Tomorrow's College: The Future of Higher Education

Jeffrey Selingo, an author, reporter, and editor at large of The Chronicle of Higher Education, presented a talk on the future of higher education at Columbia University. Sree Sreenivasan, Columbia's Chief Digital Officer, introduced the talk

COLLEGE-TO-WORK MIGRATION OF TECHNOLOGY GRADUATES AND HOLDERS OF DOCTORATES WITHIN THE UNITED STATES

This study estimates a series of random parameter logit models of the college-to-work migration decisions of technology graduates and holders of doctorates within the United States. We employ detailed information on the migration-relevant characteristics of individuals, as well as on their actual origins and destinations at the metropolitan scale. In addition to its obvious implications for "brain drain" policies in U.S. metropolitan areas, the study demonstrates the richness of the random parameters technique for behavioral-geographic analysis. We find that science and technology graduates migrate to better educated places, other things equal; that PhD graduates pay greater attention to amenity characteristics than other degree holders; and that foreign students from some immigrant groups migrate to places where those groups are concentrated. Copyright Blackwell Publishing, Inc. 2006

Consensus and divergence in international studies: Survey evidence from 140 international studies curriculum programs

There is a growing debate over the extent of consensus or divergence found within interdisciplinary International Studies (IS) programs. Unfortunately, with a few exceptions, this debate has taken place in the absence of empirical data. This article advances our understanding of the current state of IS curricula through an analysis of data generated from a survey of 140 interdisciplinary undergraduate IS majors across the United States. The surveyed programs comprise 63 Doctoral/Research institutions, 40 Master’s institutions, and 37 Baccalaureate institutions found in 38 states and the District of Columbia. The 140 programs are analyzed in terms of six basic components: introductory course(s), research methods, capstone course(s), area and/or thematic concentrations, study abroad, and foreign language requirements. The findings demonstrate significant areas of both consensus and divergence in IS programs.PublishedJournal Articl