Between citizens and the state Loss, Christopher P
Princeton University Press,
2012, 2011., 20111107, 2011, 2011-00-00, 2012-01-01, 20120101, Letnik:
104
eBook, Book
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement ...from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
This publication compiles and analyses the latest data on the international nature of studies, research and teaching in Germany and other major countries. The German Academic Exchange Service (DAAD) ...and the German Centre for Research on Higher Education and Science Studies (DZHW) have issued this standard reference work on international mobility in the higher education sector since 2001. The spotlights in this edition report on the retention of international students in their respective host countries, preparatory courses for university admission at Studienkollegs in Germany and the study-related international mobility of domestic students at German universities. The authors of the publication analyse and interpret developments relating to international students and researchers in Germany, the mobility patterns of students and researchers from Germany and international academic mobility worldwide. Wissenschaft weltoffen integrates the international data published by the OECD and UNESCO with the national data from the Federal Statistical Office. For over 20 years, in combination with other indicators and time series, the publication has provided a valid basis for analysing and monitoring the internationalisation of the higher education sector.
This Open Access book addresses the theoretical grounding of the pedagogical dimensions of higher education leadership and its empirical study. The book’s general point of departure is that ...educational leadership is a multi-level phenomenon, operating as policy work on a transnational and national level, as educational leadership on various organizational levels, and as supervision and teaching on an interactional level. It is in and through these discursive practices that policies are initiated, interpreted, translated and enacted. The volume demonstrates how Non Affirmative Theory (NAT) of education applies to understanding and dealing with the pedagogical dimensions of the multi-level and multi-actor phenomena of HE leadership in a coherent manner. It allows one to explore how the pedagogical scope of action at each level of leadership is framed or staged by the other levels, as well as how actors at different levels utilise their scope. The book starts out by exploring the pedagogical aspects of HE leadership as a multi-level and multi-actor phenomenon at a theoretical level. It continues to discuss nation state HE in a global perspective, and HE leadership in an organisational perspective. Next, the book looks at departmental leadership, management and development. Parallel with this, the volume critically explores the non-affirmative position itself by a contrasting dialogue with other theoretical approaches.
This book serves as a sourcebook to enhance and evaluate safety programs, generate new solutions and interventions, comply with new legislation, and present practical steps and guidelines to ...establish best practices. It pays particular attention to the factors that may give rise to crime, considering high-risk drinking and examining the intersection between hate crimes and violence. Devoting chapters to discrimination in all its forms, whether against international students, students of color, or on the basis of ethnicity or sexual orientation, it reviews the range of issues relating to harassment and violence against women and engages with hazing and the presence of guns on campus. The authors pay attention to the different circumstances that may apply in specific institutional types, such as community colleges and minority-serving institutions. They offer perspectives from administrators, campus security, student affairs personnel, faculty and policy makers.The purpose is to provide readers with the context and tools to devise a comprehensive safety plan. For administrators operating with few formal support systems, advice is given on how to co-opt individuals and resources from around the campus and the local community to assist in maintaining a safe and welcoming campus.Click here for press release.
This book gives voice to the experiences of women of color--women of African, Native American, Latina, East Indian, Korean and Japanese descent--as students pursuing terminal degrees and as faculty ...members navigating the Academy, grappling with the dilemmas encountered by others and themselves as they exist at the intersections of their work and identities.Women of color are frequently relegated--on account both of race and womanhood--into monolithic categories that perpetuate oppression, subdue and suppress conflict, and silence voices. This book uses critical race feminism (CRF) to place women of color in the center, rather than the margins, of the discussion, theorizing, research and praxis of their lives as they co-exist in the dominant culture. The first part of the book addresses the issues faced on the way to achieving a terminal degree: the struggles encountered and the lessons learned along the way. Part Two, "Pride and Prejudice: Finding Your Place After the Degree" describes the complexity of lives of women with multiple identities as scholars with family, friends, and lives at home and at work. The book concludes with the voices of senior faculty sharing their journeys and their paths to growth as scholars and individuals.This book is for all women of color growing up in the academy, learning to stand on their own, taking first steps, mastering the language, walking, running, falling and getting up to run again--and illuminates the process of self-definition that is essential to their growth as scholars and individuals.
The Latina/o population constitutes the largest racial and ethnic minority group in the U.S. and is disproportionately under-represented in college and in graduate programs. This is the first book ...specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support.This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas.By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead.The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os.The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students - an inspiration and guidance to those aspiring to the doctorate.
Demands for quality at all levels of education are higher than they have ever been. Making clear what students must learn is being stressed by Federal and State governments and by professional and ...national accreditation organizations. This book is designed to help faculty and institutions of higher education meet these demands by obtaining, managing, using, and reporting valid outcome attainment measures at the course level; and mapping outcome attainment from the course level to departmental, degree program, and institutional levels, and beyond. It demonstrates how to communicate clearly what students are supposed to know and be able to do; write assessments that measure the expectations; and produce test scores that are valid for their intended use and interpretation, so that valid inferences can be made about students and programs. It is a "how-to" manual that is rich with guidelines, model forms, and examples that will lead the reader through the steps to "connect the dots" from outcomes assessment to outcomes-based reporting.This new edition incorporates several enhancements including additional examples, tables, and figures that help clarify and expand the three-level outcomes and assessment model. A new Chapter 9 introduces a census approach to obtaining outcome attainment measures at the program and institutional levels and shows how to link outcome values to outcome statements from outside sources such as national and professional organizations. Chapter 9 concludes with a discussion on obtaining and using outcome attainment values at the student level with the aid of modern technologies.
Making Meaning Small, Jenny L
2015, 2023-07-03, 2015-07-30
eBook
This book addresses religion and secularism as critical and contested elements of college student diversity. It both examines why and how this topic has become an integral aspect of the field of ...student affairs, and considers how scholars and practitioners should engage in the discussion, as well as the extent to which they should be involved in students' crises of faith, spiritual struggles, and questions of life purpose.Part history of the field, part prognostication for the future, the contributing authors discuss how student affairs has reached this critical juncture in its relationship with religious and secular diversity and why this development is poised to create lasting change on college campuses. Section I of this book focuses on the research on spirituality, faith, religion, and life purpose; considers the evolution of faith development theories from not only Christian perspectives but Muslim, Jewish, atheist and other secular worldviews; examines the influence of faith frames in students' daily lives; and addresses the impact of campus climate for religion/spirituality, as well as the relationship between religious minority/majority status, on student outcomes. It concludes by tracing the pendulum swing from higher education's historical foundation in religion to the science-focused, religion-averse 20th century, and now to a fragile middle position, in which religious and secular diversity are being seriously considered and embraced.Section II analyzes the role professional associations play in advancing the student affairs ' commitment to spirituality, faith and life purpose; the degree of support they offer to practitioners as they examine their own religious and secular identities, and envisages potential new programming, resources, and networks.Section III describes a number of programs and services developed by practitioners and faculty members working in this area on their campuses; synthesizes these developments for an examination of whe
Drawing on various disciplinary and scholarly approaches to the multiple roles of higher education in society, this paper offers a new conceptualisation of the non-economic contributions of higher ...education. The conceptual model identifies two basic dimensions in higher education's contributions to society. The first, axiological dimension pertains to the objects of higher education: what higher education does, what is in the centre of its activities. This includes three key elements: knowledge/skills (basic and applied knowledge, generic and particular skills), norms and values (social, cultural, professional, civic) and social value (social statuses). The second, praxeological dimension pertains to the internal dynamics of higher education: what higher education does in relation to the object, the processes, practices, activities. This entails three: transmission, transformation and creation. The resulting model combines the two dimensions (axiological and praxeological), identifying nine key domains of the contributions of higher education to society. This conceptualisation both brings together the three major components of higher education's role and attends to its internal dynamics. It illuminates the intrinsic value of teaching, learning and research and the inherent transformative potentials of higher education for individuals and for societies. It embraces actual and potential contributions of higher education to society. It is applicable at both individual and collective levels. It works on the scales of group, institution, local, national and global.
This open access book presents the major outcomes of the fourth edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 4) which was held in January 2020 and ...which has already established itself as a landmark in the European higher education environment. The conference is part of the official calendar of the European Higher Education Area (EHEA) for events that promote and sustain the development of EHEA. The conference provides a unique forum for dialogue between researchers, experts and policy makers in the field of higher education, all of which is documented in this proceedings volume. The book focuses on the following five sub-themes: - Furthering the Internationalization of Higher Education: Particular - Challenges in the EHEA - Access and Success for Every Learner in Higher Education - Advancing Learning and Teaching in the EHEA: Innovation and Links With Research - The Future of the EHEA - Principles, Challenges and Ways Forward - Bologna Process in the Global Higher Education Arena. Going Digital? While acknowledging the efforts and achievements so far at EHEA level, the Paris Ministerial Communiqué highlights the need to intensify crossdisciplinary and cross-border cooperation. One of the ways to achieve this objective is to develop more efficient peer-learning activities, involving policymakers and other stakeholders from as many member states as possible for which this book provides a platform. It acknowledges the importance of a continued dialogue between researchers and decisionmakers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2020. European Higher Education Area (EHEA) priorities for 2020 onwards. European Higher Education Area: Challenges for a New Decade marks 21 years of Bologna Process and 10 years of EHEA and brings together an unique collection of contributions that not only reflect on all that has been achieved in these years, but more importantly, shape directions for the future. This book is published under an open access CC BY license.
