ethanporcaro/eric-fulltext-meta huggingface dataset:
Oklahoma Higher Education: Challenging the Conventional Wisdom
Author: Denhart, Matthew
Date: 2011-06-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,State Colleges,Human Capital,Economic Progress,Public Colleges,Public Policy,Budgets,Budgeting,Retrenchment,Expenditures,Paying for College

A major headline in recent years has been that cash-strapped state governments are cutting back support for many services, including public higher education. Oklahoma is no different. Indeed, in the most recent state budget crafted by Oklahoma policymakers, Oklahoma's public colleges and universities received a 5.8 percent cut in state appropriations. Although campus leaders claim that these cuts will be detrimental to their institutions and the state's economy as a whole, the evidence does not support such pessimistic predictions. This study presents two key findings. First, Oklahoma's state colleges have not suffered financially over the past half-decade. Statewide, university revenues have actually increased over this period, even after controlling for inflation and growths in enrollment. Second, this study makes the case that increasing state appropriations for higher education does not positively affect a state's economic growth. While human capital formation is an important variable in virtually all economic growth models, this study suggests that increased state funding for higher education may be failing to actually increase a state's human capital stock. These findings indicate that public fears and outcries over cuts in state appropriations for higher education are unfounded. State investment in higher education is not an engine for economic growth as conventional wisdom holds. Rather than continuing to blindly pass money from taxpayers to university bureaucracies, Oklahoma would be well-suited to rethink its long-term economic growth strategy. Expense Category Definitions are appended. (Contains 1 figure, 3 tables, and 29 endnotes.) [Foreword by Richard Vedder.]
Maricopa County Community College District Teacher Education Handbook
Author: Maricopa Community Colleges
Date: 2010-06-00
Type: Guides - Non-Classroom
Subjects: Degree Requirements,Preservice Teacher Education,Teacher Certification,Course Selection (Students),Educational Objectives,Teaching (Occupation),Guides,Preservice Teachers,Teacher Responsibility,Academic Advising,Teacher Educators,Planning,Tutoring,Clubs,State Legislation,Crime,Educational Policy,Field Experience Programs,College Transfer Students,Academic Support Services,Enrichment Activities,Scholarships,Community Colleges

This handbook is designed to help teacher education students as they learn about the teaching profession and their responsibilities as a student taking teacher preparation course work. It is hoped that the handbook helps them to avoid delays and roadblocks in the pursuit of their goal to become a certified teacher. Since there are several degree options available to them for transfer, it is important that they meet with an academic advisor or a teacher education faculty member at the Maricopa college they attend. These individuals will assist them in course selection, and answer all questions they might have related to their educational goal. Early and ongoing advising directly affects their ability to complete degree requirements in a timely manner, and will help to assure a seamless transfer (without loss of credits) to the public or private College of Education of their choice. Students who are considering a career in education are strongly encouraged to participate in volunteer activities and other experiences that establish contact with children and youth. Opportunities include tutoring, working with youth organizations such as Big Brothers/Big Sisters, teaching Sunday school, etc. In addition, they are urged to take advantage of various educational workshops, seminars, grant sponsored programs, and teacher education clubs. Arizona Laws Related to Criminal Activity and Their Impact on Qualifying for Teacher Certification are appended.
10 Myths & Realities about Community College Teacher Education Programs. Second Edition
Author: Maricopa Community Colleges
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,College Faculty,Teacher Education Programs,Community Colleges,Misconceptions,College Role,Bachelors Degrees,College Transfer Students,Educational Quality,Teacher Qualifications,Teacher Certification,Teacher Educators,Inservice Teacher Education,Faculty Development

As community colleges emerge as a solution to the teacher quality and shortage issue, the National Association of Community College Teacher Education Programs (NACCTEP) created this pamphlet in an attempt to dispel any misperceptions individuals may have about the community college role in teacher education. "10 Myths About Community College Teacher Education Programs" can be used as an informational tool for future educators, current PreK-12 educators, NACCTEP members, educational organizations, and community and business representatives. The 10 myths are: (1) Community colleges do not play a role in the preparation of teachers; (2) Community college teacher education programs have been in existence for only a few years; (3) Future teachers cannot complete their post-baccalaureate education at a community college; (4) Teacher education programs at the community college do not transfer to four-year institutions; (5) Teacher preparation in the community college is less rigorous than in four-year colleges, and therefore community colleges prepare less qualified teachers; (6) Community colleges do not have adequate technology to prepare future teachers; (7) Community colleges are not allowed to grant teaching certificates or degrees in education; (8) Only a very small percentage of teacher education students attend community colleges; (9) Community college faculty do not have adequate academic preparation or backgrounds to teach future teachers; and (10) Community colleges do not offer in-service or professional development courses or programs for current teachers.
The Changing Academic Profession in International and Quantitative Perspectives: A Focus on Teaching &amp; Research Activities. Report of the International Conference on the Changing Academic Profession Project, 2010. RIHE International Seminar Reports. No.15
Author: Hiroshima University, Research Institute for Higher Education (Japan)
Date: 2010-12-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Postsecondary Education as a Field of Study,Higher Education,Comparative Education,College Faculty,Instruction,Research,Relationship,Learning Processes,Gender Issues,Productivity,Age,Faculty Workload,Scholarship,Rewards,Quality of Working Life,Work Environment,Global Approach

The Research Institute for Higher Education in Hiroshima University started a program of research on the Changing Academic Profession (CAP) in 2005. The fourth and final conference was held in Hiroshima in January 2010. The following papers are presented at the conference: (1) Differentiation and Integration of Research, Teaching and Learning in the Knowledge Society: From the Perspective of Japan (Akira Arimoto); (2) Comparing the Academic Research Productivity of Selected Societies (William K. Cummings); (3) Teaching and Research in Germany: Narrowing the Gaps between Institutional Types and Staff Categories? (Ulrich Teichler); (4) Teaching and Research in a Changing Environment: Academic Work in Italy (Michele Rostan); (5) Teaching and Research in Higher Education in South Africa: Transformation Issues (Philip Higgs, Leonie G. Higgs, Isaac M. Ntshoe, and Charste C. Wolhuter); (6) Teaching and Research Activities of the Chinese Academics (Futao Huang and Min Li); (7) Convergence and Divergence of Teaching and Research Activities in the Japanese Academic Profession (Yusuke Hasegawa and Naoyuki Ogata); (8) Teaching and Research in the Japanese Academic Profession: A Focus on Age and Gender (Hideto Fukudome and Naomi Kimoto); (9) Presenting Malaysian Academics to the World: What's Holding Us Back? (Ahmad Nurulazam Md Zain, Munir Shuib and Melissa Ng Lee Yen Abdullah); (10) Scholarship of Service: Faculty Perceptions, Workloads, and Reward Systems (Jung Cheol Shin); (11) The Divergent Worlds of Teaching and Research among Mexican Faculty: Tendencies and Implications (Jesus F. Galaz-Fontes, Jorge G. Martinez-Stack, Etty H. Estevez-Nenninger, Ana L. de-la-Cruz-Santana, Laura E. Padilla-Gonzalez, Manuel Gil-Anton, Juan J. Sevilla-Garcia, and Jose L. Arcos-Vega); (12) The Balance between Teaching and Research in the Work Life of American Academics, 1992-2007: Is It Changing? (Martin Finkelstein); and (13) Changes and Realities in Teaching and Research Activities of the Academy (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain tables, figure, footnotes and references.
Diversifying Higher Education Systems in the International and Comparative Perspectives. Report of the International Workshop on University Reform, 2010. RIHE International Seminar Reports. No.16
Author: Hiroshima University, Research Institute for Higher Education (Japan)
Date: 2011-06-00
Type: Collected Works - Proceedings
Subjects: Higher Education,Foreign Countries,Workshops,Conferences (Gatherings),Comparative Analysis,Comparative Education,International Education,Institutional Characteristics,Case Studies,Educational Development,Educational Change,Change Strategies,Access to Education,Conference Papers,Systems Analysis,Systems Approach,Performance Factors,Politics of Education

Through special funding by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) at Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. RIHE hosted the third International Workshop on the Higher Education System under the theme of &quot;Diversifying Higher Education Systems in the International and Comparative Perspectives,&quot; which was followed by the 38th Annual Study Meeting on the same topic. The following papers are presented at the conference: (1) Higher Educational Diversification in the United States (D. Bruce Johnstone); (2) Functional Differentiation or Hierarchical Differentiation?: The Case of Japan (Aya Yoshida); (3) The Diversification of China's Higher Education and Its Challenges (Weihe Xie); (4) Higher Education Diversification in Europe (Peter Maassen); and (5) Massification and the Growing Diversity of Higher Education (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.
Producing Qualified Graduates and Assuring Education Quality in the Knowledge-Based Society: Roles and Issues of Graduate Education. Report of the International Workshop on Graduate Education, 2009. RIHE International Seminar Reports. No.14
Author: Hiroshima University, Research Institute for Higher Education (Japan)
Date: 2010-09-00
Type: Collected Works - Proceedings
Subjects: Quality Control,Graduates,Student Development,Foreign Countries,Educational Change,Workshops,Conferences (Gatherings),Educational Quality,Graduate Study,Doctoral Degrees,Institutional Mission,Educational Policy,Educational Practices

Through being specially funded by the Ministry of Education and Science in 2008, the Research Institute for Higher Education (RIHE) in Hiroshima University has been able to implement a new research project on the reform of higher education in the knowledge-based society of the 21st century. Thus RIHE hosted the second International Workshop on Graduate Education under the theme of &quot;Producing Qualified Graduates and Assuring Education Quality in the Knowledge-Based Society: Roles and Issues of Graduate Education,&quot; which was followed by the 37th Annual Study Meeting on Graduate Education in Japan. This publication contains the following papers: (1) Global Movements in Research Labour and Doctoral Students: Strategic Implications for National Systems and Universities (Simon W. Marginson); (2) Mission-Oriented Knowledge System in Graduate Schools: How Can We Ingrain It and Assure the Quality? (Ryo Hirasawa); (3) Reform in European Higher Education with a Focus on Quality Assurance and the Changing Nature of Doctoral Education (Lesley Wilson and Andree Sursock); (4) Recent Reform in University Education and Its Implications for Student Development in China (Xiangming Chen); (5) Pursuing Excellence in Graduate Education (Masuo Aizawa); and (6) Policies, Practice, and Implications Concerning Graduate Education and Its Quality Assurance: From the Global, Regional, National, and Institutional Perspectives (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, references and footnotes.
The Changing Academic Profession in Asia: Contexts, Realities and Trends. Report of the International Conference on the Changing Academic Profession Project, 2011. RIHE International Seminar Reports. No. 17
Author: Research Institute for Higher Education, Hiroshima University
Date: 2011-11-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Postsecondary Education as a Field of Study,Higher Education,Educational Change,College Faculty,Teaching (Occupation),Teacher Role,Comparative Education,Cross Cultural Studies,Global Approach,Research Universities,Educational Trends

The Research Institute for Higher Education (RIHE) at Hiroshima University established a program of research on the Changing Academic Profession (CAP) in 2005. The first conference of this new project was held in Hiroshima in February 2011. This conference was organized by the Research Institute for Higher Education, Hiroshima University, Japan in cooperation with Hijiyama University, Japan. The following papers are presented at the conference: (1) Universities Reforms in Japan (Tsuyoshi Enomoto); (2) International Trends in the Academic Profession from a Japanese Perspective (Akira Arimoto); (3) The Rise of Asian Research Universities: Focus on the Context (William K. Cummings); (4) Is There an Asian Academic Profession? Common and Diverse Features in Comparative Perspective (Ester Ava Hohle and Ulrich Teichler); (5) The Same Term but Different Connotations: Cultural and Historical Perspectives on Studying the Academic Profession in Asia (Fengqiao Yan); (6) The Academic Profession in East Asia: Change and Realities (Futao Huang); (7) The Academic Profession in Japan: Work, Careers and Scholarship (Hideto Fukudome); (8) The Academic Profession in Malaysia 2010: A Proposed Study (Vincent Pang, Morshidi Sirat, Aida Suraya Md Yunus, Ambigapathy Pandian, Fauziah Mohd. Taib; Munir Shuib, Norzaini Azman, Koo Yew Lie, Shukran Abdul Rahman, Rosni Bakar, Lay Yooh Fah, Ramayah Thurasamy, Worran Kabul, Roszehan Md. Idrus, Lai Yew Meng, and Mohd. Rahimie Abd. Rahim); (9) The Korean Academic Profession Revisited: Academic Activity, Performance and Governance (Jung Cheol Shin); (10) The Internationalization of Universities in South Korea: Networking Strategies and Research Performance (Soo Jeung Lee and Yangson Kim); (11) The Changing Taiwanese Academic Profession: From Regulation to Supervision (Hsiou-Hsia Tai and Chia-Yu Chen); (12) Connect ASEAN: Promoting Regional Integration in Higher Education in Southeast Asia (Supachai Yavaprabhas); (13) The U.S. as a Prototype for an Asian Academic Profession: What Does That Prototype Really Look Like? (Martin J. Finkelstein); and (14) Changes in and Issues of Academic Profession in Asia (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.
University Management, Present and Future: How and by Whom? Report of the International Workshop on University Reform, 2011. RIHE International Seminar Reports. No.18
Author: Hiroshima University, Research Institute for Higher Education (Japan)
Date: 2012-07-00
Type: Collected Works - Proceedings
Subjects: Higher Education,College Administration,Governance,Postsecondary Education,Knowledge Economy,Research Universities,School Culture,Business Administration Education,Privatization,Educational Change,Global Approach,Institutional Autonomy,Leadership,Benchmarking,Educational Trends,Futures (of Society),Foreign Countries,Conferences (Gatherings)

The Research Institute for Higher Education (RIHE) at Hiroshima University, through special funding by the Ministry of Education and Science in 2008, has been implementing a research project on the reform of higher education in the knowledge-based society of the 21st century. Research into the design of the future higher education system, including university management, is a very important part of this project. Within this framework, RIHE hosted the fourth International Workshop on University Reform under the theme of &quot;University Management, Present and Future: How and By Whom?&quot; from 16 to 17 November, 2011, at Hiroshima University, which was followed by the 39th Annual Study Meeting on the same topic. The following papers are presented at the conference: (1) Challenges for Tertiary Education Governance and Management in the Knowledge Economy (Mary-Louise Kearney); (2) University Devolution: How and Why American Research Universities Are Becoming Even More Tribal (John Aubrey Douglass); (3) University Management in a Europeanised and Globalised World: Influences of Bologna and Ranking on Strategy Development in Higher Education Institutions (Don F. Westerheijden); (4) Major Challenges Facing Japanese Universities, and Their Responses (Masao Homma); and (5) What Kinds of Governance and Management Arrangements Should Be Made in Universities in the Future? (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, references and footnotes.
Adding It All up 2012: Are College Net Price Calculators Easy to Find, Use, and Compare?
Author: Cheng, Diane
Date: 2012-10-00
Type: Reports - Research
Subjects: Scholarships,Paying for College,College Bound Students,College Choice,Decision Making,Student Costs,Grants,Computation,Web Sites,Access to Information,Need Analysis (Student Financial Aid),Student Financial Aid,Privacy,Fees,Tuition,Colleges,Federal Legislation,Educational Legislation

By providing early, individualized estimates of college costs and financial aid, net price calculators can help prospective college students and their families look past often scary "sticker prices" and start figuring out which colleges they might be able to afford. These online tools, currently available on almost all college websites, can help students discover that their dream school may be more (or less) affordable than they thought--"before" they have to decide where to apply. After entering information about their finances, academics, or other factors, students and their families can view the full cost of attendance, the amount of grants and scholarships they are likely to receive, and the "net price"--the remaining amount that they would have to save, earn, or borrow to attend a particular college. Nearly all U.S. colleges were required by law to post net price calculators on their websites by October 29, 2011. In a March 2011 issue brief, "Adding It All Up: An Early Look at Net Price Calculators," the author and her colleagues analyzed 16 calculators that were posted before the deadline. Now that the deadline has passed by nearly a year, this report takes a more in-depth look at the net price calculators from 50 randomly selected colleges. While they found some positive practices that were not evident at the time of their previous report, net price calculators are still not reliably easy for prospective college students and their families to find, use, and compare. Appended are: (1) List of Colleges in the Sample and Their Net Price Calculators; and (2) Profile of Fictional Students Used for Analysis. (Contains 12 figures, 2 tables and 40 footnotes.)
University Student Access and Success. Go8 Backgrounder 9
Author: Group of Eight (Australia)
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Higher Education,Program Effectiveness,Access to Education,Academic Achievement,Undergraduate Students,Graduate Students,Inclusion,Disadvantaged,Disproportionate Representation,College Applicants,Socioeconomic Status,School Holding Power,Student Attrition,Rural Population,Indigenous Populations,Geographic Regions,Disabilities,Non English Speaking,Background

Group of Eight (Go8) universities currently provide a wide range of services and programs to facilitate access and support for students from disadvantaged backgrounds. However, Go8 Vice-Chancellors have also agreed to develop jointly a coordinated equity strategy to increase the participation and success of students from disadvantaged backgrounds. This backgrounder reports the results of some initial research being undertaken to inform the design of the proposed joint Go8 equity initiative. The analyses are based on data from the 2009 Department of Education, Employment and Workplace Relations (DEEWR) national unit record data collection for undergraduate applications, offers and acceptances and the annual student data collection. A key part of the Go8 Equity Strategy will be identifying target groups and building a better understanding of their unique circumstances. In particular, it will focus on developing long-term relationships with schools and the broader community to raise aspirations and readiness to participate in higher education. The strategy will include a set of common evaluation techniques to help identify the types of initiatives and interventions that are effective. This will assist in targeting funding to programs which lead to positive engagement and which support student success. (Contains 21 figures and 1 diagram.)
Best Practice Strategies to Promote Academic Integrity in Online Education. Version 2.0
Author: WCET (WICHE Cooperative for Educational Technologies)
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Computer Uses in Education,Educational Technology,Online Courses,Instructional Design,Information Security,Higher Education,Educational Policy,Educational Strategies,Guidelines,Surveys,Best Practices,Integrity,Ethics,Cheating,Plagiarism,Student Evaluation

This list of best practice strategies is based on &quot;Institutional Policies/Practices and Course Design Strategies to Promote Academic Integrity in Online Education,&quot; produced by WCET (WICHE Cooperative for Educational Technologies) in February 2009 and updated in April 2009. In May 2009, the Instructional Technology Council (ITC) surveyed its membership to invite feedback and additional strategies to enhance the WCET work. This June 2009 document reflects the combined contributions of WCET, the UT TeleCampus of the University of Texas System, and ITC. (Contains 5 sources.)