research paper educational management

International Journal of Educational Management

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Research in Educational Policy and Management

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Research Data Management in Higher Education Institutions: Literature Review

• First Online: 02 June 2024

Cite this chapter

• Mpilo S. Mthembu 5  

Part of the book series: Synthesis Lectures on Information Concepts, Retrieval, and Services ((SLICRS))

This chapter examines the global literature on research data management (RDM), with an emphasis on higher education institutions (HIEs) and their libraries. The status of RDM services, as well as the competency requirements of employees responsible for providing RDM services and researchers, are addressed in the examined literature. A survey of such material would greatly contribute to a better understanding of development activities suited for RDM implementation, as well as influencing the RDM agendas of HIEs and their libraries in terms of growth and development. Many universities and their libraries have participated and continue to engage in delivering RDM services to their user populations; nonetheless, RDM techniques are more commonly accepted in industrialized countries than in developing countries. Most African institutions are still in the implementation stage of delivering RDM services, owing to several constraints such as a lack of RDM legislative duties, finance, resources, infrastructure, and insufficient expertise. Among other African countries, there is reason to believe that South Africa is on the cutting edge of offering RDM services. There is a wide range of competences necessary for research data management, but information skills, data curation, and IT technology skills are the most important. Knowledge of both research methodologies and curation is an absolute prerequisite for both RDM employees and researchers. It has been noticed that necessary skills and information may be included into the school curriculum or begun through trainings, workshops, and other skill development programs, initiatives, and techniques.

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Acknowledgements

I would like to thank my Ph.D. supervisor, Prof. DN Ocholla, for his diligent supervision and advice, as well as for motivating me to write and submit this chapter for publication. I would also like to express my gratitude to my Ph.D. sponsor/funder, the National Research Foundation (NRF) South Africa and the University of Zululand.

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Dennis Ocholla

Department of Information Science, University of South Africa, Centurion, Pretoria, South Africa

Omwoyo Bosire Onyancha

Aderonke Olaitan Adesina

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Mthembu, M.S. (2024). Research Data Management in Higher Education Institutions: Literature Review. In: Ocholla, D., Onyancha, O.B., Adesina, A.O. (eds) Information, Knowledge, and Technology for Teaching and Research in Africa. Synthesis Lectures on Information Concepts, Retrieval, and Services. Springer, Cham. https://doi.org/10.1007/978-3-031-59053-5_3

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How technology is shaping learning in higher education

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This article is a collaborative effort by Claudio Brasca, Charag Krishnan , Varun Marya , Katie Owen, Joshua Sirois, and Shyla Ziade, representing views from McKinsey’s Education Practice.

The COVID-19 pandemic forced a shift to remote learning overnight for most higher-education students, starting in the spring of 2020. To complement video lectures and engage students in the virtual classroom, educators adopted technologies that enabled more interactivity and hybrid models of online and in-person activities. These tools changed learning, teaching, and assessment in ways that may persist after the pandemic. Investors have taken note. Edtech start-ups raised record amounts of venture capital in 2020 and 2021, and market valuations for bigger players soared.

A study conducted by McKinsey in 2021 found that to engage most effectively with students, higher-education institutions can focus on eight dimensions  of the learning experience. In this article, we describe the findings of a study of the learning technologies that can enable aspects of several of those eight dimensions (see sidebar “Eight dimensions of the online learning experience”).

Eight dimensions of the online learning experience

Leading online higher-education institutions focus on eight key dimensions of the learning experience across three overarching principles.

Seamless journey

Clear education road map: “My online program provides a road map to achieve my life goals and helps me structure my day to day to achieve steady progress.”

Seamless connections: “I have one-click access to classes and learning resources in the virtual learning platform through my laptop or my phone.”

Engaging teaching approach

Range of learning formats: “My program offers a menu of engaging courses with both self-guided and real-time classes, and lots of interaction with instructors and peers.”

Captivating experiences: “I learn from the best professors and experts. My classes are high quality, with up-to-date content.”

Adaptive learning: “I access a personalized platform that helps me practice exercises and exams and gives immediate feedback without having to wait for the course teacher.”

Real-world skills application: “My online program helps me get hands-on practice using exciting virtual tools to solve real-world problems.”

Caring network

Timely support: “I am not alone in my learning journey and have adequate 24/7 support for academic and nonacademic issues.”

Strong community: “I feel part of an academic community and I’m able to make friends online.”

In November 2021, McKinsey surveyed 600 faculty members and 800 students from public and private nonprofit colleges and universities in the United States, including minority-serving institutions, about the use and impact of eight different classroom learning technologies (Exhibit 1). (For more on the learning technologies analyzed in this research, see sidebar “Descriptions of the eight learning technologies.”) To supplement the survey, we interviewed industry experts and higher-education professionals who make decisions about classroom technology use. We discovered which learning tools and approaches have seen the highest uptake, how students and educators view them, the barriers to higher adoption, how institutions have successfully adopted innovative technologies, and the notable impacts on learning (for details about our methodology, see sidebar “About the research”).

Double-digit growth in adoption and positive perceptions

Descriptions of the eight learning technologies.

• Classroom interactions: These are software platforms that allow students to ask questions, make comments, respond to polls, and attend breakout discussions in real time, among other features. They are downloadable and accessible from phones, computers, and tablets, relevant to all subject areas, and useful for remote and in-person learning.
• Classroom exercises: These platforms gamify learning with fun, low-stakes competitions, pose problems to solve during online classes, allow students to challenge peers to quizzes, and promote engagement with badges and awards. They are relevant to all subject areas.
• Connectivity and community building: A broad range of informal, opt-in tools, these allow students to engage with one another and instructors and participate in the learning community. They also include apps that give students 24/7 asynchronous access to lectures, expanded course materials, and notes with enhanced search and retrieval functionality.
• Group work: These tools let students collaborate in and out of class via breakout/study rooms, group preparation for exams and quizzes, and streamlined file sharing.
• Augmented reality/virtual reality (AR/VR): Interactive simulations immerse learners in course content, such as advanced lab simulations for hard sciences, medical simulations for nursing, and virtual exhibit tours for the liberal arts. AR can be offered with proprietary software on most mobile or laptop devices. VR requires special headsets, proprietary software, and adequate classroom space for simultaneous use.
• AI adaptive course delivery: Cloud-based, AI-powered software adapts course content to a student’s knowledge level and abilities. These are fully customizable by instructors and available in many subject areas, including business, humanities, and sciences.
• Machine learning–powered teaching assistants: Also known as chatbot programs, machine learning–powered teaching assistants answer student questions and explain course content outside of class. These can auto-create, deliver, and grade assignments and exams, saving instructors’ time; they are downloadable from mobile app stores and can be accessed on personal devices.
• Student progress monitoring: These tools let instructors monitor academic progress, content mastery, and engagement. Custom alerts and reports identify at-risk learners and help instructors tailor the content or their teaching style for greater effectiveness. This capability is often included with subscriptions to adaptive learning platforms.

Survey respondents reported a 19 percent average increase in overall use of these learning technologies since the start of the COVID-19 pandemic. Technologies that enable connectivity and community building, such as social media–inspired discussion platforms and virtual study groups, saw the biggest uptick in use—49 percent—followed by group work tools, which grew by 29 percent (Exhibit 2). These technologies likely fill the void left by the lack of in-person experiences more effectively than individual-focused learning tools such as augmented reality and virtual reality (AR/VR). Classroom interaction technologies such as real-time chatting, polling, and breakout room discussions were the most widely used tools before the pandemic and remain so; 67 percent of survey respondents said they currently use these tools in the classroom.

About the research

In November 2021, McKinsey surveyed 634 faculty members and 818 students from public, private, and minority-serving colleges and universities over a ten-day period. The survey included only students and faculty who had some remote- or online-learning experience with any of the eight featured technologies. Respondents were 63 percent female, 35 percent male, and 2 percent other gender identities; 69 percent White, 18 percent Black or African American, 8 percent Asian, and 4 percent other ethnicities; and represented every US region. The survey asked respondents about their:

• experiences with technology in the classroom pre-COVID-19;
• experiences with technology in the classroom since the start of the COVID-19 pandemic; and
• desire for future learning experiences in relation to technology.

The shift to more interactive and diverse learning models will likely continue. One industry expert told us, “The pandemic pushed the need for a new learning experience online. It recentered institutions to think about how they’ll teach moving forward and has brought synchronous and hybrid learning into focus.” Consequently, many US colleges and universities are actively investing to scale up their online and hybrid program offerings .

Differences in adoption by type of institution observed in the research

• Historically Black colleges and universities (HBCUs) and tribal colleges and universities made the most use of classroom interactions and group work tools (55 percent) and the least use of tools for monitoring student progress (15 percent).
• Private institutions used classroom interaction technologies (84 percent) more than public institutions (63 percent).
• Public institutions, often associated with larger student populations and course sizes, employed group work and connectivity and community-building tools more often than private institutions.
• The use of AI teaching-assistant technologies increased significantly more at public institutions (30 percent) than at private institutions (9 percent), though overall usage remained comparatively higher at private institutions.
• The use of tools for monitoring student progress increased by 14 percent at private institutions, versus no growth at public institutions.

Some technologies lag behind in adoption. Tools enabling student progress monitoring, AR/VR, machine learning–powered teaching assistants (TAs), AI adaptive course delivery, and classroom exercises are currently used by less than half of survey respondents. Anecdotal evidence suggests that technologies such as AR/VR require a substantial investment in equipment and may be difficult to use at scale in classes with high enrollment. Our survey also revealed utilization disparities based on size. Small public institutions use machine learning–powered TAs, AR/VR, and technologies for monitoring student progress at double or more the rates of medium and large public institutions, perhaps because smaller, specialized schools can make more targeted and cost-effective investments. We also found that medium and large public institutions made greater use of connectivity and community-building tools than small public institutions (57 to 59 percent compared with 45 percent, respectively). Although the uptake of AI-powered tools was slower, higher-education experts we interviewed predict their use will increase; they allow faculty to tailor courses to each student’s progress, reduce their workload, and improve student engagement at scale (see sidebar “Differences in adoption by type of institution observed in the research”).

While many colleges and universities are interested in using more technologies to support student learning, the top three barriers indicated are lack of awareness, inadequate deployment capabilities, and cost (Exhibit 3).

Students want entertaining and efficient tools

More than 60 percent of students said that all the classroom learning technologies they’ve used since COVID-19 began had improved their learning and grades (Exhibit 4). However, two technologies earned higher marks than the rest for boosting academic performance: 80 percent of students cited classroom exercises, and 71 percent cited machine learning–powered teaching assistants.

Although AR/VR is not yet widely used, 37 percent of students said they are “most excited” about its potential in the classroom. While 88 percent of students believe AR/VR will make learning more entertaining, just 5 percent said they think it will improve their ability to learn or master content (Exhibit 5). Industry experts confirmed that while there is significant enthusiasm for AR/VR, its ability to improve learning outcomes is uncertain. Some data look promising. For example, in a recent pilot study, 1 “Immersive biology in the Alien Zoo: A Dreamscape Learn software product,” Dreamscape Learn, accessed October 2021. students who used a VR tool to complete coursework for an introductory biology class improved their subject mastery by an average of two letter grades.

Faculty embrace new tools but would benefit from more technical support and training

Faculty gave learning tools even higher marks than students did, for ease of use, engagement, access to course resources, and instructor connectivity. They also expressed greater excitement than students did for the future use of technologies. For example, while more than 30 percent of students expressed excitement for AR/VR and classroom interactions, more than 60 percent of faculty were excited about those, as well as machine learning–powered teaching assistants and AI adaptive technology.

Eighty-one percent or more of faculty said they feel the eight learning technology tools are a good investment of time and effort relative to the value they provide (Exhibit 6). Expert interviews suggest that employing learning technologies can be a strain on faculty members, but those we surveyed said this strain is worthwhile.

While faculty surveyed were enthusiastic about new technologies, experts we interviewed stressed some underlying challenges. For example, digital-literacy gaps have been more pronounced since the pandemic because it forced the near-universal adoption of some technology solutions, deepening a divide that was unnoticed when adoption was sporadic. More tech-savvy instructors are comfortable with interaction-engagement-focused solutions, while staff who are less familiar with these tools prefer content display and delivery-focused technologies.

According to experts we interviewed, learning new tools and features can bring on general fatigue. An associate vice president of e-learning at one university told us that faculty there found designing and executing a pilot study of VR for a computer science class difficult. “It’s a completely new way of instruction. . . . I imagine that the faculty using it now will not use it again in the spring.” Technical support and training help. A chief academic officer of e-learning who oversaw the introduction of virtual simulations for nursing and radiography students said that faculty holdouts were permitted to opt out but not to delay the program. “We structured it in a ‘we’re doing this together’ way. People who didn’t want to do it left, but we got a lot of support from vendors and training, which made it easy to implement simulations.”

Reimagining higher education in the United States

Takeaways from our research.

Despite the growing pains of digitizing the classroom learning experience, faculty and students believe there is a lot more they can gain. Faculty members are optimistic about the benefits, and students expect learning to stay entertaining and efficient. While adoption levels saw double-digit growth during the pandemic, many classrooms have yet to experience all the technologies. For institutions considering the investment, or those that have already started, there are several takeaways to keep in mind.

• It’s important for administration leaders, IT, and faculty to agree on what they want to accomplish by using a particular learning technology. Case studies and expert interviews suggest institutions that seek alignment from all their stakeholders before implementing new technologies are more successful. Is the primary objective student engagement and motivation? Better academic performance? Faculty satisfaction and retention? Once objectives are set, IT staff and faculty can collaborate more effectively in choosing the best technology and initiating programs.
• Factor in student access to technology before deployment. As education technology use grows, the digital divide for students puts access to education at risk. While all the institution types we surveyed use learning technologies in the classroom, they do so to varying degrees. For example, 55 percent of respondents from historically Black colleges and universities and tribal colleges and universities use classroom interaction tools. This is lower than public institutions’ overall utilization rate of 64 percent and private institutions’ utilization rate of 84 percent. Similarly, 15 percent of respondents from historically Black colleges and universities and tribal colleges and universities use tools for monitoring student progress, while the overall utilization rate for both public and private institutions is 25 percent.
• High-quality support eases adoption for students and faculty. Institutions that have successfully deployed new learning technologies provided technical support and training for students and guidance for faculty on how to adapt their course content and delivery. For example, institutions could include self-service resources, standardize tools for adoption, or provide stipend opportunities for faculty who attend technical training courses. One chief academic officer told us, “The adoption of platforms at the individual faculty level can be very difficult. Ease of use is still very dependent upon your IT support representative and how they will go to bat to support you.”
• Agree on impact metrics and start measuring in advance of deployment. Higher-education institutions often don’t have the means to measure the impact of their investment in learning technologies, yet it’s essential for maximizing returns. Attributing student outcomes to a specific technology can be complex due to the number of variables involved in academic performance. However, prior to investing in learning technologies, the institution and its faculty members can align on a core set of metrics to quantify and measure their impact. One approach is to measure a broad set of success indicators, such as tool usage, user satisfaction, letter grades, and DFW rates (the percentage of students who receive a D, F, or Withdraw) each term. The success indicators can then be correlated by modality—online versus hybrid versus in-class—to determine the impact of specific tools. Some universities have offered faculty grants of up to $20,000 for running pilot programs that assess whether tools are achieving high-priority objectives. “If implemented properly, at the right place, and with the right buy-in, education technology solutions are absolutely valuable and have a clear ROI,” a senior vice president of academic affairs and chief technology officer told us.

In an earlier article , we looked at the broader changes in higher education that have been prompted by the pandemic. But perhaps none has advanced as quickly as the adoption of digital learning tools. Faculty and students see substantial benefits, and adoption rates are a long way from saturation, so we can expect uptake to continue. Institutions that want to know how they stand in learning tech adoption can measure their rates and benchmark them against the averages in this article and use those comparisons to help them decide where they want to catch up or get ahead.

Claudio Brasca is a partner in McKinsey’s Bay Area office, where Varun Marya is a senior partner; Charag Krishnan is a partner in the New Jersey office; Katie Owen is an associate partner in the St. Louis office, where Joshua Sirois is a consultant; and Shyla Ziade is a consultant in the Denver office.

The authors wish to thank Paul Kim, chief technology officer and associate dean at Stanford School of Education, and Ryan Golden for their contributions to this article.

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College & Research Libraries News  ( C&RL News ) is the official newsmagazine and publication of record of the Association of College & Research Libraries,  providing articles on the latest trends and practices affecting academic and research libraries.

C&RL News  became an online-only publication beginning with the January 2022 issue.

Nancy Shore is STEM librarian at Columbus State University, email: [email protected] .

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Academic Library Workers in Conversation

Nancy Shore, Kristina Clement, and Katherine Rose Adams

Librarians and Degree Seeking

The “Paper Ceiling” and Advancement in Academic Libraries

Nancy Shore is STEM librarian at Columbus State University, email: [email protected] . Kristina Clement is outreach librarian at Kennesaw State University, email: [email protected] . Katherine Rose Adams is associate professor at the University of North Georgia, email: [email protected] .

© 2024 Nancy Shore, Kristina Clement, and Katherine Rose Adams

A cademic Library Workers in Conversation is a C&RL News series focused on elevating the everyday conversations of library professionals. The wisdom of the watercooler has long been heralded, but this series hopes to go further by minimizing barriers to traditional publishing with an accessible format. Each of the topics in the series were proposed by the authors and they were given space to explore. This issue’s conversation focuses on the “paper ceiling” and why some library workers continue their educational journey after an MLS/MLIS. The experience of these authors highlights one path that might serve many other academic library professionals. —Dustin Fife, series editor

Nancy Shore : My career path to librarianship has not been linear, but everything I’ve done up to this point has prepared me for what came next. And so, when I took an academic librarian job at Columbus State University (CSU) in 2022, I did not expect to pursue another degree, much less an EdD, but thanks to the University System of Georgia’s Tuition Assistance Program (TAP), I will graduate debt-free. And when I investigated my options, the EdD program at the University of North Georgia (UNG) was the best fit for me, both in its asynchronous delivery and its cohort model. I knew graduate school at this level would be a lot of work, but I didn’t want doctoral studies to take up all my time. My theory is that if you’re going to get a “free” degree, it might as well be a big one!

Kristina Clement : I agree, Nancy, there’s nothing quite like a free degree! Ever since I became a professional librarian, I’ve wanted to pursue a doctorate. When I came to Kennesaw State University, I learned that several librarians here had either just finished or were in the process of going through the EdD in Higher Education Leadership and Practice at UNG using TAP. Like you, Nancy, the cohort model appealed to me, as did the asynchronous learning, and I really liked that I could complete the EdD in just three years. My colleagues had great things to say about the program, so I applied and started with the fall 2023 cohort.

Katherine Rose Adams : Well, I can jump on this wagon too! I earned three degrees through the TAP program, including a Masters in Human Resources/Occupational Development and a PhD in Adult Education, all of which I earned at the University of Georgia (UGA) while working in graduate advising roles at UGA. I joined UNG in 2018 as the only faculty member of the Higher Education Leadership and Practice EdD program, and with it being a new program, I was fortunate enough to get to shape and develop a great experience to meet the needs of the adult learners and higher education professionals. I consider the work of myself and my two fellow faculty members, Drs. Lanford and Long, to be some of the proudest accomplishments of my life.

Kristina : Since joining this EdD program, I’ve been reflecting on why librarians, including myself, are increasingly pursuing doctorates. My goal is to climb the academic library ranks, ideally to a deanship or beyond, and I’ve noticed many higher-level job listings now require or strongly recommend a doctorate. Starting my doctorate seemed like a proactive move to overcome future hurdles. I think this trend highlights a broader issue: the “paper ceiling,” where the ability to obtain a doctoral degree creates a barrier between middle management and upper administration. I think we see a similar phenomenon in librarianship where the terminal degree for our field acts as a gatekeeper and sidelines those without the means or desire for specific education. Despite learning valuable leadership skills in my program, I do question the growing need for a doctoral title to qualify for top positions, especially when many essential skills are learned on the job. But I will say, the desire to be “Dr. Clement” is quite strong!

Nancy : I recently read a paper that discussed the “paper ceiling” created in some professions, and it hit home, personally and professionally. When I was in library school, one of my professors explained that the library degree isn’t one where you build new skills, but where you hone and expand on ones you already have. Like you, Kristina, I’m pursuing an EdD so that I have a “piece of paper” from an institution that will certify I “know stuff” about leadership. I am learning a great deal about the institution of higher education as a whole, as well as the many moving parts involved in advancing the institutional mission.

Katherine : I started noticing a fairly significant number of academic librarians in the program during the 2020 cohort. In the Higher Education Law course during the ethics module, students are asked to share their field’s code of ethics, and I realized that half of the cohort were academic librarians, so I was able to incorporate more library science material in modules. In one module, we ended up having an extensive discussion thread about “the why” behind their attendance in the program. The first was personal leadership advancement outside of the library science field, so those looking into higher education institution (HEI)–wide leadership positions or at the system level. But the second reason was the one that has remained with me, and I’m using my language now to express the idea that the terminal nature of the MLIS degree conflicts with how higher education navigates academic titles and status, such as assuming a doctoral degree is needed to lead an academic program.

I was hearing that HEIs are wanting their academic library deans to have doctoral degrees, which in my opinion is directly related to how higher education can be shortsighted in making generalizations related to academic titles. If I understand correctly, one important aspect of note is that I think there are less than 15 PhD programs in library or information science in the country, which also may be telling of the terminal nature of the MLIS, but then academic librarians need other pathways to their doctorate. The continuation of what is next for a librarian after the MLIS does not appear to have a clear seriation to the next step. Now Kristina and Nancy, just to also be absolutely clear, I’m thrilled that you all are here! I just find that part of why I wanted to engage in our discussion was around what skills could we be complementing into our program that are not repetitive to the MLIS terminal degree, and if we are continuing to see such a population growth, how can we best serve our academic librarian students?

Kristina : One enjoyable aspect of this program is the emphasis on leadership within higher education, which is enhanced by learning from classmates with diverse experiences across different university sectors. A recurring sentiment is the feeling of being isolated within our specific departments, a challenge not unfamiliar to academic libraries. We, in libraries, often discuss our internal divisions, yet seldom address how we’re perceived as an odd unit in the university structure. Academic libraries often straddle the line between an academic affairs unit and a student affairs or student success unit. With a foot in each space, our existence is liminal and murky, so it’s no wonder that academic libraries often have a difficult time communicating our value and purpose to the rest of our institutions. I really hope that what I am learning in my EdD program, both through course content, my dissertation, and from my peers, will help me be an academic library leader that can see both the forest and the trees.

Katherine : I hope a benefit of a program like ours is that students gain direct insight that sets one up for success in leadership positions within higher education. In our program, you’ll learn how to draft a budget by doing one, to conduct research by completing a dissertation, and to direct a program assessment by doing one. And Kristina, following along what you mentioned as feeling siloed in academic spaces, we bring in a tremendous number of guest speakers, which is more than just hearing from experts but in realizing the value of connecting with other leaders on campus. For example, can we demystify reaching out to general counsel or HR directors so that we are moving forward abiding by policies we may not be fully aware of, which then saves everyone time if we mistakenly move forward without them!

Nancy : I think the liminal space that academic libraries and librarians occupy is a blessing and a curse at the same time. We can operate as faculty while not experiencing the full pressure of a traditional teaching load, but sometimes we get left out of important conversations because we’re not viewed as “real” faculty. Librarians are very good at reinventing themselves and adapting to the needs of our users, and I feel like a doctoral degree will help me be better positioned for the next evolution of library services.

Kristina : Librarians are incredibly adaptable. I’m thrilled to see more librarians pursuing doctorates, aiming beyond roles like library dean or director to higher roles such as university provost or president. Like you said, Nancy, our ability to adapt could make us excellent—but overlooked—candidates for these positions. Librarians have a unique view of the university, and if we start seeing librarians ascend to top university roles, it could give a stronger voice to a traditionally under-voiced unit. Despite the library being a very important part of the university, we still endeavor to properly articulate our value and worth to our communities. Perhaps EdD programs will help librarians not only become more skilled leaders, but also better advocates for our libraries with a more nuanced vocabulary about the complexities of higher education. Advocacy isn’t about yelling louder than the next person; it’s about finding better words to express our importance and resonate with our communities.

Nancy : I like that you’re talking about advocacy, and I agree with you, Kristina, that librarians are not always assertive advocates for ourselves or our departments. Because of our generalist background, librarian skills are easily transferable to many departments, but it’s not always easy to communicate how they transfer depending on the audience. One reason I accept placement on so many different university and departmental committees is to be a voice for the library in a variety of spaces. I look forward to using my EdD as an admission ticket to discussions above the paper ceiling and being able to use my place in those discussions to advocate for my less-degreed peers and colleagues.

Katherine : Nancy, when you speak of being a voice, I very much appreciate how academic librarians in our program are advocating for our program. While we have not made any designated efforts to recruit librarians into the program, we have had an academic librarian in every cohort. So, big thank you to the librarians for promoting our program! I wonder if someone within library science is not seeing this huge flux of a population of potential students, as I also have librarian friends that are attending other EdD programs around the country and realizing that there is an opportunity here to re-envision the library and information science doctoral degree and take advantage of the unique higher education librarian population. Wait . . . maybe we should end our discussion here as I do not want to create any more competition!

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Is college worth it? The answer for half of Americans is striking.

A college degree has often been sold as the key to a higher-quality, affluent life. But a new survey from the Pew Research Center suggests Americans have mixed views about that narrative – and data shows people without degrees have seen their earnings increase in the last decade.

Just 1 in 4 U.S. adults said it was extremely or very important to have a four-year degree if you want a well-paying job in the current economy. Forty percent of respondents said it wasn’t too important or important at all. 

Mirroring those trends, just 22% of adults said the cost of getting a bachelor’s is worth it even if it means taking out student loans. Nearly half said the cost is only worth it when students don’t have to go into debt. 

Graphics explain: How are college costs adding up these days and how much has tuition risen?

Given trends in the labor and economy – combined with skyrocketing tuition and student debt levels – the lackluster confidence among Americans isn’t surprising. For several decades until about 2014, for example, the earnings for young men without a degree trended downward. But the past decade “has marked a turning point,” according to the Pew analysis.

Workforce participation for these young men has stabilized and their earnings have risen. The share of them living in poverty has also fallen significantly. In 2011, for example, 17% of young men with just a high school diploma were living in poverty; in 2023, that rate dropped to 12%. Young women’s outcomes also improved in recent years.

The changing circumstances help explain why people's mindsets about the value of college have shifted. Roughly half of Americans, according to the Pew report, say a four-year degree is less important today than it was in the past to secure a well-paying job. A smaller percentage – about a third – say it’s more important now. 

The skepticism is more pronounced among conservative Americans than people who identify as Democrats or somewhat Democrat. Most Republicans (57%) said it was less important to have a four-year degree. Still, Americans from both parties are more likely to say the importance of a college degree has declined than to say it's increased.

The findings come as the Biden administration works to forgive certain borrowers’ federal student loan debt, which now totals more than $1.6 trillion. On top of barriers to covering tuition, college life has been altered this year by an uptick in culture war tensions on campus, from bans on diversity, equity and inclusion programming to student protests prompted by the Israel-Hamas war. These challenges have fueled debates about whether college is worth it.

Still, the research shows that earnings for degree holders have also trended upward. The income gaps between college graduates and those with just high school degrees or incomplete credentials have persisted. 

And while employment prospects for young men without a degree improved in the past decade, their median annual earnings remain below their 1973 adjusted levels.

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Land use/Cover Change in Russia within the context of global challenges. The paper presents the results of a research project on Land Use/Cover Change (LUCC) in Russia in relations with global problems (climate change, environment and biodiversity degradation). The research was carried out at the Faculty of Geography, Moscow State University on the basis of the combination of remote sensing and in-field data of different spatial and temporal resolution. The original methodology of present-day landscape interpretation for land cover change study has been used. In Russia the major driver of land use/land cover change is agriculture. About twenty years ago the reforms of Russian agriculture were started. Agricultural lands in many regions were dramatically impacted by changed management practices, resulted in accelerated erosion and reduced biodiversity. Between the natural factors that shape agriculture in Russia, climate is the most important one. The study of long-term and short-ter...

Annals of The Association of American Geographers

Land use and land cover change is a complex process, driven by both natural and anthropogenic transformations (Fig. 1). In Russia, the major driver of land use / land cover change is agriculture. It has taken centuries of farming to create the existing spatial distribution of agricultural lands. Modernization of Russian agriculture started fifteen years ago. It has brought little change in land cover, except in the regions with marginal agriculture, where many fields were abandoned. However, in some regions, agricultural lands were dramatically impacted by changed management practices, resulting in accelerating erosion and reduced biodiversity. In other regions, federal support and private investments in the agricultural sector, especially those made by major oil and financial companies, has resulted in a certain land recovery. Between the natural factors that shape the agriculture in Russia, climate is the most important one. In the North European and most of the Asian part of the ...

Ekonomika poljoprivrede

Vasilii Erokhin

Journal of Rural Studies

judith pallot

In recent decades, Russia has experienced substantial transformations in agricultural land tenure. Post-Soviet reforms have shaped land distribution patterns but the impacts of these on agricultural use of land remain under-investigated. On a regional scale, there is still a knowledge gap in terms of knowing to what extent the variations in the compositions of agricultural land funds may be explained by changes in the acreage of other land categories. Using a case analysis of 82 of Russia’s territories from 2010 to 2018, the authors attempted to study the structural variations by picturing the compositions of regional land funds and mapping agricultural land distributions based on ranking “land activity”. Correlation analysis of centered log-ratio transformed compositional data revealed that in agriculture-oriented regions, the proportion of cropland was depressed by agriculture-to-urban and agriculture-to-industry land loss. In urbanized territories, the compositions of agricultura...

Open Geosciences

Alexey Naumov

Despite harsh climate, agriculture on the northern margins of Russia still remains the backbone of food security. Historically, in both regions studied in this article – the Republic of Karelia and the Republic of Sakha (Yakutia) – agricultural activities as dairy farming and even cropping were well adapted to local conditions including traditional activities such as horse breeding typical for Yakutia. Using three different sources of information – official statistics, expert interviews, and field observations – allowed us to draw a conclusion that there are both similarities and differences in agricultural development and land use of these two studied regions. The differences arise from agro-climate conditions, settlement history, specialization, and spatial pattern of economy. In both regions, farming is concentrated within the areas with most suitable natural conditions. Yet, even there, agricultural land use is shrinking, especially in Karelia. Both regions are prone to being af...

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