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Descriptors:
Aggression; Classroom Research; Inferences; Student Role; Attribution Theory; Higher Education; Bias; Student Reaction; Colleges; Undergraduate Students; Likert Scales; Communication Skills

Abstract:
Research indicates that Americans believe instructor political bias to be a serious problem in the college classroom, as many professors are considered a liberal elite. In light of scholarship suggesting that characteristics students bring with them to the classroom may influence their perception of instructor communication behaviors, the present study explores the role student aggressive communication traits play in students' dispositional inferences of their instructors holding an ideological bias and how students react to that inference in the college classroom. Results reveal that students' verbal aggressiveness predicts their perceptions of instructor ideological bias, whereas students' argumentativeness predicts their reactions to instructor ideological bias. Pedagogical implications and areas for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Community Education; Vocational Education; Foreign Countries; Criticism; Community Colleges; Institutional Mission; Comparative Education; Colleges; Case Studies; Economic Development; Educational Change

Abstract:
Long seen as adaptive, responsive, and flexible higher education institutions in the face of educational, economic, and social changes, the American community college model has been adapted in many parts of the world. However, the extent to which the American community college model could be successfully adapted and implemented depends on the political, educational, and socioeconomic contexts of each country. Therefore, to better understand how the American community college model has been adapted by other countries requires critical analysis of these systems case by case. This article aims to critically analyze how American community college models are adapted in other countries, particularly focusing on the systems in Taiwan and Turkey. The article starts with a literature review on the community college systems around the world and the accompanying challenges that these countries face in the adaptation process. Before presenting the Taiwanese and Turkish community college models in detail, their American counterparts are introduced to provide a theoretical/conceptual context for understanding international case studies. This article concludes with discussions on the commonality and differences of this form of higher education in Taiwan and Turkey and highlights emerging themes that draw attention to community college researchers, practitioners, and policy makers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Student Attitudes; Colleges; Religion Studies; Institutional Mission; Surveys; Departments; Curriculum; Teacher Attitudes; Guidelines; Educational Change

Abstract:
The purpose of this essay is to offer a survey of religious studies capstones from twenty-nine U.S. colleges and universities, to identify the most common frustrations about the capstone, and to observe how departments resolve such frustrations. I conclude that the most successful capstones--in terms of students' performance and faculty satisfaction--are those that are carefully linked to their department's major curriculum, pedagogies, and staffing, that set out to achieve a reasonable set of objectives, and that are aligned with their institutional mission, culture, and expectations for assessment. Yet, I argue that it is becoming increasingly difficult to design our capstone experiences according to the above principles because of the proliferation of departmental and institutional pressures we presently face. Finally, I offer some guidelines by which we might devise or revise our capstones to alleviate some of the most common pressures. (Contains 3 figures and 16 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Profiles; Children; Preschool Education; Foreign Countries; Professional Identity; Teacher Education; Preschool Teachers; Comparative Analysis; Higher Education; Colleges

Abstract:
In this article, a comparative approach is applied to two programmes of study for the education of early childhood pedagogues. One of the terms of our comparison is the University of Bremen's Bachelor of Arts degree in "subject related educational sciences," while the other is the programme offered by Aristotle University of Thessaloniki's Department of Preschool Education Sciences. The comparison of the two universities' programmes of study endeavours to sketch and compare the professional profiles that emerge from these two programmes of study. This was undertaken through an investigation of the types of courses, their means of organisation, their cohesion, and the connection between courses and students' practical training. It seems that the "Bremen-profile" gathers more of the characteristic traits of the type of profession we have adopted as our model in this paper than the "Thessaloniki-profile." (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Foreign Countries; Tuition; Colleges; Social Systems; Undergraduate Students; Global Approach

Abstract:
Since 1998-99, when the Scottish Parliament, National Assembly for Wales and Northern Ireland Assembly were established, higher education policies appear to have diverged across the four "home countries" of the UK. This divergence is most visible in the contrasting tuition-fee and student-support arrangements for students entering HE in 2012, and in the values and philosophies that underlie them. Devolution, it would appear, has started a process which is inexorably leading the four HE systems of the UK to go their own separate ways. Or has it? In this paper, the author suggests that the forces which keep the four systems together are at least as strong as those which pull them apart. There has been some divergence, and there will probably be more, but even this divergence has been constrained and shaped by the four systems' continuing interdependence. The UK dimension continues to be important. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Private Sector; Diversity (Institutional); Higher Education; Partnerships in Education; Public Sector; Foreign Students; College Students; Public Policy; Colleges; Accreditation (Institutions)

Abstract:
This paper assesses the growing UK private sector in education and questions whether it is, as its supporters suggest, a valuable addition to an already diverse national system. An earlier "Perspectives" paper (Woodfield et al 2011) explored the emerging partnerships between public and private sectors. This follow-up explores the roles that the private sector providers are now playing. To understand this fully it is essential to analyse the range and type of private providers, since their different characteristics and functions mean that only some are relevant to this debate. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Financial Exigency; Financial Problems; Higher Education; Financial Support; Undergraduate Students; Colleges; Income; Economic Development; Educational Finance

Abstract:
The accountants Grant Thornton (GT) do a welcome and nice piece of pro bono work by analysing the annual accounts of the UK's 160 (sic) HEIs and compiling a report on "The Financial Health of the Higher Education Sector"--this year entitled "The calm before the storm"! GT duly note that, if the US Department of Education's "ratio-based methodology" were applied to the UK HEIs, 104 of them would "fare well" under this way of assessing "the financial condition" of universities and colleges, while a not insignificant thirty-four would require "careful monitoring" and a worrying twenty-two "would be barred from Federal funding programmes". However, GT warn of the gathering storm clouds: notably the uncertainty over the recruitment of Home/EU undergraduates as the higher fees kick in, the impact on overseas student numbers of the UK Border Agency's increasingly stringent policy on (not) awarding immigration visas, and the massive cost of eventually having to catch up with a long-term backlog of infrastructure maintenance and ageing buildings. Thus, GT sees UK HE as "entering a period of uncertainty" in which Government HE policy will have "potentially devastating consequences" and in which some HEIs "may find it difficult to survive as autonomous bodies". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Leadership; Foreign Countries; Strategic Planning; Facilities Management; Educational Administration; Professional Autonomy; Administrator Role; Colleges; Case Studies; Governance; Professional Development; Semi Structured Interviews; Department Heads

Abstract:
Middle-level academic managers play a central role in university management; however, their roles are not always clear and straightforward. Although this research subject has been comprehensively investigated in the last 40 years, most studies are western-biased. This study examines the roles of Heads of Department in a newly established university in Vietnam to fill this literature gap. Through 24 interviews and document analysis, the study finds that the main task areas of the Heads of Department centre on programme management, academic staff management and facilities management. Other areas such as strategic management and budget management appear to be neglected. The paper supports the findings of the existing literature that Heads of Departments' responsibilities vary in detail and the roles demanded are governed in large measure by departmental contexts. The study concludes that the Heads of Department enjoy a low level of autonomy and also act more as managers than as leaders. It is recommended that an enhanced leadership role should be given to the Heads of Department so that they can perform to the best of their ability, hence improving university performance. (Contains 1 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Teacher Education; Educational Research; Young Children; Early Childhood Education; Colleges; Higher Education; Disabilities; Infants; Toddlers; Mathematics; Mathematics Education; Research

Abstract:
It is essential that a solid research base be established to provide a foundation that will enable the field of early childhood teacher education to examine whether, for whom, and in what ways teacher education matters. The purpose of this article is to review several important domains in early childhood teacher education to illustrate the characteristics, key features, and significant gaps in current research, and to identify the kinds of research that are most needed to enhance the impact of early childhood teacher education. We conclude by identifying five crosscutting research priorities and describing what is needed to create a supportive environment that produces--and implements--early childhood teacher education research. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Schedules; Educational Innovation; Colleges; Online Courses; Transfer Students; College Freshmen; Study Abroad; Educational Finance; College Admission; Internship Programs

Abstract:
Some students at University of Florida can take classes only during the spring and summer semesters for as long as they are enrolled. Each year they will get a four-month break--the fall semester--when they can take online courses, study abroad, or do internships. Some may opt to work. Despite their schedules, the students are full-fledged undergraduates--not second-class citizens--a point the university has emphasized on and off the campus. At a time when colleges are rethinking their offerings, Florida's move represents a reinvention of the academic calendar. The idea was inspired by growing demand and a dwindling supply of seats. A few years ago, deep cuts in state appropriations prompted the university's leaders to shrink undergraduate enrollment. Although they were wary of limiting access further, they knew the campus was at capacity--at least during the fall. Florida, like many other institutions, has long offered spots to "January admits," first-year applicants who must wait for a semester before enrolling. Over the past several years, the university has quadrupled the number of freshmen admitted in the spring, when it also welcomes about 1,000 transfer students. Officials decided that the spring-and-summer option must come with an enticement, something distinctive. So they developed the Innovation Academy, a mandatory series of courses, including a senior-year capstone project, for all spring-and-summer students. Each student takes six courses--on creativity and entrepreneurship, for instance--as part of a minor in "innovation." The program offers seminars, guest lectures, and service-learning opportunities, all to encourage students to develop solutions to problems in their chosen fields. Participating students also get hands-on experience at the university's new business incubator. Florida plans eventually to enroll 2,000 students on the spring-and-summer schedule. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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