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The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available

"This book studies the various dimensions of gender inequality that persist in higher education and employment in India. It presents an in-depth analysis of the complex challenges women face in higher education participation and translating higher education opportunities into labour market success and to leadership positions, including in academia. It argues that despite a substantial progress towards gender equality in enrolment, these inequalities pose as barriers in realising the transformative role that higher education can have for women's wellbeing and for the nation's development. The volume looks at the issues that keep women from accessing the areas of their choice, and the challenges they face in leadership positions in higher education. An important critique of higher education policy and planning, the volume will be of interest to teachers, students, and researchers of education, public policy, political science and international relations, economics, feminism, women's studies, gender studies, law, and sociology. It will also be useful for academicians, policymakers, and anyone interested in the study of gender in Indian Higher Education"--

AbstractThe article develops a framework to explain an empirical observation that runs counter received wisdom in comparative political economy, namely the co‐existence of large higher education systems and thriving manufacturing sectors in advanced capitalist countries. Introducing the concept ofskill breadth, the article hypothesizes that: (i) advanced manufacturing firms have narrow skill needs concentrated around STEM skills; (ii) these skills are likely to be under‐supplied by the higher education system unless dedicated public policies are put in place; and (iii) governments intervene in higher education policy to ensure the availability of those skills that are crucial for firms located in key sectors of national knowledge economies. Cross‐country survey data of employer preferences for higher education graduates and case studies of recent higher education policy change in Germany and South Korea provide strong support for the argument. The article advances our overall understanding of skill formation systems in the knowledge economy and testifies to the persistent presence of policy levers that governments can employ to manage the economy and to support domestic firms.

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.

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