This series provides a scholarly forum for interdisciplinary research on the financing of public, private, and higher education in the United States and abroad. The series is committed to disseminating high quality empirical studies, policy analyses, and literature reviews on contemporary issues in fiscal policy and practice. Each themed volume is intended for a diversity of readers, including academic researchers, students, policy makers, and school practitioners. The first volume in the series, Fiscal Policy in Urban Education, addressed the continuing challenge of large, complex urban school systems to operate both equitably and efficiently. Guest edited by Faith Crampton and David Thompson, the second volume in our series, Saving America's School Infrastructure, examined the relationship between the physical environment of schools and student achievement. The third volume, High Stakes Accountability in Education: Implications for Resources and Capacity, compiled a diversity of research studies focused local, state and national efforts to respond to the reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB). In this fourth volume, attention is turned to both theoretical and pragmatic concerns in American higher education. During the final stages of the preparation of this manuscript, our schools, colleges, and universities have been confronted with what can be referred to as a "once in a century" set of challenges. As the global COVID 19 pandemic penetrated the United States in early 2020, colleges and universities have scrambled to address this ongoing public health crisis. Emergency task forces were established, campuses were shut down, faculty moved their instruction to virtual formats, and the entire higher education industry braced itself for the financial fallout. In addition to having to invest additional resources in classroom technology, ventilation, and personal protective equipment, colleges and universities continue to respond to revenue shortfalls, including reductions in both tuition and room and board revenue. This financial landscape requires judicious policy-making and research informed practice. With this in mind, contributing authors were asked to pay specific attention to contemporary challenges and opportunities during a pivotal period in America's colleges and universities. The contributing authors were asked to think of policymakers and practitioners at local, state, and national levels as the intended audiences for their work. Our contributors responded with a collection of studies examining the impact of federal and state policymaking on higher education finance and on specified educational outcomes and practices. Throughout the volume, particular attention is paid to issues of equity and adequacy in American higher education, including the deployment of incentives and structures that support the access and achievement of traditionally underrepresented students.

Community-engaged scholarship is an equitable and democratic approach to scholarship that seeks to identify and solve community-based problems. Community-engaged scholars aim to serve the public good by developing and sustaining community-campus partnerships built on trust, reciprocity, and mutual benefit. As universities orient themselves towards serving the public good, they face a number of challenges: faculty and students may not possess the competencies or commitment to build fruitful community partnerships, graduate and undergraduate students may lack the necessary training and mentorship required to develop their identity as community-engaged scholars, and institutional leaders may not know how to motivate faculty and students for this ambitious and challenging endeavor. Unless these challenges are addressed, universities will fail to prepare the next generation of community-engaged scholars. Preparing Students for Community-Engaged Scholarship in Higher Education is an essential research book that explores how faculty and academic leaders can create learning opportunities and intellectual cultures that support the development of community-engaged scholars. Additionally, it will examine how university coursework can help undergraduate and graduate students to develop the knowledge, skills, and commitments necessary for productive and responsible community-engaged scholarship. Featuring a range of topics such as mentorship, higher education, and service learning, this book is ideal for higher education faculty, university leaders, deans, chairs, educators, administrators, policymakers, curriculum designers, academicians, researchers, and students.

The book is centered on international higher education's role for the global common good. The purpose of this book is to critically examine the need for globally competent citizens, professionals, and leaders in the 21st century and higher education's role in the global common good for a sustainable world. The book presents an evidence-based interdisciplinary framework and promising strategies to allow all learners to develop global citizenship and global leadership while addressing the need to prepare human capital for the global knowledge economy and digital transformation in the 21st century. Cross-sector case studies are shared to demonstrate global leadership in action.

Through in-depth interviews with the presidents of major Chinese universities, this text explores the changing demands on leaders in Higher Education in the wake of globalization, and develops a contemporary model of Hybrid Leadership. Glocalization and the Development of a Hybrid Leadership Model examines the leadership philosophies and practices of Chinese university presidents and presents new insights and perspectives on the meaning and practice of leadership in a global era. Drawing on data from a unique methodological process which integrates Western and Eastern approaches, chapters foreground the experiences of leaders in higher education to demonstrate how they perceive and balance diverse and potentially conflicting local and global demands, and ensure effective leadership by combining leadership philosophies and practices from local and global contexts. Ultimately, this informs the development of new model of leadership characterized by the hybridization of the global and local at the contextual and personal levels, and marked by global competency, multiple cultural and sectoral mindsets, and geographically adaptable skill sets. Challenging and enriching the existing theories of leadership for higher education, this text will be of interest to scholars, post-graduate students and academics in the fields of educational leadership, international and comparative education, higher education, and leadership studies. It will also be of interests to the practitioners of leadership in general and higher education leadership in particular.

The fear of campus sexual assault has become an inextricable part of the college experience. Research has shown that by the time they graduate, as many as one in three women and almost one in six men will have been sexually assaulted. But why is sexual assault such a common feature of college life? And what can be done to prevent it? Drawing on the Sexual Health Initiative to Foster Transformation (SHIFT) at Columbia University, the most comprehensive study of sexual assault on a campus to date, Jennifer S. Hirsch and Shamus Khan present an entirely new framework that emphasises sexual assault's social roots-transcending current debates about consent, predators in a "hunting ground" and the dangers of hooking up. Sexual Citizens is based on years of research interviewing and observing college life-with students of different races, genders, sexual orientations and socioeconomic backgrounds. Hirsch and Khan's landmark study reveals the social ecosystem that makes sexual assault so predictable, explaining how physical spaces, alcohol, peer groups and cultural norms influence young people's experiences and interpretations of both sex and sexual assault. Through the powerful concepts of "sexual projects", "sexual citizenship" and "sexual geographies", the authors offer a new and widely-accessible language for understanding the forces that shape young people's sexual relationships. Empathetic, insightful and far-ranging, Sexual Citizens transforms our understanding of sexual assault and offers a roadmap for how to address it.

This 2nd edition of the UK's best selling book on medical school interviews contains up to date information on NHS current issues and extensive advice on how to handle MMI-style interviews. This book presents an in-depth look at over 150 medical school interview questions. The book provides you with techniques to address the various types of questions, analyses good and bad examples of answers, teaches you how to add depth to your answers and how to answer those difficult ethical scenarios and lateral thinking questions. If someone asked you: Why medicine? or What are the qualities of a good doctor? Would you crumble or would you respond with the same old cliche as the next candidate? How about: What makes a good team player? Are you a leader or a follower? Should alcoholics receive liver transplants? Was it a good idea to send a man to the moon?

1) Based on feedback from students and instructors to accommodate the virtual classroom 2) Proven success of this methodology by several students using their paper culminating in this course to acquire admission and scholarship recognition to support of advanced study. 3) Unique group of contributors representing various sub-disciplines, and adding field experts in unique fields of study such as Neurophenomenology,Music History Research and Non-Western Repertoires

The definitive resource for mid-career professionals in the academy, this book provides a step-by-step guide to re-imagining the mid-career stage, regardless of career goals, whether aiming for full professorship or an administrative path, drawing on higher education, organizational studies, and human resource fields. Essential guidance for scholars of faculty work, faculty developers, mid-career faculty members, and institutional leaders to build a strong foundation to design a diversified portfolio of mid-career stage programming is assured. The stories, examples, literature, and resources shared throughout this comprehensive work will provide inspiration, and reality checks, to mid-career faculty and the individuals charged with better supporting them. Readers will be able to: Identify their career (or departmental/institutional) goals and next steps Determine the gaps in needed skills, tools, and experiences to support goal achievement as next steps are pursued Manage the process of taking newfound skills, tools, strategies, and resources to arrive at the intended destination. Higher education faculty, administrators, and other academic leaders will be empowered to take control of the mid-career stage by using the resources, strategies, and tools offered throughout the book to build, implement, and assess a robust mid-career faculty development program.

- Written by pioneers in the field who have led the largest studies of student engagement. - Combines major findings with policy insights and international perspectives. - Offers students, academics and higher education leaders insights into global student engagement.

Data is the most important commodity, dubbed "the money of the twenty-first century," which is why data protection has become a global priority. Data breaches and security flaws can jeopardize the global economy. Organizations face a greater risk of failing to achieve strategy and business goals as cyber threat behavior grows in frequency, sophistication, and destructiveness. A breach can result in data loss, business interruption, brand, and reputation harm, as well as regulatory and legal consequences. Furthermore, cyber security has evolved into a critical component of national defense. Furthermore, its sphere of control encompasses all facets of a country's government, economy, and health, in addition to military realms. Companies of all sizes, markets, and market environments face the task of securing their vital systems and data daily. A company needs a strategic, well-thought-out cybersecurity strategy to secure its critical infrastructure and information systems to overcome these challenges. As a result, businesses should seek guidance from cybersecurity frameworks. When used correctly, a cybersecurity system allows IT security leaders to better handle their companies' cyber threats. The Framework can be applied in phases and hence customized to suit the needs of any organization. The Cybersecurity Framework is designed for businesses of all sizes, divisions, and stages. The system can be customized to be used by any company thanks to the built-in customization feature, designed to be flexible enough to be used by organizations that are developing information security and risk management systems. This book examines potential solutions, starting with an understanding of ICS security developments in terms of cyber threats, weaknesses, attacks and patterns, agents, dangers, and the effects of all of these on the industrial environment and the organizations that depend on it. Equipped with cybersecurity framework best practices, this book is an excellent resource for PG students, Ph.D. scholars, industry practitioners, manufacturing and service industries, researchers, professors, and academicians. The book provides an understanding of the specific, standards-based security controls that make up a best practice cybersecurity program.

- With a keen awareness of the third space approach, this book studies how to improve student experiences using key data and considering topical areas of development. - There is currently little on the market that explores how the third space is relevant in ensuring a positive experience and how institutional changes are implemented. - Ideal for all those interested in improving student experience in their universities, this book bridges the gap between academia and administration to ensure positive student outcomes.

Undertaking Capstone Projects in Education provides students with all of the information required to successfully design and complete a capstone project. Guiding the reader in a step-by-step process, this book covers how to create a question, select a topic of interest, and apply the best possible design solutions. Structured in a way that will help readers build their skills, chapters explore all aspects of the capstone project from the inception of the idea, to laying the foundations, designing the project, analysing the data, and presenting the findings. Filled with examples and written in a friendly and collaborative style, this key guide uses simple language and easy-to-understand examples to unpack complex research issues. This book is essential reading for students and anyone interested in undertaking a capstone project in the field of education.

Practical solutions for improving higher education opportunities for disadvantaged students Too many disadvantaged college students in America do not complete their coursework with any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and promising policy solutions. These circumstances stem both from problems on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students. Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, aim at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process. While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially.

Student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos Learning and Teaching Series to focus on student feedback, Enhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in the previous publications, focussing on the medical and health science disciplines. This edited title includes contributions from experts in higher education quality, and student feedback from a range of countries, such as Australia, Europe, Canada, the USA, the UK, South East Asia and India. The book is concerned with the practices of evaluation and higher education quality in medical and health science disciplines, with particular focus on student feedback. The book begins by giving a discipline-specific overview of student feedback in medical and health sciences, before moving on to take a global perspective. The penultimate chapter considers the accountability of student evaluations in health and medical sciences, before a conclusion summarises the practices of student feedback and accountability in medical and health sciences, and suggests future improvements.

Among other commonly held beliefs about the drivers of postsecondary policy and financing, this book questions the current use of funding per student as the dominant indicator of the adequacy of state investment in higher education, and as a key driver of the costs of college. State legislators balance the competing needs of education, health, transportation, and public safety budgets, and increasingly ask what return (ROI) they get for the funding they provide, including from higher education. This question means the forty-year era of advocating for higher education by comparing funding per student to a national average or last year's result is no longer an effective gauge of funding adequacy for state policymakers. The Science of Higher Education is an introduction to a new paradigm that explores state higher education funding, enrollment, completion, and supply (the number and type of institutions in a state) through the lens of what are commonly known as power laws. Power laws explain patterns in biological systems and characteristics of cities. Like cities, state higher education systems are complex adaptive systems, so it is little surprise that power laws also explain funding, enrollment, completion and supply. The scale relationships uncovered in The Science of Higher Education suggest the potential benefits state policymakers could derive by emphasizing enrollment, completion or capacity policies, based on economies of scale, marginal benefits, and the return state's get on enrollment and completion for the funding they provide. The various features of state higher education systems that conform to scale patterns do not alone provide definitive answers for appropriate funding levels, however. As this book addresses, policy makers need to take into account the macro forces, from demography to geography and the economy, that situate the system, as well the interactions between government and market actors that are at the core of every state higher education system and influence the outcomes it achieves.

Commercial and Popular Music in Higher Education brings together working examples of pedagogy in emerging areas of popular and commercial music to offer practical insights and provide a theoretical framework for today's music educators. Written by a diverse group of experts, the eight chapters address a range of contemporary contexts, including digital instrument ensembles, digital audio workstations, hip-hop courses, pop vocal performance, rock bands, studio production, and more. Considering both the challenges and the benefits of integrating commercial and popular music into teaching, the contributors explore how doing so can enhance student learning. Authors show how a constructivist approach to music pedagogy enables student-led, real-world learning in higher education, and consider how diversity, equity, and inclusion intersect with teaching popular music performance. Compiling experiences and expert resources, this book provides a vital framework for all instructors teaching commercial and popular music.

Bob Jones University is a Christian, fundamentalist, nondenominational liberal arts school in Greenville, South Carolina. BJU was founded in 1927 by Christian evangelist Bob Jones Sr., who was against the secularization of higher education and the influence of religious liberalism in denominational colleges. For most of the twentieth century, BJU branded itself as the "World's Most Unusual University" because of its separatist culture. Many BJU students come from fundamentalist communities and are aware of BJU's strict rules and conservative lifestyle. So why would queer students enroll at BJU? A former queer student of BJU himself, Lance Weldy has come to terms with his own involvement with the institution and has reached out to other queer students to help represent the range of queer experience in this restrictive atmosphere. BJU and Me: Queer Voices from the World's Most Christian University provides behind-the-scenes explanations from nineteen former BJU students from the past few decades who now identify as LGBT+. They write about their experiences, reflect on their relationships with a religious institution, and describe their vulnerability under a controlling regime. Some students hid their sexuality and graduated under the radar; others transferred to other schools but faced reparative therapy elsewhere; some endured mandatory counseling sessions on campus; while still others faced incredible obstacles after being outed by or to the BJU administration. These students give voices to their queer experiences at BJU and share their unique stories, including encounters with internal and/or external trauma and their paths to self-validation and recovery. Often their journeys led them out of fundamentalism and the BJU network entirely.

By its very nature ethnography is an emergent methodology. To be ethical the ethnographer needs to manage research ethics in-situ. This need to manage ethical dilemmas as they arise often comes into conflict with increased ethical regulation and procedures from ethics review boards that require the researcher to foresee ethical quandaries before data collection commences. These regulations can constrain the emerging purpose of the study, evolving means of data collection and multifaceted ways of interacting with participants that are seen as being the strengths of undertaking an ethnographic approach. The chapters in this volume problematise this tension and highlight the importance of managing ethics in-situ by reflecting on recently completed and current projects drawing out ethical dilemmas relating to data ownership, dissemination, representation, social justice and managing ethnographic studies in the midst of a global pandemic and Covid-19 lockdowns. Reflecting on these experiences of doing educational ethnography with children and young people, drawing on a diverse range of studies conducted in England, Scotland, South America, India, and the Basque Country, this volume argues that administrative and conceptual change is needed to ensure that ethics does not become a tick box exercise but that ethnographers commit fully to conscientiously managing ethics in-situ.

The definitive resource for mid-career professionals in the academy, this book provides a step-by-step guide to re-imagining the mid-career stage, regardless of career goals, whether aiming for full professorship or an administrative path, drawing on higher education, organizational studies, and human resource fields. Essential guidance for scholars of faculty work, faculty developers, mid-career faculty members, and institutional leaders to build a strong foundation to design a diversified portfolio of mid-career stage programming is assured. The stories, examples, literature, and resources shared throughout this comprehensive work will provide inspiration, and reality checks, to mid-career faculty and the individuals charged with better supporting them. Readers will be able to: Identify their career (or departmental/institutional) goals and next steps Determine the gaps in needed skills, tools, and experiences to support goal achievement as next steps are pursued Manage the process of taking newfound skills, tools, strategies, and resources to arrive at the intended destination. Higher education faculty, administrators, and other academic leaders will be empowered to take control of the mid-career stage by using the resources, strategies, and tools offered throughout the book to build, implement, and assess a robust mid-career faculty development program.

Lean Six Sigma in Higher Education Institutions: The Need to Change is a research-led study designed for leaders and change agents within Higher Educational institutions. Stephen G. Anthony and Jiju Antony present the development and testing of a Lean Six Sigma Maturity Model (LSS) which can be used to assess the current level of LSS maturity of any university setting. Lessons presented will help universities to develop necessary action plans and strategic objectives to successfully build maturity in LSS. Chapters examine the current state of Operational Excellence (OPEX) methodologies in the Higher Education sector, Frameworks and Maturity Models for delivering change, and the study concludes by presenting nine areas need to be considered by the academic leaders and change on their agenda in any HE Institutions to guarantee LSS success.

Academic mobbing, a bullying behavior that targets a specific faculty member, is growing in higher education. It is a dangerous phenomenon that often attacks competent researchers and scholars who are ethical, outspoken in support of others, and normally reflect professional achievement that is coveted, resented, and perceived as intimidating by lesser faculty and administrators. Therefore, it is important to understand how academic mobbing begins, expands amongst faculty and administrators, is actually supported by faculty and administrators by either proactive efforts or actively ignoring, and results in a weakening of the higher education institution due to the reputation being detrimentally, and many times irreparably, impacted. Confronting Academic Mobbing in Higher Education: Personal Accounts and Administrative Action is an essential research publication that provides comprehensive research on the development of academic mobbing as a prevalent form of bullying within higher education and seeks to explore solutions and provide support for professionals currently dealing with this phenomenon. Highlighting a range of topics such as ethics, faculty outcomes, and narcissism, this book is ideal for higher education faculty, deans, department chairs, provosts, chancellors, university presidents, rectors, administrators, academicians, researchers, human resources faculty, policymakers, and academic leaders.

The Hunt v. Arnold decision of 1959 against the state of Georgia marked a watershed moment in the fight against segregation in higher education. Though the Supreme Court declared school segregation illegal in its 1954 Brown v. Board of Education decision, Georgia was among many southern states that refused to abide by the Court's ruling. In 1956, the Georgia State College of Business (now Georgia State University) denied admission to nine black applicants. Three of those applicants-lead plaintiff Barbara Pace Hunt, Iris Mae Welch, and Myra Elliott Dinsmore-coordinated with the NAACP and local activists to win a groundbreaking lawsuit against the state of Georgia and its Board of Regents. Hunt v. Arnold became the NAACP's first federal court victory against segregated education in Georgia, establishing key legal precedents for subsequent litigation against racial discrimination in education. With Ground Crew, Maurice Daniels provides an intimate and detailed account that chronicles a compelling story. Following their litigation against the all-white institution, Hunt, Welch, and Dinsmore confronted hardened resistance and attacks from white supremacists, including inflammatory statements by high-profile political leaders and personal threats from the Ku Klux Klan. Using archival sources, court records, collections of personal papers, news coverage, and oral histories of that era, Daniels explores in depth the plaintiffs' courageous fight to end segregation at Georgia State. In lucid prose, Daniels sheds light on the vital role of community-based activists, local attorneys, and the NAACP in this forgotten but critical piece of the struggle to end segregation.

As diversity continues to increase in classrooms, teachers need to be culturally aware and sensitive in order to ensure student success. It is important to understand what best practices are available to support this ever-increasing awareness of learning to respect those who are different and to understand how this is key to orchestrating a series of social interactions and social contexts. Culturally Responsive Teaching and Learning in Higher Education is an essential scholarly reference source that provides comprehensive research on culturally responsive teaching and the impact of culture on teaching and contextualizes issues related to cultural diversity and inequity in education. Featuring a broad range of topics such as gender bias, STEM, and social media, the goal of the book is to build transformative educators and administrators equipped to prepare 21st century global citizens. It is ideal for faculty, teachers, administrators, principals, curriculum developers, course designers, professionals, researchers, and students seeking to improve teaching methodologies and faculty development.

While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation." - from the foreword by Heather Perfetti, President of the Middle States Commission on Higher Education Colleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature. The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning. This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning.