Understanding how people act during times of increasing unemployment levels is a valuable part of economic development. In our paper, we analyze if a larger share of people decides to enroll in higher education when the unemployment level rises. The study is based on panel data covering 289 Swedish municipalities over the years 2000 to 2021. A fixed effects panel regression is utilized to test for the relationship between higher education enrollment and unemployment. Based on previous research, we expect increased unemployment to have a positive effect on the enrollment in higher education, especially for the female population. The empirical results confirmed our hypothesis that there is a relationship between unemployment and enrollment in higher education and that the relationship is stronger in the female population compared to the male population. The results of this study can help policy makers understand patterns in enrollment decisions and to adjust their policies accordingly.

Mountain View College is a rural 2-year and 4-year degree granting school in the state of West Virginia that is plagued by declining enrollment, unstable financial assets, and minimum resources. In addition, the college exists in a community plagued by high rates of poverty and minimal racial diversity. Such traits mirror the challenges other rural colleges in the United States are currently encountering. Despite such challenges, the college continues to attract a steady number of Black students to its campus. Current studies indicate that Black students, under the guidance of their parents, are more likely to apply to and enroll in selective schools with stable social and academic environments. Therefore, this unique reversal in traditional enrollment trends among Black students deserves greater scrutiny. Snowball sampling was used to recruit participants. In total, six participants consisting of four Mountain View College personnel and two Black Mountain View College alumni were recruited and interviewed for this study. Both sets of participants completed a survey seeking socio-demographic information and also required participants select a series of attributes (academics, affordability, location, etc.) they believed influenced Black prospects’ decision to enroll at Mountain View College. Following the completion of individual surveys, each participant engaged in one-on-one virtual interviews. Interviews allowed participants to provide greater insight into their initial survey responses. Findings indicated that four major themes were apparent. Safety, affordability, athletics, and the community as a post-graduate safe haven were representative of these themes. They also represented the positive characteristics that attracted Black prospects to a rural school like Mountain View College. / Educational Administration

The overall college enrollment rates for young adults have increased over the last several years. While this is promising, a notable amount of students do not attain a degree. This scenario can create major consequences for the United States as global competitiveness requires a workforce that possesses a postsecondary degree. Dual enrollment is a program that has been seen to answer the need for more postsecondary graduates. Despite the robust literature that suggests the positive effects for students who participate in dual enrollment, limited research exists on the effects of dual enrollment on the institution. Therefore, this study attempted to fill the gap in the literature by examining the effects of dual enrollment on an institution. The independent variable was participation in dual enrollment and the dependent variables were persistence rates and degree completion. The population consisted of 5,251 first-time, full-time students in the Mississippi Community College System. Of this number, 741 had taken at least 1 dual enrollment course between the fall of 2010 and the spring of 2015, and 4,510 had no previous dual enrollment experience at all. A Chi-square test was used for both research questions. Results of the study indicate that there is a significant difference in persistence rates when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to maintain consistent enrollment (69%) at the community college than students who had no previous dual enrollment experience (45%). There is also a significant relationship between students attaining a degree in a timely manner when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to earn a degree in 3 years (61%) than students who did not participate in dual enrollment (35%). The effect size for both research questions was small. While the outcomes of this study are positive, it is imperative to continue to examine the effects of dual enrollment on an institution. Policy differences at each of the Mississippi community colleges could render different outcomes for the students and ultimately affect the institution.

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The objective of this research is to look at fall freshmen enrollment data for East Tennessee State University and see if patterns in the enrollment exist. This paper focuses on fall freshmen enrollment during the years 1997, 2002, and 2007 at ETSU. Once the data were gathered, they were mapped and statistically analyzed using geographic information systems (GIS) and statistical analysis software. Many things were learned from the GIS maps created and statistical analysis. First, the maps showed that from 1997 to 2007, ETSU's enrollment became more consolidated in the East Tennessee region and moved westward into Middle and Western Tennessee. Second, the GIS maps visibly showed that most of the high schools locations were in close proximity to an interstate system. Third, when the statistical analysis was performed the factors "high school GPA" and "in-state tuition" were found to be significant to enrollment.

The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyquist, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.

This study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are made in order to help the program retain its positive attributes. While quality, quantity, and money are all issues concerning the day to day problems that arise in the program, it would appear that the motivation and reason a student is in the dual enrollment program drastically affects all three of these themes as they have the ability to positively or negatively use the opportunity of being in the program. Recommendations are made which may allow the institution and those involved in the dual enrollment program, specifically the faculty, to run as smoothly, efficiently, and productively as possible

Decision support systems for university management have had limited improvement in the incorporation of new cutting-edge techniques. Most decisionmakers use traditional forecasting methods to base their decisions in order to maintain financially affordable programs and keep universities competitive for the last few decades. Strategic planning for universities has always been related to enrollment revenues, and operational expenses. Enrollment models in use today are able to represent forecasting based on historical data, considering usual variables like student headcount, student credit, among others. No consideration is given to students’ preferences. Retention models, associated to enrollment, deal with average retention times leaving off preferences as well. Preferences play a major role at institutions where students are not required to declare their intentions (major) immediately. Even if they do, they may change it if they find another, more attractive major, or they may even decide to leave college for external reasons. Enrollment models have been identified to deal with three main purposes: prediction of income from tuition (in-state, out-of-state), planning of future courses and curriculum, and allocation of resources to academic departments, This general perspective does not provide useful information to faculty and Departments for iv detailed planning and allocation of resources for the next term or year. There is a need of new metrics to help faculty and Departments to reach a detailed and useful level in order to effectively plan this allocation of resources. The dynamics in the rate-of-growth, the preferences students have for certain majors at a specific point of time, or economic hardship make a difference when decisions have to be made for budgets requests, hiring of faculty, classroom assignment, parking, transportation, or even building new facilities. Existing models do not make difference between these variables. This simulation model is a hybrid model that considers the use of System Dynamics, Discrete-event and Agent-based simulation, which allows the representation of the general enrollment process at the University level (strategic decisions), and enrollment, retention and major selection at the College (tactical decisions) and Department level (operational decisions). This approach allows lower level to more accurately predict the number of students retained for next term or year, while allowing upper levels to decide on new students to admit (first time in college and transfers) and results in recommendations on faculty hiring, class or labs assignment, and resource allocation. This model merges both high and low levels of student’s enrollment models into one application, allowing not only representation of the current overall enrollment, but also prediction at the College and Department level. This provides information on optimal classroom assignments, faculty and student resource allocation.

It is the purpose of this study (1) to explore the factors which influence junior college attendance, (2) to predict the junior college enrollments for the study area, by year, from 1963 to 1980, (3) to predict the enrollment for the three individual attendance areas, by year, from 1963 to 1980, and (4) to propose the date of establishment and the general locations of addition junior colleges.

The purpose of this descriptive, quantitative study is to explore the matriculation rates for first-time, full-time freshmen who were previously enrolled in dual enrollment courses while in high school at one of the 13 public community colleges in Tennessee. Percentages, means, standard deviations, ranges, percentages, and proportions were used to describe the data from the 13 public community colleges in Tennessee. The total number of dual enrollment students from 2016 to 2021 across the 13 community colleges over the five-year period was 80,051. Of the 80,051 students, 16,727 students matriculated to their home institution and 63,324 did not. Findings from the study revealed that the total matriculation of the 13 community colleges over the period totaled a mean percentage of 20.90% or a ratio equating to nearly 1:4. Other variables such as matriculations by gender, race, earned credits, GPA, and ACT scores were studied to better understand matriculation rates by demographic variables. Findings will allow for community colleges within the Tennessee Board of Regents system to be compared based on matriculation rates and various demographics. Data from each of the 13 Tennessee community colleges data were analyzed independently for a five-year period (2016 – 2021).