Take a candid look into how some traditional liberal arts colleges have incorporated nontraditional adult degree programs. This volume of case studies shows how a number of small, independent universities addressed various administrative and service functions for their adult programs. When taken together, it captures the emulsive nature of this imperfect blend as well as the fluidity of solutions. This issue covers: The dynamics that an adult program can bring to an institution Colleges that combine the adult program within university-wide, centralized processes Colleges that have mostly autonomous programs Institutions that developed a hybrid model The current status of incorporating nontraditional programs into traditional colleges and universities. This is the 159th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
This volume delivers a cutting-edge analysis on vernacular globalization, or how local forces mediate global trends. It delves into the vital facets of the quest for global competitiveness, including: Global university rankings World-class universities University mergers Quality assurance Cross-border higher education International education hubs. The authors situate their topics within current international scholarship and demonstrate the myriad avenues through which local actors in higher education may respond to global competition. They pose critical questions about the impact of global competition in an increasingly hierarchical higher education environment, interrogating the potential for social injustice that arises. By providing an alternative perspective to the descriptive, normative approach that dominates the scholarship on global competition in higher education, the chapters in this volume open a fresh and invaluable dialogue in this arena. This is the 168th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
While the term benchmarking is commonplace nowadays in institutional research and higher education, less common, is a solid understanding of what it really means and how it has been, and can be, used effectively. This volume begins by defining benchmarking as “a strategic and structured approach whereby an organization compares aspects of its processes and/or outcomes to those of another organization or set of organizations to identify opportunities for improvement.” Building on this definition, the chapters provide a brief history of the evolution and emergence of benchmarking in general and in higher education in particular. The authors apply benchmarking to: Enrollment management and student success Institutional effectiveness The potential economic impact of higher education institutions on their host communities. They look at the use of national external survey data in institutional benchmarking and selection of peer institutions, introduce multivariate statistical methodologies for guiding that selection, and consider a novel application of baseball sabermetric methods. The volume offers a solid starting point for those new to benchmarking in higher education and provides examples of current best practices and prospective new directions. This is the 156th volume of this Jossey-Bass series. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
In a turbulent, unstable era of severe financial pressures, the development of strategic human resource (HR) practices has become an urgent mandate in higher education. With significant and widespread institutional shifts resulting from globalization, heightened competition, and rapid innovation, educational leaders must optimize their most significant resource—human capital—and align HR strategies, structures, and processes with organizational goals. Due to substantial cuts in state appropriations and rapidly diminishing budgets, public institutions of higher education in particular are struggling to realign resources and programs to fulfill their educational missions and maintain academic quality, while simultaneously responding to complex external legislative and accreditation mandates. In light of these challenges, Creating a Tipping Point: Strategic Human Resources in Higher Education breaks new ground by presenting a research-based approach that supports the evolution of HR practices from siloed, transactional models to strategic operations that serve the entire university. This monograph provides a concrete, progressive road map to developing organizational capabilities in support of the university's academic mission and illustrates this pathway with examples drawn from public research universities. It offers strategies, tools, metrics, and action steps that support the development of an effective and efficient strategic HR operation in higher education. For institutions seeking to implement strategic HR, this book is a practical and invaluable resource.
In 2007, wanting to expand higher education’s civic engagement conversation, the Association of American Colleges and Universities launched the Core Commitments Initiative. That initiative focused attention on personal and social responsibility as outcomes of a college education, with the understanding that such a focus would return American higher education to its historical purpose of preparing active and engaged citizens. Expanding the conversation this way leaves room for behavioral measures, like voting or hours spent in community service, but also opens our understanding of citizenship to include issues of civic identity, civic attitudes, personal integrity, and ethics. This volume explores the research and practice related to the development of personal and social responsibility in college, drawing data directly from institutions that were part of the Core Commitments Initiative and providing instructive examples of good practice at both the programmatic and institutional levels. This volume is the 164th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
The field of adult religious education is rich with opportunities for study and service. This sourcebook showcases adult religious education as an important site for program creation, teaching, learning, and adult development. It offers insight into the ways that adult religious education serves adult learners. You'll get numerous examples of adult education within and between religious institutions, along with helpful ideas to enhance practice as well as programs. Researchers will find it useful as a source on religious institutions, adult religious education, and adult learners in general. This is the 133rd volume in this Jossey Bass higher education quarterly report series. Noted for its depth of coverage, this indispensable series explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings.
Institutions of higher education are constantly facing economic challenges to their survival. Nowhere are the challenges greater than in small private colleges and universities across America. None of these colleges can assume that its stability is assured in perpetuity. No thriving college is immune from unforeseen disaster, just as no struggling college is irreversibly destined for closure. This issue presents stories of colleges in crisis and considers what makes the difference between a college that closes and one that nearly closes but manages to remain open. It offers a range of revealing, hard-won experiences of college presidents who led their campuses in times of crises. Some colleges found no way out, and their stories offer lessons that are just as valuable as the stories of colleges that reinvented themselves and survived. This is the 156th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Delve into the nature and mystery of wisdom in adult education, and what it might mean for the practice of adult education in the complexity of changing times. This issue begins with a look at the nature of wisdom, the wisdom of nature, and how it relates to current issues in the field of adult education. It then looks to neuroscience and the evolution of sacred knowing to explore the connection between learning and wisdom. Covering transcendent and practical wisdom, the issue then draws on Eastern, Western, and Mideastern cultural and religious perspectives to develop a fuller understanding of wisdom. Finally, it covers the aspects of gender and/or culture in relation to wisdom, though in quite different ways. This is the 131st volume of the Jossey-Bass higher education quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, this indispensable series explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
Leadership education has become an essential outcome of higher education in the past decade and yet leadership development efforts vary greatly on campuses. In response, the International Leadership Association (ILA) published “Guiding Questions: Guidelines for Leadership Education Programs.” The Guiding Questions document is a result of a five-year, collaborative process to create guidelines for leadership education programs. ILA’s format of open-ended guiding questions is applicable to any student affairs practitioner developing a leadership learning program. This sourcebook was developed specifically to assist higher education professionals in their understanding, conceptualization, and implementation of the five standards outlined in the ILA Guiding Questions: Context, Conceptual Framework, Content, Teaching and Learning, and Assessment of Leadership Education. It explores leadership education for undergraduate students and provides a foundation for readers to develop students’ leadership capacity. Using the ILA’s Guiding Questions as a framework, this sourcebook will enable you to develop a leadership education program on your campus. This is the 140th volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
How does one assess community service, civic engagement, and the impact of service learning on a college campus? This volume reviews contemporary research, measurement instruments, and practices in the assessment of civic engagement in higher education, including: meta-analyses of students, faculty, institutions, and higher education systems at-large, targeted case studies of campus-specific practices at individual institutions, efficient and effective ways to gauge the influence of civic engagement on higher education policy, practices, and outcomes, and quantitative and qualitative approaches to measuring the effort, importance of, and impact of students’ and institutions’ involvement in community service, community engagement, civic engagement, and service learning on a college campus. The research ranges between decisions made either as part of institutional agendas, curricular enhancements, or student life initiatives and student and professor involvement in civic engagement activities and supportive attitudes. This is the 162nd volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Widen your view of adult education by learning how it is applied by the nation’s largest adult education provider: the military. Woven through this issue is the common thread of sound adult education practice. Addressing applications specific to the military but relevant to civilian providers, it highlight the importance of developing the critical thinking and problem-solving skills essential for military leaders in an increasingly complex world. Chapters also address the intersection of higher education and particular military populations, including civilian employees, active-duty personnel, veterans, and spouses. Finally, the sourcebook provides a glimpse into the future of both military education and adult education, highlighting the increasing bond between the two and their growing importance in the lifelong education of all Americans. This is 136th volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
This book clearly articulates the foundations of an educational vision that is distinctively supported by eportfolio use, drawing on work in philosophy, sociology, higher and adult education, and elearning research. It is academically rigorous and accessible not only to scholars in a range of disciplines who might study or use eportfolios. It surveys the state-of-the-art of international eportfolio practice and suggests future directions for higher educational institutions in terms of curriculum, assessment, and technology. This resource is written for scholars, support staff, instructional technologists, academic administrators, and policy makers.
Is inquiry-guided learning a universal answer for various teaching and learning ills in higher education? With eight institutional case studies drawn from colleges and universities in English-speaking countries, this volume provides a clear description of inquiry-guided learning based on best practice. It also provides a window into the dynamics of undergraduate education reform using inquiry-guided learning, with a helpful final chapter that compares the eight institutions on key dimensions. This issue is a valuable resource for: Institutions attempting undergraduate reform through inquiry-guided learning Practitioners and scholars of inquiry-guided learning Instructors seeking good texts for courses on higher education administration Administrators seeking to understand and lead undergraduate education reform. This is the 129th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
It's estimated that, in the coming decade, as many as 2 million students with military experience will take advantage of their education benefits and attend institutions in all sectors of higher education. This monograph provides useful information about students with military experience who attending college by blending the theoretical, practical and empirical. The authors assemble some of the best-known theories and research in the literature of the field to provide starting points from which to investigate the phenomenon of today's veteran attending college. Other frameworks and theories, particularly from the literature on college student development, from recognizable names such as Baxter Magolda, Braxton, Chickering, Schlossberg, and Tinto, are used–sometimes directly in their own words. New issues to our generation, such as the unique subpopulation of women veterans and the challenges they face, are explored. This volume equips higher education professional with a fundamental understanding of the issues faced by the student veteran population and aims to enable them in their roles of providing sorely needed assistance in the transition to college, persistence at the institution, and degree attainment. This is the third issue in the 37th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Given the shared interest between higher education and positive psychology in developing healthy and productive human beings, this issue explores how this new subdiscipline of psychology can contribute to the mission of higher education. It presents a variety of strategies for bolstering student learning and development. The authors also draw from appreciative inquiry, which, like positive psychology, is based on studying strengths, but focuses on organizational rather than individual performance. During a time of daunting challenges, positive psychology and appreciative inquiry can help to leverage higher education’s many assets to optimize the potential of students, faculty, and staff. This is the 143rd volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.