University Affairs Research Articles

Funding and inclusion in higher education institutions for students with disabilities

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.

Funding and inclusion in higher education institutions for students with disabilities

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.

Funding and inclusion in higher education institutions for students with disabilities

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.

Funding and inclusion in higher education institutions for students with disabilities

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.

Funding and inclusion in higher education institutions for students with disabilities

Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.

Teaching Media History through—and in—the Twin Cities and Its Archives

Teaching Media History through—and in—the Twin Cities and Its Archives Alice Lovejoy (bio) Where is media history? If you ask this question to students outside of cities such as New York, Paris, Beijing, or Los Angeles, the answer will probably be that it is not here. This is certainly the case in the Twin Cities, where I teach: a medium-sized metro area without a major studio or festival and a distant second to Chicago in terms of its exhibition culture. Decades of scholarship, however, have reminded us that media history can (and does) unfold anywhere and that it is not just a matter of studios and festivals, famous directors, or feature films. These ideas are at the core of the graduate seminar in media historiography that I developed and often teach at the University of Minnesota. Historiography of the Moving Image introduces students to the history of media history, while also instructing them in methods through which it can be uncovered, explored, and narrated. This dual focus is woven throughout the semester. Every week, we read and discuss an exemplary work in the history of the moving image, screen cultures, or media. These range from early film histories to work that set the agenda for the New Film History, from texts whose focus is institutional, ethnographic, economic, or industrial to those that examine media archaeology or media infrastructures or that take a transnational approach. For the most part, these texts are books, whose arguments and contributions we analyze and whose writing style, citations, illustrations, and sources we dissect. Moreover, because the course is primarily for doctoral students, these are typically not just books, but first books. This allows us to discuss both how to write a dissertation and how to turn a dissertation into a book: how to progress from a research question to a research plan, how to structure information, how to bring a topic into dialogue with larger questions and concerns. Many weeks, we also watch films, asking how the moving image organizes information about media history: Bill Morrison’s Decasia, Travis Wilkerson’s An Injury to One, and, in the last week of class, Peter Jackson’s Forgotten Silver (a film that usually finds at least one first-time viewer). The course’s methodological thread also unfolds outside the classroom. Armed with critical perspectives on media history and its approaches from our readings and discussions, the class visits a series of archives and collecting institutions in the Twin Cities. With archivists, curators, and librarians, we discuss the collections’ holdings and provenance, their scope and their organization. Indeed, while this is a course about media historiography, it is also about archives and how we can work with them— and in them— to write histories of the moving image. The local resources for this work are rich. At the University of Minnesota Archives, for instance, Erin George introduces the class to collections that touch on the university’s relationship to media history, in the process teaching students how to use finding aids, schedule research visits, and handle fragile material. From the boxes that she pulls for our visits— on university affairs, the student film society, or the medical school, for instance— students encounter firsthand the puzzle-like nature of much archival history as well as the “dust” that, echoing Carolyn Steedman (whose eponymous book we read), may or may not add up to much. We read Alison Griffiths’s Wondrous Difference and visit the university’s Bell Museum of Natural History, where we speak to curators about the museum’s long history of using the moving image for research and education. And, after reading books such Paolo Cherchi Usai’s Silent Cinema, Giovanna Fossati’s From Grain to Pixel, and Haidee Wasson’s Museum Movies, we visit the Walker Art Center, where curators, archivists, and programmers (over the years, Emily Davis, Ruth Hodgins, Dean Otto, and Jill Vuchetich) walk us through how an art museum, versus an archive, understands media objects and collections. At the Walker, students also visit the Ruben/Bentson Moving Image Collection, view and handle familiar and unfamiliar media objects (BETA and one-inch tapes, 16mm and 9.5mm film), and discuss the...

Canadian University of Alberta Student Participation in Higher Education Institution Governance

The article explores the process of involving Alberta university students in higher education institution governance. The article emphasizes that students are able to manage their affairs independently, satisfy their diverse needs and protect their political rights and interests. It has been proven that Canadian university of Alberta students are actively involved in academic and administrative decision-making process that is significant for university functioning. This article reveals the formal decision making bodies of the University of Alberta, student organizations as a whole and especially two major student organizations – the Students` Union and the Graduate Student Association, which represent the undergraduate and graduate student on campus. The main formal decision making bodies of Alberta University are the Board of Governors and the General Faculties Council. Among other formal bodies of all levels there are the Senate, the Dean`s Council, Dean`s advisory committees, and some department committees. These decision making bodies include members of academic and support staff, administrators, representatives of the general public, undergraduate and graduate students, especially senior ones. The article recalls that two primary functions of each student organization are to protect student interests and to promote the welfare of students. It has been emphasized that student representatives sit on almost all governing bodies of Alberta University, taking part in university policy making and in administering university affairs, including student affairs. This article highlights student involvement in university governing bodies and student motivation for participating in university governance. Among most common student motivation factors are desire to serve other students, social reasons, influence of parents and friends, wish to improve university governance and to gain their own experience. Decision areas from which students are excluded have been noticed. It has been stressed that student roles in decision making on university committees depend on each individual student participant. Some students act as colleagues, some as watchdogs, some as leaders in discussions or debates, but large number of students are only information providers. Informal strategies used by students in order to influence university governance, include their media, a radio station, two student newspapers, caucuses, training programs which have played important roles in helping them to attain their objectives.

Assessment of Student Leaders’ Skills Critical in Managing Student Affairs in Public Universities in Kenya

The need to prevent eruption of unrests among students in universities continues to exercise the minds of higher education managers and policy makers in the world. Innovative approaches in the management of higher education designed to preclude students’ riots continue to face immense challenges and ineffectiveness in universities in Kenya. One of the widely adopted approaches is that of involving democratically elected student leaders in the management of students’ affairs in universities in Kenya. Despite the involvement of student leaders in the management of students’ affairs in public universities, students’ protests and riots continue to characterize higher education in Kenya. Consequently, there is need to examine the leadership skills that student leaders are expected to possess in order to perform their functions effectively so as to avert upsurge of strikes. This study sought to assess the student leaders’ skills that are critical in managing student affairs in selected public universities in Kenya. The study adopted the descriptive survey research design. Stratified random sampling was used to select student leaders from four public universities. The sample comprised 19 members of student governing councils, 50 class representatives and 79 clubs and society leaders, making a total of 142 respondents. Data was collected using questionnaires. Data was analysed using both descriptive and inferential statistics. The results revealed that 66.3% of student leaders had leadership competence to organize welfare activities to address students’ concerns in their institutions while 33.7% lacked capability. Further, the study established that leadership skills significantly contributed to effective provision of student affairs services. It is concluded that institutions of higher learning have not fully empowered student leaders to effectively perform their leadership tasks. The study recommends that student leaders should be exposed to regular leadership trainings during their tenure designed to equip them with necessary leadership competencies which would promote their effectiveness in enhancing university stability, peace and mutually accepted governance.

A Comparative Study of Student Organizations in Mainland China and Hong Kong Universities - Based on the Perspective of Innovation and Entrepreneurship Associations

In order to thoroughly apply the spirit of 18th National Congress of Communist Party of China, strengthening the work of youth under the new situation is the inner requirement of the Communist Youth League. Furthermore, it plays a needing role in doing the youth work under the new situation. As a bridge between college students and society, student organization is an important part of student affairs in universities. In addition, employing the advanced experience in organization management provides theoretical and practical significances to the work of the Communist Youth League in the new situation. Based on the student organization of Mainland and Hong Kong Universities, the project discusses the different performance of Mainland and Hong Kong Universities with the method of comparative study. From the view of student organizations of innovation and entrepreneurship, the project aims to offer the reference to student organizations in Mainland.

Academic Freedom in Europe: The Central European University Affair and the Wider Lessons

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In Memoriam: Kenneth G. Holum ל”ז

Ken Holum, esteemed historian, beloved teacher, and valued friend and colleague, lost his battle with pancreatic cancer on September 20, 2017. He was best known to archaeologists as the dedicated director of the University of Maryland's archaeological program at Caesarea in Israel and, under Ken's expert hand, invaluable research was conducted at that important site. The discoveries of the palace of Herod the Great, the temple built by Herod and dedicated to Augustus, the amphitheater of Herod the Great, Caesarea's Byzantine church, and the city's massive Roman harbor are the archaeological legacy of the Combined Caesarea Expeditions, to which Ken devoted so much of his career working alongside his Hebrew University and University of Haifa colleagues Joseph Patrich and the late Avner Raban.For more than four decades, Ken was a professor of late antique history in the Department of History at the University of Maryland. In addition, as those who knew him are well aware, he was a prolific and outstanding scholar. His authored and co-authored books, edited volumes, and many articles attest to his wide-ranging interests. Theodosian Empresses: Women and Imperial Dominion in Late Antiquity; Shaping the Middle East: Jews, Christians, and Muslims in an Age of Transition, 400-800 C.E.; The Greek and Latin Inscriptions of Caesarea Maritima; Caesarea Maritima: A Retrospective after Two Millennia, among many other titles, are a testament to Ken's erudition in his chosen fields.Ken was especially appreciated by JEMAHS as one of the first members of our board and an enthusiastic supporter of the journal, copies of which he displayed proudly on his coffee table. Both of us knew Ken for many years. We will miss his enthusiasm for eastern Mediterranean archaeology. We will miss his good advice and, most of all, his spirited conversation.As an active participant in national, local, and university affairs, Ken was a good, though by no means uncritical, citizen of his country and his university. Nevertheless, it was also clear that he had a particular affection for the land he explored for so many years. Inevitably, we associate Ken with Israel, where he and Marsha spent almost every summer for decades—until 2017 when Ken's illness struck. And, of course, we associate him with the unparalleled site of Caesarea.In the Caesarea exhibition book King Herod's Dream: Caesarea on the Sea, Ken and his fellow authors include the poem “To Caesarea,” in their epilogue, the last lines of which are: But reaching the city of ruinsSoft a few words we intone.We return. We are here.Soft answers the silence of stone,We awaited you two thousand years.1 The doomed poet Hannah Senesh wrote these words about her first trip to Caesarea in 1941, landing on the coast secretly at night. Senesh, who was killed in 1944 after parachuting into Nazi-occupied Hungary and is an Israeli national hero, was the most famous denizen of Kibbutz Sdot Yam, where many generations of Caesarea Expedition staff members and young volunteers stayed while exploring the “silent stones” of Caesarea.Senesh wrote another, more famous, poem about the site, however. It is more sentimental than the earlier work, pensive and hopeful at the same time. “A Walk to Caesarea,” was set to music—the song אלי, אלי (My God, My God), which repeats the first two words of the poem and, thus, belies the fact that Senesh herself was secular and was probably using the opening line as an exclamation. The song is considered one of Israel's “unofficial” anthems, and is sung particularly on Holocaust Remembrance Day—but, despite these exalted associations, it is really nothing more than an appreciation of the eternal nature of the sea and sky at Caesarea. We print it here in dedication to the life and legacy of Kenneth Holum, לברכה זיכרונו.My God, may it never end—the sand and the sea,the rustle of the water,the brilliance of the sky,the prayer of man.2

Financial Management and Decision Based on Decision Tree Algorithm

In order to make university financial management more scientific, technologies such as data warehouse, data mining technology and decision support system are applied to college affairs decision-making. Aimed at a large amount of financial data generated by the financial management system in colleges and universities, the financial management and decision-making in colleges and universities are realized based on the decision tree algorithm. It provides effective support for the management of colleges and universities. The advantages and disadvantages of clustering algorithm and classification algorithm are analyzed. An improved C4.5 decision tree algorithm based on metric is proposed. Combined with data warehouse, data mining and analysis technology, data-driven thinking is adopted to establish university financial budget and model. Financial management and decision-making in colleges and universities are realized. It is applied to the financial project budget execution progress early warning, and carries on the experiment analysis and the result research. A complete financial data warehouse is built. Data aggregation, data analysis and data mining can reduce the amount of data information of the system. The result shows that this method makes college financial management and decision-making more convenient and effective.

From Living Space to Cultural Space: How a Modern University Academy System is Possible

The reforms on the modern university academy system that preserve certain elements of China’s ancient traditional academies have currently encountered a series of difficulties. The crux of the problem is that living and educational spaces were integrated in the traditional academy, while modern school education institution has separated the two. So the modern university academy system only inherits the spatial form of the traditional academy. To resolve these difficulties requires creatively preserving the spirit rather than the form of the traditional academy, systemically innovating in institutions such as the advisor system, general education curriculum, and association activities, and also exploring mechanisms for academies to coordinate with professional schools and university student affairs.

CIRCUNSTÂNCIAS DA CRIAÇÃO DO PRIMEIRO CURSO DE GRADUAÇÃO EM ENFERMAGEM DO ESPÍRITO SANTO

RESUMO Objetivo: analisar as circunstâncias da criação do primeiro curso de graduação em enfermagem do Espírito Santo a partir da expansão dos cursos de graduação em enfermagem no Brasil na década de 1970. Método: estudo sócio-histórico documental, com abordagem qualitativa. O recorte temporal compreende o período de 1972 a 1976, sendo o marco inicial demarcado pela III Reunião de Ministros da Saúde das Américas, ocorrida no Chile. Foram utilizadas como fontes primárias centrais dois documentos escritos: o relatório do trabalho intitulado “Dados sobre a formação do pessoal de enfermagem do Brasil”, produzido pela Comissão de Documentação e Estudos da Associação Brasileira de Enfermagem, publicado em 1969, e o relatório “Desenvolvimento do Ensino Superior de Enfermagem no Brasil”, publicado pelo Departamento de Assuntos Universitários do Ministério da Educação e da Cultura, em 1979. Resultados: a expansão do número de cursos de graduação em enfermagem no Brasil na década de 1970, a partir do Plano Decenal de Saúde Para as Américas, propiciou condições favoráveis para criação do primeiro curso de graduação em enfermagem do Espírito Santo. Conclusão: o Brasil, por meio do Departamento de Assuntos Universitários do Ministério da Educação e da Cultura e com o apoio da Associação Brasileira de Enfermagem, iniciou uma política de desenvolvimento da enfermagem, onde foram criados, na década de 1970, um expressivo número de cursos de graduação em enfermagem, possibilitando além do aumento do quantitativo de enfermeiros uma melhor distribuição geográfica desses profissionais.

Application of Project Management in Planning of the University Secretary Occupation Career

University secretary plays an important role in university affairs management. The career planning of university secretary will help to enhance the quality of their work. This article detailed analyzes the university secretary occupation situation, divided the university secretary’s vocational career into different stages based on the theory of project management. The purpose is to make the secretary was able to clear their characteristics and task, according to the plan of each stage career planning, control, development and extension, and make them better engage their occupation, and achieve established goals in life.

Coping Styles and Socio-demographic Variables as Predictors of Psychological Well-Being among International Students Belonging to Different Cultures

The study examined whether coping styles (reflective, suppressive, and reactive coping) predict the level of psychological well-being among international students, studying at German universities and living in a situation where the impact of acculturation stress is supposed to be rather high. In particular, we looked for any differences in preferred coping styles of university students belonging to diverse cultures to find out whether there are differential associations between coping styles and culture. The participants were 235 Asian, 204 European, and 94 Latin American students who were recruited with the support of offices of student’s affairs of universities. They completed an online survey comprising the WHO Well-Being Index (WHO-5), the Problem-focused Styles of Coping Inventory (PF-SOC), Student Stress Inventory (SSI), and a socio-demographic questionnaire. After controlling for socio-demographic variables which showed hardly any influence on well-being, coping exerted a high influence on the affective and functional state of international students. Suppressive coping turned out to be a relatively stronger predictor of a low level of psychological well-being in all three cultural groups, whereas reflective coping is predictive of a high level of psychological well-being. Also, reactive coping is rather dysfunctional but much less so than suppressive coping. Cultural group was found to be a significant predictor of coping styles. There were no significant differences in the level of well-being among the cultural groups, with about 40% being beyond a cut-off point signalling a depressive state. Counseling services need to pay attention to the relatively high percentage of students with poor psychological wellbeing. Improving students’ coping strategies may be an efficient way to improve their psychological well-being in academic/university and general life contexts.

Democracy in Arab universities

The procedural concept of university democracy as relying on an existing customary or written law that guarantees a real, forthright, integral system of power and counter-power that can ensure the widest participation for all stakeholders in the management of university affairs, and in the management of the symbiotic relationship between the university and its social environment, was adopted for this study. In an attempt to measure the presence of democracy in the discourses, practices, courses and education curricula of 36 Arab universities in 18 Arab countries, the study was based on the findings of a survey collected on the discourses of the universities in question. Analytical material that detailed and documented examples of each of the ‘connotations on democracy’ was scrutinized. Conclusions show the ‘weakness’ to ‘no presence’ of democracy in some Arab universities’ curricula, programmes and courses. This may not be the result of a premeditated planning strategy, but rather one that is undoubtedly absent on coordination between the discourse of university leaders and the spread of the democracy in its meaning, behaviour and ethics within college life activities and course contents. In addition, there are forces that hinder democratic practice within the very university institutions that host democratic practice incentives. Analysis of both internal and external environments indicates an emphasis on the negative and stringent resistance to evolution by a large proportion of teachers, along with resistance to change in leaders.

高校学生管理工作法治化存在的问题及对策

高校在学生管理工作中存在着一些不适应法治化要求的现象，亟待加以研究解决。高校学生管理应适应依法治国的新形势，转变思想观念，修改和完善不符合法治原则和法治精神的校规校纪；管理手段和管理权力坚持合法性原则，不断推进依法治校的进程，使学生管理走向法治化的道路。 There are some phenomena that do not meet the requirements of the rule of law in the manage-ment of students’ affairs in colleges and universities, which need to be solved urgently. The man-agement of college students should adapt to the new situation of the rule of law, change ideas, modify and perfect the rules and regulations which do not conform to the principle of rule of law; management means and power should adhere to the principle of legality, and continuously push forward the process of administering by law, making the student management on the way to the rule of law.

Academia."edu"

Academia."edu" Johannah Rodgers (bio) The first question, "Why Are We Not Boycotting Academia.edu?", which was the title of a December 8, 2015 symposium organized by The Centre for Disruptive Media at Coventry University, is a crucial one. Unfortunately, it is also, at this moment in time, an apparently easy one to answer. The main reason "we" are not boycotting Academia.edu is because, as an organization backed by an estimated $17.7MM in venture-capital funding, Academia.edu has been able to successfully fulfill a need for a well-designed, easy to use, freely accessible, global repository of scholarly work across the disciplines. In fact, there is so much scholarly content posted currently on the site, including, it is worth mentioning, information about the 2015 Coventry University symposium organized by Gary Hall and Janneka Adema, that Academia.edu has become difficult to avoid. Yet, as a privately-owned, venture-capital funded, commercial venture, Academia.edu has also been the object of some scrutiny, thanks largely to the attention brought to it by the 2015 symposium, a video recording of which can be accessed at Archive.org. The subject of two 2015 articles in the US-based magazines The Atlantic and The Chronicle of Higher Education, Academia. edu was, more recently, profiled and criticized in the Canadian magazine University Affairs for its ongoing use of the .edu domain despite the fact that the site has no educational affiliation or function. And, however educational its wider mission to facilitate access to scholarly work may be, its business model, ever evolving and not publicly disclosed, is a for-profit one that depends on the free donation of intellectual property originally funded by a range of government and non-profit sources. The pubicly available facts about Academia. edu are astonishingly consistent: It has a, somewhat inexplicably, large and growing user base that totals an estimated 46MM account holders (December, 2016) and 36MM unique visitors per month. It is free to use for its registered users and it is designed and architected to be at once easy to use and feature-rich, meaning, even if you do not regularly visit the site, it will stay in touch with you via e-mail to keep you abreast of new research posted by those "academics" whom you "follow" and the "impact" of your work based on the number of users accessing it. Further, unlike other existing scholarly databases, such as JSTOR or ProjectMuse, Academia.edu offers users access to analytics related to the reception and readership of scholarly work and a daily-updated percentile rank, i.e., top 1%, 4%, etc., of work and profile views relative to those of others "using," perhaps more rightly referred to as, "posted," on the site. As a registered user of Academia.edu, I have some first-hand experience with the site's functionality, its ease of use, and, as a result of both, several questions about its user base and the demographics of its 36MM unique monthly visitors. Although advertising itself as a platform with 46MM registered academics, the lack of any requirements for registering an account means that its user base is highly diverse and almost certainly not comprised of 46MM "academics," unless that term is understood in the very broadest sense possible. According to the Bureau of Labor Statistics, in 2014 there were just over 1.3 MM job positions in post-secondary education in the US. Assuming that the US represents the largest post-secondary job market globally, the fact that this number, in its entirety, represents less than three percent of Academia.edu's user base is just the most obvious indication that the demographics of Academia.edu's user-base are wide-ranging. Further, having posted the table of contents to my 2014 first year writing textbook on Academia.edu, I know from comments posted by users downloading this material that over two thirds of those accessing this resource are undergraduates. While I am not suggesting that undergraduates should be prevented from accessing Academia.edu nor that they should not be encouraged to access research on the site, I do think it is worthwhile pointing this out as one discrepency in Academia.edu...

Factors Influencing Management Accounting Change: A case of Thai Public Universities

Puzpose - The purpose of this study is to investigate factors influencing management accounting change, with a focus on costing practices, in Thai public universities. Design/metlzodology/appmach - Reports the results of a survey forwarded to the Chief Financial Officers of all 78 Thai public universities. Findings - Findings indicate that the majority of Thai public universities are implementing changes to the costing practices. The main catalysts for change have come f•om both external and internal sources (the govermnent and university management). The Thai government requires public agencies to adapt their management accounting practices in line with New Public Management (NPM) and adopt modern cost accounting practices as used in the private sector. University management also need improved cost information for planning and control purposes to meet the challenges of reduced government funding and increased self management of university affairs. The development of service costs has been important to meet both government and university cost needs. Of the 63 useable responses, 49.21% of the respondents have adopted activity based costing (ABC), however to date only I 6.13% are able to assess the costing change as positive. Lack of appropriate software, difficulty in gathering data on cost drivers and lack of accounting staff understanding of what is required are the main barriers to ABC adoption and successful implementation in Thai public universities. Practical implications - The findings may be helpful to those who are involved in accounting reform in the public sector as it provides further insight into the introduction of NPM practices in a developing counny. -Originality/value - This paper presents a