The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains ...challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support, our research shows that students entering Australian education with low tertiary admission ranks (ATAR) continue to be less prepared, less able to cope with study, less academically engaged than their peers, and are at greater risk of attrition. We argue that supporting low ATAR students' transition into university means rethinking the role of preparatory programmes as well as supporting these students to develop personal objectives, new student identities, and feel a stronger sense of 'belonging' to their university community.
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With technological capability increasingly becoming the touchstone of competitiveness in an open and integrated world environment, the role of universities in economic growth is taking on a greater ...salience. Not only do they impart education but also they are coming to be viewed as sources of industrially valuable technical skills, innovations and entrepreneurship. Realizing this potential of universities so as to spur growth is now a priority in developed and developing countries. This calls for coordinated policy actions. The distinguished contributors to this volume examine the wealth of international experience on the efforts underway to multiply linkages between universities and businesses. They offer valuable and succinct guidance on some of the most effective policy measures being deployed by national and regional governments, by firms and by universities themselves to enhance the contribution which tertiary institutions can make to economic change.
This research assesses the influence of education development support, conceptual development support, and country support through entrepreneurial self-efficacy over green entrepreneurial intentions. ...A total of 532 business students in Ecuador participated in an online survey. Eight questions were focused on demographic information, and twenty-seven questions evaluated the green entrepreneurship intentions of students. An SEM-PLS technical analysis was used. The results showed that educational support for developing entrepreneurship (0.296), conceptual support for developing entrepreneurship (0.123), and country support for entrepreneurship (0.188) had a positive influence on entrepreneurial self-efficacy, and that entrepreneurial self-efficacy had a positive influence (0.855) on gren entrepreneurial intentions. The model explained 73.1% of the green entrepreneurial intentions. Outcomes of the bootstrapping test were used to evaluate if the path coefficients are significant. This study showed the impacts of education development support, conceptual development support, and country support on the entrepreneur’s ability to carry out green entrepreneurship were positive. This information can help universities develop strategic plans to achieve ecological ventures and ensure students have the necessary skills to do so on campus. The research findings also may be helpful for the governments in establishing new norms to promote entrepreneurship. The novelty is based on using the partial least square structural equation modeling (PLS-SEM) technique.
Class ends. Students pack up and head back to their dorms. The professor, meanwhile, goes to her car . . . to catch a little sleep, and then eat a cheeseburger in her lap before driving across the ...city to a different university to teach another, wholly different class. All for a paycheck that, once prep and grading are factored in, barely reaches minimum wage. Welcome to the life of the mind in the gig economy. Over the past few decades, the job of college professor has been utterly transformed--for the worse. America's colleges and universities were designed to serve students and create knowledge through the teaching, research, and stability that come with the longevity of tenured faculty, but higher education today is dominated by adjuncts. In 1975, only thirty percent of faculty held temporary or part-time positions. By 2011, as universities faced both a decrease in public support and ballooning administrative costs, that number topped fifty percent. Now, some surveys suggest that as many as seventy percent of American professors are working course-to-course, with few benefits, little to no security, and extremely low pay. In "The Adjunct Underclass", Herb Childress draws on his own firsthand experience and that of other adjuncts to tell the story of how higher education reached this sorry state. Pinpointing numerous forces within and beyond higher ed that have driven this shift, he shows us the damage wrought by contingency, not only on the adjunct faculty themselves, but also on students, the permanent faculty and administration, and the nation. How can we say that we value higher education when we treat educators like desperate day laborers? Measured but passionate, rooted in facts but sure to shock, "The Adjunct Underclass" reveals the conflicting values, strangled resources, and competing goals that have fundamentally changed our idea of what college should be. This book is a call to arms for anyone who believes that strong colleges are vital to society.
Neutrality’s effects on academic freedom Thorp, H. Holden
Science (American Association for the Advancement of Science),
07/2024, Volume:
385, Issue:
6707
Journal Article
Peer reviewed
The idea that universities in the United States—and especially their presidents—should be politically neutral was taking hold long before their recent struggles in responding to the Israel–Hamas war. ...A document called the Kalven Report that was produced at the University of Chicago in 1967 famously declared that “the university is the home and sponsor of critics; it is not itself the critic.” Thus, in matters of political controversy, the university best serves its faculty and students by remaining neutral so that those with disciplinary expertise can opine freely. Neutrality makes good sense when it comes to political issues that by their nature are matters of opinion. But what about matters of science, especially when a finding has powerful political implications such as studies on climate or vaccines? Where should universities draw the line?
Establishing deeper engagement with industry and society has recently become a key concern of universities. To pursue this goal, universities—as well as other public research organizations—have ...started to reorganize internal resources, to redefine their activities and policies, and to redesign their overall knowledge transfer (KT) business models. As a consequence, in several countries a wide heterogeneity exists in the types of KT models adopted and in the outcomes arising from KT activities. By performing a cluster analysis and a multinomial logit regression on an extensive dataset that almost covers the entire population of Italian universities, in this study we analyze (1) whether models of KT characterized by a broader engagement with society are gradually substituting models more focused on technology commercialization, and (2) which factors related to the availability of resources and universities’ strategic intention better explain existing differences. Insights from the study might help university managers to define the most appropriate actions to fully undertake the implementation of the university third mission.
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Mistrust in science and scientists may adversely influence the rate of COVID-19 vaccination and undermine public health initiatives to reduce virus transmission.
Students, staff and faculty responded ...to an email invitation to complete an electronic survey. Surveys included 21-items from the Trust in Science and Scientists Inventory questionnaire. Responses were coded so higher scores indicated a higher trust in science and scientists, A linear regression model including sex, age group, division, race and ethnicity, political affiliation, and history of COVID-19, was used to determine variables significantly associated with trust in science and scientists scores at the p < 0.05 level.
Participants were mostly female (62.1%), Asian (34.7%) and White (39.5%) and students (70.6%). More than half identified their political affiliation as Democrat (65%). In the final regression model, all races and ethnicities had significantly lower mean trust in science and scientists scores than White participants Black (Formula: see text= -0.42, 95% CI: -0.55, -0.43, p < 0.001); Asian (Formula: see text= -0.20, 95% CI: -0.24, -0.17, p < 0.001); Latinx (Formula: see text= -0.22, 95% CI: -0.27, -0.18, p < 0.001); Other (Formula: see text= -0.19, 95% CI: -0.26, -0.11, p < 0.001). Compared to those identifying as Democrat, all other political affiliations had significantly lower mean scores. Republican (Formula: see text =-0.49, 95% CI: -0.55, -0.43, p < 0.0001); Independent (Formula: see text =-0.29, 95% CI: -0.33, -0.25, p < 0.0001); something else (Formula: see text =-0.19, 95% CI: -0.25, -0.12, p < 0.0001). Having had COVID-19 (Formula: see text= -0.10, 95% CI: -0.15, -0.06, p < 0.001) had significantly lower scores compared to those who did not have COVID-19.
Despite the setting of a major research University, trust in science is highly variable. This study identifies characteristics that could be used to target and curate educational campaigns and university policies to address the COVID19 and future pandemics.
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Emerging studies on university stratification have often attributed the developmental gaps between universities to the popularization of new public management in contexts where market mechanisms ...prevail in higher education governance. However, less attention has been paid to how state powers continue to mediate university stratification alongside market influence. Embracing the competitive emphasis of new public management, the Chinese state has launched a new world-class university scheme, the Double World-class (DWC) Project, replacing the past one, Project 985/211. Tracing the continuities and changes from Project 985/211 to the DWC Project, this study examines the mechanisms and outcomes of China’s university stratification at two levels. Firstly, the DWC Project has reproduced and reinforced the overall stratified landscape of China’s universities. The state-designated hierarchy of elite and non-elite universities is reproduced in a more complex form of market-based stratification through what we propose as a “lock-in cycle” mechanism. Secondly, the DWC Project is nonetheless reshuffling the internal stratification of elite universities in three aspects: privileged identities are becoming volatile, which catalyzes inter-university competition financed by local governments; the distinction between central and local universities is collapsing when stratification becomes increasingly discipline-based; and the rising market-based stratification is challenging the state-designated hierarchy and the lock-in cycle.
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