The public benefits of higher education have long been recognized. Higher education contributes t... more The public benefits of higher education have long been recognized. Higher education contributes to the public consensus; it transmits knowledge and attitudes toward the role of the citizen, and it may model good behavior in the face of controversy and sometimes intellectual acrimony. Great universities perform these functions very well. This is among the reasons why attention has been paid to the characteristics of world-class universities (Academe—Bulletin of the AAUP 90(1): 20–23, 2004; Salmi, J. (2009). The challenge of establishing world-class universities. Washington, DC: The World Bank.; Heyneman, S. P., & Lee, J. (2013). World-class universities: the sector requirements. In J. C. Shin., & B. M. Kehm (Eds.), Institutionalization of world-class university in global competition. New York: Springer.), as well as to the threats to university quality in the form of corruption in higher education. Attention has focused on the definition of corruption, the degree to which corruption occurs, and its economic impact (International Journal of Educational Policy, Research and Practice 3(4):73–97, 2002/3; Heyneman, S. P. (2010). The concern with corruption in higher education. In T. B. Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education. New York: Routledge; International Higher Education 62:8–9, 2011; Comparative Education Review 51(2):1–25, 2008).
Includes descriptive metadata provided by producer in MP3 file: "Peabody College of Educatio... more Includes descriptive metadata provided by producer in MP3 file: "Peabody College of Education and Human Development - Podcasts & Videos - Brazil and the United States have federal education systems with many similar problems and dilemmas— achievement gaps between rich and poor, black and white, north and south, city and country; inefficiencies at both higher education and K- 12 levels; problems of overlapping governance; curricular quality; dropouts and repetition; urban ghettos where students appear to lack a desire to learn. Both have multiple layers of education authorities -- municipal, county, state and national; both have high ambitions to overcome inherited impediments and improve efficiency, quality and equity and hence improve prospects for economic growth. This project will begin collaboration on education policy between Peabody College of Education and Human Development at Vanderbilt University and the Faculty of Economics, Administration and Management at the University of Sao Paulo (USP), Brazil. The project will start with two workshops on education research, one at Peabody and a second in Sao Paulo. Partners: University of Sao Paulo, Carlos Azzoni (FEA), Marcos Rangel (FEA), Ricardo Madeira (FEA), Fernando Botelho (FIA)." By Fernando Botelho.
Journal of College Student Retention: Research, Theory and Practice, May 1, 2012
Aggregate levels of higher education access are no longer the major concern in the industrial dem... more Aggregate levels of higher education access are no longer the major concern in the industrial democracies. Of the age relevant population (age 18-24) in the United States, 35% are now enrolled as undergraduates. In Sweden the figure is 24%; in Korea it is 48% (Measuring Up: National Report Card on Higher Education, 2012).The major concern today is the quality of what is learned once entry has been obtained, and the degree to which, once entered, a student progresses efficiently to graduation. This special issue concerns the latter. Graduation rates differ dramatically from one country to another. Turkey and Slovenia report graduation rates of 20%; Australia is not much better at 25%; but New Zealand reports a rate of 48% and Finland a rate of 63% (Heuser, Drake, & Owens, Table 3 in this volume). What is clear is that a very high percentage of those who enroll in higher education programs do not continue to completion. Many would interpret this as inefficiency. From a human capital perspective, it is possible to suggest that the returns on the public investment in higher education should be reduced by as much as 50%. But would this be a fair assumption? There are three reasons why the assumption would be precipitous. Structures of higher education differ. In Italy and the Czech Republic, higher education is unitary; all institutions are expected to serve the same purpose. In France, Germany, Russia, and the Netherlands, higher education is binary. Some institutions serve academic purposes, others technical purposes. In Korea, Taiwan, Sweden, the United States, Japan, and Israel, higher education is diversified. Institutional missions differ substantially. Different categories of higher education structures elicit different higher education results. In general, the countries with diversified systems have greater participation of low income students and greater equity. In addition, the systems characterized by a diversity of income sources have a higher level of equity
The public benefits of higher education have long been recognized. Higher education contributes t... more The public benefits of higher education have long been recognized. Higher education contributes to the public consensus; it transmits knowledge and attitudes toward the role of the citizen, and it may model good behavior in the face of controversy and sometimes intellectual acrimony. Great universities perform these functions very well. This is among the reasons why attention has been paid to the characteristics of world-class universities (Academe—Bulletin of the AAUP 90(1): 20–23, 2004; Salmi, J. (2009). The challenge of establishing world-class universities. Washington, DC: The World Bank.; Heyneman, S. P., & Lee, J. (2013). World-class universities: the sector requirements. In J. C. Shin., & B. M. Kehm (Eds.), Institutionalization of world-class university in global competition. New York: Springer.), as well as to the threats to university quality in the form of corruption in higher education. Attention has focused on the definition of corruption, the degree to which corruption occurs, and its economic impact (International Journal of Educational Policy, Research and Practice 3(4):73–97, 2002/3; Heyneman, S. P. (2010). The concern with corruption in higher education. In T. B. Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education. New York: Routledge; International Higher Education 62:8–9, 2011; Comparative Education Review 51(2):1–25, 2008).
Includes descriptive metadata provided by producer in MP3 file: "Peabody College of Educatio... more Includes descriptive metadata provided by producer in MP3 file: "Peabody College of Education and Human Development - Podcasts & Videos - Brazil and the United States have federal education systems with many similar problems and dilemmas— achievement gaps between rich and poor, black and white, north and south, city and country; inefficiencies at both higher education and K- 12 levels; problems of overlapping governance; curricular quality; dropouts and repetition; urban ghettos where students appear to lack a desire to learn. Both have multiple layers of education authorities -- municipal, county, state and national; both have high ambitions to overcome inherited impediments and improve efficiency, quality and equity and hence improve prospects for economic growth. This project will begin collaboration on education policy between Peabody College of Education and Human Development at Vanderbilt University and the Faculty of Economics, Administration and Management at the University of Sao Paulo (USP), Brazil. The project will start with two workshops on education research, one at Peabody and a second in Sao Paulo. Partners: University of Sao Paulo, Carlos Azzoni (FEA), Marcos Rangel (FEA), Ricardo Madeira (FEA), Fernando Botelho (FIA)." By Fernando Botelho.
Journal of College Student Retention: Research, Theory and Practice, May 1, 2012
Aggregate levels of higher education access are no longer the major concern in the industrial dem... more Aggregate levels of higher education access are no longer the major concern in the industrial democracies. Of the age relevant population (age 18-24) in the United States, 35% are now enrolled as undergraduates. In Sweden the figure is 24%; in Korea it is 48% (Measuring Up: National Report Card on Higher Education, 2012).The major concern today is the quality of what is learned once entry has been obtained, and the degree to which, once entered, a student progresses efficiently to graduation. This special issue concerns the latter. Graduation rates differ dramatically from one country to another. Turkey and Slovenia report graduation rates of 20%; Australia is not much better at 25%; but New Zealand reports a rate of 48% and Finland a rate of 63% (Heuser, Drake, & Owens, Table 3 in this volume). What is clear is that a very high percentage of those who enroll in higher education programs do not continue to completion. Many would interpret this as inefficiency. From a human capital perspective, it is possible to suggest that the returns on the public investment in higher education should be reduced by as much as 50%. But would this be a fair assumption? There are three reasons why the assumption would be precipitous. Structures of higher education differ. In Italy and the Czech Republic, higher education is unitary; all institutions are expected to serve the same purpose. In France, Germany, Russia, and the Netherlands, higher education is binary. Some institutions serve academic purposes, others technical purposes. In Korea, Taiwan, Sweden, the United States, Japan, and Israel, higher education is diversified. Institutional missions differ substantially. Different categories of higher education structures elicit different higher education results. In general, the countries with diversified systems have greater participation of low income students and greater equity. In addition, the systems characterized by a diversity of income sources have a higher level of equity
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