Listing 1 - 10 of 49 | << page >> |
Sort by
|
Choose an application
The Politics of Higher Education: The Imperial University in Northern Song China uses the history of the Imperial University of the Northern Song to show the limits of the Song emperors' powers. At the time, the university played an increasingly dominant role in selecting government officials. This role somehow curtailed the authority of the Song emperors, who did not possess absolute power and, more often than not, found their actions to be constrained by the institution. The nomination mechanism left room for political maneuvering and stakeholders--from emperors to scholar-officials--tried to influence the process. Hence, power struggles among successive emperors trying to assert their imperial authority ensued. Demands for greater autonomy by officials were, for example, unceasing. Chu Ming-kin shows that the road to autocracy was anything but linear. In fact, during the Northern Song dynasty, competition and compromises over diverse agendas constantly altered the political landscape.
Choose an application
Choose an application
Choose an application
College graduates --- School-to-work transition --- Job hunting --- Employment
Choose an application
Community colleges --- Community college graduates --- Educational surveys --- Administration.
Choose an application
This book examines student debt in the United States at every stage of the processfrom the banks that issue the loans to the colleges and universities that collect the payments.
Student loans --- College costs --- College graduates --- Finance, Personal.
Choose an application
We often look back at changing trends in higher education and call them "bandwagons" (temporary fads that everyone rushes to be part of and "jump on"). While much of the hype and jargon of "The Employability Agenda" may fade from the tip of our tongues (or perhaps be subsumed into the norm) in the mid future, there are two fundamental changes that will not: the digital revolution embedded in changing work and economic practices and the “re-globalisation” of the world that this and other politico-economic changes have brought about. These will continue to be part of how we live and work, so tertiary education will need to take its part in supporting employ-ability far beyond either the timing or scope of preparation for initial employment. Employability is important to local, national and international labour market contexts, parameters and policies. As well as impacting workforces, employability is an essential characteristic of workers. It is very important that employability is understood and enacted as personal employability not just employment of individuals. We have found that employability is defined as much, if not more, by mindset rather than skillset. Part of this mindset involves recognising the unknowns of future work and an even bigger part is recognising our responsibilities as workers and educators lies in shaping our own employability and that of the novice learners and workers in our spaces of influence and communities of practice. In Education for Employability (Volume 2): Learning for Future Possibilities we continue on from the big agenda discussions of Education for Employability (Volume 1): The Employability Agenda to explore education for employability in a variety of spaces: in the context of higher education as an entrance into the workforce, in joining communities of practice and in the lifelong pursuit of employability – preparing people for a portfolio of careers rather than a job-for-life. These two books show how educational leaders, educators, industry partners and thought leaders are imagining and addressing the challenges posed by the current and future changes facing our work, practices and workplaces.--
Education, Higher --- College graduates --- Employability. --- Aims and objectives. --- Employment.
Choose an application
"College-for-all has become the new American dream. Most high school students today express a desire to attend college, and 90% of on-time high school graduates enroll in higher education in the eight years following high school. Yet, degree completion rates remain low for non-traditional students--students who are older, low-income, or have poor academic achievement--even at community colleges that endeavor to serve them. What can colleges do to reduce dropouts? In Bridging the Gaps, education scholars James Rosenbaum, Caitlin Ahearn, and Janet Rosenbaum argue that when institutions focus only on bachelor's degrees and traditional college procedures, they ignore other pathways to educational and career success. Using multiple longitudinal studies, the authors evaluate the shortcomings and successes of community colleges and investigate how these institutions can promote alternatives to BAs and traditional college procedures to increase graduation rates and improve job payoffs. The authors find that sub-baccalaureate credentials--associate degrees and college certificates--can improve employment outcomes. Young adults who complete these credentials have higher employment rates, earnings, autonomy, career opportunities, and job satisfaction than those who enroll but do not complete credentials. Sub-BA credentials can be completed at community college in less time than bachelor's degrees, making them an affordable option for many low-income students. Bridging the Gaps shows that when community colleges overemphasize bachelor's degrees, they tend to funnel resources into remedial programs, and try to get low-performing students on track for a BA. Yet, remedial programs have inconsistent success rates and can create unrealistic expectations, leading struggling students to drop out before completing any degree. The authors show that colleges can devise procedures that reduce remedial placements and help students discover unseen abilities, attain valued credentials, get good jobs, and progress on degree ladders to higher credentials. To turn college-for-all into a reality, community college students must be aware of their multiple credential and career options. Bridging the Gaps shows how colleges can create new pathways for non-traditional students to achieve success in their schooling and careers"--Publisher's description
Labor market --- College graduates --- Higher education --- Vocational education --- Employment
Choose an application
This extensively revised edition of Blacks in the White Establishment? shows why America is at a crucial juncture in relations between blacks and whites, when advances made since the Civil Rights Movement could either continue or retrench, depending on the decisions made by our governments, communities, and schools. The voices of African Americans heard in this book bring home for the reader the everyday impact of national policy issues and debates on race and class in America.
Social mobility --- African American college graduates --- Private schools
Choose an application
In recent years, colleges have successfully increased the racial diversity of their student bodies. They have been less successful in diversifying their faculties. This book identifies the ways in which minority students make occupational choices, what their attitudes are toward a career in academia, and why so few become college professors.
Faculty integration --- Minority college teachers --- Minority college graduates --- Vocational interests --- Aspirations, Occupational --- Aspirations, Vocational --- Occupational aspirations --- Vocational aspirations --- Occupations --- Vocational guidance --- College graduates --- College teachers --- Employment
Listing 1 - 10 of 49 | << page >> |
Sort by
|