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Institutions that use online survey data to group students into segments can personalize campus services and put themselves on stronger financial footing. [ABSTRACT FROM AUTHOR]

The article discusses the free-college plan by Democratic presidential nominee Hillary Clinton in 2016. Topics covered include the argument by advocates that states cannot be prevented from reducing higher-education funding in the current system, the free-college plan involving a partnership between the federal government and the states, and the belief by research director George Leef that individual students and families are responsible for paying for college.

The article presents a 2013 report and charts on technology in higher education, such as college students' use of social media, learning-management systems, and educational technology. Massive open online courses (MOOCs), college teachers' attitudes toward online learning, and college-corporate partnerships are discussed, as well as electronic textbook publishers, online research publications, and the racial diversity of students earning online degrees.

The article discusses U.S. universities and colleges' focus on building partnerships with educational institutions in Asian and Latin American countries rather than with European institutions. The article looks at study-abroad programs in particular. The author examines partnerships between U.S. universities such as Washington University in St. Louis, Missouri, and Chinese delegations, efforts among European higher education institutions to form partnerships within the European Union, and Chinese students' seeking of international education in the U.S. Also commented on are foreign relations between the U.S. and Europe in light of higher education study abroad trends and higher education in China.

The article discusses difficulties facing efforts by U.S. colleges and universities to develop campuses and partnerships in India. Topics include problems with recruiting graduate students from India, comparisons of higher education in China to that in India, and government restrictions on foreign universities. Also addressed are the impact of bureaucratic regulations on foreign academics, the balance between teaching and research involved in faculty exchanges, and the involvement of the firm Sannam S4 in interpreting Indian culture and regulations for U.S. universities.

The article presents a profile of the academic partnership between Australia's Monash University and China's Southeast University (SEU). Particular focus is given to a postgraduate institute, titled the SEU-Monash University Joint Graduate School, developed by the school's that is aimed at increasing intellectual capital within both countries. Comments regarding ways in which the graduate school could aid economic development in China and its ability to contribute to research and development (R&D) projects, similar to the technological innovations that are common to the Silicon Valley of the U.S., in both countries.

The article examines several issues related to Yale-NUS College, a liberal-arts focused college being developed in Singapore through collaboration between Yale University and the National University of Singapore (NUS). Particular focus is given to concerns from faculty and students at Yale University regarding the school's potential affiliation with the school, which Yale president Richard C. Levin insists is not planned as a branch campus of the American institution. The article chronicles the collaboration on Yale-NUS by Levin and NUS president Tan Chorh Chuan, explores the role played by the Yale name in potentially attracting faculty and students to the school, and examines the limited emphasis on liberal arts education in Singapore.

The article explores higher education reform in Iraq, focusing on the roles played by politics and religion in such efforts. Particular attention is given to actions taken by Iraq's Ministry of Higher Education and Scientific Research to develop international educational partnerships, eliminate discrimination in hiring and recruitment practices, and provide opportunities for refugees to return to Iraq to attend universities. Other topics discussed include efforts to increase Iraqi participation in foreign study programs, concerns regarding student security on campuses, and differences between Sunni and Shiite Muslims.

The article discusses higher education and examines issues associated with efforts by colleges to globalize by recruiting international students and faculty, constructing campuses in foreign countries, and to develop viable and quality research programs. The author comments on international collaboration between U.S. and foreign universities in regards to research and also discusses how globalized higher education can lead to economic growth and innovation. Several charts, graphs, and statistics are provided regarding topics including a breakdown of international student enrollment by country, the foreign study destinations of American college students, and fundraising efforts of international universities.

The article presents a profile of King Abdullah University of Science and Technology (Kaust) located in Thuwal, Saudi Arabia. It examines how Kaust, a research university, has been able to develop autonomously within the structure of the kingdom in Saudi Arabia and mentions that one of the goals of the university is to research ways in which the country can diversify its oil-dependent economy. It also explores several problems the university has encountered during its development including establishing partnerships with businesses, attracting students and faculty members, and building relationships with other research universities including the American University in Cairo, Stanford University, and the Institut Français du Petrole.

The article discusses ways in which political unrest in Arabic countries such as Libya, Bahrain, and Egypt have raised concerns from individuals and organizations regarding financial contributions that Western universities have received from autocratic regimes in the Middle East. It highlights the controversy surrounding money the London School of Economics and Political Science has received from Libyan dictator Muammar el-Qaddafi, explores responses from the international organizations such as Human Rights Watch and Amnesty International regarding these financial relationships, and presents comments over the perceived lack of willingness by Georgetown University to acknowledge human rights violations in Saudi Arabia due to financial concerns.

The article presents a profile of the international cooperative-education program at Northeastern University. It chronicles the efforts of the university's president Joseph E. Aoun to emphasize global learning through the development of a program aimed at allowing students the opportunity to work, study, and live overseas through international education partnerships. Program director Ketty M. Rosenfeld provides an overview of the structure of the program and the experiences of several students who have participated in the co-op such as Sarah Tishler, Ximena Tovar, and Corey Allard are chronicled.

The article discusses Portugal's efforts to promote economic growth by investing in scientific research and development at its higher-education institutions. The article mentions the University of Coimbra's relationship with several U.S. universities, such as Carnegie Mellon University and the Harvard Medical School, to engage in research and academic exchange programs. Government spending has increased in these fields due to a commitment by the country to become a knowledge economy through innovation in science and technology. Relationships between Portuguese and U.S. universities have brought jobs to the country, attracted high-achieving students, and attracted business investments, but leaders fear funding from the federal government may decrease.

The article examines aspects of professional schools that could be used to improve doctoral education. Using the book "The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century" by George E. Walker, Chris M. Golde and Laura Jones, as a source, it offers lessons to be learned from professional schools. These include seeing doctoral education as preparation for the practice of research, replacing the dissertation with a number of shorter projects across a wider number of topics, and a more systematic professional curriculum to replace the so-called aimlessness which follows passage of doctoral qualifying examinations. It calls for thoughtful experimentation among consortia of graduate programs to create ethically and professionally sound graduate education.

The article discusses partnerships between U.S. universities and higher education in Vietnam. The author notes that the Saigon Institute of Technology will offer a degree program in collaboration with Houston Community College and discusses how room for growth in Vietnam's higher education sector has led to interest from U.S. colleges. Procedures for the employment of foreign teachers in Vietnam have been simplified. The author comments that bureaucracy, corruption and a lack of computer science and engineering courses have hindered Vietnamese higher education. Concerns over the presence of unaccredited schools and educational services, such as distance-learning courses, in Vietnam are noted.

The article reports on the collaborations between American and Chinese institutions. Such a relationship had been underscored by the visit of Chinese President Hu Jintao to Yale University. However, the burgeoning partnerships has been accompanied by a series of clashes over depictions of China on American campuses. These tensions have emerged on both sides of the relationship with an ongoing protests by Chinese students that caused the Massachusetts Institute of Technology to temporarily close an educational Web site that explores cross-cultural divides.

In the article, the author discusses the alleged dubious practices by universities and colleges in the U.S. to promote their programs and courses by citing the University of Pennsylvania's Master of Applied Positive Psychology (MAPP) program as example. Also cited are the alleged efforts by university business managers to find other sources of revenue amidst the declining undergraduate enrollment, and the partnership by universities with non-profit firms to introduce online master's courses.

The article discusses the growth of apprenticeship programs in the U.S. that result from partnerships between higher education institutions such as Greenville Technical College and companies such the Bayerische Motoren Werke (BMW) automobile manufacturer. The author looks at the experience of Michael Aguilera who enrolled in the BMW Scholars Program that offered him an apprenticeship with BMW, a program overseen by Ryan Childers. Topics include apprenticeship programs in Germany compared to the U.S., comments by Robert B. Schwartz of Harvard University's Graduate School of Education about the role of apprenticeship program in U.S. education, and Tennessee's efforts to increase apprenticeship programs.

The article discusses the Massachusetts Institute of Technology (MIT), focusing on the efforts of its administration and leadership to collaborate and form partnerships with international universities. Attention is given to MIT's role in developing the Singapore University of Technology and Design (SUTD) in Singapore, the Skolkovo Institute of Science and Technology in Russia, and the Masdar Institute of Science and Technology in Abu Dhabi, United Arab Emirates. The article presents comments from several individuals regarding the academic partnerships including MIT president L. Rafael Reif, Skolkovo president Edward Crawley, and SUTD president Thomas Magnanti. Previous international academic partnerships between MIT and research universities in Iran, India, and Portugal are noted.

The article presents a profile of the Abu Dhabi, United Arab Emirates (UAE) campus of New York University (NYU), focusing on how the functions of the combined research and liberal arts university are impacted by the Emirati government. Particular focus is given to topics including academic freedom for students and professors, political and social issues associated with international branch campuses of universities, and the influence of the Arab Spring revolutions on the UAE. Research partnerships between NYU-Abu Dhabi and the United Arab Emirates University are discussed and comments regarding the recruitment of Emirati college students to the institution are noted. Emirati laws regarding freedoms of speech, religion, and sexuality are also explored.

The article discusses the efforts of government officials in Mesa, Arizona, including mayor Scott Smith, economic-development director William J. Jabjiniak, and marketing manager Jaye O'Donnell, to attract higher education institutions to the town. According to the article, the efforts are focused on providing Maricopa County students with options for attending smaller colleges, such as religious or private institutions, to minimize the impact of brain drain on the area. Potential collaborative relationships between colleges and the public school system and commercial businesses of Mesa are discussed and plans for the establishment of a Mesa branch campus of Benedictine University, based in Chicago, Illinois, are highlighted.

The article discusses higher education in Libya, focusing on the potential development of academic partnerships between universities in Libya and the U.S. following the end of fighting in the country following a revolution that ousted former dictator Muammar el-Qaddafi. Comments from Libyan deputy prime minister Mustafa Abushagur are presented regarding the challenges faced by the country in setting up a democratic government, establishing its military and police forces, and reforming its university systems to emphasize modern curricula and teaching methods. Problems with scholars traveling to and from Libya with visas are also mentioned.

The article presents a profile of the distance education company StraighterLine and examines reasons why many students who take courses from the company do not receive transfer credit from U.S. colleges. According to the article, the goal of StraighterLine is to provide college students with an affordable alternative for introductory courses and company founder Burck Smith comments that he has lobbied state higher education policy makers to pursue legislation that would require traditional colleges to accept transfer credits from StraighterLine programs. It describes how former StraighterLine partners such as DeVry Universities and Assumption College have ended their relationships to pursue internal distance education options and presents comments from college provost Lawrence V. Gould.

The article presents a profile of the Partnership for Higher Education in Africa, a partnership by several American foundations including the Ford Foundation, the Carnegie Corporation of New York, and the Rockefeller Foundation aimed at improving higher education in Africa. It discusses how the partnership expanded internet access for educators through a program called the Bandwidth Consortium, describes the foundations' efforts to expand distance learning opportunities to rural Africans, and examines faculty development programs based on partnerships with U.S. universities. It also provides comments from Makerere University vice chancellor Venansius Barymureeba, Association of African Universities director John Ssebuwufu, and Carnegie director Omotade Akin Aina.

The article discusses higher education institutions in Arab countries in the Middle East and North Africa and examines how political movements to overthrow autocratic regimes in the region may allow opportunities for American involvement in the colleges. It explores how colleges in the region have historically overlooked educational quality at the schools in exchange for promoting accessibility and describes how foreign students from the U.S. would have to be aware of the unique cultural differences of each of the countries in order to study within the Arab world. Other topics related to Arab universities include a discussion of working conditions for college teachers in the Middle East and a description of several educational partnerships between U.S. and Arab universities.

The article highlights efforts by several Middle Eastern universities and research institutes to develop green technology and alternative energy programs. It discusses how the economic dependence on the oil-and-gas industry in the region has motivated Saudi Arabia and the United Arab Emirates to invest heavily in constructing research centers at colleges such as the King Abdullah University of Science and Technology (Kaust) and the Masdar Institute of Science and Technology. It also explores the region's potential for solar energy development, examines difficulties the universities have experienced in attracting researchers and acquiring equipment, and describes educational partnerships with U.S. universities such as the Massachusetts Institute of Technology and Texas A&M University.

The article discusses a movement by universities and colleges in the U.S. to contact students who had previously dropped out to encourage them to graduate. It focuses on the Project Win-Win program, a partnership between the Institute for Higher Education Policy, the Lumina Foundation for Education, and the State Higher Education Executive Officers, to either award associate degrees retroactively if students have completed enough credits or to recruit possible degree recipients interested in reenrolling. Other topics include U.S. President Barack Obama's push to increase the college-completion percentage in the country, difficulties and successes at several universities to contact potential degree candidates, and the Graduation Project at the University of New Mexico.

The article discusses Confucius Institutes at U.S. universities and colleges. The article describes the partnership between the Office of Chinese Language Council International, or Hanban, and U.S. universities to teach the Mandarin language and Chinese culture through the use of Chinese teachers. Several educational leaders, including University of Miami professor June Teufel Dreyer and Columbia University professor David Prager Branner, comment on concerns that the programs promote propaganda and limit academic freedom due to their reliance on Chinese funding. Other topics include the Hanban's view of the program, the Confucius Institute at the University of Maryland, and an instance of alleged Hanban influence regarding the Tibetan spiritual leader Dalai Lama.

The article discusses increased foreign student enrollment in Master of Business Administration (M.B.A.) programs at European business schools. The article discusses a Graduate Management Admission Council study showing a decrease in the amount of foreign student applications to U.S. M.B.A. programs and mentions the unchanging job market and work visa restrictions in the U.S. as reasons for the decrease. President and dean of France's Essec Business School Pierre Tapie argues schools in Europe offer a more diverse, multicultural educational experience than U.S. schools as a reason for increased foreign student enrollment. Business partnerships in U.S. business schools, recruiting efforts by European business schools, and English-speaking M.B.A. programs in Europe are also discussed.

The article discusses the increase in unpaid internships in the U.S. for college students. The need by students to receive academic credits for their time spend interning is noted. According to the article, the legality regarding internships in which companies consider academic credit as substitute compensation that qualifies interns as legally unpaid trainees while keeping the interns on their colleges' liability insurance. While internship supervisors at colleges would like companies to pay interns, they give students the academic credits required by employers and oversee quality control on internship experiences.

The article focuses on partnerships in education in the U.S. It explains that many schools, such as Oregon State University, have made deals with private companies to recruit and educate foreign students. Other countries have been implementing partnerships like this for the past several years and the article discusses the advantages of recruiting students from a broader pool. Comments from Brenda Austin-Smith, the president of the University of Manitoba Faculty Association, are included and the Australian company Navitas is mentioned.

The article discusses partnerships between U.S. and African universities intended to spur Africa's economic development. The U.S. Agency for International Development will offer grants to fund international partnerships while the National Association of State Universities and Land-Grant Colleges is investigating ways to develop collaborations. The authors discuss how economic difficulties have strained resources and personnel for African universities. They note partnerships between the University of Pennsylvania and the University of Botswana to train medical students and Cornell University and Bahir Dar University to provide a water management program.

The article discusses partnerships between private institutions of higher education in India and foreign universities, formed to circumvent Indian regulations disallowing foreign universities from establishing campuses in that country. The U.S. and Great Britain have the highest number of partnerships, set up for Indian students to complete the first two years of a four-year degree in India and then transferring to the partner university to complete their undergraduate education. The author explains that there is hope for a bill to be introduced in Parliament that would allow foreign universities in India. Georgia Institute of Technology (Georgia Tech) has begun arrangements to establish a campus in the state of Andhra Pradesh, should the bill pass into legislation.

The article discusses a partnership between San Diego State University and the Sweetwater Union High School District, which involves the university guaranteeing a spot in its freshman class to all Sweetwater students who complete college-prepatory course work, maintain a grade-point average of at least 3.0, and meet proficiency standards for university level-work. In return, the school district promised to establish more rigorous requirements in mathematics and language arts, and it made a college-preparatory track the norm for more students. The program, known as Compact for Success, was designed to improve college readiness on a broader scale than that of many traditional university-based outreach programs.

If colleges continue to embrace partnerships with boot camps, they will be entering a sector where reliable data on student outcomes is still decidedly hard to come by. [ABSTRACT FROM AUTHOR]

Discusses the efforts of the National Collaborative for Postsecondary Education Policy to improve the state of higher education in the U.S. Goals of the group; Obstacles encountered by the group in their attempts to overhaul the education system; Comparison between education in Washington and other states, according to Aims C. McGuinness, one of the collaborative's chief researchers.

The article focuses on the strategic academic collaboration between schoolteachers and college professors which create connections between colleges and schools in the U.S. This trend is considered as an alternative to the professional stagnation that both plagued them. It also enables the educators to exchange teaching ideas and the problems in their community.

The much-hyped partnerships between companies and universities might make college too expensive for the rest of us. [ABSTRACT FROM AUTHOR]

Despite pushback from faculty, staff, and students, the Massachusetts Institute of Technology will keep its agreements with the kingdom. [ABSTRACT FROM AUTHOR]

The job is no longer on the sidelines. It's key to staffing, development, and training. [ABSTRACT FROM AUTHOR]

The author reflects on the support faculty and administrators of Wellesley College showed to professor Yeliang Xia in Peking University through a public letter expressing their concern that Yeliang Xia may be dismissed from his post because of his activism for human rights in China. Topics include a partnership between the two universities, agreed to by their respective presidents in June 2013, and the importance of academic freedom.

The article reflects on the implementation of digital humanities (DH) programs in liberal arts education colleges in the U.S. Topics include the interdisciplinary nature of DH research, its use of collaboration in research among college teachers and students, as well as the authors suggestion to implement DH and educational technology in college teacher research and scholarship. Also discussed are educational partnerships to promote DH research.

The article reports on a plan by the U.S. National Science Foundation (NSF) to expand its Graduate Research Fellowship Program to a fourth year through an agreement with various foreign countries wherein students will engage in research at overseas universities. The article notes the additional year of the Fellowship will be funded by the host nation and provides comments regarding ways in which this effort is aimed at developing future research partnerships between U.S. and foreign scientists.

The article discusses massive open online courses (MOOCs), or free, online college courses, and examines their impact on higher education in the U.S. The article notes the accomplishments of the for-profit MOOC software platform companies Coursera and Udacity, comments on the collaboration between Harvard University, the Massachusetts Institute of Technology (MIT), and the University of California at Berkeley in developing the MOOC platform edX, and explores issues related to offering academic credits for MOOC completion by students. The financial viability of MOOCs sponsored by universities is examined and comments regarding online learning are provided by Duke University administrator Cathy N. Davidson, education advocate David A. Wiley, and Udacity co-founder Sebastian Thrun.

The article discusses edX, a free online course initiative developed by Harvard University and the Massachusetts Institute of Technology (MIT), and examines ways in which the venture may impact higher education in the U.S. It discusses the progress of the edX programs and provides comments from edX chief scientist Piotr Mitros regarding its function in exploring how students learn in an online environment. The article also outlines how edX may provide information on issues including alumni engagement in colleges, the hybrid model of teaching in online education, and the curriculum and institutional planning of MIT.

The article presents a profile of the Prato Centre, an academic institution run by Australia's Monash University, that is located in Prato, Italy. Particular focus is given to the idea of patronage as an aspect of the spread of knowledge and the role played by Prato Centre patron Carla Zampatti, a fashion designer, in developing the institution's influence in Prato. Comments from Prato Centre directors John Nieuwenhuysen and Cecilia Hewlett are provided regarding the mission of Monash in establishing international partnerships in higher education.

The article explores challenges faced by college administrators and scholars involved in higher education partnerships between Western and Iraqi universities. Issues related to security for foreign scholars in Iraq are discussed and efforts by the U.S. State Department to develop academic partnerships are explored. Several efforts by Western institutions such as Great Britain's University of Salford, the University of Cincinnati, and New York University to develop partnerships with Iraqi institutions including the University of Basra, Salahaddin University, and the University of Duhok are highlighted.

The article provides an overview of the Nebraska College Preparatory Academy, a partnership program between the Lincoln and Kearney campuses of the University of Nebraska and local high schools designed to provide tutoring, counseling, and mentoring support to potential first-generation college students. Particular focus is given to topics related to the program including college student retention, college costs, minority student academic achievement, and educational attainment. Comments from participants of the program, including college sophomores Abel Covarrubias and Karina Magana, are highlighted.

The article presents a profile of the Hispanic Outreach and Leadership (HOLA) program at Armstrong Atlantic State University in Savannah, Georgia, focusing on the efforts of HOLA director Melody Rodriguez to recruit and retain Latino students to the school. Comments from Armstrong president Linda M. Bleicken regarding the academic success of students enrolled in the program are highlighted and issues regarding the education of illegal immigrants in Georgia are explored. Funding for the program from the nonprofit Goizueta Foundation is discussed and U.S. higher education policy goals regarding college graduation for Hispanic students are mentioned.

In this article the authors discuss research partnerships between individuals from separate disciplines in higher education and examines various assumptions that are often associated with these relationships. Particular focus is given to falsehoods regarding the similarities between the professional and sexual relationships of research partners and the impact of scholarly coupling on the relevance of the researchers in the academic world.