State System Of Higher Education Research Articles

ADMINISTRATIVE CHANGE AND THE ENHANCEMENT OF RELEVANCE IN STATE HIGHER EDUCATION SYSTEM IN CAMEROON

This study was designed to examine administrative change and the enhancement of relevance in state higher education system in Cameroon. The study was guided by two objectives which examine how change in administrative policy and administrative skills will enhance the relevance in state higher education system in Cameroon. This is supported by the theory of Fullan who state that that educational change is a process and to begin the change process you must be able to fully involve all human participants (stakeholders) in the change process for a better sustainability. This is supported by the theory of Fullan who state that that educational change is a process and to begin the change process you must be able to fully involve all human participants (stakeholders) in the change process for a better sustainability. The concurrent mixed-methods research design specifically the concurrent triangulation design was adopted for the study. Questionnaire and an interview guide were the instruments used for the study. The questionnaire consisted of both close and open ended questions for lecturers and post graduate students and interview guide for university administrators (HODs). The sample population for the study was made up of 1,915 lecturers, and 40 administrators (HODs) from the universities of Buea, Yaounde II, Douala, Bamenda, Yaounde I, Dschang, Maroua and Ngaoundere. The purposive and stratified sampling techniques was adopted for the study. Data from close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions were analysed thematically. The Spearman’s rho was used to test the research hypotheses formulated in the study. Majority of the lecturers (86.4%) agreed that there is a need for change in administrative policy to enhance relevance of Higher Education and a majority of the lecturers (71.3%) equally agreed that there is a need for change in administrative skills to enhance relevance of Higher Education. Hypothetically, there is a significant, positive and moderate relationship between administrative change and the enhancement of relevance in state Universities (R- value 0.207**, p-value < 0.001 < 0.05). Therefore, it was generally recommended that, for the enhancement of relevance in state higher education system in Cameroon orientation services should be organized before admission to enable student understand and make correct chooses. Specifically, in line with change in administrative policy most administrative posts should be elective for a given term of office in order to enable efficiency. Elective positions for HOD, Deans, Directors, Registrar and Vice Chancellors and in line with change in administrative skills, there should be innovation at the level of the administration by bringing in competent personal who will bring about the desired change to better enhance the relevant of HE.

(Re‐)Discoveries in a time of disruption

(Re‐)Discoveries in a time of disruption

Judge rules against former campus police chief

Case name: Thelen v. The Pennsylvania State System of Higher Education, et al., No. 2:20‐CV‐1717 (W.D. Pa. 08/03/21).

Judge rules against former campus police chief

Case name: Thelen v. The Pennsylvania State System of Higher Education, et al., No. 2:20‐CV‐1717 (W.D. Pa. 08/03/21).

Brazil’s National System for the Evaluation of Higher Education: Context, Challenges and Perspectives

This article discusses the implementation of the National System for the Evaluation of Higher Education (SINAES) from its inception in 2004 to present times, giving special attention to advances achieved and to the challenges that must be met in the near future. After a discussion of higher education quality assurance from an international perspective, the text examines adjustments that have been made to operationalize the implementation of the SINAES model and then emphasizes the importance of improving the self-evaluation component of the System. The article concludes by addressing the challenges that must still be met, such as the inclusion within SINAES of state higher education systems, the improvement of indicators and external evaluators, the effective utilization evaluation results, the need to distinguish evaluation processes from regulation policies, and the possibility of transforming the existing framework into a multidimensional evaluation model.

Enrollment Management and Admissions Policies at Regional Public Universities

AbstractThe college enrollment landscape has changed vastly in the last couple of decades. As such, regional public universities (RPUs) have had to become increasingly strategic in how they recruit new students to attend their institutions. For example, total college enrollment has declined from 2010 to 2017, and this population continues to become more diverse in race/ethnicity and socioeconomic background. This chapter highlights the strategic enrollment‐related changes that these institutions have undergone across key variables. We close with two case studies, examining these changes across two state systems of higher education to better understand how these variations occur in contexts of broader state demographics and public policies. The findings from this chapter suggest that RPUs have largely experienced similar changes together over the last 10 years of this analysis, showing modest increases in tuition rates and institutional aid amid declining state appropriations and decreases in average first‐year standardized test scores and graduate student enrollment.

Court rules against university

Case name: Pennsylvania State System of Higher Education, Bloomsburg University of Pennsylvania v. Association of Pennsylvania State College and University Faculties, No. 914 C.D. 2018 (Pa. Commw. Ct. 05/16/19).

Court rules against university

Case name: Pennsylvania State System of Higher Education, Bloomsburg University of Pennsylvania v. Association of Pennsylvania State College and University Faculties, No. 914 C.D. 2018 (Pa. Commw. Ct. 05/16/19).

Court rules against university

Case name: Pennsylvania State System of Higher Education, Bloomsburg University of Pennsylvania v. Association of Pennsylvania State College and University Faculties, No. 914 C.D. 2018 (Pa. Commw. Ct. 05/16/19).

Maxed Out?

Despite large and growing student loan balances, there is relatively little evidence on the effects of access to student loans on borrowing and educational outcomes. We examine the effect of access to credit by using policy variation in the maximum federal student loan amounts available to U.S. college students. In particular, first-, second-, and third-year students have access to different amounts of federal student loans. Using a regression discontinuity and administrative data from a state higher education system, we find that access to higher loan limits increases borrowing for at least 26 percent of borrowers. Despite this increase in borrowing, we find no evidence that eligibility for additional loans affects student GPA, persistence, or graduation.

Maxed Out? The Effect of Larger Student Loan Limits on Borrowing and Education Outcomes

Despite large and growing student loan balances, there is relatively little evidence on the effects of access to student loans on borrowing and educational outcomes. We examine the effect of access to credit by using policy variation in the maximum federal student loan amounts available to U.S. college students. In particular, first-, second-, and third-year students have access to different amounts of federal student loans. Using a regression discontinuity and administrative data from a state higher education system, we find that access to higher loan limits increases borrowing for at least 26 percent of borrowers. Despite this increase in borrowing, we find no evidence that eligibility for additional loans affects student GPA, persistence, or graduation.

‘Qualified immunity’ trumps former employee's lawsuit, court rules

Case name: Bradley v. West Chester University of the Pennsylvania State System of Higher Education, No. 15‐2681 (W.D. Pa. 03/03/17).

The Association of Bilateral Pulse Wave Velocity and Inter‐Arm Systolic Blood Pressure Difference in Apparently Healthy Individuals

Bilateral, either simultaneous or sequentially measured, blood pressure (BP) is used for the screening and diagnosis of inter‐arm systolic blood pressure difference (ISBPD). ISBPD, wherein a difference of ≥10 mmHg in systolic BP between arms is noted, is associated with peripheral vascular disease, type 2 diabetes, and arterial stiffness. Similarly, arterial stiffness is a strong determinant of cardiovascular risk. Pulse wave velocity (PWV) is widely used as the gold‐standard measurement of arterial stiffness. However, bilateral PWV is not commonly performed, and procedural measurement of PWV has yet to achieve clear standardization. Further, existing evidence is very limited regarding the relationship of bilateral carotid‐radial PWV measurement and ISBPD.PURPOSETo determine the association between bilateral BP and carotid‐radial PWV.METHODSTo identify the relationship between bilateral carotid‐radial PWV measurement and BP, we studied 53 subjects (26±7.4 years, 57% female) with no known cardiovascular disease. Bilateral BP was acquired both sequentially (BPSEQ) and simultaneously (BPSIM) following a 10‐minute rest period in the supine position. Right and left carotid‐radial distances were measured using an Infantometer. Bilateral carotid‐radial PWV was obtained using a Complior Analyse™ simultaneously. T‐tests were performed to determine differences in BPSEQ and BPSIM and right and left carotid‐radial pulse wave velocity (PWVR; PWVL), and correlation coefficients determined the relationship between bilateral BP and PWV differences (PWVD).RESULTSBilateral BPSEQ and BPSIM measurement was similar (1.5±7.2 mmHg and 1.2±4.6 mmHg, respectively; P > 0.05) and BP was not different between arms regardless of method (P > 0.05). Interestingly, bilateral carotid‐radial PWV was different (PWVR = 7.8±1.3 m/s and PWVL = 7.3±1.1 m/s; P < 0.05). BPSEQ and BPSIM is poorly correlated to PWVD (R = −.09 and R = .009, respectively; P > 0.05). However, PWVR was strongly correlated to PWVD (R = .63; P < 0.05).CONCLUSIONSGreater PWV is associated with a greater bilateral PWV difference. The consideration for bilateral measurement of PWV deserves further investigation. Bilateral BP and PWV differences may be valuable additions to a cardiovascular risk profile.Support or Funding InformationPennsylvania State System of Higher Education, Faculty Professional Development CouncilThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Year-long Undergraduate Research Projects

Undergraduate research has become the centerpiece of many institutions of higher education’s efforts to attract and recruit high school graduates. Since 1987, throughout my tenure at Bloomsburg University, I have involved over 20 students in my research. In my experience, there is clear evidence that students of mathematics substantially benefit if they engage in research during their undergraduate studies. Whether the student plans to apply for employment after graduation or continue with graduate studies, the undergraduate research experience has a tremendous effect on the student’s success. In this paper, I will provide some personal insight on my experience in working with undergraduate students. In most cases, my experience has been in working with one student on a long term (one semester or mostly year-long) research problems. I will discuss my approach to identifying students, the type of projects, providing guidance, and finally the challenges that we face in supervising undergraduate research. To exemplify, emphasis will be placed on the status of a recent 1-year research project, which was funded by the Pennsylvania State System of Higher Education, and a senior undergraduate student worked on it for one year.

A Historical Mission in the Accountability Era

The case study is an analysis of a state performance funding policy at a public historically Black college and university (HBCU). The policy attaches state funding to HBCU performance on measures like graduation rates and equity measures like the reduction in achievement gaps between Black and non-Black students. Participants liked that the policy helped the institution to become more outcome minded, but were critical of the equity measures and their relationship with the state system of higher education. The article addresses how the HBCU’s mission was addressed in the policy and its plans for responding that includes focusing on Latino students.

Factors That Contribute to the Likeliness of Academic Recovery

Institutions of higher education invest a lot of resources into supporting and retaining students, and most colleges and universities offer systems of support for students who struggle academically in the form of support programs for students on academic probation. This study aimed to determine the demographic factors that potentially contribute to an individual’s likeliness to academically recover from academic probation, as well as the likeliness that they will be retained to the semester following being placed on academic probation. The students sample included in this analysis were freshman students on academic probation at five institutions within a state system of higher education. The study reviewed three years’ worth of archival data on probation students’ academic performance at these five participating institutions.

Making Undergraduate Research a Central Strategy in High‐Impact Practice Reform: The PASSHE Journey

This chapter describes undergraduate research expansion in the Pennsylvania State System of Higher Education (PASSHE) in the context of both fiscal and student enrollment challenges.

Resolution of Respect: Paul Risser, 1939–2014

Resolution of Respect: Paul Risser, 1939–2014

Performance Funding in Higher Education: Do Financial Incentives Impact College Completions?

In 2000, the Pennsylvania State System of Higher Education introduced a performance-based funding model aimed at increasing degree productivity among the state's public colleges. This study examines how the new policy affected undergraduate degree completions. Using a difference-in-differences estimation strategy, results suggest the policy has not systematically increased degree completions within the state. With limited evidence of the policy's effect, we conclude that this was an ineffective funding model in terms of its ability to increase college completions. Although we find modest impacts when compared against colleges in neighboring states, these impacts disappear when matched against similar colleges from other states.

Performance Funding in Higher Education: Do Financial Incentives Impact College Completions?

In 2000, the Pennsylvania State System of Higher Education introduced a performance-based funding model aimed at increasing degree productivity among the state’s public colleges. This study examines how the new policy affected undergraduate degree completions. Using a difference-in-differences estimation strategy, results suggest the policy has not systematically increased degree completions within the state. With limited evidence of the policy’s effect, we conclude that this was an ineffective funding model in terms of its ability to increase college completions. Although we find modest impacts when compared against colleges in neighboring states, these impacts disappear when matched against similar colleges from other states.