Commentary to the U.S. Copyright Office Regarding the Section 512 Study: Higher Education and the DMCA Safe Harbors

2016 ◽  
Author(s):  
Christopher Anthony Cotropia ◽  
James Gibson
Keyword(s):  
Higher Education ◽  
The U.S

scholarly journals ASSESSMENT OF TFP IN EUROPEAN AND AMERICAN HIGHER EDUCATION INSTITUTIONS – APPLICATION OF MALMQUIST INDICES

2016 ◽  
Vol 24 (2) ◽  
pp. 467-488 ◽  
Author(s):  
Joanna WOLSZCZAK-DERLACZ
Keyword(s):  
Higher Education ◽  
Data Envelopment Analysis ◽  
Productivity Growth ◽  
Negative Association ◽  
Distance Measures ◽  
Data Envelopment ◽  
Total Revenue ◽  
American Higher Education ◽  
Malmquist Indices ◽  
The U.S

In this study we apply Malmquist methodology, based on the estimation of distance measures through Data Envelopment Analysis (DEA), to a sample of 500 universities (in 10 European countries and the U.S.) over the period 2000 to 2010 in order to assess and compare their productivity. On average, a rise in TFP is registered for the whole European sample (strongest for Dutch and Italian HEIs), while the productivity of American HEIs suffered a slight decline. Additionally, we show that productivity growth is negatively associated with size of the institution and revenues from government, and positively with regional development in the case of the European sample, while American HEI productivity growth is characterised by a negative association with GDP and a positive one with the share of government resources out of total revenue.

Walking in the Ivory Tower: Differential Belonging and the Architexture of Home

2021 ◽  
pp. 107780042110483
Author(s):  
Gust A. Yep
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Ivory Tower ◽  
Relational Patterns ◽  
The U.S

Deploying Carrillo Rowe’s concept of differential belonging and extending McCune’s notion of architexture to encompass transnational sensory registers, affective valences and intensities, relational patterns, and ideological and political textures, I describe and examine the complexities of home as a racial, gender, and sexual non-normative transnational subject in the U.S. academy. More specifically, I narrate two scenes of my autoethnography to make sense of my transnational experiences of academic home in U.S. spaces of higher education. In the article, I first discuss the concept of differential belonging and the architexture of home before I embark on my autoethnographic scenes and conclude with an exploration of how people “back home” imagine my life as a faculty member of a major U.S. university.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

Other Challenges

2018 ◽  
pp. 328-370
Author(s):  
Steven Brint
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Education System ◽  
Resource Constraints ◽  
Low Income Students ◽  
Higher Education System ◽  
Underrepresented Groups ◽  
The U.S

This chapter discusses other major challenges to the U.S. higher education system: rising costs, online competition, and controversies over permissible speech. These challenges can be interpreted as problems of growth in the context of resource constraints. Cost problems were largely attributable to universities' requirements for sufficient revenues to support larger staffs and new responsibilities within the context of state disinvestment. Online competition was a result of the search for market alternatives to traditional, high-cost residential campuses within the context of an expanding system that included many low-income students. And the conflicts over speech were, in most cases, the by-product of tensions between students from comparatively privileged backgrounds and those from underrepresented groups.

Beyond Handicap, Pity, and Inspiration

2020 ◽  
pp. 215-239
Author(s):  
Hannah Rudstam ◽  
Thomas Golden ◽  
Susanne Bruyere ◽  
Sara Van Looy ◽  
Wendy Strobel Gower
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
Substantial Portion ◽  
Individuals With Disabilities ◽  
Diversity And Inclusion ◽  
The U.S

Individuals with disabilities represent a substantial portion of the U.S. population and workforce. Yet, disability is often not meaningfully included in diversity and inclusion efforts in the workplace or in higher education. This chapter focuses on ten misperceptions that have fueled the marginalization of disability in diversity and inclusion efforts. These ten misperceptions revolve around a range of issues: Legal, human and practical. We provide an overview of each misperception and discuss implications for diversity and workforce development practitioners, with a focus on higher education settings. In conclusion, we urge readers to consider their own organizations in light of each of these ten misperceptions.

Removing Barriers to Collaborating in Virtual Writing Projects

2010 ◽  
pp. 128-143
Author(s):  
William Carney
Keyword(s):  
Higher Education ◽  
Project Managers ◽  
Virtual Collaboration ◽  
Collaborative Project ◽  
Face To Face ◽  
Potential Barriers ◽  
Psychosocial Barriers ◽  
The Media ◽  
Successful Collaboration ◽  
The U.S

While there are some obvious rewards of virtual collaboration, technological, organizational, and psychosocial barriers to effective collaboration certainly exist. First, familiarity with the media used for collaboration and opportunities for practice are essential. Next, organizational concerns can hinder successful collaboration. Huws (2005) suggested that traditional face-to-face hierarchical organizations or even those with a degree of hybridity can subvert successful collaboration of any sort but also contain features that might enhance collaboration, if used correctly. Additionally, making work roles clearly defined and making the collaborative endeavor explicit and transparent can ensure positive outcomes. Finally, knowledge of the personality traits and values of the participants in a collaborative project is necessary for project managers. This chapter discusses these three potential barriers; provides examples from higher education and the U.S. Army; and discusses possible solutions.

Ichigo-Ichie

2021 ◽  
pp. 1-17
Author(s):  
Hideko Sera ◽  
Andrew F. Wall
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Japanese Language ◽  
Racial Justice ◽  
Critical Importance ◽  
Faculty And Staff ◽  
Fundamental Tension ◽  
Sociopolitical Climate ◽  
The U.S

Racial justice dialogues in many U.S. higher education spaces have primarily stemmed from a desire to educate the uninformed. Many institutions have failed to attend to their students, faculty, and staff of color while focusing on providing “safe” places for the uninformed. Such efforts seem to have led to an extreme complacency of those who need to change the most to become disillusioned that they have done more than enough to contribute to race dialogues on campus. In the current sociopolitical climate in the United States, the U.S. higher education is facing unprecedented pressure to attend to the fundamental tension between those two worlds. In the Japanese language, ichigo-ichie (一期一会) is a famous saying that embodies the spirit of 'here and now'. Translated as “one time, one meeting,” it symbolizes the critical importance of how one encounter could lead to transformational changes. Contrary to the noble concept of 'trying again' many times before succeeding, ichigo-ichie poses this question: What if all we have is one time, one encounter, and one chance to get it right?

Studying Philanthropy and Fundraising in the Field of Higher Education

2016 ◽  
pp. 1-27
Author(s):  
Roy Y. Chan
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Board Of Trustees ◽  
Institutional Advancement ◽  
Harvard College ◽  
Institutional Rule ◽  
American Higher Education ◽  
Development Officers ◽  
Evolution And Development ◽  
The U.S

Colleges and universities are historic institutions in the U.S. that have sprung up since the founding of Harvard College in 1636. Though their evolution and development is quite simple, the involvement of numerous organizations and groups with philanthropy and higher education is quite complex. Utilizing resource dependency theory and institutional theory, this chapter reviews the historical, sociological, and organizational overview of the practices of philanthropy as it relates to American higher education. Two conceptual frameworks are developed and proposed by the author for teacher-scholars and advanced practitioners seeking to conduct formal research on institutional advancement in higher education. The paper argues that the fundraising professionals (e.g., board of trustees, the president, development officers) role on securing major resources and private gifts within the organization and field level is the result of coercion, imitation, and conformity to institutional rule, institutional isomorphism, and normatively based decision making in higher education.

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