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Pub Date: |
2011-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Industry; Pilot Projects; Qualifications; Construction Management; Articulation (Education); Foreign Countries; Vocational Education; Higher Education; Educational Research; Colleges; Universities; Institutional Cooperation; Elective Courses; College Graduates; Certification; Construction Industry
Abstract:
Developing academic relationships between vocational colleges and universities in Australia has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Whilst some very good examples of collaboration exist, the two sectors generally operate independently of each other. The isolation of the sectors has meant frustration for students and employers who want a flexible, collaborative model to meet changing industry needs. This paper reports upon a pilot project in construction management at a Melbourne university that attempted to address these needs. It demonstrates how over a five year period, HE students completed electives in practical units within the VET sector. The overwhelming success of the project meant that practical electives were embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009/10 which saw construction management students graduate with a dual qualification--both a vocational qualification and a university degree. Interviews conducted in this final phase reveal that students and industry want the benefits of a practical and theoretical qualification. The paper raises critical questions about educational pathways and suggests long-term implications for construction and tertiary education in Australia and internationally. (Contains 2 tables.)
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Statewide Planning; Higher Education; Universities; Educational Attainment; Quality of Life; Leadership Effectiveness; Leadership; Colleges; Accountability
Abstract:
Recent political and economic trends pose a challenge to developing effective leadership capacity to guide public universities to the achievement of statewide goals. However, the increasingly complex political and economic contexts across the nation are making it difficult to develop such leadership capacity. The authors argue that it is important to rethink the roles, responsibilities, and legal status of the entities charged with keeping higher-education institutions focused on their state's public agenda. This article concerns itself primarily with coordinating boards. Strong state coordinating boards are essential to shaping a longterm public agenda that links higher education to educational attainment and a better quality of life. The authors discuss the challenges of statewide coordination and explore leadership response to change in light of political and economic trends. The authors present a list of characteristics of effective coordinating agencies and commissions, expectations of board members of state coordinating boards and commissions, and a profile of the typical coordinating board or commission.
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Pub Date: |
2012-01-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Higher Education; Educational Attainment; Community Colleges; College Role; Labor Force Development; Human Capital; Certification; Vocational Education; Associate Degrees; Educational Finance; Alignment (Education); Credentials; Educational Needs; Labor Market; High School Graduates; College Graduates; State Agencies; Employment Opportunities
Abstract:
The national college completion agenda is in full swing but the role of "community" colleges in that agenda is under-appreciated. With a large share of projected job openings requiring college education of less than a bachelor's degree and offering family-supporting wages, the nation's community colleges can make a huge contribution toward a competitive national workforce. Community colleges offer a broad array of career-oriented certificates and associate degrees through what is generally called "career technical education" or CTE. Policymakers across the country are hoping to rely heavily on community college CTE programs to recharge their economies. To fulfill this hope, community colleges must tailor their offerings to address labor market needs and must design programs to be accessible and valuable to students with different levels of preparation and at different stages of their careers. Recent high school graduates, under-employed and unemployed adults, incumbent workers looking for career advancement, and college graduates seeking retraining all can benefit from CTE programs that offer clear pathways from shorter-term, entry-level to longer-term, higher-level credentials in their chosen fields. In California, the CTE mission is not realizing its tremendous potential, as the authors explained in their 2011 report "The Road Less Traveled." Students are not widely encouraged to pursue CTE programs and those who do make far more progress in completing course work than they do in acquiring credentials in their fields. This report is the first in a four-part project aimed ultimately at identifying ways that state and system policy can best support California's community colleges in operating CTE programs that meet the needs of their students and regions. Here the authors provide an overview of the complex structure and funding arrangements for the CTE mission and the closely related economic and workforce development (EWD) mission. CTE primarily serves "students" through credit-based programs; EWD primarily serves "employers" by addressing the education and training needs of industries of economic importance to the state and its regions. Their primary interest is in the capacity of community college CTE to deliver education and training that leads to credentials of value to students and employers and contributes to a competitive state workforce. The authors include EWD in their study because of its potential to help shape a workforce-relevant CTE mission. An examination of the full extent of the EWD mission and its role in state workforce development is outside the scope of this project. Appended are: (1) Research Methods and Resources; (2) State Agency Programs With Connection to Community College Workforce and Training Mission; and (3) Principal Community College Workforce and Training Programs. (Contains 7 figures and 29 notes.) [For related reports, see "Career Opportunities: Career Technical Education and the College Completion Agenda. Policy Brief" (ED534075) and "Career Opportunities: Career Technical Education and the College Completion Agenda. Part II: Inventory and Analysis of CTE Programs in the California Community Colleges" (ED534074).]
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Pub Date: |
2012-08-28 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Certification; Intellectual Property; Commercialization; Research and Development; Technology Transfer; Institutional Characteristics; Income; Higher Education; Innovation; School Business Relationship; Educational Development; Educational Practices; Universities; Entrepreneurship; Economic Opportunities; Private Financial Support
Abstract:
Universities and their inventors earned more than $1.8-billion from commercializing their academic research in the 2011 fiscal year, collecting royalties from new breeds of wheat, from a new drug for the treatment of HIV, and from longstanding arrangements over enduring products like Gatorade. Northwestern University earned the most of any institution reporting, with more than $191-million in licensing income. The 157 universities that responded to the annual survey of the Association of University Technology Managers, released on Monday, completed 5,398 licenses and filed for 12,090 new patents. They also created 617 start-up companies. The overall revenue figures are about the same as in the 2010 fiscal year, when 155 universities responded. The number of licenses and options completed in 2011 was notably higher than the 4,735 reported in 2010, but in part that was because some institutions began to include more of them in their totals. The number of new patent applications filed was also higher. The totals include data from four institutions that answered anonymously and are not included in the sortable table that accompanies this article. (Year-to-year comparisons for the survey are imperfect because, in some years, institutions that are the most active in patenting and licensing don't participate. Also some participating institutions provide only partial responses.) The 617 start-up companies formed in 2011 was a slight increase from the 613 reported in the previous year. Start-up companies appeared to be a growing focus for some of the institutions in the survey. In 2010, 12 institutions reported forming 10 or more companies; in 2011, 14 institutions did so. That attention reflects broader economic forces. With big corporations doing less and less hiring, there is "more of an awareness from students and faculty that entrepreneurship is a growing career path, a growing alternative." New Ph.D. recipients now realize that one way to continue their research is "though the venture path."
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Pub Date: |
2012-07-16 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Outcomes of Education; Expertise; Law Schools; College Graduates; Job Placement; Court Litigation; Profiles; Colleges; Surveys; Employment; Employment Level; Universities; Higher Education; Reliability; Statistical Data
Abstract:
As colleges and lawmakers seek better data about the employment success of graduates, a lack of standardized tracking makes much of the information unreliable. Many colleges release placement rates based on scant information: More than a third of colleges' reported rates in 2010 were based on responses from half of their graduates or fewer, according to the National Association of Colleges and Employers. That raises the question of whether the results are skewed by greater participation among happily employed graduates. Some career and for-profit colleges, as well as law schools, have faced high-profile accusations of job-placement fraud, in the form of lawsuits and scrutiny from accreditors. Meanwhile, experts also question the reliability of some of the data that traditional undergraduate institutions release. Even when job-placement surveys yield high response rates, they can be fuzzy on what counts as a job. Many colleges do not ask graduates whether their jobs are related to their degrees or if they feel those jobs have career potential. Most colleges do not account for underemployment or know if a graduate is reporting an unpaid internship.
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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Racial Identification; Race; Statistical Analysis; College Students; Universities; Group Membership; Student Leadership; Higher Education; Leadership; Colleges; Self Concept; Intervention; Outcomes of Education; Pretests Posttests
Abstract:
The purpose of this research was to contribute to the college student leadership literature through a more complex examination of the influences of race on socially responsible leadership development. Data represented 8,510 participants from 101 colleges and universities in the United States. Results provided evidence of the additive value of including measures of collective racial esteem (CRE) above and beyond simple indicators of racial group membership. CRE examines an individual's self-concept related to membership in a broader racial group and may be used as a correlate of racial identity in assessing the impact of race in quantitative research. Analyses also revealed different predictors of leadership development by racial group, as well as unique influences from subdimensions of CRE, demonstrating the importance of disaggregating data to provide a more complex picture of the influences of race on leadership development. Results offer implications informing educators' abilities to better target leadership interventions to meet a diverse range of developmental needs. (Contains 2 tables.)
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