my name is taki and I am trying this biblographic information system site.
Taki personal I – Higher education and diversity Taki personal Affirmative action in postsecondary educational settings: The historic nexus of meritocracy and access in US higher education Zamani, Eboni M.; Brown II, Christopher M. / International Association of Universities [IAU].-- IN: Higher Education Policy, vol. 16, no. 1, pp. 27-38, 2003 CONTENTS: Access to American colleges and universities remains one of the most important issues in education. Current research and policy address the concepts of diversity, participation, and achievement in postsecondary settings. Affirmative action has become a flashpoint in this context and investigations. This article examines the intersection of this policy/practice with educational attainment based on meritorious achievement. The article also highlights the confluence of affirmative action and educational mobility for graduating high school students. The aims of this article is three-fold: (1) to frame conceptions of diversity from a historical perspective; (2) to address diversity in relation to educational, social, and economic mobility of a multi-ethnic student populace; and (3) to determine the relation between how students transition from high school to college.
Academics and institutional differentiation in Australian higher education Harman, Grant / International Association of Universities [IAU].-- In: Higher Education Policy, vol. 14, no. 4, pp. 325-342, 2001 CONTENTS: Similarities and differences are explored between academic staff in four different types of Australian universities. Despite an overall high degree of homogeneity amongst academics, those in pre-1987 universities, especially Go8 universities, are better qualified, have appreciably better publication records, spend more time on research and writing, and show more interest in research than academics in post-1987 universities. Pre-1987 universities are more likely than others to have academic organizational units headed by professors and associate professors. Academics in pre-1987 universities have distinctively different views with regard to research funding and the place of research, as well as about academic standards and recent expansion in student enrolments. While post-1987 universities have pockets of research strength, these are small and relatively small proportions of academics produce the bulk of research output. The views of academics generally coincide with those of their institutions on key differentiation issues.
Are private universities the solution to the higher education crisis in sub-Saharan Africa? Banya, Kingsley / International Association of Universities [IAU].-- IN: Higher Education Policy, vol.14, no. 2, pp. 161-174, 2001 CONTENTS: Although comparatively young, state universities in sub-Saharan Africa have accomplished a lot. They have almost replaced expatriate faculty with indigenous staff and help foster intellectual communities. Some have developed relevant curricula and have produced the skilled human resources required to staff and manage public and private institutes. However, universities in the sub-region face formidable problems, i.e.: increased enrollments; fiscal challenges; quality issues and rising graduate unemployment. To help solve some of these problems, private universities are increasingly been seen as alternative routes to higher education achievement. Based on empirical data, this paper examines some of the challenges/opportunities that private universities face in sub-Saharan Africa.
Diversification or homogenization: How markets and government combine to shape American higher education Fairweather, James S. / International Association of Universities [IAU].-- IN: Higher Education Policy, vol. 13, no. 1, pp.79-98, 2000 CONTENTS: The complex amalgamation of more than 3500 colleges and universities supplemented by corporate-based universities and several thousand proprietary institutions offering some form of post-secondary education and training is best understood as a complex interaction of various forms of markets, governmental policies, disciplinary associations, and institutional actors. To better understand how these forces interact and take effect, this paper defines relevant terms for understanding "diversity", examines the components of the American "system" of higher education, discusses the ways in which various markets and governmental policies both encourage and discourage diversity, and identifies a model to explain how various factors interact to form the "system" of American higher education.