7,655 research outputs found

    Improving Response Rates to an Alumni Survey in East Africa

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    Feedback from students and graduates is essential to inform ongoing quality improvement in higher education. However, African universities often face implementation issues in alumni surveys, including technological barriers and difficulties in tracking graduates, particularly those from earlier cohorts and rural alumni. Innovative strategies are needed to locate alumni and obtain a good response rate across widely dispersed, rural and remote areas. This paper reports on strategies used to increase response rates in an East African online alumni survey in a context of limited computer/Internet access. The survey aimed to assess the impact of nursing graduates over a 15 year period (2001–2016). Strategies focused on locating and communicating with graduates and providing solutions to barriers associated with computer/Internet access. Better engagement with alumni was achieved using mobile technologies and social media networks. Facilitating access to online surveys by taking technology to alumni or providing hubs for online access encouraged survey participation. The strategies discussed in this study are particularly relevant for clustered or networked alumni populations (e.g. nurses) in low income and limited resource settings

    Lindenwood University Strategic Plan, Fiscal 2010

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    Lindenwood University Strategic Plan, Fiscal 201

    Financial Coaching: A New Approach for Asset Building?

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    Through a literature review and interviews with nonprofit financial coaches, examines the concepts, training, and capacity building involved in financial coaching for low-income families, as well as critiques of existing models and their implications

    Big data for monitoring educational systems

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    This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

    Results of the Accreditation Process to Guide Postsecondary Certificate-Granting Institution Improvement

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    Research gaps exist in knowledge about postsecondary certificate-granting institutions, as well as results of accreditation processes. This qualitative study focuses on national accreditation results that can: 1) define strengths and improvement areas in these institutions; 2) determine why action is taken or not taken on accreditation recommendations; and 3) identify results, strengths, and challenges of accreditation. This research base can guide improvements in these institutions and the North Central Association – Commission on Accreditation and School Improvement (NCA CASI) process. The population was 125 accredited schools in ten states, representing 96% of all NCA CASI accredited public, postsecondary institutions. Methods included: document analysis, interviews, and peer review validation. All commendations and recommendations in the 125 school NCA CASI accreditation reports were coded. Interview participants were selected using a maximum variance sampling with completion and licensure/certification passage averages as the variance component. Interviews were conducted with selected 15 NCA CASI school coordinators, one State Department Coordinator and one AdvancED/NCA CASI representative. Seven school personnel from five states participated in a peer-review validation process. Results indicate: 1) the accreditation report documentation shows the highest percentage of schools receive commendations related to: business, industry and community involvement; pupil personnel services; positive school culture and relationships; safety and space considerations, and data collection processes. Highest percentage of schools recommendations focused on: data analysis and decisions; lack of space; student support service strategies; business, industry, and community support strategies; and increased documentation. 2) Interviews identified themes of action taken on accreditation report recommendations: documentation, compliance, performance measures, and process improvements. Actions not taken related to: resource costs or philosophical differences. 3) Accreditation process strengths are: financial aid access; credibility; continuous improvement framework; critical analysis of self study using internal teams; and gaining external peer-review team perspectives. Accreditation challenges or areas in need of improvement are: accountability duplication; resource constraints; subjectivity/ philosophical differences; and suggestions for process improvements. These NCA CASI accredited institutions show an average of 84.5% completion, 87.9% placement, and 89.7% licensure/certification performance rates

    A Vision for Undergraduate Student Success at John Jay College

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    We want John Jay to be known as the premier Hispanic and Minority-Serving Institution in the U.S. This means that not only will we attract and graduate a vibrant and diverse student body, but we will also provide students with an excellent justice-oriented education that cements the foundation for postgraduate and career success, as well as civic participation, leadership, and lifelong learning. (A vision... page 3). Update on Student Success Vision document : As you know, we have been working collaboratively on John Jay’s vision for student success. I want to thank everyone in our community who participated in the conversations over the last two years. I’m grateful for your ideas, and we’ve incorporated your feedback into the next iteration of our Student Success Vision document that is posted on our new Student Success webpage, along with a video update about our work. These conversations have helped us develop a shared understanding of how we are doing, where we are headed, and what it will take to get there. (Excerpted from an email from President Karol V. Mason to the College Community 5/7/2019

    Lindenwood University Strategic Plan, Fiscal 2013

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    Lindenwood University Strategic Plan, Fiscal 201

    Lindenwood University Strategic Plan, Fiscal 2006

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    Lindenwood University Strategic Plan, Fiscal 200
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