Description : 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 salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Description : Published in association with The Online Learning Consortium. Written by pioneers in the field of online learning, Leading the e-Learning Transformation of Higher Education is a professional text that offers insights and guidance to the rising generation of leaders in the field of higher education. It explains how to integrate online learning into an institution during a period of rapid social and institutional change. This important volume: • Shares success stories, interviews, cases and insights from a broad range of leadership styles • Reviews how technology is transforming higher education worldwide • Provides an overview of how distance education is organized in a range of institutional settings • Breaks down current leadership challenges in both unit operations and institutional policy This volume launches the new Stylus series that is aimed at the online learning and distance education market. It offers readers the opportunity to benefit from the collective experience and expertise of top leaders in the field. All of the contributors have held leadership roles in national and international distance education organizations. Five of the contributors have been recognized as Sloan Consortium Fellows in 2010 and they have all collaborated with the Institute for Emerging Leaders in Online Learning. These contributors have helped pave the way and now share their insights, advice, and broad vision with the future leaders of the field.
Description : Achieving successful financial viability by broadening revenue sources is one of the most important issues facing colleges and universities today. Increasing operating costs, along with the reliance on traditional student tuition, government support, and philanthropy, are challenging universities. One way administration leaders and faculty are meeting this challenge is to establish supplemental revenue streams from a variety other sources such as: continuing education, credit and noncredit certificates, degree completion and upgrade programs, study abroad, domestic and international branch campuses, distance education, auxiliary services, technology transfer, and partnerships or alliances with other organizations. These types of activities, formerly considered secondary ventures, are now integral to lasting and responsible financial strategic planning. This monograph examines a wide variety of supplemental income options and opportunities, as well as examples of restructuring financial planning schema. While not negating the value of traditional college education, these new revenue sources in fact lead to greater institutional effectiveness. This is the 1st issue of the 41th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Description : Winner of the 2015 Auburn Authors Awards Where is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs’ vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master’s level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master’s degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field’s history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education.
Description : 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 twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains manuscripts on such diverse topics as research on college students and faculty, governance and planning, advances in research methodology, economics and finance, and curriculum and instruction. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. It encompasses: Comprehensive reviews of contemporary and emerging issues in postsecondary education - Hundreds of citations in a wide range of scholarly journals, including all leading journals of higher education and many other social science and professional journals - An indispensable resource for administrators, researchers and policymakers - Published annually since 1985.
Description : Leading scholars of engagement analyze data from the first wave ofcommunity-engaged institutions as classified by the CarnegieFoundation for the Advancement of Teaching. The analysescollectively serve as a statement about the current status ofhigher education community engagement in the United States.Eschewing the usual arguments about why community engagement isimportant, this volume presents the first large-scale stocktakingabout the nature and extent of the institutionalization ofengagement in higher education. Aligned with the Carnegie CommunityEngagement Classification framework, the dimensions of leading,student learning, partnering, assessing, funding, and rewarding arediscussed. This volume recognizes the progress made by this first wave ofcommunity-engaged institutions of higher education, acknowledgesbest practices of these exemplary institutions, and offersrecommendations to leaders as a pathway forward. This is the 147th volume of the Jossey-Bass higher educationquarterly report series New Directions for HigherEducation. Addressed to presidents, vice presidents, deans,and other higher-education decision-makers on all kinds ofcampuses, New Directions for Higher Educationprovides timely information and authoritative advice about majorissues and administrative problems confronting everyinstitution.