University and College Programs for Personnel in Deafness

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

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Exploratory Factor Analysis of Financial Entrepreneurial Competencies for Technical College Programs for a Sustainable Self-employment

International Journal of Psychosocial Rehabilitation ◽

10.37200/ijpr/v24i5/pr2020244 ◽

2020 ◽

Vol 24 (5) ◽

pp. 5374-5380

Author(s):

Abubakar Ibrahim Muhammad

Keyword(s):

Factor Analysis ◽

Exploratory Factor Analysis ◽

Technical College ◽

Self Employment ◽

College Programs ◽

Entrepreneurial Competencies

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WARREN W. NISSLEY: A CRUSADER FOR COLLEGIATE EDUCATION

Accounting Historians Journal ◽

10.2308/0148-4184.23.1.89 ◽

1996 ◽

Vol 23 (1) ◽

pp. 89-116 ◽

Cited By ~ 1

Author(s):

Elliott L. Slocum ◽

Alfred R. Roberts

Keyword(s):

Independent Schools ◽

College Graduates ◽

Accounting Education ◽

Graduate Level ◽

Public Accounting ◽

Accounting Firms ◽

Public Accounting Firms ◽

College Programs

Warren W. Nissley's intense dedication to public accounting led him to crusade for development of schools of accountancy and improvement of education of accountants. Nissley conceived and championed the Bureau for Placements, 1926–1932, which resulted in: public accounting firms recruiting college graduates and developing permanent professional staffs, publishing the first Institute career publication, academic and student awareness of public accounting, and improved quality of college programs and graduates. Nissley's campaign for independent schools of accountancy, 1928–1950, influenced the Institute's committee on education. Many elements of his recommendations may be recognized in the evolution and current developments of accounting education. However, Nissley would continue to express disappointment in the failure to establish separate professional, graduate level, schools of accountancy for public accounting.

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