Rethinking governmental licensing of higher education institutions

In many countries around the world, governmental authorities control the market entry of new providers of higher educational services. By means of ex-ante licensing in the higher education sector, government ensures that students are only confronted with academic programs and institutions that at least meet certain minimum quality standards. This quality-assuring intervention by government may be taken for granted. From an economic viewpoint, however, it seems worthwhile to scrutinize the regulatory status quo. In order to rethink existing licensing arrangements’ raison d’être, the present paper addresses the question whether governmental market entry control in the higher education industry is necessary at all.

Audit requirements for institutions of higher education and other nonprofit organizations--Department of Commerce. Interim final rule with request for comments

The Department of Commerce is implementing Office of Management and Budget (OMB) guidance provided in Circular A-133, "Audits of Institutions of Higher Education and Other Nonprofit Organizations." As a result of this interim final rule, institutions of higher education and other nonprofit organizations that receive Federal assistance are required to periodically perform audits and submit the audit reports to the Federal government. This interim final rule establishes uniform audit requirements applicable to these organizations and defines the Department's responsibilities for implementing and monitoring these requirements.     

Technology transfer and academic education with a focus on diversity

This paper describes the “Presence on Campus” technology transfer experiment that Hughes Electronics Corporation is conducting with a large minority institution, California State University, Los Angeles (CSLA). It presents the experiment in the context of the company's workforce diversity objectives and its internal and other external education diversity efforts, as well as CSLA's minority education and research and development programs. The article summarizes progress toward the promotion of resource-leveraging joint R&D projects and student intern involvement, as well as the definition of industry-relevant thesis topics. Some lessons learned are reported.     

Technology transfer offices as providers of science and technology entrepreneurship education

The Journal of Technology Transfer - Universities show an increasing commitment to stimulate science- and technology-based entrepreneurship with the aim of contributing to societal and economic...     

Uniform administrative requirements for grants and agreements with institutions of higher education, hospitals and other non-profit organizations--OMB. Final revision to OMB circular A-110

Office of Management and Budget (OMB) Circular A-110 provides standards for obtaining consistency and uniformity among Federal agencies in the administration of grants and agreements with institutions of higher education, hospitals, and other non-profit organizations. OMB issued Circular A-110 in 1976 and, except for a minor revision in February 1987, the Circular contains its original provisions. To update the Circular, OMB established an interagency task force to review the Circular. The task force solicited suggestions for changes to the Circular from university groups, non-profit organizations and other interested parties and compared, for consistency, the provisions of similar provisions applied to State and local governments. The revised Circular reflects the results of these efforts.     

A medical model for criminalistics education

The history of medical education during the period of 1870 to 1926 is examined in the context of current issues confronting education in the forensic laboratory sciences. Medical education was radically altered during this period, changing from a rudimentary lecture/apprenticeship system into its modern form. Although the motivating forces had developed over some time, the actual change was quite rapid. By examining how this change occurred, we gain insight into how changes in our own profession might be initiated. Parallels between our current situation and that in medical education 117 years ago include: (1) the primary burden of professional education is borne outside the university in an apprenticeship system, (2) the apprenticeship system is overburdened by a dramatic expansion in the knowledge and skills needed for professional practice, (3) there is no standardized curriculum or accreditation process for educational programs, and (4) there is no educational program that incorporates formal clinical education. Based on this historical analysis, three major goals are proposed: (1) active entreprenurial promotion of professional educational programs by academics, (2) creation of a committee within the American Academy of Forensic Sciences to critique and rate university programs, and (3) the development of a well-defined clinical education program. A model for formalized clinical education in the forensic laboratory sciences is proposed, incorporating clinical professors, student clerkships, and university control over instruction within an operational forensic science laboratory. Benefits from this arrangement include: efficient combination of physical plants, added personnel resources in the laboratory, rapid introduction of research into the laboratory, enhanced prestige for both academics and practitioners, and relief of the laboratory's in-house training burden.     

Technology transfer in the Americas: common and divergent practices among major research universities and public sector institutions

The present article presents the results of a qualitative study whose purpose was to compare the structure and operation of the programs for intellectual property management and technology transfer, and the mechanisms through which to foster entrepreneurship, in five high-profile research institutions across the Americas. The institutions of focus included Stanford University and the University of California, Davis in the United States; the Universidad Católica and the Universidad de Concepción in Chile; and the National Scientific and Technical Research Council in Argentina. The purpose of the study was to elucidate commonalities and differences among these institutions with respect to their technology transfer practices, and to distill methodologies that could be used to establish or refine technology transfer offices in American regions. Research revealed common goals and core activities, shared and implemented in similar ways among all five institutions. However, the analysis also identified divergent areas within the structure and operation of the various technology transfer programs, representing significant differences between the five institutions.     

关于成人高等教育创新问题的理性思考

创新是一个民族的灵魂。成人高等教育是我国教育体系的重要组成部分,加强创新问题研究,永保生命活力是一个迫切需要解决的课题。因此,只有通过观念、体制、工作机制、管理和手段创新,才能推动成人高等教育的发展。     

论高等教育行政管理中的依法行政

高等教育行政管理是高等教育管理的重要组成部分,在高等教育管理中具有主导性和决定性作用。法治原则是全部国家制度和社会制度的基础,作为一种观念和实践反映在教育管理上,就是把学校组织纳入法律调节的范围,因此实现高等教育行政管理的依法行政是提高高等教育管理效率与质量的关键所在。     

Uniform administrative requirements for grants and agreements with institutions of higher education, hospitals, other non-profit, and commercial organizations--Department of Commerce. Interim final rule

This interim final rule implements the revisions to the Office of Management and Budget (OMB) Circular A-110, "Uniform Administrative Requirements for Grants and Agreements With Institutions of Higher Education, Hospitals, and Other Non-Profit Organizations" which was published in the Federal Register on November 29, 1993. The revised Circular was developed by an interagency task force for governmentwide use in a model rule format to facilitate regulatory adoption by executive departments and agencies. In the published revised Circular, OMB specified as "required action" that Federal agencies responsible for awarding and administering grants and other agreements to recipients described therein, shall adopt the language of the Circular unless other provisions are required by Federal statute or exceptions or deviations are approved by OMB. This interim final rule adopts the provisions of the Circular and its language to the maximum extent feasible. However, minor changes were made to update the procedures, clarify the language, and make the language apply specifically to the DoC and its operating units. No changes are intended to deviate from the substance of Circular A-110. The Circular covers both grants and cooperative agreements made by Federal agencies and subawards, unless sections of the Circular specifically exclude subrecipients from coverage. Consistent with guidance provided in the Circular, DoC will apply its provisions to grants and agreements with institutions of higher education, hospitals, other nonprofit, and commercial organizations. The provisions of the interim final rule will also apply to foreign governments, organizations under the jurisdiction of foreign governments, and international organizations when appropriate.     

论高校贿赂犯罪的侦防对策

贿赂犯罪作为一个古老的社会现象,在中国市场经济日益发达的今天似乎愈演愈烈,甚至渗入被视为象牙塔的教育领域,成为现代法治社会的一大毒瘤,严重影响了创建和谐社会的宏伟目标。笔者在分析中国高等教育系统贿赂犯罪的现状与特点基础上,拟就如何采取侦查和预防对策,提出自己的见解,以期有效地控制高校领域的贿赂犯罪.     

Uniform administrative requirements for grants and agreements with institutions of higher education, hospitals and other non-profit organizations--OMB Circular A-110 (revised)--HUD. Final rule

Office of Management and Budget (OMB) Circular A-110 provides standards for obtaining consistency and uniformity among Federal agencies in the administration of grants and agreements with institutions of higher education, hospitals, and other non-profit organizations. On September 13, 1994, the Department published a final rule which adopted the revised circular as it pertains to HUD. However, the September 13, 1994 rule contained, in subpart E, special provisions relating to the use of lump sum grants. Therefore, subpart E was treated as an interim rule, and the public was invited to submit comments on subpart E. This final rule addresses the public comments received on subpart E and makes final the provisions of subpart E.     

Administration of grants and agreements with institutions of higher education, hospitals, and other non-profit organizations; direct grant programs--DoE. Final regulations

The Secretary amends 34 CFR parts 74 and 75 to add the Office of Management and Budget (OMB) control numbers to certain sections of the regulations. Those sections contain information collection requirements approved by OMB. The Secretary takes this action to inform the public that these requirements have been approved.     

Issues in higher education for law enforcement officers: An Illinois study

The issue of whether criminal justice education, or education in general, has had an impact on the quality of policing in the United States has been studied since the mid-1960s. The results have been mixed. This study considers the value of education as it relates to the progress educated officers have made within the ranks of police departments in the state of Illinois. The results indicate that the majority of veteran police officers, particularly those with a college education, strive for promotion but are frustrated when they are not able to achieve it. This may be a factor in another finding, which indicates that a sizable group of subjects reported the strong opinion that promotion is based on politics, not on merit or education. For whatever reasons, it is obvious that in municipal police work, there is never going to be much room at the top. Most officers will serve their entire careers at the level of patrol officer, and those who want to be promoted beyond that rank will continue to seek out any positive enhancement that might distinguish them.