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In today’s world – whether viewed through a lens of educational attainment, economic development, global competitiveness, leadership capacity, or social justice and equity – diversity is not just the right thing to do, it is the only thing to do! Following the era of civil rights in the 1960s and ‘70s, the 1990s and early 21st century have seen both retrenchment and backlash years, but also a growing recognition, particularly in business and the military, that we have to educate and develop the capacities of our citizens from all levels of society and all demographic and social groups to live fulfilling lives in an inter-connected globe.For higher education that means not only increasing the numbers of diverse students, faculty, and staff, but simultaneously pursuing excellence in student learning and development, as well as through research and scholarship – in other words pursuing what this book defines as strategic diversity leadership. The aim is to create systems that enable every student, faculty, and staff member to thrive and achieve to maximum potential within a diversity framework. This book is written from the perspective that diversity work is best approached as an intellectual endeavor with a pragmatic focus on achieving results that takes an evidence-based approach to operationalizing diversity. It offers an overarching conceptual framework for pursuing diversity in a national and international context; delineates and describes the competencies, knowledge and skills needed to take effective leadership in matters of diversity; offers new data about related practices in higher education; and presents and evaluates a range of strategies, organizational structures and models drawn from institutions of all types and sizes. It covers such issues as the reorganization of the existing diversity infrastructure, building accountability systems, assessing the diversity process, and addressing legal threats to implementation. Its purpose is to help strategic diversity leaders combine big-picture thinking with an on-the-ground understanding of organizational reality and work strategically with key stakeholders and allies. This book is intended for presidents, provosts, chief diversity officers or diversity professionals, and anyone who wants to champion diversity and embed its objectives on his or her campus, whether at the level of senior administration, as members of campus organizations or committees, or as faculty, student affairs professionals or students taking a leadership role in making and studying the process of change.This title is also available in a set with its companion volume, The Chief Diversity Officer.
A unique, state-by-state look at two decades of progress and practices in higher education assessment Specially selected from the archives of the award-winning journal Assessment Update, the articles gathered together in Stopping the Buck offer readers a unique opportunity to take a deep, historical look at outcomes assessment in higher education as it has evolved over the past several decades. Written by Peter Ewell, author of the pioneering work in the field, it tracks, on a state-by-state basis, progress, trends, and practices in outcomes assessment among institutions of higher learning since the 1990s, a time when diminished funding and increased demand for accountability shifted the focus to performance indicators and institutional comparisons. Examines the evolution of higher education assessment in the 1990s, with special attention given to the emergence of pay-for-performance in many states, and the various reasons why it failed in most cases Chronicles the rise of regional and national initiatives and the concomitant diminishment of state authority in assessment Offers the author's informed conclusions and forecasts on the current and future state of assessment to provides policymakers with valuable insights to help them with the decisions they face, now and in the years ahead Both sobering and hopeful, Stopping the Buck provides readers with invaluable information and guidance on specific areas of assessment—gathered together for the first time in a single, easy-reference format.
This is the second edition of the Global Marketing Management System (GMMS). The GMMS approach (GMMS book + GMMSO4 software) provides a rigorous theoretical base and a comprehensive, systematic and integrative planning process designed to guide students and managers alike through the decision-making process of a company seeking global market opportunities.The book aims to provide a structure, platform, tools and a systematic step-by-step process designed to support the creation of a strategic and applied oriented methodology to global business planning and strategy formulation. It introduces the GMMS process as a demonstration of a successful application of using web-based tools in teaching international business. The book also facilitates the ability of students to enhance their understanding of decision making in international management and bridge the gap between theory and practice.
Rising costs and increasing global competition press institutions to do more with less. At the same time, deep budget cuts and a general social and political impatience have revived calls for reform in educational affordability, curriculum, and outcome measurement. Yet within this environment, a myriad of success stories are being forged among educational institutions, supporting industries, and educational consortia that are embracing innovative approaches to all aspects of the higher education system. This book spotlights those fresh approaches and aims to bring higher education professionals together, as part of a broad, national movement to motivate reflection and encourage similar dynamic efforts. The editors and expert contributors focus in particular on areas such as measures of academic quality, benchmarking, faculty development, retention, curriculum development, technology, and facilities. In each case, this book illustrates successful pilot programs and documents tools that have proven to maximize efficiencies crucial to the continued success of the entire higher learning community.
"This work is the first in a three-book series that will observe the past and the future of public university systems and what is unique about them"--
Includes recommendations for the immediate biennium and estimates for the next two biennia.
Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today’s urban schools.