College for All

2018 ◽  
pp. 116-157
Author(s):  
Steven Brint
Keyword(s):  
At Risk ◽  
Colleges And Universities ◽  
University Administrators ◽  
College And University ◽  
The Revolution

This chapter explores the processes and discourses of enrollment expansion, as well as the mechanisms colleges and universities have used to help improve the prospects of students who are most at risk of noncompletion. The sociologist James E. Rosenbaum (1998) coined the term “college for all” to describe the aspirations of policymakers and college and university administrators to extend college opportunities as widely as possible. Access and completion are the drivers of the educational revolution that has made college seem less like a choice than a necessity, but the revolution could not have occurred unless it had preserved and indeed added ways for ambitious students to acquire status at college and beyond graduation.

scholarly journals Countermeasures Against Job Burnout Among College and University Administrators from the Perspective of Psychological Contract Theory

2022 ◽  
Vol 6 (1) ◽  
pp. 25-28
Author(s):  
Qingguo Meng ◽  
Xiaojing Liu ◽  
Xiaojing Liu
Keyword(s):  
Psychological Contract ◽  
Contract Theory ◽  
Colleges And Universities ◽  
Job Burnout ◽  
University Administrators ◽  
College And University ◽  
Work Pressure ◽  
Psychological Contract Theory ◽  
Heavy Workload ◽  
High Work

Administrators are the implementers of the management in colleges and universities; however, their job scopes are relatively boring and complicated, with heavy workload and high work pressure, causing some of them to be less active and slack off in their careers. Therefore, under the guidance of psychological contract theory, colleges and universities should adopt various measures to deal with job burnout among college and university administrators. In this paper, the main causes of job burnout among college and university administrators are analyzed, and specific countermeasures are proposed from the perspective of psychological contract theory, hoping to help college and university administrators improve their work enthusiasm.

Social Host Liability: Risks for Fraternities and Student Hosts

NASPA Journal ◽  
1996 ◽  
Vol 34 (1) ◽  
Author(s):  
Spring Walton
Keyword(s):  
University Administrators ◽  
College And University ◽  
Attitudes And Knowledge ◽  
Liability Risks

The author examines social host liability doctrines as interpreted by the courts and discusses them in relation to the college and university. Based on a study of campus fraternity chapters, their attitudes and knowledge about social host liability, and their methods of addressing this possible problem, the author suggests ways that university administrators can assist in preventing these cases.

scholarly journals Five Case Studies of Governance in Tertiary Education

2016 ◽  
Vol 46 (3) ◽  
pp. 42-58
Author(s):  
Daniel Wallace Lang
Keyword(s):  
Tertiary Education ◽  
Colleges And Universities ◽  
Governing Boards ◽  
Tertiary Institutions ◽  
College And University ◽  
For Profit ◽  
Not For Profit ◽  
Different Types ◽  
Institutional Contexts ◽  
Definition Of

Most studies of governance in tertiary education take as their points of reference colleges and universities, with few examining governance in organizations that deliver various other forms of tertiary education. These organizations often have governing boards, but the boards are not necessarily downsized versions of their college and university counterparts. Although some studies classify governing boards into different types, few offer a clear definition of such boards or explain how they actually function in institutional contexts other than colleges and universities. This study examines governance in five small, public, not-for-profit tertiary institutions, each with a board, to determine what the boards look like, how they perform, what is expected of them, and how they are similar to or different from other types of boards in colleges and universities.  

scholarly journals A Court Case Analysis Of Administrative Versus Faculty Grading Rights

2010 ◽  
Vol 7 (5) ◽  
Author(s):  
Homer L. Bates ◽  
Bobby E. Waldrup
Keyword(s):  
Academic Freedom ◽  
Faculty Members ◽  
Court Case ◽  
Court Decisions ◽  
University Administrators ◽  
College And University ◽  
Course Grades ◽  
The Right ◽  
Appeals Process ◽  
Student Grades

Since 1940, when the AAUP formally defined academic freedom (AAUP, 1984), most faculty members believe they have the final authority in assigning course grades to their students.  Faculty members may be surprised that several recent court decisions have concluded that college and university administrators have the right to change grades initially assigned by faculty.  This manuscript examines faculty members’ rights to assign student grades within the context of academic freedom.  Several important recent court decisions on student grading and grade changes are summarized and discussed.  Based on these decisions, recommendations are made for both faculty and college and university administrators regarding the assignment of student grades and the student grade appeals process.

Setting the Vision for Campus Outreach and Engagement

2021 ◽  
pp. 274-284
Author(s):  
David M. Deggs
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
20Th Century ◽  
Colleges And Universities ◽  
Teaching And Research ◽  
College And University ◽  
American Higher Education ◽  
University Leaders ◽  
Student Benefits

Outreach and engagement are essential functions of American higher education. Despite having historical commitment and missions aligned to community engagement, many colleges and universities struggle to prioritize community engagement efforts within and across institutions. Community engagement is often viewed as a lesser priority behind teaching and research and is thus an afterthought. This chapter explores the development of community engagement in American higher education in the 20th century and key initiatives that underscore its importance to fulfilling college and university missions and goals. Motivation and rewards for faculty along with student benefits are also explored. Finally, actions that should be taken by college and university leaders to ensure that community engagement is prioritized are discussed.

What Administrators Do

2011 ◽  
Author(s):  
Benjamin Ginsberg
Keyword(s):  
Planning Process ◽  
Fund Raising ◽  
University Administrators ◽  
Senior Managers ◽  
University Campuses ◽  
College And University ◽  
For Profit ◽  
Actual Contribution ◽  
The One ◽  
The University

The Number of administrators and staffers on university campuses has increased so rapidly in recent years that often there is simply not enough work to keep all of them busy. I have spent time in university administrative suites and in the corridors of public agencies. In both settings I am always struck by the fact that so many well-paid individuals have so little to do. To fill their time, administrators engage in a number of make-work activities. They attend meetings and conferences, they organize and attend administrative and staff retreats, and they participate in the strategic planning processes that have become commonplace on many campuses. While these activities are time consuming, their actual contribution to the core research and teaching missions of the university is questionable. Little would be lost if all pending administrative retreats and conferences, as well as four of every five staff meetings (these could be selected at random), were canceled tomorrow. And, as to the ubiquitous campus planning exercises, as we shall see below, the planning process functions mainly to enhance the power of senior managers. The actual plans produced after the investment of thousands of hours of staff time are usually filed away and quickly forgotten. There is, to be sure, one realm in which administrators as-a-class have proven extraordinarily adept. This is the general domain of fund-raising. College and university administrators have built a massive fund-raising apparatus that, every year, collects hundreds of millions of dollars in gifts and bequests mainly, though not exclusively, from alumni whose sense of nostalgia or obligation make them easy marks for fund-raisers’ finely-honed tactics. Even during the depths of the recession in 2009, schools were able to raise money. On the one hand, the donors who give selflessly to their schools deserve to be commended for their beneficence. At the same time, it should still be noted that, as is so often the case in the not-for-profit world, university administrators appropriate much of this money to support—what else?— more administration.

scholarly journals Determining Academic Success in Students with Disabilities in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 16 ◽  
Author(s):  
Stephanie Bain De Los Santos ◽  
Lori Kupczynski ◽  
Marie-Anne Mundy
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Students With Disabilities ◽  
Faculty Involvement ◽  
University Administrators ◽  
College And University ◽  
High School To College ◽  
Transition From High School ◽  
Institutional Support Services

Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

Application of Monte Carlo Simulation in College and University Academic Warning

2014 ◽  
Vol 955-959 ◽  
pp. 1817-1824 ◽  
Author(s):  
Jiu Ru Dai ◽  
Meng Yi Li ◽  
Wu Wei Li ◽  
Tian Xia ◽  
Zhi Gang Zhang
Keyword(s):  
Monte Carlo Simulation ◽  
Monte Carlo ◽  
Variance Reduction ◽  
Colleges And Universities ◽  
Universal Method ◽  
Credit System ◽  
College And University ◽  
Credit Line ◽  
Reduction Techniques ◽  
Academic Warning

With the prevalence of credit system, the stipulation of “academic warning” is written into the teaching management constitution by more colleges and universities. However, the establishment of this stipulation hasn’t formed unified and scientific standards at present. This paper aims at studying the credit setting of academic warning through the method of Monte Carlo simulation, and at applying multivariate normal distribution and variance reduction techniques to calculate relatively reasonable academic warning credit line, which provides a new train of thought and a universal method for colleges and universities to set specific standards.

Machiavellianism and Tolerance of Ambiguity

1998 ◽  
Vol 82 (2) ◽  
pp. 415-418 ◽  
Author(s):  
Shirley Moore ◽  
Michael Ward ◽  
Barry Katz
Keyword(s):  
African American ◽  
University Administrators ◽  
College And University ◽  
Tolerance Of Ambiguity ◽  
The Mean ◽  
Relationship Of ◽  
The Relationship

The relationship of Machiavellianism and Tolerance of Ambiguity was studied in 47 African-American college and university administrators. The mean score on Machiavellianism in the youngest group (30–40 yr.) of administrators was significantly higher on Machiavellianism than the mean of the oldest group (50 yr. and older) of administrators.

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