Maryland has 200+ higher education facilities located throughout the entire State. Maryland boasts a highly educated workforce with 300,000+ graduates from higher education institutions every year. Higher education opportunities range from two year, public and private institutions, four year, public and private institutions and regional education centers. Collectively, Maryland's higher education facilities offer every kind of educational experience, whether for the traditional college students or for students who have already begun a career and are working to learn new skills. Maryland is proud that nearly one-third of its residents 25 and older have a bachelor's degree or higher, ranking in the top 5 amongst all states. Maryland's economic diversity and educational vitality is what makes it one of the best states in the nation in which to live, learn, work and raise a family.

This dataset is accessed from https://www.kaggle.com/jessemostipak/college-tuition-diversity-and-pay and was downloaded on August 4, 2021.

The following excerpt is from Kaggle regarding the sources of this dataset:

The data this week comes from many different sources but originally came from the US Department of Education.

Tuition and fees by college/university for 2018-2019, along with school type, degree length, state, in-state vs out-of-state from the Chronicle of Higher Education. Diversity by college/university for 2014, along with school type, degree length, state, in-state vs out-of-state from the Chronicle of Higher Education. Example diversity graphics from Priceonomics. Average net cost by income bracket from TuitionTracker.org. Example price trend and graduation rates from TuitionTracker.org Salary potential data comes from payscale.com.

This dataset included the following files:

1. diversity_school.csv

2. historical_tuition.csv

3. salary_potential.csv

4. tuition_cost.csv

5. tuition_income.csv

After data cleaning, the data in diversity_school.csv and tuition_cost.csv were merged and the data in salary_potential.csv and tuition_income.csv were merged. The combined datasets were then split based on the US Census Regions into West, Midwest, Northeast and South (https://www2.census.gov/geo/pdfs/maps-data/maps/reference/us_regdiv.pdf).

Contains data files (.csv format) related to compensation, salaries, diversity, and student academic performance at American colleges and universities. Data is from 2008-2023, with data primarily from 2018-2021. Each file has a related data dictionary in a .txt file.

This research aims to know the support services (SSs) for the inclusion of Higher Education Institutions (HEIs) in Mexico, and detect the barriers that exist in them for the achievement of an effective inclusion of students with visual impairment (VI), as well as, to know the proposals of students with VI for the improvement of these services. This analysis was attended by twelve students, from eight universities in Mexico, from different semesters and professional careers. Based on the analysis of data, the responses were structured by topics focused on investigating the SSs of HEIs, the barriers faced by students with VIs in these services and their proposals for improvement. The results yielded information regarding the scarcity of HEIs in Mexico for inclusion and the weight they have for student learning with VI, and also pointed to a task more focused on administrative, than pedagogical. It was concluded that it is necessary to analyze where the HEIs are in the inclusion process, not only to ensure access and incorporation of students with VIs, but to recognize the various profiles and provide effective support services.

Students from the Chinese ethnic group had the highest entry rate into higher education in every year from 2006 to 2024.

Financial overview and grant giving statistics of National Association of Diversity Officers in Higher Education

Institutions of higher education (IHE) throughout the United States have a long history of acting out various levels of commitment to diversity advancement, equity, and inclusion (DEI). Despite decades of DEI “efforts,†the academy is fraught with legacies of racism that uphold white supremacy and prevent marginalized populations from full participation. Furthermore, politicians have not only weaponized education but passed legislation to actively ban DEI programs and censor general education curricula (https://tinyurl.com/antiDEI). Ironically, systems of oppression are particularly apparent in the fields of Ecology, Evolution, and Conservation Biology (EECB)–which recognize biological diversity as essential for ecological integrity and resilience. Yet, amongst EECB faculty, people who do not identify as cis-heterosexual, non-disabled, affluent white males are poorly represented. Furthermore, IHE lack metrics to quantify DEI as a priority. Here we show that only 30.3% of US-faculty posi..., Here we investigated the (lack of) process in faculty searches at IHE for evaluating candidates’ ability to advance DEI objectives. We quantified the prevalence of required diversity statements relative to research and/or teaching statements for all faculty positions posted to the Eco-Evo Jobs Board (http://ecoevojobs.net) from January 2019 - May 2020 as a proxy for institutional DEI prioritization (Supplement). We also mapped the job posts that required diversity statements geographically to gauge whether and where diversity is valued in higher education across the US. Data analysis We pulled all faculty jobs posted on Eco-Evo jobs board (http://ecoevojobs.net) from Jan 1, 2019, to May 31, 2020. For each position, we recorded the Location (i.e., state), Subject Area, Closing Date, Rank, whether or not the position is Tenure Track, and individual application materials (i.e., Research statement, Teaching statement, combined Teaching and Research statement, Diversity statement, Mentorship..., Google Sheets or Excel is required to open Lafferty et al. Data_File.xlsx Sankey Flow Show (THORTEC Software GmbH: www.sankeyflowshow.com) used to create the Sankey diagram Figure 2 produced in R

, Reference Information

Provenance for this README

• File name: README_Dataset-Academic-JEDI.txt
• Authors: Erin A. McKenney
• Other contributors: Diana J. R. Lafferty, Tru Hubbard, Sarah Trujillo, DeAnna Beasley
• Date created: 2023-06-08
• Date modified: 2023-10-18

Dataset Attribution and Usage

• Dataset Title: Data for the article “A path forward: creating an academic culture of justice, equity, diversity and inclusionâ€
• Persistent identifier: DOI:10.5061/dryad.cfxpnvxbb
• License: Use of these data is covered by the following license:
  • Title: CC0 1.0 Universal (CC0 1.0)
  • Specification: https://creativecommons.org/publicdomain/zero/1.0/; the authors respectfully request to be contacted by researchers interested in the re-use of these data so that the possibility of collaboration can be discussed.

Methodological Information

• All data were collected by the authors.
• Methods of data collection/generation: see manuscript and Supplemental Materials f...

This project identified changes--and a roadmap to implement those changes--that could be made to Promotion & Tenure (P&T) guidelines to enhance recognition of scholarly works that promote and support openness, equity, diversity, and inclusion. The focus was be on academic institutions in Maryland and serves as a model that could support a larger scale investigation.The methodology is a survey of faculty at Maryland higher education institutions, and the Delphi method with a panel of diverse Maryland experts on the P&T process. Experts will be recruited from partner institutions as well as survey respondents. The outcomes of this project are a summary of survey results, and a summary of the Delphi method discussion and conclusions, and a document describing 1) What the process for evaluating scholarly output should look like in the future 2) Forces for change and methods of overcoming barriers to change 3) A roadmap for the change process 4) Limitations of the research and next steps.

This Zenodo entry includes the full data files (.csv and .xlsx) for Figure 3: Percentages of women in the non-atypical academic workforce in a subset of higher education institutions in the United Kingdom by institutional groupings, 2021', included in the manuscript "The Curtin Open Knowledge Initiative: Sharing data on scholarly research performance", authored by members of the Curtin Open Knowledge Initiative (COKI). The analysis is of publicly available data sourced from the United Kingdom Higher Education Statistics Agency (HESA).

Abstract This article is part of a study on the inclusion processes in the Higher Education in Cuba and its objective is to show the good practices of educational orientation to the students with Special Needs or some vulnerability situation. A case study is carried out at the universities of Holguín and Cienfuegos. As a result is obtained that the educational orientation is one of the components that aids the formative processes through the help to the professors, get supports in the attention to the diversity of the students on the organization of the learning activity, there solution of problems and the projects of life and to the parents so that they support their children in the taking of decisions. The study evidences that the articulation of postulates of historical cultural psychology, the pedagogic conception about the special educational necessities and of the social pattern of the Special Needs, it constitutes an appropriate basics with the purposes of the inclusion in the Higher Education.

Abstract As the Pro-Posições journal celebrates its 30th anniversary, the author analyzes the presence of higher education topics in the journal and its different approaches in articles it has published since its creation. This analysis is based on a search for articles, identification of authors and contents in the physical and digital archives of the journal from March 1990 to April 2017, and a dialog the author tried to establish between this material and the field production of studies and research on higher education in this period. The main results of this analysis include the journal’s contemporaneity in an emerging research field in Brazil and its effort to address disciplinary diversity and theoretical perspectives in higher education themes in the study period.

The data reflect results of conference survey

This dataset originates from a research study analyzing university students' perceptions of gender in STEM (Science, Technology, Engineering, and Mathematics) fields across Brazil and Spain. It explores the intersection of gender, race, and academic fields to uncover the cultural, social, and systemic influences on opinions about gender disparities in STEM education and careers.

The dataset includes responses from 1,298 participants in Brazil and comparative data from Spain, collected using a validated questionnaire (QSTEMHE, Questionnaire with university students on STEM studies in Higher Education). The questionnaire assesses gender stereotypes, self-perceptions, interest, attitudes, and expectations regarding STEM fields. The Brazilian data was adapted for linguistic and cultural relevance and incorporates additional variables like race, which was not included in the Spanish analysis.

Empirical Dimensions:

Gender Stereotypes (GS)

Perceptions and Self-Perceptions (PSP)

Interest in STEM (INT)

Attitudes (AC)

Expectations about Sciences (EXP)

Methodology: The data was collected through an online questionnaire distributed across higher education institutions in Brazil, ensuring representation of diverse academic levels, socioeconomic statuses, and racial backgrounds. The analysis includes descriptive and inferential statistics, such as Mann-Whitney U tests, to explore differences by gender, field of study, and race.

This is a MD iMAP hosted service layer. Find more information at http://imap.maryland.gov. Maryland has 200+ higher education facilities located throughout the entire State. Maryland boasts a highly educated workforce with 300000+ graduates from higher education institutions every year. Higher education opportunities range from two year - public and private institutions - four year - public and private institutions and regional education centers. Collectively - Maryland's higher education facilities offer every kind of educational experience - whether for the traditional college students or for students who have already begun a career and are working to learn new skills. Maryland is proud that nearly one-third of its residents 25 and older have a bachelor's degree or higher - ranking in the top 5 amongst all states. Maryland's economic diversity and educational vitality is what makes it one of the best states in the nation in which to live - learn - work and raise a family. Last Updated: 06/2013 Feature Service Layer Link: http://geodata.md.gov/imap/rest/services/Education/MD_EducationFacilities/FeatureServer/1 ADDITIONAL LICENSE TERMS: The Spatial Data and the information therein (collectively "the Data") is provided "as is" without warranty of any kind either expressed implied or statutory. The user assumes the entire risk as to quality and performance of the Data. No guarantee of accuracy is granted nor is any responsibility for reliance thereon assumed. In no event shall the State of Maryland be liable for direct indirect incidental consequential or special damages of any kind. The State of Maryland does not accept liability for any damages or misrepresentation caused by inaccuracies in the Data or as a result to changes to the Data nor is there responsibility assumed to maintain the Data in any manner or form. The Data can be freely distributed as long as the metadata entry is not modified or deleted. Any data derived from the Data must acknowledge the State of Maryland in the metadata.

Faced with demographic change, many colleges are offering courses on race and ethnicity. How does taking race-centered courses affect public opinion? We theorize that while White, Latino, and Asian American students develop inclusive political attitudes through race-centered coursework, Black Americans may already enter college with a deeper understanding about racial issues. We test these expectations using two longitudinal multi-racial datasets. First, using a national panel survey of college students, we find that ethnic studies coursework is associated with increased recognition of racial discrimination among Whites, Latinos, and even Black Americans. Second, using an original panel survey from a public university, we find reduced racial resentment and increased affirmative action support - albeit varied - among Whites, Latinos, and Asian Americans after completing race-centered political science classes but not in placebo politics classes that were not focused on race. Our findings have implications for conversations about race-centered coursework in higher education.

Snapshot img

Higher Education Market Size 2025-2029

The higher education market size is forecast to increase by USD 117.9 billion, at a CAGR of 18.9% between 2024 and 2029.

The market is experiencing significant shifts driven by advances in educational content delivery methods and the increasing prioritization of AI technology-integrated course offerings. This transformation is fueled by the growing expectation for flexible and accessible learning solutions, as well as the need to accommodate the rising cost of higher education. Institutions are increasingly adopting digital platforms and tools to enhance teaching and learning experiences, enabling students to access course materials and engage with instructors from anywhere, at any time. However, this transition poses challenges, such as ensuring data security and privacy, addressing the digital divide, and maintaining academic rigor in a technology-driven environment. Cybersecurity incidents in education rose by 44% year-over-year in 2023, making data security and privacy critical concerns. Additionally, an estimated 34% of students in low-income or rural areas still lack reliable internet access, highlighting the persistent digital divide. To capitalize on these opportunities and navigate these challenges effectively, higher education institutions must remain agile and innovative, continuously adapting to the evolving needs of students and the market.

What will be the Size of the Higher Education Market during the forecast period?

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The market continues to evolve, with dynamic market activities unfolding across various sectors. Student support services, such as continuing education and financial aid, remain crucial in ensuring student success. Curriculum development and research collaboration are key areas of focus for higher education institutions, driving the need for instructor training and campus infrastructure improvements. Digital literacy and educational technology are increasingly integrated into degree programs, from bachelor's degrees to doctoral degrees, with online courses and blended learning becoming more prevalent. Digital archives and online libraries provide essential resources for students and faculty, while research funding and tuition fees shape the financial landscape.

Retention rates and graduation rates are essential metrics, with career services and alumni relations playing a crucial role in student engagement and post-graduation success. As of 2023, the average first-year retention rate in U.S. colleges was around 76%, while the six-year graduation rate stood at approximately 64%, highlighting the ongoing need for stronger student engagement and support systems. Personalized learning, gamified learning, and adaptive learning are innovative approaches to teaching and learning, while faculty development and e-learning platforms support the ongoing professional development of educators. K-12 education and international students contribute to the diversity of the higher education landscape, with joint degree programs, associate degrees, and certificate programs offering flexible educational paths. Intellectual property, learning analytics, and faculty recruitment are critical areas of focus for institutions seeking to stay competitive in the ever-changing educational landscape. Learning analytics adoption has grown by 35% over the past three years, enabling institutions to make data-driven decisions about curriculum design, student performance, and resource allocation.In this dynamic market, higher education institutions must continually adapt to meet the evolving needs of students and the workforce. From curriculum development to faculty training, digital resources to student support services, the ongoing evolution of the market is shaping the future of education.

How is this Higher Education Industry segmented?

The higher education industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Learning Method

  Online
  Offline
  Hybrid


End-user

  Private colleges
  State universities
  Community colleges


Geography

  North America

    US
    Canada


  Europe

    France
    Germany
    UK


  APAC

    China
    India
    Japan


  South America

    Brazil


  Rest of World (ROW)

By Learning Method Insights

The online segment is estimated to witness significant growth during the forecast period.

The market is experiencing significant changes as institutions adapt to evolving student needs and technological advancements. Online courses are becoming more prevalent, with platforms transitioning from static content delivery to interactive, immersive environments. Digital tools, such as real-time collaboration features, virtual classroom experience

The aggregated data in this dataset explores representation and exclusion in educational environments, analyzing diverse demographic variations. It investigates the impact of Universal Design for Learning (UDL) practices on academic experiences. Using mixed methods, it combines quantitative data and qualitative insights from open-ended survey responses. Encompassing various demographic factors, including gender identity, sexuality, disability, race, and culture, it provides a holistic view. The dataset captures positive and negative impacts, offering a balanced assessment of UDL effectiveness and exclusion prevalence in education.

To date, participation in an international classroom has been positioned as a means to prepare most Dutch higher education students to live and work in a globalised world. Nevertheless, it is not clear how the international classroom is defined and how lecturers should be equipped to deliver on its potential for Internationalisation at Home, especially within culturally diverse, practice-oriented universities of applied sciences. Through a Delphi study engaging 28 expert lecturers and policy makers from five Dutch universities of applied sciences, this study offers a new definition of the international classroom, framing it as an approach that centralises diversity across the classroom as an asset in the design and facilitation of education. Drawing on the panel’s collective experience, it proposes eight competences that lecturers need to implement this approach, providing a framework to rethink professional development, curriculum innovation and human resource policies within and beyond Dutch universities of applied sciences.

ABSTRACT: This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members.

Maryland has 200+ higher education facilities located throughout the entire State. Maryland boasts a highly educated workforce with 300,000+ graduates from higher education institutions every year. Higher education opportunities range from two year, public and private institutions, four year, public and private institutions and regional education centers. Collectively, Maryland's higher education facilities offer every kind of educational experience, whether for the traditional college students or for students who have already begun a career and are working to learn new skills. Maryland is proud that nearly one-third of its residents 25 and older have a bachelor's degree or higher, ranking in the top 5 amongst all states. Maryland's economic diversity and educational vitality is what makes it one of the best states in the nation in which to live, learn, work and raise a family.This is a MD iMAP hosted service layer. Find more information at https://imap.maryland.gov.Feature Service Layer Link:https://mdgeodata.md.gov/imap/rest/services/Education/MD_EducationFacilities/FeatureServer/1