Relation of Junior Colleges to Higher Education: Report of Committee J

1935 ◽  
Vol 21 (5) ◽  
pp. 405
Author(s):  
A. C. Krey ◽  
H. G. Doyle ◽  
W. C. Eells ◽  
L. V. Koos
Keyword(s):  
Higher Education ◽  
Junior Colleges ◽  
Education Report

Truth without Action

2015 ◽  
Vol 3 (10) ◽  
pp. 93-96
Author(s):  
Theodore Sawruk
Keyword(s):  
Higher Education ◽  
Active Role ◽  
Government Officials ◽  
Education Department ◽  
President Obama ◽  
Post Secondary ◽  
Spellings Commission ◽  
Education Report ◽  
Federal Agents ◽  
Tuition Costs

This reflection utilizes Kevin Casey’s 2007 article, Truth without Action, as a springboard to address contemporary issues related to autonomy, accountability and accreditation in higher-education. With escalating costs, rising unemployment and deepening consumer debt, it is natural for government officials to seek out a cause, or more accurately, a scape-goat for the evolving crisis. Over the last few decades, starting with A Time for Results in 1980, following with The State Post-secondary Review Entities (SPREs) in 1992; and continuing with the Spellings Commission on the Future of Higher Education Report in 2006, federal agents have politicized American education and issued indictments against higher-education. Tuition costs are too high, graduation rates are too low and student learning-outcomes remain ineffable. With the recent re-election of President Obama, “the Education Department will continue to play an active role in regulating and attempting to influence colleges and universities.” (Nelson, 2012) Amy Laitinen, deputy director for higher-education at the New America Foundation and former Education Department policy advisor, recently stated, “The President himself, not just his advisors, is very interested in the college cost and the college outcome issue.” (Nelson, 2012)

Organizing a National Education Movement: 1900–1945

1989 ◽  
Author(s):  
Steven Brint ◽  
Jerome Karabel
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Organizational Innovation ◽  
Subsequent Development ◽  
Junior College ◽  
Junior Colleges ◽  
Late Nineteenth Century ◽  
National Education ◽  
Type Of Institution ◽  
The University

Of all the changes in American higher education in the twentieth century, none has had a greater impact than the rise of the two-year, junior college. Yet this institution, which we now take for granted, was once a radical organizational innovation. Stepping into an educational landscape already populated by hundreds of four-year colleges, the junior college was able to establish itself as a new type of institution—a nonbachelor’s degree-granting college that typically offered both college preparatory and terminal vocational programs. The junior college moved rapidly from a position of marginality to one of prominence; in the twenty years between 1919 and 1939, enrollment at junior colleges rose from 8,102 students to 149,854 (U.S. Office of Education 1944, p. 6). Thus, on the eve of World War II, an institution whose very survival had been in question just three decades earlier had become a key component of America’s system of higher education. The institutionalization and growth of what was a novel organizational form could not have taken place without the support and encouragement of powerful sponsors. Prominent among them were some of the nation’s greatest universities—among them, Chicago, Stanford, Michigan, and Berkeley—which, far from opposing the rise of the junior college as a potential competitor for students and resources, enthusiastically supported its growth. Because this support had a profound effect on the subsequent development of the junior college, we shall examine its philosophical and institutional foundations. In the late nineteenth century, an elite reform movement swept through the leading American universities. Beginning with Henry Tappan at the University of Michigan in the early 1850s and extending after the 1870s to Nicholas Murray Butler at Columbia, David Starr Jordan at Stanford, and William Rainey Harper at Chicago, one leading university president after another began to view the first two years of college as an unnecessary part of university-level instruction.

scholarly journals Fear of Stigmatisation among Students with Disabilities in Austria

2018 ◽  
Vol 6 (4) ◽  
pp. 182-193 ◽  
Author(s):  
Sarah Zaussinger ◽  
Berta Terzieva
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Students With Disabilities ◽  
Social Factors ◽  
Support Services ◽  
Sense Of Belonging ◽  
Institutional Support ◽  
Influential Factors ◽  
Social Survey ◽  
Education Report

In Austria, 12% of all students in higher education report a disability that, at least somewhat, limits their study activities. As they still face many barriers throughout their studies, support services play a key part in their academic success. However, data from the Austrian Student Social Survey demonstrate that every second student with a disability is reluctant to contact fellow students, lecturers, or institutional support in case of study-related difficulties. One in four students with disabilities does not seek any assistance because of stigmatisation fear. With respect to these tendencies, our article examines factors that promote or inhibit the reluctance of students with disabilities to seek support due to fear of stigmatisation. For this purpose, we construct a binary indicator of stigma fear, which encompasses items concerning social isolation or drawbacks to academic opportunities, inhibitions about contacting people or disclosing one’s disability. In a regression model, we identify influential factors such as noticeability of disability and degree of study-related limitations as well as social factors like the feeling of anonymity and sense of belonging.

scholarly journals The role of Kenyan universities in national development

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
George Odhiambo
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
National Development ◽  
Nation Building ◽  
University Education ◽  
Education Report ◽  
Available Resources

The contribution of university education to sustainable development of society has become one of the most important activities of higher education institutions. After 55 years of independence, it is time to take a critical look at the role of university education in nation building in Kenya. Since independence, access and difficulties of maintaining standards of quality and efficiency with marginal available resources- more recently highlighted by a commission on higher education report- have been some of the key challenges in university education and these have impacted on the sector

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