The Origins of National Technological Advantage

2021 ◽  
pp. 91-94
Author(s):  
Samuel Cohn
Keyword(s):  
Higher Education ◽  
United States ◽  
Public Universities ◽  
Armed Forces ◽  
The United States ◽  
Terms Of Trade ◽  
Gi Bill ◽  
Military Technology ◽  
Technological Advantage ◽  
Competitive Prices

This chapter addresses how big government is also responsible for countries achieving strategic technological advantages. Strategic technological advantage is the key to gaining from unequal terms of trade. If your country has invented something and controls proprietary technology, your nation has a monopoly and can charge monopoly prices. Other countries have to compete with other vendors to sell their goods and sell at low competitive prices. But how do countries get technological monopolies? America's scientific and engineering dominance comes from the superiority of its higher education. The United States was the only country to create large public universities with cheap tuition in every state or province in the nation. The chapter then looks at the Morrill Acts of 1862 and 1890; the Hatch Act of 1914; and the GI Bill. It also considers the founding of the National Science Foundation. The plan was that not only would the United States have stronger armed forces due to military technology, but it would also have a better economy due to civilian technology and would be better able to solve social problems with the use of social technology.

scholarly journals Management in higher education: an overview of public universities practices in the United States

2017 ◽  
Vol 24 (2) ◽  
Author(s):  
Eliane Thaines Bodah ◽  
Brian William Bodah
Keyword(s):  
Higher Education ◽  
United States ◽  
Public Universities ◽  
The United States ◽  
America Latina

A gestão no ensino superior é um tema que vem ganhando mais atenção nas últimas décadas devido ao aumento do número de novas faculdades, especialmente nos Estados Unidos da América (EUA). O sistema norte-americano é único e difere da maioria dos países da América Latina principalmente pela descentralização do poder governamental, que pode ter contribuído para um sistema de gestão autônoma e local. Além disso, há uma comunidade estudantil altamente diversificada e multicultural nos EUA. Assim sendo, este trabalho apresenta uma abordagem sobre a gestão do ensino superior norte-americano, bem como alguns desafios e perspectivas dessa. A metodologia foi uma pesquisa documental realizada na web durante os anos de 2015 e 2016, com o objetivo de contextualizar o ensino básico no cenário preparatório para o ensino superior. Em seguida, uma análise descritiva dos diferentes níveis de ensino superior foi apresentada, avaliando as recomendações e as normativas federais que contribuíram para um sistema classificatório de acreditação acadêmica. Os resultados indicaram que, na ausência de um ministério federal regulamentador como o Ministério da Educação (MEC) no Brasil, rankings e sistemas de acreditação, como o Carnegie, tornam-se muito importantes como indicadores de qualidade. Entre os aspectos exclusivos do ensino superior dos EUA também está a adoção de conselhos universitários compostos por diferentes membros da comunidade acadêmica que contribuem para a tomada de decisões.

EDUCATIONAL-TRAINING FACILITIES OF GROUND US FORCES

2019 ◽  
pp. 168-176
Author(s):  
D.B. Izyumov ◽  
E.L. Kondratyuk
Keyword(s):  
United States ◽  
Armed Forces ◽  
The United States ◽  
Educational Training ◽  
Us Army ◽  
The Us ◽  
Level Of Training ◽  
Army Personnel

The article discusses issues related to the development and use of training means and facilities in order to improve the level of training of US Army personnel. An overview of the main simulators used in the US Armed Forces at present is given, and the prospects for the development of the United States in this area are presented.

Educational Entrepreneurs in Tamil Nadu - A Profile

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.

Book Review: The Shaping of American Higher Education

NASPA Journal ◽  
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 book’s subtitle, Emergence and Growth of the Contemporary System, is truly realized by the reader.

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

Practical Approaches to Higher Education

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.

Using Accountability to Improve Student Learning in Higher Education Music Programs

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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