Suchergebnisse

The project on benchmarking higher education system performance provides a comprehensive and empirically rich review of the higher education landscape across OECD countries, taking stock of how well they are performing in meeting their education, research and engagement responsibilities.

During the 1980s, most European countries underwent substantial changes in their economic and educational systems. During the period it became clear that the discussions were going to be centered around the rapid changes being experienced by the higher education systems in practically all the countries of the region in their attempts to adapt themselves to new socio-economic conditions. In particular, much stress was given to the need to arrive at a clearer understanding of the diversification processes which were currently taking place in various higher education systems and of the combinations of factors which lead to such diversification. This book aims to discuss the features, the causes, and the national experiences of the ongoing processes of adaptation of higher education to changing societal needs and diversification of processes that were exerting similar influences on different national systems of higher education in European countries. ; UNESCO European Centre for Higher Education

Inhalt: Gellert, Claudius: Introduction: Changing Patterns in European Higher Education. - Structural Modifications of the Major Models (Teichler, Ulrich: Structures of Higher Education Systems in Europe. - Rau, Einhard: Inertia and Resistance to Change of the Humboldtian University. - Kogan, Maurice: The End of the Dual System? The Blurring of Boundaries in the British Tertiary Education System. - Jallade, Jean-Pierre/Lamoure, Jean/Lamoure Rontopoulou, Jeanne: Tertiary Diversification in France and the Conditions of Access. - Moscati, Roberto: Moving Towards Institutional Differentiation: The Italian Case. - Lamo de Espinosa, Emilio: The Spanish University in Transition). - Adaptation and Distinctiveness: Diversification in European Tertiary Training Systems (Grilo, Eduardo Marcal: The Transformation of Higher Education in Portugal. - Saitis, Christos: Main Features of Higher Education in Greece. - Clancy, Patrick: Goal Enlargement and Differentiation: The Evolution of the Binary System in Ireland. - Maassen, Peter A. M./Goedegebuure, Leo C. J./Westerheijden, Don F.: Social and Political Conditions for the Emerging Tertiary Structures in the Netherlands. - Wielemans, Williy/Vanderhoeven, Johan L.: New Tasks and Roles for Higher Education in Belgium and Luxembourg. - Bache, Poul: Reform and Differentiation in the Danish System of Higher Education). - Policy Impacts and Institutional Change (Witte, Bruno d: Higher Education and the Constituion of the European Community. - Leitner, Erich: Developments in European Community Politics of Higher Education - Observation from Outside. - Moses, Ingrid: Against the Stream: Australia's Policy of Tertiary Integration. - Gellert, Claudius: Structures and Functional Differentiation - Remerks on Changing Paradigms of Tertiary Education in Europe) (PHF/übern.)

New York States higher education institutions educate over 1.2 million students. The State University of New York (SUNY) and the City University of New York (CUNY) administer 47 four-year colleges and graduate schools that provide more than 410,000 full- and part-time students with an array of undergraduate, graduate, and first professional educational opportunities. SUNY and CUNY also support 37 community colleges, serving nearly 309,000 students. In addition, 517,000 students attend the more than 100 private colleges and universities across the State. Over the past 10 years, enrollment at New Yorks public and private higher education institutions has increased by 6%. This report provides record overall funding for the States institutes of higher education and includes strategic investments that will help New Yorkers develop the tools and skills they need in the 21st century economy. ; New York State of Opportunity, Division of the Budget

During the last five years higher education research in Germany seems to be in a significant upturn. This is a side effect partly of the obvious boom of empirical educational research in general and partly of the reform movement that has affected the German higher education system since middle of the 1990s. The demand for data in the field of higher education will increase considerably in future. The available data infrastructure for higher education research in Germany consists of two complementary main sources: on the one hand the official higher education statistics, on the other hand survey-based research. All in all, there are no serious or principle obstacles to access to the available data stock. Access in particular to some of the most important surveys could be improved by the establishment of a Forschungsdatenzentrum at HIS Hochschul-Informations-System. Furthermore, there are some deficiencies in the present data provision. New topics and demands of data provision have to be integrated into official statistics and survey based research – e.g. such issues as migration status, competencies, lifelong learning, quality of studies, institutional effects, international mobility, programs to promote younger scholars etc.. In particular there is a lack of panel designs. The very new National Education Panel Study (NEPS) will eliminate some but not all of these deficiencies. [author's abstract]

Intro -- Contents -- Preface -- Chapter 1 -- The TRIO Programs: A Primer* -- Abstract -- Background -- Pipeline of TRIO Programs -- TRIO Upward Bound (UB) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Talent Search (TS) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Educational Opportunity Centers (EOC) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Student Support Services (SSS) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- Ronald E. McNair Post Baccalaureate Achievement (McNair) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Staff Development (Training) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- Comparison of Key Features of the TRIO Programs -- Program Appropriations and Project Participants -- Major HEOA Amendments to Common TRIO Provisions -- Required Program Activities -- Prior Experience Points -- Student-Serving TRIO Programs -- TRIO Training -- Application Review Process (Appeal) -- Award Amounts and Numbers of Program Participants -- Length of Grant Award -- Multiple Grants for Different Populations -- Research, Evaluation, and Assessments -- SSS Independent Evaluations -- AY1991-1992 Freshman SSS Participants -- 2006 SSS Promising Practices -- AY2007-2008 Freshman SSS Participants -- SSS PART Reviews and Annual Performance Report Data -- UB Independent Evaluations -- UB PART Review and Annual Performance Report Data -- TS Evaluations -- TS PART Review and Annual Performance Report Data -- EOC Evaluations.