ASHE-ERIC Higher Education Report

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ISSN / EISSN : 0884-0040 / 1536-0709
Published by: Wiley-Blackwell (10.1002)
Total articles ≅ 1,050
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ASHE-ERIC Higher Education Report, Volume 30, pp 1-140; https://doi.org/10.1002/aehe.3004

Abstract:
Foreword Acknowledgments Why Does Accreditation Matter? Background of Accreditation Quality Improvement and Accreditation Concerns About Accreditation What Is Needed? The Matters of Accreditation The Self-Study On-Site Evaluation After the Accreditation Review Strategies for Achieving Accreditation Planning an Interpretive Approach Focused Reviews to Influence Communication Staffing and Institutional Culture in Facilitating Accreditation Using Symbolic Actions in an Interpretive Strategy for the Accreditation Process Interpretive Approaches to Reporting and Budgeting Linking Quality Initiatives with Accreditation Conclusion Appendix A: CHEA Participating and Recognized Organizations Appendix B: Accreditation Eligibility Requirements Appendix C: Accreditation Team Visit Schedule Appendix D: Potential Decisions by an Accreditation Agency Appendix E: Institutional Newsletter Content Before Accreditation Visit References Name Index Subject Index
ASHE-ERIC Higher Education Report, Volume 30, pp 1-105; https://doi.org/10.1002/aehe.3003

Abstract:
Foreword The Ill-Structured Problem of College Student Departure Overview of the Volume Intended Audience Tinto's Interactionalist Theory Tinto's Interactionalist Theory An Empirical Assessment of Tinto Propositions Receiving Strong Support Explanations for Unanticipated Academic Integration Findings Tinto's Theory: Revise or Abandon? Toward a Revision of Tinto's Theory for Residential Colleges and Universities Influences on Social Integration Underlying Conceptual Orientation of the Six Influences Tinto's Theory Revisited in Residential Colleges and Universities Implications for Racial or Ethnic Minority Students Student Departure in Commuter Colleges and Universities Sixteen Propositions: Elements of a Theory of Student Departure in Commuter Institutions Formulating a Theory of Student Departure in Commuter Colleges and Universities Exemplary Student Retention Programs Sources of Retention Programs Selecting Exemplary Retention Programs Nine Exemplary Retention Programs Reducing Institutional Rates of Departure An Overarching Recommendation Powerful Institutional Levers of Action Residential Colleges and Universities Commuter Colleges and Universities Reducing the Departure of Racial or Ethnic Minority Students Conclusions and Recommendations for Scholarship Conclusions Recommendations for Further Scholarship Closing Thoughts References Name Index Subject Index
ASHE-ERIC Higher Education Report, Volume 30, pp 1-139; https://doi.org/10.1002/aehe.3001

Abstract:
Introduction Trends in University Governance Challenges to University Governance Structures Governance Structures in Historical Perspective Governance, Management, and Leadership Depicting Institutional Structure Shared Governance AAUP Versus AGB Perceptions Accountability and Program Review Structural and Cultural Elements of Governance Organizational Culture Trustees' Perspectives Organizational Culture and Governance Competing Perspectives and Expectations Expectations of Faculty, Administrators, and Trustees Facing the Fundamental Challenges Governance from a Presidential Perspective Evolving Issues in the Twenty-First-Century University A Port for Every Pillow Organizational Learning, Leadership, and Change The George Mason Case The Case of the Institutes of Business at the University of the West Indies Governance: State and Campus Surveys Toward a More Effective System Governance: Attitudes and Perceptions Emphases Emerging from the Literature Governance and Teaching and Learning The Environmental Context for Education Organizational Culture and Learning Governance, Information Technology, and Distance Education The Impact of Information Technologies New Models of Higher Education Governance Structures and Educational Technologies E-Learning: Policy Issues and Impact Resource Allocation and Governance Responsibility-Centered Management Performance-Based Program Budgeting: The Basic Questions Caveats and Adjustments to Responsibility-Centered Management A Revised Model of Governance Structure in the Twenty-First-Century University Appendix A: Public and Private University Enrollments, 1998 Appendix B: Survey of University Governance Appendix C: Organizational Culture and Governance References Name Index Subject Index
ASHE-ERIC Higher Education Report, Volume 29, pp 1-125; https://doi.org/10.1002/aehe.2906

Abstract:
Why Should Higher Education Be Concerned with the Identity Development of Diverse Students? Development of Identity Definitions Organization Theoretical Frameworks of Identity Development Theory: Foundational Theories Foundational Theories of Identity Development Evaluation of Foundational Theories Dominant Cultures, Oppression, and Other Societal Issues Affecting the Identity Development of Diverse Populations Cultural and Societal Issues That Impact Identity Development Theory of Oppression The Social Oppression Matrix Social Identity Development Theory How Oppression Impacts Privileged Groups White Identity Theories Conclusion Theoretical Frameworks of Diverse Identity Development Theories: A View Through a Different Lens Multigroup Ethnic and Racial Identity Models Racial and Ethnic Identity Theories Pertaining to African American Students Racial and Ethnic Identity Theories Pertaining to Native American Students Acculturation to the Majority Culture Racial and Ethnic Identity Theories Pertaining to Latino and Latina Students Racial and Ethnic Identity Theories Pertaining to Asian American Students Multiracial Identity Conclusion Multiple Identities: Acknowledging the Interrelationship Among Roles Integrating Multiple Layers of Identity Development Sexual Orientation Identity Formation Women and Gender Identity Implications Integration of Identity Development Theory into Practice Campus Culture Implications for Administrators Implications for Faculty Members Conclusions and Future Implications Appendix A. Case Study: Defining Academic Diversity at Reflective College Considerations in Addressing This Issue References Index
ASHE-ERIC Higher Education Report, Volume 29, pp 1-161; https://doi.org/10.1002/aehe.2905

Abstract:
Contemporary Contexts for Service: The Engaged Campus The Many Meanings of Service Forces Shaping Contemporary Calls for Engagement Engagement as a Response to these Challenges and Trends The Role of Service in Engagement The Legacy of Service in Higher Education The Colonial College (1636–1770) The Denominational College (1770–1860) The Research University (1860–1945) Mass Education (1945–1975) The Contemporary Era (1975–present) Conclusion Internal Service: Faculty at Work as Institutional and Disciplinary Citizens Service to the Campus Service to the Discipline Service to Students The Difference That Difference Makes Conclusion External Service: Faculty at Work Meeting Societal Needs A Word About Nomenclature Extension Consulting Service-Learning Community-Based Action Research Community and Civic Service The Difference That Difference Makes Linking Service to Scholarship Definitions of Scholarship Scholarship of Engagement Assessment and the Scholarship of Engagement Faculty Motivation and the Scholarship of Engagement Scholarship of Engagement in Practice An Integrated View of Faculty Work Moving Toward Engagement: Policy Questions and Their Responses Recommendations for Research and Practice
ASHE-ERIC Higher Education Report, Volume 30, pp 1-187; https://doi.org/10.1002/aehe.3002

Abstract:
Postsecondary Opportunity The Growing Importance of a College Degree Moving from Access to Success Diagnosis by the Numbers: The Education Pipeline for Racial and Ethnic Minorities Diversity 101: Affirmative Action in America Why Students Leave College Models of Student Progression Factors Related to Retention A Framework for Retention A New Perspective on Student Integration Three Forces Affecting Student Persistence and Achievement The Model in Practice Practical Implications of the Geometric Model A Framework for Student Retention Monitoring Students' Progress Implementation and Leadership Important Organizational Considerations in Developing an Institution-Wide Retention Program Implementing Campus-Wide Programs The Importance of Leadership on Student Retention Final Thoughts Appendix A: Promising College Student Retention Programs Appendix B: Annotated Bibliography References Name Index Subject Index
ASHE-ERIC Higher Education Report, Volume 29, pp 1-171; https://doi.org/10.1002/aehe.2901

Abstract:
Introduction Objectives and Approach Framework Organization of the Report Phase One: System-Level Assessment Goals of System-Level Assessment How Systems Establish a Structure for Such Assessment How Systems Identify Misalignments How Systems Allocate Resources Need for Standardized Data and Course Offerings Beyond Assessment: Promoting Workforce Improvement Multiple Benefits Phase Two: Assessing How Well Providers Meet Customers' Needs Model One: Intermediary Assesses or Guides Provider's Process of Assessment Model Two: Intermediary Conducts the Assessment Model Three: Provider Conducts the Assessment Model Four: Student Competencies Are Assessed Strengths and Weaknesses of the Four Approaches Choosing the Right Model for Phase Two Purposes of Assessment Level of Authority Level of Resources Centralization of Operations System Heterogeneity Provider Complexity Within a System Summary Three Steps for Assessing Providers Step One: Identify Goals Step Two: Select Measures Step Three: Evaluate Performance Using Measures Measurement Validity and Reliability Bringing It All Together: Integrating All Three Steps Relevance of the Three Assessment Steps to Assessors Conclusions and Recommendations Phase One Recommendations Phase Two Recommendations Appendices A: Corporate Professional Development and Training B: Process Auditors—Academic Audit C: State Higher Education Boards D: Balanced Scorecard E: Certifiers of Student Competencies F: On-line Sources Notes References
ASHE-ERIC Higher Education Report, Volume 28, pp 1-139; https://doi.org/10.1002/aehe.2806

Abstract:
Pedagogical Support for Classroom Collaborative Writing Assignments The Collaborative Nature of Writing Collaborative Writing and Pedagogical Theory Challenges to Integrating Collaborative Writing in the Classroom The Role of the Professor in Classroom Collaborative Writing Assignments Practical Benefits of Using Collaborative Writing in the Classroom Conclusion The Range of Collaborative Writing Opportunities Brief In-class Collaborative Writing Assignments Larger Collaborative Writing Projects Conclusion Constructing Collaborative Writing Assignments The Writing Process The Writing Assignment The Collaborative Writing Assignment Forming Groups, Training Students to Be Effective Collaborators, and Managing Collaborative Groups Forming Groups Training Students to Be Effective Collaborators Managing Collaborative Groups Conclusion Collaborative Writing and Computers Why Use Computer Technology to Teach Collaborative Writing? What Problems Might Arise in Using Computer Technology to Teach Collaborative Writing? Conclusion Grading Students' Collaborative Writing Projects Fairness The Problem of Cheating Rubrics Methods of Assigning Grades Conclusion Conclusions and Recommendations References
ASHE-ERIC Higher Education Report, Volume 28, pp 1-165; https://doi.org/10.1002/aehe.2805

Abstract:
Introduction What's Driving Your Instructional Cost? Faculty Compensation Faculty Productivity Financial Commitment to Tenure Summary Are There Cost Savings in Academic Libraries? Acquisition Costs Technology Impact on Academic Libraries Outsourcing in Academic Libraries Summary Can Plant Operations and Facilities Continue to Be Ignored? Deferred Maintenance Outsourcing Energy Management Summary Is Research a Facilitator or Barrier to Cost Containment? Sponsored Research University-Sponsored Research Direct and Indirect Cost Factors Summary Can University Student Services Remain Viable with an Increasing Cost Structure? Student Aid Administration Student Activities Supplemental Educational Services Summary External Cost Factors: Are States' Policies for Higher Education Institutions Helping or Hindering Cost Containment Opportunities? Assessment and Accountability Performance Funding and Budgeting Restructuring Summary Conclusion and Recommendations Summary of Chapter Issues (Were the Questions Answered?) Final Comments Notes
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