ethanporcaro/eric-fulltext-meta huggingface dataset:
University of West Florida Work Plan Presentation for 2014-15 Board of Governors Review
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities,Accountability,Awards

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' new &quot;Strategic Plan 2012-2025&quot; is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's &quot;Annual Accountability Report&quot; provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional &quot;Work Plans&quot; connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2014-15 components. University of West Florida's &quot;Work Plan Presentation for 2014-15 Board of Governors Review&quot; is divided into the following sections: (1) Strategy (Mission Statement, Vision Statement, Statement of Strategy, Strengths and Opportunities, and Key Initiatives &amp; Investments); (2) Performance Based Funding Metrics; (3) Key Performance Indicators (Goals Common to All Universities, and Institution Specific Goals); (4) Operations (Fiscal Information, Enrollment Planning, and Academic Program Coordination); and (5) Key Performance Indicator Definitions.
University of South Florida System Work Plan Presentation for 2014-15 Board of Governors Review
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' new &quot;Strategic Plan 2012-2025&quot; is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's &quot;Annual Accountability Report&quot; provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional &quot;Work Plans&quot; connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2014-15 components. University of South Florida System's &quot;Work Plan Presentation for 2014-15 Board of Governors Review&quot; is divided into the following sections: (1) Strategy (Mission Statement, Vision Statement, Statement of Strategy, Strengths and Opportunities, and Key Initiatives &amp; Investments); (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators (Goals Common to All Universities, Goals Specific to Research Universities, and Institution Specific Goals); (5) Operations (Fiscal Information (includes Tuition Differential Fee Request), Enrollment Planning, and Academic Program Coordination); and (6) Key Performance Indicator Definitions.
Administrators' Roles in Training Programs and Training Transfer
Author: Ismail, Azman
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Role,Training,Transfer of Training,Surveys,Government Employees,City Government,Supervisor Supervisee Relationship,Path Analysis,Correlation

An administrator plays a vital role in the growth and development of his/her subordinates. Despite this notion, the role of an administrator in the context of training programs and transfer of training is not well studied. Therefore, this study is set to examine the relationship between administrator's role in training programs and training transfer. A survey method was utilized to gather 706 survey questionnaires from employees of local authorities of three cities in the state of Sarawak, Malaysia. The results of SmartPLS path model analysis confirmed that the ability of administrators to properly implement support, communication and assignment in planning and implementing training programs has been an important predictor of training transfer in the studied organization. Further, this study provides discussion, implications and conclusion.
Hunting Apprenticeship as Indigenous Form of Education for Sustainable Conservation of Wildlife in Mau Forest of Kenya
Author: Ronoh, T. K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Indigenous Knowledge,Conservation (Environment),Wildlife,Sustainability,Indigenous Populations,Systems Approach,Ecology,Culture,Interviews,Singing,Folk Culture,Dance,Proverbs,Learning Strategies,Observation

Mau Forest, the home of the majority of the Ogiek people is located in the Rift Valley Province and straddles Kericho, Nakuru, Narok and Bomet districts. Traditionally, the Ogiek as hunter-gatherers have distinctive histories of interaction with the natural environment. Over the years, the Ogiek have inhabited in the Mau Forest with little impact on the environment. The paper focuses on the influence of hunting apprenticeship as Indigenous Form of Education for sustainable conservation of Wild life in Mau Forest of Kenya. The study was informed by the General Systems Theory and the Cultural Ecology Theory. The argument of the general systems theory is that the intricate relationship of the parts cannot be treated in isolation from the whole. In this case, an analysis of the Ogiek superstructure affirmed that the society's institutions must be contextualized in their totality. Arguably, an understanding of the Ogiek in general is related to how the community interacts with nature. On the other hand, the cultural ecologists argue that there exist a clear link between the society's culture, mode of subsistence and the natural environment. An ethno-historical approach was employed in the design, instrumentation, data collection, analysis and interpretation. To achieve systematic collection of data, purposive sampling techniques were used. Forty-five (45) members of the Ogiek community, mainly key cultural consultants were interviewed for the study. Cultural consultants provided the most complete and representative information about particular aspects of Ogiek life because of their experience and training. The main instruments for data collection were observation and interview schedules. In addition to oral interviews, this study used a variety of documentary sources. The information obtained from the various sources was checked for validity and reliability using triangulation as well as external and internal criticism approaches to data analysis. The paper reveals that hunting apprenticeship as indigenous education as practised by the Pre-colonial Ogiek society facilitated sustainable conservation of wild life in Mau Forest of Kenya. In essence, it was arguably revealed that the Ogiek hunting practice and broader socio-cultural contexts as well as human-animal relations incorporated a number of conventions and practices that helped to support and sustain wild life populations.
2013 Higher Education Summit/SUS Data Workshop Proceedings. Session: IRM Data Workshop
Author: State University System of Florida, Board of Governors
Date: 2013-08-19
Type: Reports - Evaluative
Subjects: State Universities,Higher Education,Academic Degrees,Workshops,Student Personnel Services,Academic Support Services,Accountability,Strategic Planning,College Admission,Registrars (School),College Housing,Equal Education,Student Diversity,Budgets,Educational Facilities,Space Utilization,Teacher Education,Administration,Committees,School Personnel,Expenditures,Educational Finance,Tuition,Degree Requirements,College Credits,Student Financial Aid,Fees

Information Resource Management--State University System of Florida (IRM-SUS) is the primary collector and provider of data concerning state universities that is used to make sound education policy decisions. The office provides technical assistance to those using the information, state and federal reporting support, those supplying information, and enhancement support for the databases. This report presents the proceedings of the 2013 Higher Education Summit/SUS Data Workshop presented on Thursday, June 6, 2013. Following a welcome by Gene Kovacs, the following reports from Breakout Session Facilitators were presented: (1) SUDS Q&amp;A For Experienced Users; (2) Deep Dive into SUS Hours To Degree; (3) Academic and Student Affairs Meeting; (4) SUS Strategic Planning &amp; Accountability; (5) Admissions and Registrars Committee; (6) Residency Committee; (7) Council on Equal Opportunity and Diversity Meeting; (8) Budget Directors/Information Session; (9) Physical Facilities and Space; (10) Teacher Education Information; and (11) Data Administrators. The table of contents presents the following data: (1) Reports from Breakout Sessions from Session Facilitators; (2) IPEDS--2013-2014 Due Dates; (3) IPEDS--2013-2014 Summary of Changes; (4) General--SUDS Due Dates; (5) General--Department Identifier; (6) Employee/OPS--Current Year Rate; (7) Expenditure Analysis--University Fund Identifier &amp; Account/Department Program (PCS); (8) Expenditure Analysis--Tuition Differential; (9) Hours to Degree--Number of Degree Program Changes; (10) Hours to Degree--Excess Credit Hours; (110 Hours to Degree--Excess Hours Native &amp; Excess Hours SUS; (12) Hours To Degree--Student Summary of Excess Hours Report; (13) Student Financial Aid--Fee Waivers Table; (14) Student Instruction File--Student Budget Entity; (15) Teacher Education Information--Completion_GPA; (16) Teacher Education Information--Exception Reason; (17) Teacher Education Information--Milestone; (18) Physical Facilities Space--Site Type; (19) Physical Facilities Space--Budget Entity; (20) Retention--RETRP1SUDS Report.
State University System Graduation and Retention Rates Are Nationally Competitive. Information Brief
Author: State University System of Florida, Board of Governors
Date: 2011-09-28
Type: Reports - Evaluative
Subjects: State Universities,Graduation Rate,Academic Persistence,Comparative Analysis,Public Colleges,Minority Group Students,Racial Differences,Ethnic Groups,African American Students,Hispanic American Students,Strategic Planning,Budgeting,Accountability,Undergraduate Study,Time to Degree

The State University System of Florida six-year graduation rate and second-year retention rate are strong compared to the ten largest public university systems. Graduation rates for the System's minority students are also competitive, with rates for non-Hispanic Black students and Hispanic students ranked in the top 10 when compared to all four-year public institutions in other states. The Board of Governors has recently adopted a process for State University System strategic planning, budgeting and accountability reporting that puts graduation rates among the key measures to inform policy decisions. Despite Florida's competitive national standing for graduation rates among its public four-year institutions, the Board of Governors and University Boards of Trustees recognize that there is room for improvement. This report evaluates and provides numerical data for comparisons of Florida graduation and retention rates. The following are appended: (1) 2004-2010 National Graduation Rates; (2) 2009-2010 2nd Year Retention Rates for First-Time-in-College Students in Public Universities; (3) Comparison of Graduation Rate Methodologies by University; and (4) Six-Year Undergraduate Progression and Graduation Rates by University.
University of South Florida--System Work Plan Presentation for 2012-13 Board of Governors Review
Author: State University System of Florida, Board of Governors
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Institutional Mission,Institutional Characteristics,Goal Orientation,Educational Finance,Tuition,Fees,Enrollment,Program Administration,Performance,Educational Indicators,Progress Monitoring,Governing Boards,Academic Persistence,Graduation Rate,Educational Quality,Academic Degrees,Outcomes of Education,Income,Research,Expenditures,Costs,Student Characteristics,Educational Technology,School Community Relationship,Operating Expenses,Budgets,Student Financial Aid,State Universities,Accountability,Awards

The State University System of Florida has developed three tools that aid in guiding the System's future: (1) The Board of Governors' new &quot;Strategic Plan 2012-2025&quot; is driven by goals and associated metrics that stake out where the System is headed; (2) The Board's &quot;Annual Accountability Report&quot; provides yearly tracking for how the System is progressing toward its goals; and (3) Institutional &quot;Work Plans&quot; connect the two and create an opportunity for greater dialogue relative to how each institution contributes to the System's overall vision. Once a Work Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan for potential acceptance of 2012-13 components. The University of South Florida (USF) System, which includes USF Tampa, USF St. Petersburg, and USF Sarasota-Manatee, catalyzes and coordinates initiatives at and among its interdependent institutions that develop graduates for 21st century careers; advances research, scholarship, and creative endeavors to improve the quality of life; and engages its communities for mutual benefit. University of South Florida--System's &quot;Work Plan Presentation for 2012-13 Board of Governors Review&quot; is divided into the following sections: (1) Strategy (Mission Statement, Vision Statement, Statement of Strategy, Strengths and Opportunities, and Key Initiatives &amp; Investments); (2) Key Performance Indicators (Goals Common to All Universities, Goals Specific to Research Universities, and Institution Specific Goals); (3) Operations (Fiscal Information (includes Tuition Differential Fee Request), Enrollment Planning, and Academic Program Coordination); and (4) Key Performance Indicator Definitions. Data for some aspects of the fiscal information cannot be rolled up into one reporting instance for the University of South Florida System. See individual work plans. [This Work Plan was approved by the University of South Florida System Board of Trustees on June 14, 2012.]
System Accountability Report 2013-14. Appendix: Data Tables
Author: State University System of Florida, Board of Governors
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Research and Development,Reputation,Commercialization,Annual Reports,Performance,Productivity

Information Resource Management-State University System of Florida (IRM-SUS) is the primary collector and provider of data concerning state universities that is used to make sound education policy decisions. The office provides technical assistance to those using the information, state and federal reporting support, those supplying information, and enhancement support for the databases. This system accountability report provides the Data Tables that are appended to the 2013-2014 accountability report. The index of data tables includes detailed statistical information presented in a tabular format on the following subject matter: (1) Financial Resources; (2) Personnel; (3) Enrollment; (4) Undergraduate Education; (5) Graduate Education; and (6) Research and Economic Development. [To access the full revised report in ERIC see ED565434.]
System Accountability Report 2013-14. Revised
Author: State University System of Florida, Board of Governors
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Research and Development,Reputation,Commercialization,Annual Reports,Performance,Productivity

Information Resource Management - State University System of Florida (IRM-SUS) is the primary collector and provider of data concerning state universities that is used to make sound education policy decisions. The office provides technical assistance to those using the information, state and federal reporting support, those supplying information, and enhancement support for the databases. The State University System (SUS) of Florida is committed to excellence in teaching, research and public service--the traditional mission of universities. This is achieved through a coordinated system of institutions, each having a distinct mission and each dedicated to meeting the needs of a diverse state and nation. This system accountability report for the year 2013-2014 was revised March, 2015, and identifies many of the accomplishments the University System has experienced in the introduction. Following the System Dashboard, and a Section on Performance Based Funding Metrics, the table of contents presents detailed statistical information provided in a tabular format on the following subjects: (1) Enrollment; (2) Degree Productivity and Program Efficiency; (3) Scholarship, Research and Innovation; (4) Community and Business Engagement; and (5) Fiscal Summary. The five year data tables are listed in the appendix of this report, however they are provided in a separate document. [To access the five year data tables in ERIC see ED565433.]
The Impact of Disadvantage on VET Completion and Employment Gaps. Research Report
Author: McVicar, Duncan
Date: 2016-00-00
Type: Reports - Research
Subjects: Vocational Education,Educational Attainment,Postsecondary Education,Disadvantaged Youth,Graduation Rate,Employment Level,Comparative Analysis,Student Surveys,Foreign Countries,Statistical Analysis,Surveys,Outcomes of Education,Student Characteristics,Socioeconomic Status,Indigenous Populations,At Risk Students,Disabilities,Limited English Speaking

Increasing educational attainment is generally tied to better employment outcomes. The vocational education and training (VET) sector is often used as an entry point into post-compulsory education for individuals who have experienced disadvantage in their lives. But does increasing participation in VET by disadvantaged individuals necessarily lead to the same benefits as experienced by their non-disadvantaged peers? Specifically, do disadvantaged learners have similar completion rates and employment outcomes as their non-disadvantaged peers? Using data from the National Centre for Vocational Education Research's (NCVER's) National VET Provider Collection and the Student Outcomes Survey, the authors find both completion and employment gaps exist between different groups of disadvantaged learners and their non-disadvantaged peers, but that closing the completion gap will not necessarily result in the closing of the employment gap. The following appendices are included: (1) Additional descriptive statistics; (2) Course completion: expanded specification; (3) Module completion; (4) Employment gaps: course completers only; (5) Employment gaps: module completers only; (6) Exiting unemployment gaps: course completers only; and (7) Exiting unemployment gaps: module completers only.
Can VET Help Create a More Inclusive Society?
Author: Buddelmeyer, Hielke
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Inclusion,Program Descriptions,Outcomes of Education,Labor Market,Disadvantaged Youth,Social Integration,Gender Differences,Employment Potential,Job Training,Secondary School Curriculum,Integrated Curriculum,Educational Policy,Educational Objectives

This publication provides a summary of a program of research undertaken for the National Centre for Vocational Education Research (NCVER) by the Melbourne Institute of Applied Economic and Social Research between 2011 and 2014. Comprising six projects, the body of work focuses on the impact of education and training on social inclusion and on the labour market outcomes of disadvantaged learners. In this publication, &quot;disadvantaged&quot; is used to encapsulate those from low socioeconomic (SES) backgrounds, individuals with a disability, those from non-English speaking backgrounds, and Indigenous Australians. The following reports are discussed in this summary: (1) &quot;Educating Oneself out of Social Exclusion. Research Report&quot; (ED537490); (2) &quot;Early Impacts of the Victorian Training Guarantee on VET Enrolments and Graduate Outcomes. Research Report&quot; (ED565455); (3) &quot;The Impact of Disadvantage on VET Completion and Employment Gaps&quot; (ED565435); (4) &quot;Studying beyond Age 25: Who Does It and What Do They Gain? Research Report&quot; (ED536629); (5) &quot;Training and Its Impact on the Casual Employment Experience. Research Report&quot; (ED565457); and (6) &quot;Does Scored VET in Schools Help or Hinder Access to Higher Education in Victoria?&quot; (ED551316).