scholarly journals Washington Hotline

2020 ◽  
Vol 81 (6) ◽  
pp. 306
Author(s):  
Kevin Maher ◽  
Carrie Russell
Keyword(s):  
Higher Education ◽  
Student Loans ◽  
Economic Security ◽  
Department Of Education ◽  
Institutions Of Higher Education ◽  
Student Aid ◽  
Budget Cuts ◽  
Research Libraries ◽  
Aid Relief

COVID-19 relief for academic librariesWhile budget cuts for college and research libraries are taking place at many institutions, ALA continues to advocate for libraries to be included in federal relief packages. The $2 trillion Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L.116-136), passed in April, would benefit college and research libraries. The majority of the CARES Act Education Stabilization Fund is reserved for institutions of higher education (IHE) centers around student aid and encourages maximum flexibility. For example, the Department of Education (ED) is suspending payments on federal student loans until September 30, 2020, and no interest would accrue during this period of suspension. However, as much as 49% of the Education Stabilization Fund may be expended (to cover any costs associated with significant changes to the delivery of instruction due to the coronavirus), with only a few constraints.

scholarly journals THEORETICAL ASPECT OF INTERFACE COMPONENT IDENTIFICATION IN THE SYSTEM OF ECONOMIC SECURITY OF INSTITUTIONS OF HIGHER EDUCATION

2016 ◽  
Vol 2 (42) ◽  
Author(s):  
Олександр Володимирович Черевко ◽  
Наталя Володимірівна Зачосова ◽  
Юлія Миколаївна Радзіховська
Keyword(s):  
Higher Education ◽  
Theoretical Aspect ◽  
Economic Security ◽  
Institutions Of Higher Education ◽  
Component Identification

scholarly journals What is the FAFSA? An adult learner knowledge survey of student financial aid jargon

2019 ◽  
Vol 25 (1) ◽  
pp. 94-112 ◽  
Author(s):  
ZW Taylor ◽  
Ibrahim Bicak
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Financial Aid ◽  
Data Retrieval ◽  
Bachelor's Degree ◽  
Institutions Of Higher Education ◽  
Student Aid ◽  
Research And Practice ◽  
Nationally Representative ◽  
Knowledge Survey

Although adult learners (aged 25–34) have comprised over 33% of all enrolled students in US institutions of higher education, researchers have consistently found adult learners are under-supported by federal and institutional financial aid, leading these students to experience high dropout rates and low graduation rates. To better understand what adult learners understand about the process of applying for federal student aid, this study captured nationally representative survey data from 813 adult learners applying to four-year, bachelor’s degree-granting US institutions of higher education in Fall 2018. A financial aid jargon survey was written to assess what financial aid jargon terms are unfamiliar or confusing to adult learners. Results suggest some adult learners understand financial aid jargon, but many reported jargon as unfamiliar and confusing, such as Free Application for Federal Student Aid, master promissory note, entrance counseling, data retrieval tool, and non-filer’s statement. Implications for research and practice are addressed.

Assessing Organizational Effectiveness in Higher Education Drug Prevention Consortia

1995 ◽  
Vol 25 (3) ◽  
pp. 239-250 ◽  
Author(s):  
A. E. Sheldon-Keller ◽  
E. Lloyd-McGarvey ◽  
R. J. Canterbury
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Organizational Effectiveness ◽  
Goal Attainment ◽  
Drug Prevention ◽  
Department Of Education ◽  
Institutions Of Higher Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Creativity And Innovation

Eighty-three consortia of institutions of higher education, organized under funding from the Fund for the Improvement of Post-Secondary Education (FIPSE) Drug Prevention Programs of the Department of Education, were surveyed to measure organizational effectiveness. Generalized satisfaction with the functioning of the consortia was related to the number of active members, the average miles traveled to meetings, satisfaction with performance of task functions, members' roles, the level of trust among members and the level of creativity and innovation in problem-solving. Satisfaction with goal attainment was significantly related to the presence of at least one “internal” goal for the consortium.

scholarly journals Student Loans as a Pressure on U.S. Higher Education

2016 ◽  
Author(s):  
Elizabeth Popp Berman ◽  
Abby Stivers
Keyword(s):  
Higher Education ◽  
Financial Aid ◽  
Organization Theory ◽  
Management Practices ◽  
Student Loans ◽  
The United States ◽  
State Funding ◽  
Student Aid ◽  
For Profit ◽  
Financial Aid Policy

The United States has been at the forefront of a global shift away from direct state funding of higher education and toward student loans, and student debt has become an issue of growing social concern. Why did student loans expand so much in the U.S. in the 1990s and 2000s? And how does organization theory suggest their expansion, and the growth of federal student aid more generally, might affect higher education as a field? In the 1960s and 70s, policy actors worked to solve what was then a central problem around student loans: banks' disinterest in lending to students. They did this so well that by 1990, a new field of financial aid policy emerged, in which all major actors had an interest in expanding loans. This, along with a favorable environment outside the field, set the stage for two decades of rapid growth. Organization theory suggests two likely consequences of this expansion of federal student loans and financial aid more generally. First, while (public) colleges have become less dependent on state governments and more dependent on tuition, the expansion of aid means colleges are simultaneously becoming more dependent on the federal government, which should make them more susceptible to federal demands for accountability. Second, the expansion of federal student aid should encourage the spread of forms and practices grounded in a logic focused on students' financial value to the organization, such as publicly traded for-profit colleges and enrollment management practices.

scholarly journals Campus Crime Reporting Under the Clery Act

2018 ◽  
Vol 45 (4) ◽  
pp. 7
Author(s):  
Rachel Holder
Keyword(s):  
Higher Education ◽  
Security Policy ◽  
Department Of Education ◽  
Clery Act ◽  
Campus Crime ◽  
Institutions Of Higher Education ◽  
Federal Financial Aid ◽  
The Public ◽  
Education Report ◽  
To Receive

The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act mandates that institutions of higher education report crimes statistics to the public and the Department of Education (DOE) in order to receive federal financial aid. This requirement led to a proliferation of data that was initially difficult to access or incorrectly reported. Recent efforts by the DOE and institutions of higher education to make this information available to the public led to access through government and university websites.

scholarly journals THE ECONOMIC SECURITY OF HIGHER EDUCATION INSTITUTIONS FROM THE PERSPECTIVE OF INTERNATIONAL COMPETITION

2019 ◽  
Vol 4 (5) ◽  
pp. 1 ◽  
Author(s):  
Alla Kasych ◽  
Breus Svitlana ◽  
Yevheniia Khaustova
Keyword(s):  
Higher Education ◽  
Methodological Approach ◽  
Research Process ◽  
Causal Link ◽  
Economic Security ◽  
Institutions Of Higher Education ◽  
Methodical Approach ◽  
High Standards ◽  
Main Components ◽  
Foreign Universities

The purpose of the article is to develop a methodological approach towards assessing the economic security of institutions of higher education. Methodology. There has been generalized the experience of foreign universities in terms of providing high standards of educational and research process in the context of ensuring their economic security in modern conditions. The study has been conducted on the comparison of aggregate indicators of the economic security of HEIs based on the results of factor analysis (the method of the main components). The output data are formed taking into account the main approaches to constructing a balanced system of indicators based on the results of cluster analysis. The integral indicators of economic security of HEIs and integral indicators of economic security in general have been calculated based on the values of factor loadings and weighting coefficients of indicators for each group. Results. The system of performance indicators of the world leading universities has been formed and the key factors of economic security of foreign universities have been identified taking into account the generalized experience of foreign universities. The developed methodological approach to the assessment is universal and provides opportunities for developing measures to improve the level of economic security of institutions of higher education. Studies have shown that the economic security of economic entities is not least determined by the management efficiency of intellectual resources. Practical implications. The calculated level of HEI economic security is an indicator not only for protecting it from threats but also for the causal link between socio-economic development of the state, its economic potential and the level of higher education. Value/originality. The holistic scientific and practical study has been carried out in the article taking into account the interconnection of higher education and economic security of institutions of higher education and a methodical approach to the evaluation of the economic security of HEIs has been developed. The above stipulates the necessity of developing a methodological approach to assessing the risks to the economic security of institutions of higher education on the basis of possible threats to their activities.

scholarly journals Catastrophe or Catalyst? Reflections on COVID’s Impact on Community Colleges

2021 ◽  
Vol 1 (2) ◽  
pp. 2-17
Author(s):  
Thomas Brock ◽  
Cameron Diwa
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Student Outcomes ◽  
Economic Security ◽  
Indigenous Populations ◽  
Part Time Students ◽  
Part Time ◽  
Steep Decline ◽  
Aid Relief

The COVID-19 pandemic led to a steep decline in enrollments at community colleges, especially among Black, Hispanic, and Indigenous populations, males, and part-time students. The Coronavirus Aid, Relief, and Economic Security Act (CARES) and the American Rescue Plan (ARP) Acts provided funds for emergency aid and engaging disconnected students, and community colleges moved swiftly to shift services and instruction online. In this essay, we discuss how students and community colleges responded to the pandemic and what their experiences reveal about inequities in higher education. We argue that the crisis was worsened by years of underinvestment in these institutions and by entrenched structures and practices that do not address the needs and aspirations of many students. We review evidence on reforms that aim to remake community colleges in ways that improve student outcomes. While COVID-19 can rightly be viewed as a catastrophe, it may also serve as a catalyst for fundamental and lasting improvements in how community colleges are funded, organized, and operated to help more students achieve their goals.

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