Suchergebnisse

During the 1980s, most European countries underwent substantial changes in their economic and educational systems. During the period it became clear that the discussions were going to be centered around the rapid changes being experienced by the higher education systems in practically all the countries of the region in their attempts to adapt themselves to new socio-economic conditions. In particular, much stress was given to the need to arrive at a clearer understanding of the diversification processes which were currently taking place in various higher education systems and of the combinations of factors which lead to such diversification. This book aims to discuss the features, the causes, and the national experiences of the ongoing processes of adaptation of higher education to changing societal needs and diversification of processes that were exerting similar influences on different national systems of higher education in European countries. ; UNESCO European Centre for Higher Education

A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed.

Mode of access: Internet. ; Partially supersedes the Report of the Department of Education, discontinued by the 1925 Legislature.

Cover title ; John Vasconcellos, chairman ; Mode of access: Internet.

Cover title. ; " November 1977"--t.p. verso. ; Includes bibliographical references and index. ; Mode of access: Internet.

Report of the Texas State Auditor's Office related to determining whether the Higher Education Coordinating Board is accurately reporting its performance measures to ABEST and has adequate controls in place over the collection, calculation, and reporting of its performance measures.

Based on the views of the senior administrators, the aim of this study is to present the challenges of the higher education system in Turkey and to analyze the possibility of governance of state universities by the board of trustees. Using in-depth interview technique, this qualitative study was carried out with the participation of twelve administrators, including three members from Executive Committee of the Turkish Board of Higher Education (BHE) as well as nine current/past rectors or vice-rectors at state universities. Results of the study show that structures such as academic senate and university executive boards do not sufficiently fulfill their function, rectors are quite powerful at universities, audits are not effective at universities, universities are not accountable to the public, and the election of rectors by the faculty should be abolished due to the serious problems it causes. As for the possibility of governing state universities by establishing the board of trustees, the majority of participants are of the view that it would be successful at state universities with check and balances in place, nonetheless the others stated that it would bring new problems at the state universities due to cultural and political concerns.

Die Beteiligung von Frauen an Entscheidungsprozessen und damit an (fach-)politischer Macht ist ein wesentliches Element von Geschlechtergerechtigkeit. Das Hochschulrahmengesetz, das Bundesgremienbesetzungsgesetz und die Hochschulgesetze der Länder setzen dafür die rechtlichen Rahmenbedingungen. In dem Beitrag wird die geschlechterspezifische Besetzung von Entscheidungsgremien an Hochschulen und Forschungseinrichtungen untersucht. Für die Hochschulen werden dabei die Hochschul- und Fakultätsleitungen sowie die Senate und Hochschulräte, für die außerhochschulischen Forschungseinrichtungen die Aufsichtsgremien betrachtet. Analysiert wird die Beteiligung von Frauen im zeitlichen Verlauf sowie differenziert nach Hochschultypen und Bundesländern bzw. nach Forschungsverbünden. Datengrundlage sind die Hochschulstatistik des Statistischen Bundesamtes sowie Erhebungen des CEWS und der GWK und Auswertungen von Daten der HRK.
In Hochschulleitungen sind fast 30 Prozent Frauen tätig, und 21 Prozent der Rektor_innen und Präsident_innen sind Frauen. In den letzten 20 Jahren hat sich der Frauenanteil in den Hochschulleitungen verdreifacht, an der Leitungsspitze vervierfacht. Auch in den Hochschulsenaten, den Hochschulräten sowie den Aufsichtsgremien der außerhochschulischen Forschungseinrichtungen sind rund ein Drittel der Sitze mit Frauen besetzt. Dagegen sind In den Fakultätsleitungen lediglich 18 Prozent der Dekan_innen und 24 Prozent der Prodekan_innen Frauen.

Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution's unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.