{"title":"高等教育中的学分：行动呼吁","authors":"Maureen Snow Andrade","doi":"10.1057/s41307-024-00345-4","DOIUrl":null,"url":null,"abstract":"<p>Federal policy mandates that all U.S. higher education institutions and regional accrediting bodies comply with credit hour regulations. A credit hour equates to 1 h in class and a minimum of 2 h of study out of class for approximately 15 weeks. To meet these regulations, institutions have implemented policies for designating and reviewing course credit hours. However, research has generally not examined if students are actually spending the required number of study hours, and if they do, the impact on academic achievement. This review examines available research on student study time to determine to what extent federal credit hour mandates are being followed and if these mandates are reasonable and appropriate in today’s higher education environment.</p>","PeriodicalId":47327,"journal":{"name":"Higher Education Policy","volume":"8 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Credit Hour in Higher Education: A Call to Action\",\"authors\":\"Maureen Snow Andrade\",\"doi\":\"10.1057/s41307-024-00345-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Federal policy mandates that all U.S. higher education institutions and regional accrediting bodies comply with credit hour regulations. A credit hour equates to 1 h in class and a minimum of 2 h of study out of class for approximately 15 weeks. To meet these regulations, institutions have implemented policies for designating and reviewing course credit hours. However, research has generally not examined if students are actually spending the required number of study hours, and if they do, the impact on academic achievement. This review examines available research on student study time to determine to what extent federal credit hour mandates are being followed and if these mandates are reasonable and appropriate in today’s higher education environment.</p>\",\"PeriodicalId\":47327,\"journal\":{\"name\":\"Higher Education Policy\",\"volume\":\"8 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-02-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Higher Education Policy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1057/s41307-024-00345-4\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Policy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1057/s41307-024-00345-4","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Credit Hour in Higher Education: A Call to Action
Federal policy mandates that all U.S. higher education institutions and regional accrediting bodies comply with credit hour regulations. A credit hour equates to 1 h in class and a minimum of 2 h of study out of class for approximately 15 weeks. To meet these regulations, institutions have implemented policies for designating and reviewing course credit hours. However, research has generally not examined if students are actually spending the required number of study hours, and if they do, the impact on academic achievement. This review examines available research on student study time to determine to what extent federal credit hour mandates are being followed and if these mandates are reasonable and appropriate in today’s higher education environment.
期刊介绍：
Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy.
The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome.
Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues
The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section
Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.
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