2014 Annual Loss Control Workshop Presentations
Participants of MHEC's property insurance program convened in St. Louis for the 16th Annual Loss Control Workshop on March 5-6, 2014. The workshop began with an opening plenary session focused on your college being in the spotlight and how to survive and thrive in the crisis, followed by 17 concurrent sessions in the categories of risk management, facilities, and environmental, health, and safety.
Nov. 18-19, 2013, POLICY SUMMIT - Rise of the MOOCs: Foreshadowing the Coming Transformation of Higher Education
The rise of MOOCs (Massive Open Online Courses) and the growth of open educational resources (OER) have the potential to drive significant change in the higher education enterprise including faculty roles, funding and budgeting, student support services, learning outcome definition and assessment, academic credit and credentialing, and the heart of the teaching and learning process.Through informative and provocative presentations, discussions, and an examination of innovative and promising practices, attendees at the 2013 MHEC policy summit will consider how to position colleges, universities, and higher education systems to be prepared for potential changes brought by MOOCs and OER on 1) faculty/teaching; 2) institutions/credentialing; 3) students/learning; and 4) systems/planning.
November 17-18, 2013, Commission Meeting: Omaha, NE
Closing the Postsecondary Attainment Gap: Midwestern Competitiveness in a Global Economy
The United States is losing ground to other countries in the proportion of its workforce that possesses a college degree. Given the relationship between educational level, employment and growth, the rising credentials gap threatens the future economic competitiveness of our nation. President Obama has expressed a commitment to ensuring that our nation will once again lead the world in having the highest proportion of students graduating from college by the year 2020. According to the State Higher Education Executive Officers, in order to maintain pace with top performing countries the United States will need to produce a projected 15 million additional postsecondary degrees and other credentials by 2025.
Executive Committee Meeting: Indianapolis, IN
Working Paper 02-13: Effectiveness and Efficiency in Promoting Timely Degree Completion: A Performance Rating System for the States
This report presents the results of two studies that assess the effectiveness and efficiency of colleges and universities in promoting timely degree completion. Data were obtained from IPEDS for public two-year colleges (n= 898) and both public and private not-for-profit four-year institutions (n= 1,496). Hierarchical linear regression was used to predict graduation rates based on structural (e.g., mission), demographic (e.g., SES), and contextual attributes (e.g., urbanicity). Effectiveness scores were then computed as the difference between actual and predicted graduation rates, and efficiency was estimated as the ratio of effectiveness to educational expenditures per FTE student. The test-retest reliability of the effectiveness measure over two consecutive years was acceptable to good, depending upon computational method and graduation rate. A test of convergent validity with a subset of institutions indicated that effectiveness scores were positively associated with students’ perceptions of a supportive campus environment at two-year (r= .30) and four-year (r= .56 - .63) institutions.
The Effectiveness and Efficiency of Postsecondary Institutions
Graduation rates are frequently employed in rating the effectiveness and efficiency of colleges and universities. However, variation in raw graduation rates may better reflect differences in such factors as admissions selectivity or institutional mission rather than whether institutional practices and programs are conducive to student success. This report thus estimates institutional effectiveness as the difference between an institution’s actual graduation rate and the rate that would be expected given the institution’s structural attributes, the types of students served, and the geographical context. Institutional efficiency is then estimated as the ratio of effectiveness to educational expenditures per full-time equivalent student. The results demonstrate that seemingly low graduation rates may in fact reflect institutional practices that are satisfactory or better.