Public Policy and Higher Education
... in, Kater, & Wagoner, 2006), and a divergence in the needs of local communities and the interests of globally mobile employers (Ayers, 2013;Ayers & Carlone, 2007;MacKinnon, 2010;Peck, 2002;Swyngedouw, 1997;Uitermark, 2002). Unfortunately, the policy processes of an increasingly globalized milieu are not well understood by higher education scholars (St. John, Daun-Barnett, & Moronski-Chapman, 2013;St. John & Parsons, 2004). The purpose of conducting this analysis was to understand how community college policy actors make sense of a rising global imaginary. ...
... The study responds to calls for a more adequate theorization of higher education policy processes (St. John et al., 2013;St. John & Parsons, 2004). It builds upon mounting evidence across academic disciplines that ideas, discourse, framing, and general semiosis are fundamental to the policy process (e.g., Chilton, 2004;N. Fairclough, 2013;Fischer & Forester, 1993;Fischer & Gottweis, 2012;Sum & Jessop, 2013). In this view, policy problems are not objective ...
Through an analysis of 245 issues of the Community College Journal published between 1950 and 2013, we show how three discourses—international understanding and geo- politics, economic competitiveness, and global citizenship—informed practical reasoning about a rising global imaginary and its implications for the community college. By demon- strating shifts in practical reasoning among policy actors, we illuminate at least in part the ideological nature of the policy process. Ultimately, a better knowledge of the normative aspects of the policy process may help policy scholars proactively inform policy.
... James Anderson defines public policy as a "relatively stable, purposive course of action followed by an actor or set of actors in dealing with a problem or a matter of concern" (Anderson, 1997). Anyebe criticizes this statement as focusing only on the outcome or what is done, versus a deeper discussion of what was intended and how the process of making the policy progressed. ...
Alaska’s Tribes face complex challenges after disasters occur when contrasted with Native American Tribes in the continental United States. Federal disaster policies crafted under the Robert T. Stafford Act of 1988 were designed to streamline the coordination of disaster response and recovery for states, tribes, and local governments. These federal policies and their respective programs, though well intended, were conceptually designed to assist tribal governments and organizational structures most resembling those geographically located in the continental United States. They are not broadly applicable to the numerous organizational structures and distinct cultures of Alaska Natives today. In practice, most Alaska Tribes are required to work with and through the State of Alaska to fully receive certain programmatic benefits following federal disasters and, as a result, self-determination and tribal sovereignty are adversely impacted. This research questions the applicability of the Robert T. Stafford Act and Federal Emergency Management Agency (FEMA) disaster policies when specifically applied to Alaska Tribes. It explores the role and impacts of the Alaska Native Claims Settlement Act of 1971 (ANCSA) on Alaska Natives when federal disasters occur, along with the potential long-term consequences for government-to-government relationships between Alaska Tribes and the United States, specifically FEMA. The findings and conclusions of this research will be instrumental in enhancing relationships between Alaska’s Tribes and the United States when disasters occur.
... The third section describes the FAFSA Completion Project and its role in providing a community- based strategy to promote postsecondary opportunities. Many researchers noted that the rising cost of higher education in the U.S. became a significant barrier for low-income, first-generation, and racially minoritized students [7][8][9][10][11][12], and several identified the complexity of the financial aid application process as a contributing factor [13][14][15][16][17][18][19][20][21]. The research literature is mixed on the effectiveness of existing strategies to improve the financial aid application process. ...
In December 2012, researchers from the University at Buffalo partnered with Buffalo Public Schools and Say Yes to Education—Buffalo to assist students and families with the Free Application for Federal Student Aid (FAFSA). The community had just announced a last-dollar tuition guarantee for all public and charter high school graduates. Students had to apply for federal and state financial aid to be eligible. We use the human capabilities framework described by St. John to examine the contributions of this specific intervention and the broader collective impact strategy. In this study, we employ difference-in-difference regression analysis to examine the effects of a FAFSA completion intervention and find that providing support to students and families to complete the financial aid process increased FAFSA completion rates by more than 60%, year over year. In addition to considering the outcomes of this intervention, we report lessons learned in the process of establishing a university-community collaboration to improve postsecondary opportunity and economic development. We find that effective collaboration takes time and a shared commitment to understanding and addressing problems of practice in schools.
... Due to the deletions noted above, our sample includes 112 (of 126) public and 53 (of 59) private research universities. We observe these universities annually from 1990 through 2006. These years span the ''era of globalization'' in higher education (St. John et al. 2013), and so prove an appropriate temporal sample given our substantive interests. ...
The heightened mobility of resources, ideas, and cultural practices across national borders—commonly known as “globalization”—entails changes in the contexts in which US research universities operate. We draw on recent developments in neo-institutional theory to understand these changes and their implications for the ways in which US universities compete for international doctoral students. Quantitative analyses of university-level data from 1990 to 2006 identify significant predictors of growth in this field, including state appropriations and state-supported research expenditures for public universities and net tuition receipts and number of full-time faculty members for private universities. We also highlight the ways in which returns have intensified, declined, or held relatively constant over time.
Based on several studies, after exiting higher education there are serious gender differences in the labor market, and disadvantages of people with worse social background also exist. Research question of this study is whether such inequalities in students’ persistence also exist, or not. Based on a survey (n = 2199) conducted in a region of Central and Eastern Europe, we use cluster analysis to characterize resilient students (with unfavorable social backgrounds and good performances), and carry out stepwise linear regression to reveal the effects on students’ persistence. We found that persistence is not the highest among resilient students, as presumed. They still cannot break through the glass ceiling set by students from better social backgrounds in relation to persistence. In accordance with the previous research results, however, females’ higher persistence can still be shown, despite their less favorable social background.
Through an analysis of245 issues of the Community College Journal published between 1950 and 2013, we show how three discourses—international understanding and geopolitics, economic competitiveness, and global citizenship—informed practical reasoning about a rising global imaginary and its implications for the community college. By demonstrating shifts in practical reasoning among policy actors, we illuminate at least in part the ideological nature of the policy process. Ultimately, a better knowledge of the normative aspects of the policy process may help policy scholars proactively inform policy.
This article examines the development and implementation of P-16 education reform in Texas and aims to understand leadership meaning-making at state and local levels. Findings suggest goal attainment and sustainability varied statewide according to how political actors defined problems and solutions, the type of and extent to which human and financial resources were deployed, and how local actors designed and employed these unique organizational structures. A comparison of both surviving and thriving P-16 governance councils leads to recommendations to better align educational systems across the U.S., improve student achievement, and bolster educational attainment across the preschool to postsecondary pipeline.
This chapter examines challenges facing leadership in higher and other post-secondary education in programs to educate future leaders. First, it looks at how the globalization of labor influences higher education, by presenting brief cases examining how the United States, China, and Ireland have responded to the global challenges. Next, the chapter examines the status of leadership education for the field of higher education. The economic argument that the United States could lead the next generation of design and technological innovation by producing the science, technology, engineering, and math (STEM) graduates needed to retain high-level technical work converged with the school reform rationale from more than a decade before. This focus on math and STEM preparation further diverted attention of student advocates away from growing inequality in financial access for low-income students over the previous few decades.
The work of academic teachers depends on continuous development occurring not only in the individual dimension. This is an obvious statement; however, what is not obvious is the related decisions to be made and questions to be answered. For example: How, when, where and in what direction should academic teachers develop? Can they count on their employers’ support for such (individual) development or should they decide themselves about the directions, manners, methods and tools of pursuing their professional objectives? On the other hand, how should the development process of academic teachers by organised? How should their development be managed in order to ensure its effectiveness and efficiency facilitating the achievement of the university's various goals?
The book entitled “The University Strategies for the Professional Development of Academic Teachers in Poland” is a unique publication in the Polish market. Besides a theoretical and practical analysis of these issues, the book presents the author's original strategic model of the professional development of academic teachers in the university milieu based on her own research. The model provides for the involvement of all interested parties, in particular academic teachers themselves and university authorities. It calls for the selection of one (dominant) of the four proposed strategies of the professional development of academic teachers to be supported by a university, with the simultaneous limitation of other development possibilities.
This paper conceptualizes the US federal government's response to the 'Great Recession' as a 'natural experiment' whose broad emphasis on counter-cyclical spending contrasts with the tendency towards stratification within the quasi-market for academic research support. Regression results indicate that resources tended to flow towards a few already advantaged universities, but also supported universities with lower levels of investment in research equipment and smaller bases of support from business and industry. Because the extent to which these results describe quasi-market mechanisms generally or merely reflect the peculiarities of the US system is unclear, the paper concludes with propositions that could be critiqued and refined through studies in other national contexts.
The question-How can nations reconcile the pursuit of efficiency with excellence and fairness?-should be a central concern in policy discourses on higher education within nations. The chapters in this volume illustrate that: 1) national engagement in global competition has undermined the traditional goals of excellence and fairness in pursuit of efficient (defined as low costs for taxpayers) public higher education; and 2) there have been bold efforts to reform higher education systems across nations, although patterns of change are not uniform. The outcomes of reforms have sometimes not corresponded with intent in part because of the dominance of the neoliberal efficiency rationale.
Jeden z raportów przygotowanych w ramach programu Kuźnia Kadr 7: "ABSOLWENT zmienia polskie uczelnie" których cele miały za zadanie przedstawić podstawy prawne działania programów absolwenckich w polskich warunkach, sposoby organizowania i wspierania programów absolwenc
kich w zagranicznych i krajowych uczelniach oraz możliwe do zastosowania rozwiązania stosowane w biznesie czy nowoczesnych mediach społecznościowych.
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