Author: Aaron John Brumbaugh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 68

View

Book Description

Author: American Council on Education (WASHINGTON, D.C.). Office of Statistical Information and Research
Publisher:
ISBN:
Category :
Languages : en
Pages : 47

View

Book Description

Author: Richard D. Howard
Publisher: John Wiley & Sons
ISBN: 1118234510
Category : Education
Languages : en
Pages : 691

View

Book Description
Institutional research is more relevant today than ever before as growing pressures for improved student learning and increased institutional accountability motivate higher education to effectively use ever-expanding data and information resources. As the most current and comprehensive volume on the topic, the Handbook describes the fundamental knowledge, techniques, and strategies that define institutional research. The book contains an overview of the profession and its history, examines how institutional research supports executive and academic leadership and governance, and discusses the varied ways data from federal, state, and campus sources are used by research professionals. With contributions from leading experts in the field, this important resource reviews the analytic tools, techniques, and methodologies used by institutional researchers in their professional practice and covers a wide range of topics such as: conducting institutional research; statistical applications; comparative analyses; quality control systems; measuring student, faculty, and staff opinions; and management activities designed to improve organizational effectiveness.

Author: Roddy Begg
Publisher: Springer Science & Business Media
ISBN: 0306483688
Category : Education
Languages : en
Pages : 147

View

Book Description
This book addresses the interface between research, policy and practice in the fields of Higher Education Management and Institutional Research. It provides an overview of the current state of research and best managerial practice in the field of HE Management, so vital to the well-being of higher education, and currently at a crucial stage of evolution in so many countries of Europe and the rest of the world.

Author: Nicholas W Hillman
Publisher: John Wiley & Sons
ISBN: 1119067707
Category : Education
Languages : en
Pages : 115

View

Book Description
Conducting “policy relevant” research remains elusive yet important since evidence-based policymaking results in better public policy decisions. But how can this be done? What are some promising practices to help make academic scholarship more policy relevant? This monograph provides strategies that—when addressed—should improve the chances of a study becoming relevant to policy audiences. It provides: practical examples, theoretical perspectives, discussions of key stakeholders, and promising research strategies for framing work in policy relevant ways. By being more intentional about the policy relevance of our work and connecting research with emerging policy debates, we can increase the likelihood that future policy solutions will be evidence-based and informed by the most recent and rigorous research in our field. This the 2nd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 986

View

Book Description

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1092

View

Book Description

Author: Malcolm Tight
Publisher: Bloomsbury Publishing
ISBN: 1474283764
Category : Education
Languages : en
Pages : 256

View

Book Description
Research into higher education has blossomed internationally during the last few decades, as participation in higher education has expanded and concern over delivering it effectively has increased. Higher Education Research offers an overview of what we have learnt through researching different aspects of higher education. Leading academic in the field Malcolm Tight codifies and classifies all research on higher education, offering an accessible but comprehensive guide to the field and its scope. Topics covered include: Teaching and learning Course and design Student experience Quality System policy Institutional management Academic work Knowledge and research Tight discusses the work of key researchers, and explores the varied use of methodologies, theoretical frameworks and research designs. He also identifies topics and areas where further research is needed.

Author: Sheryl E. Burgstahler
Publisher: Harvard Education Press
ISBN: 1612500935
Category : Education
Languages : en
Pages : 369

View

Book Description
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.

Author: Denisa Gandara
Publisher:
ISBN:
Category :
Languages : en
Pages : 536

View

Book Description
In recent years, numerous state-level policies intended to improve the efficiency and effectiveness of higher education have emerged and, in some cases, re-emerged. One such policy that has gained traction in states is performance-based funding--a method of tying state funding for public higher education institutions directly to institutions' performance on pre-specified metrics. This approach represents a departure from the traditional, input-based method of allocating state funds to public colleges and universities, which has historically relied on enrollment counts. Grounded in a theory of policy design that draws attention to the value-laden elements of the policy process, this study examined performance funding policy design, both policy design content and process, in two states: Colorado and Texas. For the analysis, this study employed a multiple case study research design and drew on interviews with 34 policy actors, over a dozen observations of legislative and state higher education agency proceedings, and over 300 documents. Findings from this study indicate that performance funding model designs are overwhelmingly a function of higher education institutions' self-interest, particularly in contexts where institutional representatives have substantial authority over the model design process. The social construction of certain students (e.g., ethnic minority students) as deserving or undeserving of policy benefits also contributes to model designs. Finally, institutional representatives' political power resources are directly associated with the distribution of benefits or burdens to their institution. By deconstructing performance funding policy designs to their constituent parts, this study focused on how and why, given myriad options for performance funding policy designs, certain policy elements were chosen instead of others. This analysis of designs is especially critical given evidence that costly failures in some instances of performance funding may be attributed to poor design, including the use of inappropriate metrics. Moreover, by drawing on a theory of policy design previously unintroduced to the higher education literature and extending the performance funding research base, this study made a number of conceptual and practical contributions, including identifying important considerations for performance funding policy evaluations and for funding model design.