t = 2.78, p < 0.005, d = 0.75). The implication of the study is that student tutors tend to value their relationship with academic institutions and make it as a bargaining power to market their skills in the marketplace.

Sport Management Curriculums: A Descriptive Study of the Current Status

1998 ◽  
Vol 22 (4) ◽  
pp. 45-54
Author(s):  
Craig M. Ross ◽  
Sarah J. Young
Keyword(s):  
Content Analysis ◽  
Sport Management ◽  
Descriptive Study ◽  
Professional Preparation ◽  
Current Status ◽  
National Study ◽  
Review Of Literature ◽  
Academic Institutions ◽  
Employment Opportunities ◽  
Future Direction

This paper examines the findings of a national study on professional preparation in sport management. A review of literature revealed a lack of research and a need for more studies that clearly define the current status and future direction for sport management curriculums. Through a content analysis approach, this study investigated 147 academic institutions offering sport management curriculums. Specifically, the examined philosophical and primary emphasis of each curriculum, internship requirements, employment opportunities, sport management courses and curriculum resources. Implications of the results are discussed along with recommendations for further study involving professional preparation in sport management.

Reimagining the Internship and Practicum Program

2021 ◽  
pp. 140-155
Author(s):  
Jasmine Hunter
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Social Entrepreneurship ◽  
Higher Education Institutions ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Vision Statements ◽  
Communication Program ◽  
Black Colleges And Universities

In this chapter, the author will touch on the necessity of social entrepreneurship within the communication program curriculum. Higher education institutions, especially historically Black colleges and universities (HBCU), commit themselves within their mission and vision statements to producing and molding the leaders of today. Since their inception, well-rounded leaders and entrepreneurs have been birthed from those historic halls and navigated their way to the highest heights of society. Therefore, it is imperative that students turned leaders must have an entrepreneurial skillset to make it within the courtroom, boardroom, classroom, and beyond.

Institutional Vision at Proprietary Schools: Advising for Profit

2007 ◽  
Vol 27 (2) ◽  
pp. 9-27 ◽  
Author(s):  
Robert Abelman ◽  
Amy Dalessandro ◽  
Patricie Janstova ◽  
Sharon Snyder-Suhy
Keyword(s):  
Student Affairs ◽  
Customer Service ◽  
Academic Advising ◽  
Student Support Services ◽  
Mission Statement ◽  
Proprietary Schools ◽  
Structure Approach ◽  
Vision Statements ◽  
For Profit ◽  
Institutional Vision

A college or university's general approach to students and student support services, as reflected in its institutional vision, can serve to advocate the adoption of one type of advising structure, approach, and delivery system over another. A content analysis of a nationwide sample of institutional vision statements from NACADA-membership colleges and universities was performed. Findings suggest that for-profit institutions are driven by an outcome-oriented, pragmatic mission statement rather than the complex, compelling vision statement often employed by traditional nonprofit institutions. The customer-service model of the former places priority on student affairs, but in the form of highly centralized prescriptive academic-advising operations. Implications for all academic institutions are discussed.Relative Emphasis: research, practice, theory

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