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The ACJS Directory of Justice-Related Degree Programs is a database containing over 100 pieces of information on 29 justice-related degree programs at the associate through doctoral level (N = 2,350) offered at U.S. Title IV eligible two- and four-year degree-granting postsecondary institutions (N = 1,673) during academic year 2021–2022. Using a subsample of the five most common programs (n = 1,740) from the Directory, this article presents an empirically based review of where justice-related education stands as of academic year 2021–2022. Results indicate considerable variability – especially at the undergraduate level – in basic program areas including the type of postsecondary institution where they are housed, type of degree awarded, and number of hours in the major (total/required/elective). Much of this variability has negative implications for students not only in time-to-degree but the costs associated with degree pursuit. Such variability also evidences a lack of consensus within justice-related education about the most basic aspects of degree programs offered. [ABSTRACT FROM AUTHOR]

We examine the demand for inbound educational tourism in Malaysia using non-stationary panel data methods. We find that educational tourism demand is influenced by income, costs of living, price of education, political stability and academic quality. However, the impact of income on demand is non-linear. Income has a significant positive impact on demand at the initial stage but this impact becomes negative after the threshold. Additionally, while demand is inversely related to educational price and cost of living, it is positively related to political stability and academic quality. We suggest that these findings be considered in formulating tourism policies. [ABSTRACT FROM AUTHOR]

This study examines how being named the top party school in the nation by the Princeton Review effects the quality of students at a university. The results indicate that being named the top party school lowers the number of top-tier students who choose to attend the university as measured by academic test scores. The study further finds that being named a top party school has no effect on student applications; however, this designation does lower the number of students who are admitted and who chose to enroll after the institution is named the top party school. These findings suggest that the publicity of being named the top party school enhances a school's undesired reputation, thereby influencing student enrollment decisions, particularly among top-tier students. [ABSTRACT FROM AUTHOR]

Due to increasing demand for higher education around the world, concerns regarding the quality of education in higher education institutions have increased. The aim of this study was to determine perceptions of accreditation self-study coordinators and programme administrators on the influence of accreditation on academic quality. Data was collected by means of a scale devised by researchers. To achieve this, a comprehensive literature review was conducted, a pilot scheme was administered, expert opinion and advice were obtained and validity and reliability studies were conducted. The findings revealed that accreditation contributes more to the improvement of processes and practices in institutions in operation for 1–20 years compared to those functioning for more than 41 years. Similarly, accreditation makes a greater contribution during the initial accreditation process compared to re-accreditation. Additionally, accreditation contributes most to importance attached to learning outcomes and least to the number of students who graduate from a programme. [ABSTRACT FROM AUTHOR]

Open access enabling courses have experienced growth in Australia. The growth is evidenced in student enrolments and the number of public and private institutions offering such courses. Traditionally these courses have provided a second chance to many students from various equity groups who have been unable to access tertiary education due to poor academic achievement in high school or lack of post-secondary education. In recent years, open access enabling courses have attracted both young and mature-age students from mid and high socio-economic backgrounds, and international students. Open access enabling courses are similar to final year of high schooling and enable students to access degree courses. These courses are not regulated and not part of Australian Qualifications Framework and nor are they subject to any external accreditation or assessment. This paper argues that in the quest to achieve equity aspirations in the absence of appropriate regulation and accreditation in a rapidly expanding market, institutions are at risk of failing to monitor the academic quality and standards and the extent to which students are prepared for success in undergraduate study. [ABSTRACT FROM PUBLISHER]

Academic quality in for-profit vocational college programs is a concern for all stakeholders, especially nontraditional college students. The purpose of this study was to expand understanding of how administrators and owners of for-profit (proprietary) colleges influence academic quality in on-ground vocational college programs. A phenomenological method was used to gather the lived experiences of 10 faculty members who taught in these programs at two for-profit vocational colleges in a large metropolitan area in the U.S. Pacific Northwest. The study was organized using a systems-thinking framework. Participants were aware that the primary purpose of their for-profit institutions was to generate a profit. Most of the faculty interviewed for this study thought the administrators and owner of both institutions focused too much on profits and too little on education. [ABSTRACT FROM PUBLISHER]

Difficulty in recruiting high-calibre individuals into teaching is a perennial issue in the field of teacher education. In some countries, students in teacher programmes are in general found to be lower in academic standing than their counterparts in other fields, which might lead to belief in the old saying that “those who cannot, teach.” In contrast to such discouraging phenomenon, based on analysis of a nationally representative data set, preservice students in Taiwan are found to be academically more outstanding than their nonteaching peers. Underlying policy and sociocultural contexts of such a positive phenomenon of “those who can, teach” are explained and implications for educators are discussed. [ABSTRACT FROM PUBLISHER]

Recruiting high-caliber individuals into education programs in higher education institutions to train them to be tomorrow’s educators/teachers has been a perennial challenge. Students in education programs are found to be in general lower in academic standing than their counterparts in other fields, reflecting a seemingly distressing phenomenon of ‘those who cannot, educate’. In contrast to such a discouraging phenomenon, this article shows that in Taiwan, based on a nationally representative data set of 12,246 college students, students in education programs are academically more outstanding than their non-education counterparts. Furthermore, among education majors, those who aspire to be future teachers have even higher academic quality than their non-teaching counterparts. The underlying policy and socio-cultural contexts of such a positive phenomenon of ‘those who can, educate’ are further explained and implications for educators in other countries are discussed. [ABSTRACT FROM PUBLISHER]

In the context of education, white flight refers to decreasing white enrollment in poor-performing, inner-city public schools. This article investigates white flight and the concomitant movement to better performing public schools and racially homogenous private schools using elementary school enrollment data from South Carolina, particularly the Columbia Metropolitan Area. The findings indicate a consistent loss of white enrollments from poor-performing, inner-city schools. The private school enrollment rates of whites are also sensitive to both the academic quality and the proportion of minorities in neighborhood schools as well as the racial composition of the neighborhoods. [ABSTRACT FROM AUTHOR]

Deaf students at two institutions of higher education and hearing students taking the same degree programmes completed the Course Experience Questionnaire and a short version of the Approaches to Studying Inventory. The deaf students were just as likely as the hearing students to adopt a meaning orientation to their studies but were more likely to adopt a reproducing orientation. This was particularly true of those deaf students who preferred to communicate through sign language. However, the deaf students evaluated their programmes just as positively as did the hearing students. It is concluded that deafness per se has no impact on students' perceptions of academic quality, and that deafness and perceptions of academic quality are mutually independent determinants of approaches to studying in higher education. [ABSTRACT FROM AUTHOR]

As countries convert from state to market-centered public policies, there is increasing interest in new forms of public accountability. Capacity building initiatives that reform institutional frameworks are useful policy instruments during this period of transition. What are the impacts and implementation problems characteristic of this approach? This article reviews the experience with "Academic Audit," a capacity building accountability instrument for universities adopted in the UK, Sweden, New Zealand, and Hong Kong. Academic audits altered the incentives for cooperative behavior among faculty members to improve student learning. Identified implementation problems included: training for the new process, the uncertainty of capacity building benefits, and the central role of information. [ABSTRACT FROM AUTHOR]