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Higher Education: Open for Business addresses a problem in higher
learning, which is newly recognized in the academic spotlight: the
overcommercialization of higher education. The book asks that you,
the reader, think about the following: Did you go to a Coke or
Pepsi school? Do your children attend a Nike or Adidas school? Is
the college in your town a Dell or Gateway campus? These questions
should not be a primary concern for students, parents or faculty in
an environment that has to allow students to freely focus on
learning. But in a time of fiscal uncertainty, can higher education
ignore the benefits of commercial ventures? It may seem foolish to
do so. However, commercialism has gotten too close to certain
aspects of academia such as the campus environment, classroom
activities, academic research, and college sports. This disturbing
encroachment of academic ground is addressed in Higher Education:
Open for Business by a diverse host of authors who are closely
involved in higher learning.
Higher Education: Open for Business addresses a problem in higher
learning, which is newly recognized in the academic spotlight: the
overcommercialization of higher education. The book asks that you,
the reader, think about the following: Did you go to a Coke or
Pepsi school? Do your children attend a Nike or Adidas school? Is
the college in your town a Dell or Gateway campus? These questions
should not be a primary concern for students, parents or faculty in
an environment that has to allow students to freely focus on
learning. But in a time of fiscal uncertainty, can higher education
ignore the benefits of commercial ventures? It may seem foolish to
do so. However, commercialism has gotten too close to certain
aspects of academia such as the campus environment, classroom
activities, academic research, and college sports. This disturbing
encroachment of academic ground is addressed in Higher Education:
Open for Business by a diverse host of authors who are closely
involved in higher learning.
Examining the increasingly common dilemma experienced by consumers
who face an overabundance of choices, Overchoice: Too Much to
Choose From, Too Little Time provides a much-needed context for the
quandary and offers tools to help cope with it. The book creates an
unobstructed overchoice narrative. It examines overchoice as a
psychological theme and establishes its sociological foundations.
It explores the economic nature of overchoice and its impact on the
marketplace. It provides an overview of consumer culture, consumer
overload, and the resultant consumer disenchantment. Lastly, it
addresses the informational complexity created by overchoice.
Developed to help readers recognize that the most plentiful choice
is not necessarily the best one, Overchoice shows them how to
analyze and make discerning decisions about the abundance that is
regularly offered to consumers today. This timely text is
well-suited for courses in marketing, consumer behavior, social
psychology, and economics.
As the number of college and university programs that are
integrating on-line classes continues to increase, the issue of
course evaluation methods may raise many questions. One of the main
questions raised is to assess whether or not faculty who teach
on-line courses perceive their current method of student course
evaluations as an effective tool. Should these on-line courses use
the same student evaluation tool that is used in the traditional
lecture courses? Are there issues and concerns within the on-line
teaching environment that should be addressed in such tools? What
is the perception of faculty regarding the effectiveness of the
current tools? There is a definite lack of information regarding
the effectiveness of student course evaluations for on-line
courses. Many institutions have adopted the criteria already in
place for traditional courses to be used for their on-line courses.
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