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University System (university + system)
Selected AbstractsUniversity System of Georgia's eCore: Virtual general educationNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 146 2009Libby V. Morris The approach to offering general education courses online in the University System of Georgia's eCore program. [source] Top to bottom reengineering: University System of Maryland enhances productivity, improves accountability, and maintains qualityNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 140 2007William E. Kirwan This chapter examines how the University System of Maryland repositioned itself as a state system able to thrive in an era of permanently diminished resources and perpetually escalating demands. [source] Usage impact factor: The effects of sample characteristics on usage-based impact metricsJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 1 2008Johan Bollen There exist ample demonstrations that indicators of scholarly impact analogous to the citation-based ISI Impact Factor can be derived from usage data; however, so far, usage can practically be recorded only at the level of distinct information services. This leads to community-specific assessments of scholarly impact that are difficult to generalize to the global scholarly community. In contrast, the ISI Impact Factor is based on citation data and thereby represents the global community of scholarly authors. The objective of this study is to examine the effects of community characteristics on assessments of scholarly impact from usage. We define a journal Usage Impact Factor that mimics the definition of the Thomson Scientific ISI Impact Factor. Usage Impact Factor rankings are calculated on the basis of a large-scale usage dataset recorded by the linking servers of the California State University system from 2003 to 2005. The resulting journal rankings are then compared to the Thomson Scientific ISI Impact Factor that is used as a reference indicator of general impact. Our results indicate that the particular scientific and demographic characteristics of a discipline have a strong effect on resulting usage-based assessments of scholarly impact. In particular, we observed that as the number of graduate students and faculty increases in a particular discipline, Usage Impact Factor rankings will converge more strongly with the ISI Impact Factor. [source] OPENING PHILOSOPHY TO THE WORLD: DERRIDA AND EDUCATION IN PHILOSOPHYEDUCATIONAL THEORY, Issue 3 2009Steven Burik In this essay, Steven Burik discusses Jacques Derrida's position with regard to the place of education in philosophy within the university system, and then relates these thoughts to comparative philosophy. Philosophers find themselves constantly having to defend philosophy and the importance of teaching philosophy against pressure from the powers that be. Burik contends that the argument Derrida set forth to "protect" philosophy entails a double bind: Derrida emphasized the value and importance of philosophical thinking while at the same time criticizing the limits of philosophy, both self-mandated and externally imposed. Derrida's defense of philosophy was anything but a protection of the status quo, according to Burik. Derrida ultimately argued that the teaching of philosophy and philosophy itself should be inherently open to new developments. Burik relates Derrida's defense of philosophy and attack on mainstream philosophy to comparative philosophy, demonstrating that both argue for an expansion of thinking beyond the narrow Western confines of philosophy as "pure" reason or rationality by showing how alterity always inserts itself, and that both seek to give this alterity a valid place in educational systems. [source] THEORIZING THE UNIVERSITY AS A CULTURAL SYSTEM: DISTINCTIONS, IDENTITIES, EMERGENCIESEDUCATIONAL THEORY, Issue 3 2006Mark Considine In this essay, Mark Considine argues that the prospect of such changes requires us to reflect carefully upon the theoretical and normative underpinnings of universities and to delineate the structures and processes through which they might seek to negotiate their identities. Considine re-theorizes the university as a higher education system composed by distinctions and networks acting through an important class of boundary objects. He moves beyond an environmental analysis, asserting that systems are best theorized as cultural practices based upon actors making and protecting important kinds of distinctions. Thus, the university system must be investigated as a knowledge-based binary for dividing knowledge from other things. This approach, in turn, produces an identity-centering (cultural) model of the system that assumes universities must perform two different acts of distinction to exist: first, they must distinguish themselves from other systems (such as the economy, organized religion, and the labor market), and, second, they must operate successfully in a chosen resource environment. Ultimately, Considine argues that while environmental problems (such as cuts in government grants) may generate periodic crises, threats within identities produce emergencies generating a radical kind of problematic for actor networks. [source] The California State University: a case on branding the largest public university system in the USINTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 2 2010Kirti Sawhney Celly Branding of universities is an area that is growing in importance as competition between universities increases and creates an imperative for strong brand positioning and visual identity as the basis for differentiation. In this context, this paper describes the process by which the California State University (CSU), a major, multi-campus public university system developed a corporate visual identity system and analyzes the key issues in developing this system, as well as the key challenges ahead. Copyright © 2009 John Wiley & Sons, Ltd. [source] Unraveling the Ivory Fabric: Institutional Obstacles to the Handling of Sexual Harassment ComplaintsLAW & SOCIAL INQUIRY, Issue 1 2000Jennie Kihnley Title VII of the Civil Rights Act of 1964 and Title IX of the Educational Amendments of 1972 make universities liable for sexual harassment that occurs within both the employment and academic contexts. This article examines how universities implement and enforce the mandates of both Title VII and Title IX through exploratory research about sexual harassment complaint procedures at a public university system on the West Coast. In-depth interviews with personnel at each campus shed light on problems with inserting a complaint resolution process into an institution that simultaneously strives to eliminate sexual harassment, while wanting to protect itself from liability. This inherent conflict of goals is reflected in the differing roles of the Title IX office and the Women's Resource Center, in creation of a user friendly policy, and in the two branches of dispute resolution. [source] Connecting a university system to the public agenda: The roundtable on higher educationNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 135 2006Edward V. Dunn North Dakota connects the collective power and potential of college and university systems to the economic development, education, and training needs of the state. [source] The challenge of change: Canadian universities in the 21st centuryCANADIAN PUBLIC ADMINISTRATION/ADMINISTRATION PUBLIQUE DU CANADA, Issue 2 2002David M. Cameron It was a crisis of numbers, brought on by a rising participation rate and the postwar Baby Boom. The response, led initially by the federal government, was to enlarge the university system, and later the entire postsecondary sector, very rapidly through the 1950s and 1960s. In the process of rapid growth, universities changed dramatically, becoming much more democratic and laissez-faire in their management. Then came a prolonged period of restraint, as provincial governments regained a measure of control and the public became sceptical of the benefits accruing from rapidly rising expenditures in the face of tight fiscal circumstances and competing demands. University faculty attempted to secure their earlier gains through unionization and collective bargaining. The upshot, as was predicted, was that universities became much more rigid organizations, resistant to managed change, and focused on the self-interest of faculty members. We now confront a new and very different environment and face the challenges and opportunities associated with a knowledge-based economy, with its reliance on research and innovation, and its demand for a highly educated workforce. The federal government is using its new-found surpluses to invest heavily in university-based research and development. The challenge is whether universities, constrained by cumbersome and self-serving decision rules and procedures, now secured in union contracts, can respond appropriately to the new opportunities. Sommaire: Les universités ont connu une crise dans les années qui ont immédiatement suivi la guerre. C'était une crise d'éffectifs, cauée par un taux de fréquentation en hausse et par le baby-boom de l'après-guerre. La réaction initiale du gouvemement fédéral pendant les années 1950 et 1960, a été de développer très rapidement le système universitaire et plus tard tout le secteur post-secondaire. Au cours de cette croissance rapide, les universités ont changé considérablement, devenant plus democratiques et plus souples dans leur administration. Il y a eu ensuite une période de restriction prolongée, où les gouvemements provinciaux ont retrouvé un certain contrôle et le public devint sceptique au sujet des avantages découlant de dépenses croissantes pour faire face à une conjoncture de resserrement budgétaire et à une concurrence acharnée. Le corps professoral universitaire essaya de protéger les gains qu'il avait obtenus précédemment par la syndicalisation et la négotiation collective. Le résultat, comme cela était prévu, c'est que les universités sont devenues des organismes beaucoup plus rigides, résistants aux changements de gestion et axés sur l'intérêt personnel des membres du corps professoral. Nous nous trouvons aujourd'hui dans une conjoncture nouvelle et très différente. Nous devons maintenant relever les défis et tirer parti des possibilités que nous offre une économie axée sur le savoir, qui compte sur la recherche et l'innovation, et sur une main-d'æuvre hautement instruite. Le gouvernement fédéral se sert de ses surplus récents pour investir considérablement dam la recherche et le développement universitaires. Le défi est de savoir si les universités, assujetties à des régles et procédures difficiles à appliquer, intéressés, et protégées par les conventions syndicales, sauront tirer pleinement parti de nouvelles opportunités. [source] Geography's Emerging Cross-Disciplinary Links: Process, Causes, Outcomes and ChallengesGEOGRAPHICAL RESEARCH, Issue 1 2002J.H. Holmes In Australian universities the discipline of Geography has been the pace-setter in forging cross-disciplinary links to create multidisciplinary departments and schools, well ahead of other disciplines in humanities, social sciences and sciences, and also to a greater extent than in comparable overseas university systems. Details on all cross-disciplinary links and on immediate outcomes have been obtained by surveys of all heads of departments/schools with undergraduate Geography programs. These programs have traced their own distinctive trajectories, with ramifying links to cognate fields of enquiry, achieved through mergers, transfers, internal initiatives and, more recently, faculty-wide restructuring to create supradisciplinary schools. Geography's ,exceptionalism' has proved short-lived. Disciplinary flux is now extending more widely within Australian universities, driven by a variety of internal and external forces, including: intellectual questioning and new ways of constituting knowledge; technological change and the information revolution; the growth of instrumentalism and credentialism, and managerialism and entre-preneurial imperatives; reinforced by a powerful budgetary squeeze. Geographers are proving highly adaptive in pursuit of cross-disciplinary connections, offering analytical tools and selected disciplinary insights useful to non-geographers. However, this may be at cost to undergraduate programs focussing on Geography's intellectual core. Whereas formerly Geography had high reproductive capacity but low instrumental value it may now be in a phase of enhanced utility but perilously low reproductive capacity. [source] The connection between the research of a university and counts of links to its web pages: An investigation based upon a classification of the relationships of pages to the research of the host universityJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 7 2003Mike Thelwall Results from recent advances in link metrics have demonstrated that the hyperlink structure of national university systems can be strongly related to the research productivity of the individual institutions. This paper uses a page categorization to show that restricting the metrics to subsets more closely related to the research of the host university can produce even stronger associations. A partial overlap was also found between the effects of applying advanced document models and separating page types, but the best results were achieved through a combination of the two. [source] Connecting a university system to the public agenda: The roundtable on higher educationNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 135 2006Edward V. Dunn North Dakota connects the collective power and potential of college and university systems to the economic development, education, and training needs of the state. [source] | |||||||||||||