ethanporcaro/eric-fulltext-meta huggingface dataset:
Accountability in Postsecondary Education Revisited. Research &amp; Occasional Paper Series: CSHE.9.13
Author: Leveille, David E.
Date: 2013-06-00
Type: Reports - Research
Subjects: Higher Education,Trust (Psychology),State Programs,Decision Making,Data,Accountability,Public Opinion,Colleges,Public Policy,Educational Indicators,Educational Assessment,Stakeholders,Partnerships in Education,Government School Relationship

Accountability in the private and public sectors of society has received significant attention in both research and practice, partly because of its importance, but also because it is challenging to define, measure and implement. The nature of accountability is complex, ambiguous and highly context-dependent. As related to postsecondary education (PSE), multiple stakeholders across the nation have been pushing for greater accountability for at least three decades. Various stakeholders, including elected officials at the national and state level seemingly obsessed with achieving a &quot;one size fits all&quot; kind of accountability system, continue to produce proposals and in some cases legislation, for our institutions of postsecondary education to provide, among other matters, evidence of improved degree production, cost control, and student learning. This paper identifies who some of the stakeholders are and provides a range of accountability initiatives underway since a Center for Studies in Higher Education report, &quot;Accountability in Higher Education: A Public Agenda for Trust and Cultural Change,&quot; was presented in 2006, including a specific focus on California. [The 2006 report is available in ERIC at ED503070.]
Doing Much More with Less: Implementing Operational Excellence at UC Berkeley. Research &amp; Occasional Paper Series: CSHE.10.13
Author: Szeri, Andrew J.
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: State Colleges,College Administration,Organizational Change,Administrative Change,Educational Finance,Budgeting,Organizational Culture,Administrative Organization,Change Strategies,Problems

Universities are undergoing historic change, from the sharp downward shift in government funding to widespread demands to document performance. At the University of California Berkeley, this led to an operational change effort unlike any the university had ever attempted, dubbed Operational Excellence. The authors describe their experiences designing and leading this change effort, with emphasis on practical advice for similar efforts at other universities.
On the Apportionment of Administrative Governance Functions within Multi-Campus Universities and University Systems. Research &amp; Occasional Paper Series: CSHE.16.13
Author: King, C. Judson
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Governance,Multicampus Colleges,Universities,Public Colleges,Administrative Organization,Differences,Institutional Characteristics,Administrative Principles,Centralization,Government School Relationship,State Government,Educational Quality,College Administration,Budgeting,Participative Decision Making,Articulation (Education)

Most public universities in the United States are formed into systems, containing more than one university or campus. There are clear rationales for these systems, including overall planning and coordination, budgeting efficiency, and effectiveness of dealings with the state government. The distribution of internal governance functions between the system level and the individual-campus level has, however, been a source of continual tension for understandable reasons. Although there can be no hard and fast rules for the division of administrative functions between the system-wide level and the component campuses, a number of governance principles can be laid out. What is done in a particular instance should recognize commonalities and differences in mission among and within systems, the histories and the maturities of the campuses composing the system, state government constraints, governing board structures, and changing conditions, among other circumstances and needs.
UC Berkeley's Adaptations to the Crisis of Public Higher Education in the US: Privatization? Commercialization? or Hybridization? Research &amp; Occasional Paper Series: CSHE.17.13
Author: Breslauer, George W.
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Public Colleges,Research Universities,College Administration,Educational Finance,State Aid,Privatization,Commercialization,Organizational Change,Budgeting,Student Diversity,Student Financial Aid,Private Financial Support,Governance

The University of California at Berkeley now delivers more to the public of California than it ever has, and it does this on the basis of proportionally less funding by the State government than it has ever received. This claim may come as a surprise, since it is often said that Berkeley is in the process of privatizing, becoming less of a public university and more in the service of private interests. To the contrary, as the State's commitment to higher education and social-welfare programs has declined, UC Berkeley has struggled to preserve and even expand its public role, while struggling simultaneously to retain its competitive excellence as a research university. This paper delineates how UC Berkeley has striven to retain its public character in the face of severe financial pressures. A summary of the indicators invoked can be found in the chart at the end of the text.
Discordant Implementation of Multilateral Higher Education Policies: Evidence from the Case of the Bologna Process. Research &amp; Occasional Paper Series: CSHE.18.13
Author: Murasawa, Masataka
Date: 2013-12-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Educational Policy,Global Approach,Quality Assurance,Program Implementation,Economic Development,Politics,Social Development,Ethnic Groups,Languages,Secondary Education,Enrollment,Regression (Statistics),Hierarchical Linear Modeling

In pursuit of enhanced employability of university graduates, along with their increased mobility in a rapidly globalizing economy, colleges and universities in the world today participate in regional alliances and partnerships in which shared targets with mutually recognized degrees and curricula are sought across boundaries through transnational higher education policies. The Bologna Process is certainly exemplified as one of the most important multilateral efforts in the recent history of higher education, in establishing such a system of quality assurance within the European Higher Education Area. Although the member states of the Bologna Process endeavor to meet the common benchmarks on the preset assessment criteria, the speed of policy implementation is found to widely vary across the participating countries. This paper attempts to identify the sources of discrepancies in achieving the common policy targets among the member states and explore in particular the extent to which varying stages of socio-economic as well as political development, along with indigenous ethnic and linguistic complexities, affect the robust progress of implementing multilateral higher education policies. Our findings generally suggest significant impacts of these indigenous factors.
Macro-Environmental Mapping of International Branch Campus Activities of Universities Worldwide. Research &amp; Occasional Paper Series: CSHE.2.14
Author: Kosmützky, Anna
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Global Approach,Multicampus Colleges,College Administration,Administrative Organization,Institutional Characteristics,School Closing,Sustainability,Competition,Foreign Countries

The paper provides an initial international comparative empirical assessment of international branch campuses (IBCs) worldwide. Building on neo-institutional theory and organizational ecology, it sheds light on the new organizational form by analyzing their founding age of the home university and IBC mortality. Furthermore the paper analyzes the organizational form of home institutions that establish such an international branch abroad, in terms of size, age, ranking positions and range of disciplines, and peeks into an educational hub with a high density of international branch campuses. The analysis shows that all forms of universities maintain branch campuses, none is more likely to establish a branch, but the age of the universities that establish a branch campus increases the likelihood of the survival of the branch in times of increased competitive pressures. Additionally, the analysis reveals that educational hubs are very narrow competitive environments of program offers for a diversity of home institutions. These results point to the conclusion that home institutions adopt the strategy of establishing an international branch campus even when the environment is highly competitive and the strategy appears unlikely to succeed.
International Berkeley: Enrolling International Students Yesterday and Today, Debates on the Benefits of Multicultural Diversity, and Macro Questions on Access and Equity. Research &amp; Occasional Paper Series: CSHE.3.14
Author: Douglass, John Aubrey
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Public Colleges,Foreign Students,Student Diversity,Enrollment,Access to Education,Educational Benefits,Educational Finance,Educational History,Social Discrimination,College Housing,Undergraduate Students,Graduate Students,Educational Demand,Equal Education,Affirmative Action

The argument that cultural and other forms of diversity enhance the educational experience of all students is generally associated with post-1960 efforts to expand the presence of disadvantaged groups on the campuses of America's universities and colleges. Yet, in the case of UC Berkeley, arguments on the merits of cultural diversity have much earlier roots in the historical enrollment of international students. Debates in the late 1800s and early twentieth century revolved around the appropriateness of enrolling foreign students, particularly those from Asia. The result was an important intellectual discussion on the merits of diversity that was eventually reframed to focus largely on underrepresented domestic students. In this short essay, I discuss how the notion of diversity, and its educational benefits, first emerged as a value at UC Berkeley. I then briefly discuss the significant increase of international students at UC Berkeley and other public universities. Thus far, the primary impetus of this increase has been mostly financial--Berkeley has faced significant public disinvestment, seeks new revenue sources, and can charge international students tuition rates similar to elite private colleges and universities. By targeting 20 percent of all undergraduates as international or out-of-state (US-resident non-Californians)--the majority international--the Berkeley campus is essentially diversifying its student body. How does having more globally inclusive enrollment fit into our contemporary ideas of diversity? I attempt a brief discussion of this question and the policy challenges generated by the dramatic increase in international students at the undergraduate level at Berkeley and other UC campuses.
Back to the Future: Freshman Admissions at the University of California, 1994 to the Present and Beyond. Research &amp; Occasional Paper Series: CSHE.4.14
Author: Geiser, Saul
Date: 2014-04-00
Type: Reports - Research
Subjects: College Freshmen,College Admission,High School Graduates,Enrollment Rate,College Bound Students,Student Recruitment,Declining Enrollment,Trend Analysis,Systems Analysis,Selective Admission,Classification,College Applicants,Eligibility,Student Participation,Graduation Rate,Enrollment Management,Flow Charts,Statistical Distributions

The past five years have seen unprecedented changes in freshman admissions at the University of California, reflecting steep cuts in state funding that UC sustained during that period as well as changes in UC's definition of who is eligible to enter the university. The number of California applicants who were &quot;not&quot; admitted to the UC system more than doubled between 2010 and 2012, although part of that increase also reflected a change in admissions policies and procedures. The number of &quot;no shows&quot;--applicants who were admitted but did not attend--increased sharply and for the first time exceeded the number of admits who enrolled at UC. Most troubling, UC's &quot;participation rate&quot;--the percentage of California high school graduates who entered UC as freshmen, a key indicator of college access--fell to its lowest level in three decades. It appears the university may be nearing a pivotal moment in its &quot;social contract&quot; with the people and State of California. The present study is based on a sample of 1,144,047 California high school graduates who applied for freshman admission at UC between 1994 and 2011; the sample data are augmented, wherever possible, with published data for the 2012 admissions cycle as well. The study traces the impact of both internal and external factors on UC admissions, including the introduction of multiple filing, changes in university policies on eligibility and admissions, and the long-term decline in state funding for UC that accelerated precipitously with the 2009 recession. The paper concludes with policy commentary and proposals. The funding model that has driven UC's growth since the advent of the 1960 Master Plan for Higher Education is broken, and a new model is needed if the university is to renew its social contract with California. In seeking a new funding model, however, the traditional Master Plan construct of &quot;eligibility&quot; for admission to UC remains as relevant today as it was in 1960 as a foundation upon which to rebuild.
Profiling the Flagship University Model: An Exploratory Proposal for Changing the Paradigm from Ranking to Relevancy. Research &amp; Occasional Paper Series: CSHE.5.14
Author: Douglass, John Aubrey
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Research Universities,Public Colleges,Status,Achievement Rating,Leadership,Institutional Characteristics,Relevance (Education),School Responsibility,Institutional Mission,Public Service,Economic Development,College Administration,Quality Assurance,Models,Profiles

It&apos;s a familiar if not fully explained paradigm. A &quot;World Class University&quot; (WCU) is supposed to have highly ranked research output, a culture of excellence, great facilities, and a brand name that transcends national borders. But perhaps most importantly, the particular institution needs to sit in the upper echelons of one or more world rankings generated each year by non-profit and for-profit entities. That is the ultimate proof for many government ministers and for much of the global higher education community. Or is it? It is not that current rankings are not useful and informative. The problem is that they represent a very narrow band of what it means to be a leading, or what might be best called a &quot;Flagship&quot; university within a region, within a nation. Further, WCU advocates do not provide much guidance, or knowledge, on what organizational behaviors and methods can lead to greater productivity in research, teaching, &quot;and&quot; public service that can best help universities meet the needs of the societies they must serve. In this essay I attempt to advocate the notion of the &quot;Flagship University&quot; as a more relevant ideal--a model for public institutions, and perhaps some private institutions, one that could replace, or perhaps supplement and alter the perceptions, behaviors, and goals of ministries and universities in their drive for status and influence on society. It is a model that does not ignore international standards of excellence focused largely on research productivity, but is grounded in national and regional service, and with a specific set of characteristics and responsibilities that, admittedly, do not lend themselves to ranking regimes. Indeed, one goal here is to articulate a path, using the language of the &quot;Flagship University,&quot; that de-emphasizes rankings and that helps broaden the focus beyond research to relevancy and responsibility. &quot;Flagship Universities&quot; are research-intensive institutions, or in the process of becoming so, but have wider recognized goals. The great challenge for the network of universities that are truly leaders in their own national higher education systems is to shape their missions and, ultimately, to meaningfully expand their role in the societies that gave them life and purpose. The &quot;Flagship University&quot; profile explored here includes an outline of mission, culture, and operational features, and is intended as a possible construct for this cause. An appendix presents the Assigned Characteristics of a WCU.
The Accessibility of Learning Content for All Students, Including Students with Disabilities, Must Be Addressed in the Shift to Digital Instructional Materials. SETDA Policy Brief
Author: Fletcher, Geoff
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Disabilities,Electronic Learning,Technology Uses in Education,Instructional Materials,Equal Education,Open Source Technology,Faculty Development,Access to Information,Access to Computers,Technology Integration,Access to Education,Student Rights,Legal Responsibility,Educational Legislation,Federal Legislation,Technical Assistance

This is a time of rapid technological advancement, with innovations in education holding great promise for improving teaching and learning, particularly for students with unique needs. High-quality digital educational materials, tools, and resources offer students relevant, up-to-date, and innovative ways to acquire knowledge and skills. Created both by traditional publishers and increasingly by educators, digital content is a growing presence in the nation's classrooms. Technology-rich learning environments, supported by digital materials, are appealing to today's students and teachers who wish to use the transition to digital as a way to personalize and otherwise improve instruction. This paper summarizes issues and ideas that education leaders should consider when examining the accessibility of digital content for all students, including students with disabilities. It provides recommendations for state and district policy regarding the development, use, and distribution/sharing of digital tools and resources to improve students' learning experiences. These recommendations focus on: (1) Establishing a clear vision for the use of accessible digital learning materials and communicating that vision to relevant stakeholders, including content-creators and content-users; (2) Encouraging the development and use of accessible open educational resources to maximize flexibility and customization options available to educators to meet individual student needs; (3) Providing educators with professional learning opportunities; (4) Ensuring that educators have access to online repositories of quality accessible digital content; (5) Investing in research and evaluation to assess the impact of accessible digital learning materials on student achievement and engagement and to share best practice; and (6) Exploring fiscally sound ways to support the creation and use of digital content. The recommendations of this paper regarding accessible digital learning materials are important and relevant for enhancing the educational experiences of all students. In some instances, the paper focuses on students with disabilities, given specific requirements in federal (and corresponding state) law that are placed on schools with respect to the education of these students. Before turning to these recommendations, this policy brief discusses open educational resources, examines the Universal Design for Learning Framework, and outlines federal law requirements regarding accessibility of instructional materials. [This brief was prepared in partnership with EducationCounsel LLC.]
Seeking a Roadmap to Becoming World Class: Strategic Planning at Peking University. Research &amp; Occasional Paper Series: CSHE.11.13
Author: Guangkuan, Xie
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Strategic Planning,Universities,Case Studies,Reputation,Educational Quality,Educational Finance,Financial Support,Communication Strategies,Government School Relationship,Government Role,Educational History,Politics of Education,Teacher Competencies,College Faculty,Governance,Educational Change,Change Strategies,Research

Strategic planning plays an important but sometimes controversial role in higher education. This paper examines how strategic planning works in Chinese universities, using Peking University as a case study. This essay discusses the rationale for why Peking University (PKU) decided to pursue status as a world-class university along with objectives and value of its various strategic plans beginning in the 1990s. These plans have had four main roles at Peking University: as a means to periodically alter the development path or &quot;roadmap&quot; of the university; as a method to gain or &quot;accelerate resources&quot; largely from government; as a way to communicate with the business community, alumni and other stakeholders regarding the aspirations and needs of the university; and as a tool to engage central government leaders in the future of the university.
Sino-American Joint Partnerships: Why Some Succeed and Others Fail. Research &amp; Occasional Paper Series: CSHE.1.14
Author: Julius, Daniel J.
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Partnerships in Education,Higher Education,Intercollegiate Cooperation,International Cooperation,Success,Institutional Characteristics,Cultural Differences,Leadership,Advocacy,Alignment (Education),College Administration,Administrative Organization,College Faculty,Teacher Participation,Organizational Communication

This article examines institutional and demographic variables associated with successful joint partnerships between US and Chinese institutions of higher education. Understanding those variables requires an appreciation of overarching issues or catalysts bringing both nations together and, as well, how postsecondary environments differ and the implications of such differences for success. The authors do not assume complete alignment in the interests promoting cooperation between the U. S. and China, but a convergence of mutual interests. The paper discusses different operational realities leading to partnerships between smaller private and larger public institutions and the authors identify factors (forces promoting cooperation, need for alignment in organizational infrastructure, faculty support and what are referred to as &quot;administrative nuts and bolts&quot;) associated with meaningful and long term agreements. Although it may sound trite, this paper argues an essential ingredient for success is leadership, but not in the traditional sense of the word as it is often used in academic environments. Leadership in this context entails using power and influence to change the status quo and assign resources to new ventures. The essay further argues that absent faculty support (which goes hand in hand with resources for faculty), partnerships will not flourish. Finally, the role of an &quot;internal advocate&quot; i.e., one who has the requisite organizational authority and stature, who can overcome organizational inertia, petty territorial jealousies and legitimize international cooperation using, in the best and fullest sense of the word, the &quot;support&quot; of the President or Chancellor, and sometimes the governing board, is fundamental to success. Bibliographic sources are provided.