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Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

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Pietro Sasso, RogerMitchNasser Jr. and Shelley Price-Williams

Bridge programs constitute institutionalized interventions to provide equitable educational opportunities for low-income, first-generation, and disadvantaged traditional…

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Bridge programs constitute institutionalized interventions to provide equitable educational opportunities for low-income, first-generation, and disadvantaged traditional undergraduate students (Gullatt & Jan, 2003). These are typically pre-college transition programs that serve to facilitate college access and readiness. This chapter discusses the role of bridge programs at American colleges and universities and the recommends integration of the Dynamic Student Development Metatheodel (DSDM) student success model (Frederick, Sasso, & Barratt, 2015). This chapter outlines the typology of bridge programs at the federal, state, and campus levels and highlights the target populations of these programs. Evaluation and outcomes regarding the efficacy of these programs are also highlighted. Implications and considerations for practice are provided integrating specific constructs from the DSDM to inform the further development of bridge programs to increase student development.

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Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

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This chapter quotes how St. John, Daun-Barnett, and Moronski-Chapman (2012) maintained ideological shifts in American culture and politics which are important to the study of higher education policy because of the influence on public finance, government regulation, and curriculum. From the Great Depression through the Cold War to the present, human capital theory has guided higher education (St. John et al., 2012). Veiled concepts of accessibility and equity were substantial during this era to mask more nefarious attempts to shift to the privatization away from the public good of American Higher Education (Astin & Oseguera, 2004). This chapter focuses on the role of accountability as a neoliberal ideology, and the impact of this ideology, as a form of corporatization on higher education. Furthermore, this focus on corporatization intersects specifically with the discourse pertaining to corporate social responsibility (CSR), which can be understood as transparent actions that guide an organization to benefit society, such as in funding and accessibility. In this chapter, the authors engage in a critical analysis of neoliberalism, and academic capitalism, as threats to the institution of higher education as a public good. The authors initially provide a framing of the public to private dichotomy of American higher education in explaining the various products produced and expected outcomes. A historical context for performance-based funding in American higher education is provided as an understanding of the nature and scope of the contemporary model. To understand the influence of public funding policies on American higher education, it is also necessary to comprehend the role of political ideology and how the business model of higher education has evolved. Thus, a general discussion of neoliberalism permeates the entirety of this discussion. This chapter concludes with the tertiary impacts of neoliberalism.

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Shelley Price-Williams, Pietro Sasso and RogerMitchNasser Jr

The origin of the learning community, in higher education in the US, began over a century ago. In contemporary higher education, living-learning communities (LLCs) have…

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The origin of the learning community, in higher education in the US, began over a century ago. In contemporary higher education, living-learning communities (LLCs) have become a strategic way to foster student development, engagement, and success as well to advance key tenets of diversity and inclusion. Within this work, a historical narrative of the learning community is provided, in addition to a discussion of relative student development theory. Finally, this chapter positions diversity and inclusion as central to this educational intervention and frames the utility of this student engagement model within the Dynamic Student Development Metatheodel, a modern theory of student success and development.

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Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

Keywords

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Enakshi Sengupta, Patrick Blessinger, Jaimie Hoffman and Mandla Makhanya

The chapters in this book focus on student experiences in higher education (HE) and how these experiences shape their future as contributors to the knowledge economy…

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The chapters in this book focus on student experiences in higher education (HE) and how these experiences shape their future as contributors to the knowledge economy, which is being gradually replaced by natural resources. The chapter authors in this volumes stress on the value of mentorship program with a focus toward mentoring those who are neglected and underprivileged. Programs that help students with visual or audio impairment has been discussed along with bridge programs, which might help in imparting an inclusive and equitable HE with accessibility to all. Case studies from Ghana to South Africa, Glasgow, and Australia are discussed to increase motivation and willingness among educators and students to apply new skills and foster new teaching experiences that can help shape effective learning outcomes for students.

Details

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

Keywords

To view the access options for this content please click here

Abstract

Details

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

To view the access options for this content please click here

Abstract

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Leadership Strategies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-427-9

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Leadership Strategies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-427-9

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Enakshi Sengupta, Patrick Blessinger and Craig Mahoney

Nations today are faced with unprecedented challenges due to rapid globalization and global climate change. Universities no longer operate in isolation but are now a part…

Abstract

Nations today are faced with unprecedented challenges due to rapid globalization and global climate change. Universities no longer operate in isolation but are now a part of society where they are expected to be socially responsible citizens. Universities need to have effective strategies in order to be effective in a highly competitive higher education (HE) landscape. Corporate social responsibility (CSR) is a preferred strategy that can help achieve a good reputation and competitive advantage for the institutions of HE. Such institutions imparting HE are engaging in debates and quality research work to gauge the need of the current generation with a vision to meet the needs of the future generation (Sengupta, Blessinger, & Yamin, 2020). This book contains chapters that review scientific literature with an aim to find out the theoretical underpinnings explored in the case studies and interventions practiced by universities across the globe. This book provides evidence for CSR and the role of civil societies in creating an organizational culture that promotes social competence and human relations. This collective knowledge will help facilitate continuous improvement in higher education institutions with external impact and internal capacity building and a focus toward performance and management.

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