An Examination of Privacy Policies of Global University Web Sites

Due to demand in online services, universities throughout the world are increasing the content of their Web sites and adding features, such as online applications and e-learning. However, adding online services requires that personal data is kept within computerized systems, thus putting personal private information at risk. Online consumers express concern about the risk of their personal private data and demand to know how organizations will protect their records. It is imperative that firms have mechanisms to guard their data and publish protection information within online privacy policies to mitigate user distrust. However, although industry privacy groups may recommend better protection and some countries may legislate its use; this is not universal in all university sites. This study analyzes 90 universities site throughout the world to determine the use of privacy protection. The results show a lack of use of certain privacy mechanisms. The research suggests methods for improving protection

International Travel for LGBTQ+ Staff in Higher Education

The growing focus on internationalisation across UK Higher Education creates additional challenges for LGBTQ+ Staff owing to the complex and uneven legal and social framework for LGBTQ+ people worldwide. In this report, we detail how these issues are currently being addressed across the sector, highlight instances of best practice, and outline the need for further work and research in this area

Perspectives of academic web content managers on the effectiveness of web publishing and web hosting policies

The development of policy to handle the increasingly diverse issues that arise from web content management is becoming a concern for academic institutions. An exploratory investigation that seeks institutional web content manager perspectives from higher educational settings on current web publishing and hosting policy and issues is presented as a mixed-method research design, using both quantitative and qualitative methodologies, to investigate how field factors influence policy creation. A web-based version of a survey instrument was designed, piloted, and implemented for this investigation, and data is presented, and discussed in relation to current field literature. Findings indicate that web hosting and publishing policies increasingly fall under the purview of institutional Communications or Public Relations departments and that policy elements concerning web content do not yet match field recommendations in several key areas

Investigation of Factors Relating to the Web-based Presentation of Policy and Information on Campus Firearm Policy and Smoking Policy

In order to explore themes of privilege in regard to policy availability, language accessibility, and underlying bias, policies related to two topics of interest to higher education campus visitors, campus firearm carry policy and smoking policy, are explored to determine how Web-based information is presented to various audiences. Implications of policy accessibility are compelling; language barriers can adversely affect access to campus events and educational services. Representative samples of policies of five states that allow some form of open or concealed campus firearm carry were studied to determine possible factors of importance. Representative samples of two additional states in the more restrictive continuum of the campus carry issue were also studied as a control. In addition, policies relating to smoking were examined to determine themes related to overall policy presentation approach. Findings indicate that few Websites facilitate the provision of translated policy, and that few options exist for easy translation of policies into other languages at the point of origin. In addition, this study presents evidence that the recentness of legislative activity and desire to mitigate visitor concerns may be considered as factors impacting policy availability

A Review of the Literature and Implications for People with Disabilities (E-Human Resources Literature Review)

To accomplish this overview, an extensive review of the literature on information technology applications to the employment process was conducted. Three human resources related uses of the Internet are explored in this review of current literature: E-recruiting, E-benefits/HR, E-training. Each of these areas can have a significant impact on employees with disabilities, especially given the growth of business’ use of the Web. If E-recruiting is not accessible, it could prevent people from applying for or even finding open positions. E-training, if not accessible, could create a new barrier to the advancement of individuals who are unable to access online training to improve or update their skills. E-benefits, while likely to make enrollment and other activities easier for many employees, may become an obstacle for individuals with certain disabilities if not designed to be accessible. In addition, we examined the literature for any current discussion of access issues for applicants and employees with disabilities by business. In the remainder of this introduction, we also cover the World Wide Web and accessibility issues for people with disabilities, legislation relevant to Internet accessibility, and studies of Web accessibility

Improving Access to Healthy Foods: A Guide for Policy-Makers

Outlines how state and local policies on land use, planning, and community and economic development, as well as programs in schools and government institutions, can help in producing, marketing, and increasing access to affordable healthy food

Evaluating empowerment and control of HE e-learning in a secure environment

With the increased spread of HE distance learning into a wide variety of contexts it is important for us to understand the factors involved in its successful deployment for students. E-learning has a great potential to support effective and empowering HE distance learning (Wilson, 2007; Adams, 2005; Hughes, 2005). However, within two secure environments, prisons and health service, the factors involved are complex. This paper reviews HE e-learning technology perceptions within these two contrasting contexts from 225 students' and stakeholders' perspectives. Previous research has detailed literature limitations on obtaining students' perspectives of e-learning (Conole et al, 2006). These limitations are compounded when other stakeholder perceptions are not integrated (Sun et al, 2007; Adams et al, 2005; Millen at al, 2002). This paper developed and applied an e-learning framework for student and stakeholder perceptions. This social psychological framework, is based on previous practice based e-learning studies and is used here to synthesise two large-scale case studies. The framework focuses on three concepts learner Access (e.g. learning design, technology design, physical access), Awareness (e.g. of resources, their usage and support for e-learning tasks) and Acceptability (e.g. trust, privacy, aesthetics, engagement). Students' and stakeholders' perceptions identified high levels of students' empowerment through e-learning whilst still requiring a further pedagogical tailoring and an awareness of support. However, serious problems within these contexts have identified blocks to e-learning through stakeholders perceptions and fears of acceptability (i.e. issues of risk and trust). Ultimately, through understanding competing perceptions and needs within these complex environments we can support the effective technological development, pedagogical design and deployment of e-learning systems

Independent Colleges and Universities in a Time of Transition

[Excerpt] I am going to discuss the stresses that the American higher education system is now under, the changes that we have seen in American higher education over the last three decades - many which predate the great recession - and how CIC members have responded, and might respond in the future, to these changes. A message that I hope you will take away is that I believe you have a unique advantage relative to your public sector counterparts because of the difference in the governance structures and financial models under which you operate. I will conclude by speculating a bit about what the future will hold for all of us

Introduction to \u3ci\u3eDoctoral Education and the Faculty of the Future\u3c/i\u3e

[Excerpt] Concern has been expressed, however, that the growing enrollment of foreign students in American PhD programs crowds out potential American citizen PhD holders and discourages them from pursuing PhD study. On the other hand, the aftermath of 9/11, the growth of research infrastructure and research support in other nations, and the growth of other nations\u27 higher education systems all cast doubt on the ability of the United States to continue to rely on foreign PhD holders to meet our nation\u27s need for scientific researchers and to fill future faculty positions. Given all of these issues, in October 2006 the Cornell Higher Education Research Institute brought together a group of researchers from a wide number of science and social science fields, academic administrators, and policymakers for the conference Doctoral Education and the Faculty of the Future. The sessions at the conference focused on efforts to increase and improve the supply of future faculty, and covered topics ranging from increasing undergraduate interest in doctoral study to improving the doctoral experience and the representation of underrepresented groups in doctoral education. The chapters in this book are revisions of the papers presented at that conference