We here at HigherEdJobs appreciate the efforts it takes to be successful in your job search. We have compiled some original and/or exclusive articles below that we feel will be practical and inspirational during this process. As always, we appreciate the privilege of helping you achieve your goals.
When we started HigherEd Careers interviews years ago, we aspired to find experts who can help members of our community reflect, shape and act on their career plans. This month we are proud to share one of our most inspirational and practical interviews featuring leadership and ethics professor Susan Madsen of Utah Valley University. Her insights provide a detailed current look at women in higher education leadership as well as the characteristics of women leaders.
High post-graduate employment rates and satisfied employers make a great combination. By listening to the needs of students and the demands of employers, colleges and universities are developing Professional Science Master's (PSM) degree programs which are proving beneficial for students, industry and their higher education institutions.
According to the Institute for Higher Education Policy (IHEP), a nonprofit organization that promotes college access and success in higher education for all students, the for-profit sector needs to be examined differently than its non-profit counterpart.
With Election Day two months away, both of the major-party candidates for president have been largely silent about education policy. It's no surprise. President Obama and Governor Romney believe that their fortunes depend on whether people think the economy is getting better (or not), and how intrusive the government should be.
As graduate education continues to evolve, institutions must be willing to adapt, be it through teaching methods, curriculum changes, use of technology, or in other ways in order to meet the needs of students, higher education communities and societal demands. Our guest this month, Dr. Douglas James, from Duke University, describes the importance of implementing 'best practices in graduate education.'
The fall elections are coming up, and college administrators need to know about "The Number." Candidates know their own, and "Getting the Number" is all-consuming for campaign managers, occupying their dreams and driving how they spend money. Campaigns operate within harsh budget constraints and need to secure the cheapest votes possible. Here is how it works and why you should understand the game.
There are differences between the current generation of four-year graduates seeking their first jobs with generations of the past. Ironically, employers still want hard-working, committed employees to do the job and be accountable. While the conversation could quickly turn philosophical in nature, the reality is that the attitude of the current generation of first-time employees has changed.
Some readers will surely be disappointed by Robert Zemsky's Making Reform Work. He doesn't rivet the reader with an alarming portrait of American higher education's decline. He refuses to fall back on familiar diagnoses of higher education's problems. And, he fails to lead with, much less offer, a neat, bulleted list of reform proposals that will solve all of higher education's problems in short order. Some readers will be disappointed, in short, because Zemsky refuses to provide simple answers and quick solutions to higher education reform, but that's a good thing. Rather than a lament or jeremiad, Zemsky has written a patient, thorough, and valuable review of the reform debate in hopes of sketching a more pragmatic approach to reform.
In our latest installment, we take on the topic of students' success after graduation and the question of who is ultimately accountable for that success and in what ways. Before any discussion gets very far, it's fair to begin things by asking exactly what is meant by "success" and why it's being discussed in the first place.
When we started HigherEd Careers interviews years ago, we aspired to find experts who can help members of our community reflect, shape and act on their career plans. This month we are proud to share one of our most inspirational and practical interviews featuring leadership and ethics professor Susan Madsen of Utah Valley University. Her insights provide a detailed current look at women in higher education leadership as well as the characteristics of women leaders.
High post-graduate employment rates and satisfied employers make a great combination. By listening to the needs of students and the demands of employers, colleges and universities are developing Professional Science Master's (PSM) degree programs which are proving beneficial for students, industry and their higher education institutions.
According to the Institute for Higher Education Policy (IHEP), a nonprofit organization that promotes college access and success in higher education for all students, the for-profit sector needs to be examined differently than its non-profit counterpart.
With Election Day two months away, both of the major-party candidates for president have been largely silent about education policy. It's no surprise. President Obama and Governor Romney believe that their fortunes depend on whether people think the economy is getting better (or not), and how intrusive the government should be.
As graduate education continues to evolve, institutions must be willing to adapt, be it through teaching methods, curriculum changes, use of technology, or in other ways in order to meet the needs of students, higher education communities and societal demands. Our guest this month, Dr. Douglas James, from Duke University, describes the importance of implementing 'best practices in graduate education.'
The fall elections are coming up, and college administrators need to know about "The Number." Candidates know their own, and "Getting the Number" is all-consuming for campaign managers, occupying their dreams and driving how they spend money. Campaigns operate within harsh budget constraints and need to secure the cheapest votes possible. Here is how it works and why you should understand the game.
There are differences between the current generation of four-year graduates seeking their first jobs with generations of the past. Ironically, employers still want hard-working, committed employees to do the job and be accountable. While the conversation could quickly turn philosophical in nature, the reality is that the attitude of the current generation of first-time employees has changed.
Some readers will surely be disappointed by Robert Zemsky's Making Reform Work. He doesn't rivet the reader with an alarming portrait of American higher education's decline. He refuses to fall back on familiar diagnoses of higher education's problems. And, he fails to lead with, much less offer, a neat, bulleted list of reform proposals that will solve all of higher education's problems in short order. Some readers will be disappointed, in short, because Zemsky refuses to provide simple answers and quick solutions to higher education reform, but that's a good thing. Rather than a lament or jeremiad, Zemsky has written a patient, thorough, and valuable review of the reform debate in hopes of sketching a more pragmatic approach to reform.
In our latest installment, we take on the topic of students' success after graduation and the question of who is ultimately accountable for that success and in what ways. Before any discussion gets very far, it's fair to begin things by asking exactly what is meant by "success" and why it's being discussed in the first place.
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