Imagining Feminist Academic Collaborations Beyond Exceptionalized Crises

In March 2020, in response to the COVID-19 global pandemic, universities and colleges across the United States began to unroll plans to shift residential teaching to remote or virtual learning environments. As feminist scholars primarily located in the US academy, we are invested in mapping longer genealogies of crises in the settler-colonial US academy, delineating how racist, imperial, and hierarchical structures that are replicated and reinstated by the academy formulate continuous and ongoing discursive and material violence towards racialized, classed, and gendered minorities. By centering what we refer to as feminist modalities of care tthat center collective, communal, and transnational feminist interventions, this article challenges the imperatives of academic success and survival beyond the logics of emergency and crisis. We explore the interlinked transnational discourses of emergency and crisis, mapping their travels and circulations in local and global academic networks in ways that reproduce systemic inequalities and the politics of value that inform power hierarchies within the academy. Energized by a refusal to normalize crises, this essay is invested in showing how feminist interventions, here explored under three modalities, including research and teaching collaborations and coalitions that take place inside and beyond the academy and against its competitive logics, can challenge the imperatives of academic survival premised on notions of individualistic care, productivity, and worth.

Editors' Introduction Neoliberalism in Higher Education: Practices, Policies, and Issues

While the working and middle classes have faced the challenges brought about by job layoffs resulting from corporate mergers and the lack of an economic support system to provide a survivable quality of life, the top one percent has enjoyed the benefits of increasing monetary gains from tax cuts and stock market investments. Reduced state funding and the infusion of marketplace principles and practices have resulted in the treatment of students as a revenue stream for raising tuition, which, in turn, increases student dependence on loans benefiting primarily Wall Street private lenders. [...]higher education has become the victim of a hostile takeover by neoliberal principles that utilize higher education as a laboratory for economic practices and redesign work roles to monetize the value of higher education. [...]they argue that for the last fifty years, neoliberalism has penetrated the academy and intercollegiate athletics and has been speeding toward a separation of the university and athletics by prioritizing business and profit interests as well as private and corporate sponsorships, and by increasing reliance on governance by the NCAA rather than universities (including academic standards and compliance).

COVID on campus: An empirical analysis of COVID infection rates at U.S. colleges and universities

We provide an empirical analysis of the determinants of cumulative COVID infection rates at 1069 U.S. colleges and universities during the 2020–21 academic year. We propose that financially constrained educational institutions faced a trade-off between the reduction of COVID infection risks and an institution's educational, social, reputational, and financial goals. We find that cumulative infection rates are higher at wealthier institutions, measured by higher endowments per student or higher tuition rates. Institutions with lower enrollment yields in admissions also have higher COVID infection rates, perhaps reflecting the greater influence of student preferences on decision making at these institutions. Economies of scale in COVID mitigation emerge gradually over the course of the year. Finally, COVID infection rates do not differ significantly for otherwise similar public and private institutions in states with Democratic governors, but they are significantly higher for public institutions in states with Republican governors. © 2023 The Southern Economic Association.

The University of Wisconsin Flexible Option Is an Effective Model to Prepare Students for a Recovering Economy

COVID-19 has accelerated changes that were already underway in the American economy, such as the increasing displacement of workers by automation, the exponential evolution of industries due to technical advancements (the Fourth Industrial Revolution), and a widening skills gap and attainment deficit in the American workforce. As a result, adult workers and their employers will increasingly demand efficient, reputable, and customizable pathways to quickly reskill and upskill. This paper will use the UW Flexible Option as a case study for how traditional universities can build competency-based programs to help adults rapidly meet changing workforce needs. The UW Flexible Option's design is an exemplar of wrap-around support services, a flexible academic calendar, integrated and efficient curriculum design, effective assessment of competence against articulated learning outcomes, project-based learning tied to workplace competencies, and tuition policies and financial aid delivery tailored to adult learners. The design will be explored through a case study of one of our programs, the Bachelor of Science in Business Administration. Massive economic change will soon displace workers on a scale not yet seen, and higher education has a responsibility to ensure those individuals get back into the workforce with the appropriate skills. Institutions of higher education will need to innovate to rise to the occasion, and competency-based education is one such pathway.

Tuition-Free College in the Context of COVID-19: TN Reconnect Adult Student Narratives

Utilizing narrative inquiry and thematic analysis, this study followed up with adult students who initially participated in a qualitative project, Understanding How Students Reconnect: A Longitudinal Study (Collom et al., 2021). Five participants shared their experiences as adult students during COVID-19, which included their experiences shifting to virtual learning and the broader effects of the pandemic on their lives. Our findings indicated that while students coped with the transition to virtual learning, the overall perceived quality of education dropped and forced students to make difficult family and employment decisions. Overall, the study illuminated the barriers that exist for adult students who have faced unexpected life-events and demonstrated the need for institutions to build supports for adult students beyond tuition-free college. Our findings highlight the need for supports above tuition for Tennessee Reconnect students. While Tennessee Reconnect has substantially increased adult student enrollment in the state, increased support is essential to realize the full benefits of the policy.

Tuition Increases Also Don’t Stop for Pandemics: Student Debt Realities in the Age of COVID-19

In this chapter, we examine the relationship between pandemic tuition increases and student debt, the latter not only an American experience but a growing global concern. In the midst of the fight against COVID, many administrators in the U.S. decided to increase tuition for students and their families, in many instances, several times over, in what we described as akin to other forms of price-gouging of vulnerable people and communities during disasters. Additionally, we argue that the link between tuition increases and student debt is not accidental but an outcome of decades of policy decisions that have led to a systemic failure of government, particularly in the United States, to support the institution of higher education, and education more broadly. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Ten years after. Reflections on the introduction of tuition fees for some international students in Swedish post-secondary education

In 2011, Sweden introduced tuition fees for students from countries outside the European Economic Area (EEA) and Switzerland when they enrolled at higher education institutions (HEIs). As a direct consequence, the number of students in Sweden from those countries decreased by 80% that year. Since then, the number of students has increased again and, before COVID-19, was on its way to reaching the same level as before 2011. Nevertheless, the number of tuition fee-paying students only dropped by 3% for the academic year 2020/21, after nine consecutive years of growth. In this article we are assessing changes in inbound student flows and compare the outcome with the ambitions expressed by the Swedish government when the fees were introduced. The introduction of tuition fees in Sweden and the experiences from this offer quite unique possibilities to learn how students, HEIs, other actors, and societies react and adapt. By use of previous studies and new empirics we analyse and reflect on the outcome given the motives behind the reform, especially with regard to the ambition to continue internationalising post-secondary education and, furthermore, on the reform's possible benefits and costs for post-secondary education in Sweden.

How important is the tuition fee during the COVID-19 pandemic in a developing country? Evaluation of filipinos' preferences on public university attributes using conjoint analysis.

In a developing country like the Philippines, it is critical to understand the important factors which lead college students to their current colleges and universities, especially during the COVID-19 pandemic. This study utilized the conjoint analysis approach with an orthogonal design for evaluating understudy's inclination in choosing a college with the various attributes such as the tuition fee, distance or location, employability, academic reputation, recommended by friends and peers, recommended by family or relatives, and the availability to transfer was assessed. A total of 518 Filipino students studying at public and state universities participated in answering the 16 combined attributions about university preference using purposive sampling approach. Based on the utilities estimate, the most important attribute was the tuition fee of the preferred university with an importance value of about 32.839%, followed by the employability rate of the university with about 6% gap difference. The mid-concerned attributes were the distance/location with an estimated of 11.139%, recommendation of friends or peers with approximately 11.689% tying together, and the academic reputation with an estimated of 10.638%. The two least important attributes were identified to be the availability to transfer, having with only about 2.713%, and the recommendation of parents with only 2% difference at approximately 4.453%. The outcomes of this study can aid college chairmen and enrolment specialists tweak their advertising procedures by giving significant data to the chief gatherings engaged with settling college decision choices.

Campus Reopening in Fall 2020: Linked More to Political Leadership and Institutional Characteristics than to COVID-19 Pandemic Severity

The COVID-19 pandemic forced higher education institutions to reexamine their modes of instruction for the Fall 2020 semester. Some institutions chose to reopen for in-person instruction, others chose online or hybrid modalities. Leveraging data for 2,458 colleges and universities, we examined how political, epidemiological, economic, and institutional characteristics correlated with Fall 2020 reopening plans. We found no discernible relationship between county-level or state-level COVID-19 case counts and reopening plans. Campus demographics (such as White student enrollment) and state political characteristics were related to campus mode of instruction decisions for Fall 2020. The findings highlight the continued, and perhaps increasing, relevance of sociopolitical factors to higher education leaders' decisions.

How have Covid-19-related changes to tuition modes impacted face-to-face initial teacher education students?

In Semester 1 of the 2020 academic year, face-to-face higher education students in many institutions were instructed to not attend classes or lectures on campus soon after the semester commenced, due to precautions put in place to limit the spread of Covid-19 in institutions across Australia. To sustain education and course progression, students were rapidly transitioned to learning-platforms, and synchronous or asynchronous online instruction. Although this action was needed to help ensure undisrupted learning, little consideration was given to the impact this would have on the students who had chosen to study in the face-to-face mode. The instrumental case study reported in this paper sought to capture the lived experiences of students enrolled in initial teacher education (ITE) programs in mathematics, science, and technology (STEM) units in on-campus, face-to-face mode as they moved to emergency fully online instruction. An initial online survey, constructed in Qualtrics and using a 4-point Likert scale, was sent to these students in Semester 2, and this was followed by semi-structured interviews with those who indicated their willingness to participate. Thirty-two students participated in the survey and 11 in the interviews, and these data were examined through the lens of self-determination theory. The majority of participants preferred the face-to-face mode, yet some were surprised about the affordances of fully online. Although the respondent group was small, the insights gained are of interest to educators in higher education and have the potential to inform new ways of designing and delivering authentic and engaging online and blended learning in these programs.

Influence Of Revenue Streams On Financial Sustainability: Evidence From Kenyan Public Universities

This paper discusses the influence of various revenue streams (government grants, student fees, internally generated revenue, and endowment trust funds) on the financial sustainability of Kenyan public universities from the perspective of resource dependency theory. A longitudinal survey research approach was used and the final sample consisted of 31 public chartered universities in Kenya that had operated continuously for more than five years as of 2015. Panel data were extracted from the annual financial statements of these universities and other secondary data sources for the period from 2015 to 2020. A random effects regression model was applied to determine the correlation between the different revenue streams and financial sustainability. This study found that both government grants and student fees have significant relationships with the current ratio. By contrast, internally generated revenue and endowment trust funds have insignificant relationships with the current ratio. Not only do this study's findings contribute to existing empirical literature, but the results will also be beneficial to multiple stakeholders, such as university management, stakeholders, and researchers.

Suicidal behaviours among ugandan university students: A cross-sectional study

Background: Suicide remains the leading cause of death among university students often resulting from multiple physical and psychological challenges. Moreover, suicidal behaviours among students appear to have increased due to the COVID-19 pandemic according to some studies. Objective: To explore the prevalence and associated factors for suicidal ideation, suicide plans, and suicide attempts among university students in Uganda. Methods: Cross-sectional study data were collected from May to September 2021 from 540 undergraduate university students in south-western Uganda (363 males, mean age 23.3 years). Questions from the General Health Questionnaire (GHQ-28) were used to assess suicidal ideation, while other bespoke questions were used to assess suicide plans and attempts. The survey also investigated the suicide attempt/plan method, location of the suicidal activity, and reason for not enacting the suicide plan. Three independent regression analyses were used to determine the factors associated with different forms of suicidal behaviours. Results: The prevalence of past-year suicidal behaviours was 31.85% for suicidal ideation, 8.15% for suicide plans, and 6.11% for suicide attempts. Having a chronic physical medical condition increased the likelihood of having all forms of suicidal behaviours. Suicidal ideation was associated with having difficulty paying university tuition fees. However, being in the fifth year of university education, and feeling satisfied with current academic grades reduced the likelihood of suicidal ideation. Individuals feeling satisfied with academic performance appeared to be a protective factor against having suicide plans. Suicide attempts were associated with having a history of sexual abuse and having difficulty paying university tuition fees. The most common method used for attempted suicide was a drug overdose, and the most common location for attempted suicide was their homes. Conclusion: University students have prevalent suicide behaviours especially among students with a chronic physical medical condition, a history of sexual abuse, and problems paying university tuition fees. Based on the present study, for students at risk, universities should provide appropriate interventions such as life skills education and suicide prevention techniques. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Tuition-Free College in the Context of COVID-19: TN Reconnect Adult Student Narratives

Utilizing narrative inquiry and thematic analysis, this study followed up with adult students who initially participated in a qualitative project, Understanding How Students Reconnect: A Longitudinal Study (Collom et al., 2021). Five participants shared their experiences as adult students during COVID-19, which included their experiences shifting to virtual learning and the broader effects of the pandemic on their lives. Our findings indicated that while students coped with the transition to virtual learning, the overall perceived quality of education dropped and forced students to make difficult family and employment decisions. Overall, the study illuminated the barriers that exist for adult students who have faced unexpected life-events and demonstrated the need for institutions to build supports for adult students beyond tuition-free college. Our findings highlight the need for supports above tuition for Tennessee Reconnect students. While Tennessee Reconnect has substantially increased adult student enrollment in the state, increased support is essential to realize the full benefits of the policy.

State Higher Education Funding During COVID-19: Lessons From Prior Recessions and Implications for Equity

States provide substantial support for higher education through appropriations to public colleges and universities that can be used to maintain relatively low tuition levels and funds for financial aid. Higher education often receives disproportionate cuts during recessionary periods, and it faces potentially unprecedented reductions in coming years amid a pandemic that has left some states with revenue shortfalls. How states approach higher education cuts has the potential to exacerbate existing inequities among racially minoritized and low-income students and historically underfunded institution types. In this study, we document trends in higher education funding over time and use latent profile analysis to identify distinct approaches states have taken to higher education funding. We then examine the trajectories of higher education funding within each approach over time, particularly during prior recessions. We conclude by discussing the implications of each approach for equity, particularly in light of states' early responses to the current economic downturn.

Higher Education Business Models Under Stress: Achieving Graceful Transitions in the Academy

The authors discuss the enormous changes in student ethnicity, age, race, personal health needs, economic status, and declining high-school graduation populations, mentioning the existing complicated differences in meeting individual student needs as never before to ensure successful educational outcomes. The book progresses with identifying universal stress testing for higher education business models, demonstrating quantitative and qualitative indicators and suggesting alternative solutions to address recognized stressors-emphasizing that institutional readiness to move quickly to address stressors is critical for any institution. The position included oversight and leadership of accounting, business services, budget, facilities operations, facilities planning, payroll, human resources, materials management, auxiliary services, and public safety.

Students’ experiences of synchronous online tuition in health and social care: Association for Learning Technology Journal

This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred Relational Method to analyse diaries and interviews. The analysis uncovers how tutorial experiences are embedded in the social and cultural contexts of students’ lives and are fitted around their caring roles. These students experience variation in tutorial design and in the tutors’ characteristics. They value friendly, empathetic tutors who enable students’ contributions and respond encouragingly. Students avoid using microphones in tutorials for multiple reasons but enjoy taking an active part via other tools. They appreciate hearing peers’ perspectives and prefer small group sizes. A sense of community is missing, particularly for students with fewer supportive friends, colleagues, or family members. They long to see people’s faces and build relationships. An awareness of students’ contexts and preferences can help educators to enable positive tutorial experiences.

Australia's Crisis Responses During COVID-19: The Case of International Students

Since the outbreak of the COVID-19 pandemic, the global international education sector has been fraught with multiple, intensifying stressors, which have severely affected international students' lives and study. Host government policies on international education can make a critical difference for this vulnerable population during the pandemic. Australia's crisis response policies during the pandemic have been closely tracked and vigorously discussed amongst Chinese international students. This study examines how Australia's crisis responses addressed the needs of international students during the pandemic, and how these policies impacted Chinese international students' experiences and perceptions of studying in Australia. We collected qualitative data through interviews with Chinese international students, parents and migration agents, virtual ethnography on WeChat, and analysis of Australia's policy responses. Our thematic analysis highlights participants' experiences and views of Australia's crisis responses in the four areas of financing, third-country transit, visas and immigration, and pandemic management. We discuss these findings in relation to the historical context of Australia's higher education funding reforms during the 1980s and 1990s.

Online learning in higher music education: Benefits, challenges and drawbacks of one-to-one videoconference instrumental lessons

Online music courses are becoming more common in higher education thanks to the always increasing technological advances. Due to the COVID-19 pandemic many universities around the world have been forced to turn to online learning. There are currently several options to deliver online musical tuition, but most of them offer limited results. Online learning provides many advantages related to time and money saving, as well as ecological-related matters, access from remote areas and interaction between students and teachers around the world. However, most often communication will take place using platforms tailored for speech, which will have a significant impact on the lesson quality. Although face-to-face lessons cannot be completely replaced to guarantee quality tuition, online lessons can be a helpful complement in certain situations. This article aims to identify the most common limitations of the platforms available at the moment, suggesting different approaches to lessen the weaknesses of online instrumental one-to-one teaching.

Efficiency of digital tuition in University education

The past, nearly one and a half year has brought a significant change to the daily lives of humanity. Due to the coronavirus epidemic, many areas of our lives have been overwritten with radical changes that previously seemed unthinkable. In March 2020, traditional tuition had to move and evolve into online education practically overnight. This situation posed a challenge to everyone, teachers, students and university executives alike. The aim of the authors was to explore and formulate the lessons learned of this recent period, so that the benefits and drawbacks of online education can be utilized and used to its highest potential in the upcoming years. Exploration of the topic was carried out with the help of qualitative and quantitative methodology within the framework of the primary research. The quantitative research was executed with the help of a standardized survey. The opinions and experiences of university students were revealed using snowball method on the basis of a non-representative sample. The three main questions of the dissertation are whether it is more difficult to motivate students to learn in the form of digital education, how the efficiency of learning has changed over the last year in the digital form, and finally, did teaching and learning become more difficult overall for both teachers and students? The results were presented using statistical indicators and conclusions were drawn based on the results. The research ended with a proposal for future semesters and a summary.