US Institutions

Over the past two decades, an increasing number of governments have recognized their higher education sectors as important to their economic development. In part, this recognition has prompted governments to adopt innovative, albeit sometimes untested, higher education development policies. Of late, many of these policies have been focused on the development of private higher education, where it had often been an underutilized tool in national strategies. One of the more prominent developments in this policy arena, particularly in becoming a hub, others use the phrase to give greater definition to an existing agenda. Even more, the level of government
involvement can vary (e.g., cities, states, nations). Hubs can include different combinations of domestic institutions, international branch campuses, and foreign partnerships. For example, in the early 1990s, the Australian city of Adelaide used the phrase “education city” (a variant of the hub lingo) to
describe its new focus on education, specifically for recruiting foreign students from Southeast Asia to attend local universities. More recently, Qatar's “Education City” is comprised of six branch campuses of American universities. Elsewhere, Malaysia, Singapore, and Thailand have all developed different policies intended to boost their respective reputations as a Southeast Asian education hub, while in East Asia, South Korea and Hong Kong use similar language to describe dissimilar activities.

On December 1, 2011, the full professors at Claremont School of Theology unanimously recommended two of my colleagues and me for tenure.  Provided that the Board of Trustees approves their recommendation and two extremes never come to pass (either “financial exigency” compels my institution to start laying off people willy-nilly or I do something professionally or morally egregious enough to be dismissed “for cause”), I now have a job for life! :)

This study focuses on the effects of a three-month study abroad (SA) period on the lexico-grammatical competence of fifty-seven advanced learners of L3 English. It considers the preceding and subsequent at-home formal instruction (FI) periods as well as the interface of these two learning contexts with possible motivational changes.

A questionnaire about how academic performance is evaluated and the importance of teaching and research was completed by 265 faculty at a UK research university. Factor analysis followed by t-tests showed that male faculty had a more realistic understanding of how their research is evaluated, rate the importance of research to their careers more highly, and are more likely than women to work over hours through choice. Women faculty are more likely than men to work over hours because of teaching workload and rate the importance of a teaching qualification more highly, despite giving similar ratings as men to the importance of teaching to their career. The implications for differential rates of promotion are discussed.

Five hundred and seventy-eight African American, Asian American, Latino/a, and White undergraduates responded to a questionnaire assessing perceptions and experiences of the campus cultural climate. Results revealed significant differences between racial and ethnic groups on multiple dimensions of the campus cultural climate. African American students consistently reported significantly more racial—ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff, and teaching assistants. White students' responses reflected limited perceptions of racial—ethnic tensions and a university climate characterized by respect for diversity. Counseling implications are presented.