Source: Louis Shedd, Stephen G. Katsinas, Nathaniel Bray, Journal of Collective Bargaining in the Academy, Vol. 11, Issue 1, 2020
From the abstract:
The focus of this study is an analysis of institutions, salary expenditures, employment categories (full-time professors by academic rank), and number and average pay of full-time faculty. Our new mission-driven classification system provides the framework for the analysis and specifically presents the data by both the presence or lack of a collective bargaining agreement. The goal of this paper is to illustrate differences in monetary compensation of full time faculty using the mission-driven classification system (as opposed to the Carnegie Classification) and to see the impact of the presence or lack of collective bargaining agreements. We argue that the Carnegie Classification is not how state officials–governors, legislators, and the general public view higher education in America. We argue that a public frame is needed to understand, support, and advance public higher education. We present data that shows difference by geographic type (rural, suburban, urban) for a much more precise understanding of how collective bargaining impacts faculty salaries.
Source: Anthony P. Carnevale, Jeff Strohl, Artem Gulish, Martin Van Der Werf, Kathryn Peltier Campbell, Georgetown University Center on Education and the Workforce, 2019
From the summary:
Inequities in access to good jobs by race and ethnicity have grown in past decades. The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos explores how White workers have relied on their educational and economic privileges to build disproportionate advantages in the educational pipeline and the workforce. Black and Latino workers, on the other hand, have strived to overcome discrimination, racism, and other injustices that continue to perpetuate earnings inequality. Policy changes can help narrow these equity gaps; otherwise, they will continue for generations to come.
Source: Center for Regional Economic Competitiveness (CREC), August 27, 2019
From the abstract:
This report describes veterans’ attainment of certifications and licenses, with an emphasis on post-9/11 veterans. Utilizing a new data set derived from the 2016-2018 Current Population Survey (CPS), the Center for Regional Economic Competitiveness (CREC) examined veterans’ attainment of certifications and licenses and associated earnings.
Source: Michael Mitchell, Michael Leachman, Matt Saenz, Center on Budget and Policy Priorities, October 24, 2019
From the introduction:
Deep state cuts in funding for higher education over the last decade have contributed to rapid, significant tuition increases and pushed more of the costs of college to students, making it harder for them to enroll and graduate. These cuts also have worsened racial and class inequality, since rising tuition can deter low-income students and students of color from college.
Overall state funding for public two- and four-year colleges in the school year ending in 2018 was more than $6.6 billion below what it was in 2008 just before the Great Recession fully took hold, after adjusting for inflation. In the most difficult years after the recession, colleges responded to significant funding cuts by increasing tuition, reducing faculty, limiting course offerings, and in some cases closing campuses. Funding has rebounded somewhat, but costs remain high and services in some places have not returned.
The potential benefits of a college degree are significant, with greater lifetime earnings for those who obtain a bachelor’s degree relative to those who only receive a high school diploma. But cuts to higher education, rising tuition, and stagnant household earnings make it difficult for today’s students — a cohort more racially and economically diverse than any before it — to secure those benefits….
Source: National Resource Consortium on Full Student Voter Participation, 2019
The National Resource Consortium on Full Student Voter Participation seeks to develop and advance evidence-based promising practices that bring institutions and partners closer to a shared goal of full high-quality student participation in the democratic process, particularly in elections. The core team and co-designers seek to achieve this goal by leveraging the Harvard IOP’s network of National Campaign for Political and Civic Engagement annual conference (NAC) and NASPA – Student Affairs Administrators in Higher Education and Campus Vote Project’s Voter Friendly Campus (VFC) network to develop strategies that engage opportunities in the field around promising practices for voter registration during orientation and new student programs and services or during other endeavors that reach a majority of students at an institution.
This process began in January prior to the February 2019 National Campaign for Political and Civic Engagement annual conference at Harvard Kennedy School’s Institute of Politics (IOP). During this in-person convening the National Resource Consortium on Full Student Voter Participation was outlined with the help of national partners Fair Election Center’s Campus Vote Project, NASPA – Student Affairs Administrators in Higher Education and the NASPA LEAD Initiative, the Foundation for Civic Leadership and Mile 22 Associates . The outcome of the convening was a collaboration with NAC and VFC campuses and the aforementioned partners to explore full student voter participation opportunities at higher education institutions.
The National Resource Consortium on Full Student Voter Participation was conceived in January 2019 to explore such opportunities connected to first-year and transfer student orientation programs and other new student services. This insight brief outlines the steps taken by a select group of national partners (noted as the core team) and campuses (noted as co-designers) between January and June 2019; as well as future explorations for this work.
Source: Cristian deRitis, Regional Financial Review, September 2019
Rising student debt levels command significant attention in social and political discourse. This article explores how we got here, some of the potential long-term consequences of student debt, and offers a proposal for dealing with the problem.
Source: Rutgers Center for Minority Serving Institutions (CMSI), September 2019
From the press release:
More students experience upward mobility at Historically Black Colleges and Universities (HBCUs) than Predominantly White Institutions (PWIs) asserts a new report published by the Rutgers Center for Minority Serving Institutions (CMSI). The report entitled, Moving Upward and Onward: Income Mobility at Historically Black Colleges and Universities, examines the intergenerational income mobility of recent HBCU graduates and explores upward mobility variations and economic stratification based on institution type.
The report begins with a foreword by Dillard University President Walter Kimbrough, which provides an important narrative on how HBCUs have routinely supported low-income and Pell Grant-eligible students. Kimbrough situates the value of these storied institutions within the historical context of higher education. According to the report, HBCUs enroll far more low-income students than PWIs. More specifically, the report claims that nearly one-quarter of HBCU students are low-income and more than half of all HBCU students come from households in the bottom 40% of the U.S. income distribution.
Source: Cynthia Estlund, Law and Contemporary Problems, Vol. 82 no. 3, 2019
….At the same time, each of those three big ideas holds within it an essential component of a sound three dimensional response to the uncertain but real prospect of job losses. In lieu of UBI [universal basic income], we should expand universal social benefits—starting with health care and higher education—and income support for the working and non-working poor. In lieu of a federal job guarantee, we should ramp up public investments in infrastructure, social and community services, and early education, all of which would address unmet societal needs while creating decent jobs. And in lieu of (or at least before) reducing weekly hours of work across the board, we should expand access to paid leaves, holidays, and vacations, as well as voluntary part-time work and retirement security; we could thereby spread work and meet varied individual needs and preferences through days, weeks, months, and years of time off.
In combination, these three interventions—expanded universal social benefits and income support, public investments in physical and social infrastructure and the job creation those will entail, and wider access to paid leaves and respites from work—would advance core objectives of each of the three big ideas while muting their disadvantages. Together they would both cushion and offset automation-related job losses, while spreading the work that remains and maintaining or boosting incomes. This trio of policies could and should also be funded in a way that helps to redistribute income from the top to the bottom of an egregiously and increasingly lopsided income distribution.
…..In what follows, I will fill in the outlines of this argument. Part II will briefly set out some normative priors about the multiple ends we should be pursuing as we face a future of less work. A long Part III will take up each of the Three Big Ideas, briefly tracing their genealogy and identifying some strengths and weaknesses of each. Part IV will return to the core aspirations of the Three Big Ideas, and sketch a combination of the three – a three-dimensional strategy – that can preserve much of the good while avoiding much that is problematic in the more single-minded Three Big Ideas. ….
Source: Joshua G. Scott, Erin Shore, Carol Brown, Carisa Harris, Mitchel A. Rosen, American Journal of Industrial Medicine,
From the abstract:
There is a lack of trained Occupational Safety and Health (OSH) professionals able to meet the current and future demand for such expertize in the United States. Many OSH professionals are required to perform duties, which are outside of their primary area of expertize; thus, expansion of continuing education (CE) may be necessary to properly train individuals for new OSH responsibilities.
The National Institute for Occupational Safety and Health‐funded Education and Research Centers collectively developed and distributed an internet‐based survey to gauge the CE needs and interests of the OSH workforce.
A total of 2064 responses were received. The most common primary professions represented were safety (28%), occupational health nursing (18%), and industrial hygiene (12%). The majority of respondents (61%) reported that they perform work activities outside of those associated with their primary OSH profession. The CE offerings with the highest interest among respondents were related to safety. Other courses with high levels of interest included topics such as legal issues in OSH (88%), compliance (88%), risk management (85%), OSH management (83%), risk communication (83%), and communication in accident prevention (81%). Health and safety leadership (82%), health and safety culture (78%) and total worker health (74%) were also significant interests.
It is important to be responsive to the evolving needs of the OS&H community. Developing relevant courses will help ensure that OS&H professionals have access to the training they need to perform essential job functions and keep employees healthy and safe.
Source: Steven Garner, Journal – AWWA, Volume 111 Issue 9,
The California–Nevada Section of AWWA and California Water Environment Association sought a new industry certification for operators working with advanced water treatment (AWT) processes.
A diverse set of stakeholders and experts added their perspectives on the development of the new certification.
The AWTO Grade 3 exam was released in July 2019.