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Higher Education in America is a landmark work--a comprehensive and authoritative analysis of the current condition of our colleges and universities from former Harvard president Derek Bok, one of the nation's most respected education experts. Sweepingly ambitious in scope, this is a deeply informed and balanced assessment of the many strengths as well as the weaknesses of American higher education today. At a time when colleges and universities have never been more important to the lives and opportunities of students or to the progress and prosperity of the nation, Bok provides a thorough examination of the entire system, public and private, from community colleges and small liberal arts colleges to great universities with their research programs and their medical, law, and business schools. Drawing on the most reliable studies and data, he determines which criticisms of higher education are unfounded or exaggerated, which are issues of genuine concern, and what can be done to improve matters. Some of the subjects considered are long-standing, such as debates over the undergraduate curriculum and concerns over rising college costs. Others are more recent, such as the rise of for-profit institutions and massive open online courses (MOOCs). Additional topics include the quality of undergraduate education, the stagnating levels of college graduation, the problems of university governance, the strengths and weaknesses of graduate and professional education, the environment for research, and the benefits and drawbacks of the pervasive competition among American colleges and universities. Offering a rare survey and evaluation of American higher education as a whole, this book provides a solid basis for a fresh public discussion about what the system is doing right, what it needs to do better, and how the next quarter century could be made a period of progress rather than decline

The theoretical underpinnings of accountability -- The historical development of higher education accountability -- Federal accountability policies -- State accountability policies -- Accreditation and accountability -- Private-sector accountability -- Institutional accountability policies and practices -- Lessons learned from accountability policies -- The future of higher education accountability

If there is a crisis in higher education today, how should we respond to it? The polar opposite answers are, either better technical education that would prepare graduates for immediate successful employment; or a broad humanities and social science education, preparing graduates for leadership in democratic societies. Without taking sides in this multi-position debate, I try to show here how both extremes, rightly understood, can contribute to the improvement of democratic societies today.

As students are bearing an increasing proportion of the costs of their participation in higher education, increasing attention has been paid nationally and internationally to the issue of what higher education does for its students. What do students gain from engaging in higher education, and how might this be accurately measured? This volume explores the latest thinking, research and practice on this topic from across the globe. Acknowledging that institutions of higher education, along with national governments and international organizations, are closely concerned with the answers to these questions, the authors demonstrate how it is critically important to be able to demonstrate convincingly and transparently how students have progressed, and what measurable skills and knowledge they have acquired.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

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Normative philosophical theories of justice can provide valuable solutions for problems of justice in higher education. In this article the author presents three categories of explanation for the under-representation of women students in sciences, mathematics and engineering, and of female professorships in every subject. Against the background of philosophical theories of justice, the arguments of natural difference, discrimination and selection process will be evaluated. This analysis leads to a practical model, which might serve to end injustice in higher education.

The author, who is the Dean of the College of Ethnic Studies at San Francisco State University, reflects on her personal and professional experiences as a queer Asian American in academia and speaks to the significance of Queer Ethnic Studies in advancing educational equity and effective higher education administration.

ChatGPT (Chat Generative Pre-Trained Transformer) is a tool, based on artificial intelligence, to generate texts based on commands. The tool was designed by OpenAI, to generate intelligent re-sponses to user queries. ChatGPT can be widely used for many tasks, such as text generation, question answering or language translation. Nowadays, generative artificial intelligence has some-how disrupted the academic experience, triggering debates and discussions about the advantages, concerns and challenges regarding the use of ChatGPT in the field of higher education. This article aims to highlight selected concerns and challenges of using ChatGPT in universities. The text presents the implications of ChatGPT in higher education based on the available literature on the subject, and the concerns and challenges of using this tool in the educational process. The article concludes by addressing the challenges and limitations of ChatGPT use presented in the text. The text uses an exploratory research methodology, a descriptive method and an analysis and synthesis method.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the s

Polish higher education, like Poland as a whole, is in an exciting but perilous phase. The political changes of the last few years have brought new opportunities but also new expectations and constraints. Many university personnel are looking forward to a less insular, more fulfilling academic life, but there are plenty of others who feel nostalgia for a past which was ideologically inflexible but in some respects less demanding and more secure.

The Government's proposals for higher education run contrary to its emphasis on individual choice J R Shackleton (right), Lecturer in Economics at the Polytechnic of Central London, calls for privatisation to encourage innovation in provision extend individual choice, and remove a sizable burden from the taxpayer

1. Higher education; historical sketch.--2. Philosophy & letters.--3. Doctorate of laws & of notary.--4. Physical, mathematical, & natural sciences.--5. Medicine, surgery, & midwifery, pharmacy.--6. Technical schools.--7. Special scientific diploma.--8. Political, social & administrative sciences.--9. Commercial & consular sciences.--10. Geography.--11. Geological engineer.--12. Art & archeology. ; Mode of access: Internet.

"Public Law 102-325." ; "July 23, 1992, (S. 1150)"--P. [1]. ; Shipping list no.: 92-0483-P. ; Caption title: An Act to Reauthorize the Higher Education Act of 1965, and for Other Purposes. ; Mode of access: Internet.