Saying it wants to "again become a place where talent feels valued and nurtured," Ghent University overhauls its system for faculty evaluation to de-emphasize quantitative metrics and annual progress reports. Professors will be asked about their goals and what they are proud of.
Researchers hoped that online communications would prod students to nearly double their study time. It barely budged, but their study shows how scholars can measure impact (or lack thereof) of educational interventions.
On March 28, Inside Higher Ed Editors Doug Lederman and Scott Jaschik presented a free webinar on the results and take your questions. Click here to view the webinar.
The Inside Higher Ed survey of presidents was made possible in part by advertising from Cengage, Helix Education, Intellus Learning, Jenzabar, Rowan University and Ruffalo Noel Levitz.
The Education Department has created new data reports on the performance of accrediting agencies, using measures such as graduation and loan repayment rates at colleges the agencies oversee.
When a federal panel weighs whether to keep recognizing an overseer of for-profit colleges this month, the feds and the accreditor alike will be judged on the outcome.
To do justice to students and as a matter of professional duty, faculty members should be at the center of defining and measuring undergraduate learning outcomes, argue Josipa Roksa and Richard Arum.
New book unveils faculty-led effort to chart concepts and competencies students should learn in six academic disciplines, with plan to create standardized tests. Will faculty members warm to this version of "learning outcomes"?
Author of a new book on how family matters for college women's success argues that four-year public institutions are increasingly dependent on active -- and wealthy -- parents, and that can harm students with less-involved parents.
Obama administration continues to turn up pressure on accreditors, promising in new letter to measure the agencies against their peers and urging more focus on student achievement and troubled colleges.
Administrators and faculty members desperately need a new language to characterize minority, low-income and first-generation students -- one that frees us from dependence on labels such as “disadvantaged,” argues Byron P. White.
Academic studies that have been critical of state performance-based funding policies lack the data to back up their conclusions, writes Martha Snyder, and fail to account for the design and implementation of these policies.
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