Goals that take a long time to achieve are called long-term goals.
Objectives and Actions Introduction The umbrella goals of the university see Section II define the broad areas within which this strategic plan develops specific objectives and actions.
This section identifies the main objectives ends within each of these goal areas and a series of actions means for achieving each objective. The objectives specify particular directions within the goal areas. The action items for each objective identify a few key ways to make significant progress on these objectives over the next five years.
Some of these involve resources and some do not. The actions for a given objective should be read as a package, but it is feasible to phase in the actions on the basis of priority, cost, opportunity, timeliness, and the like.
Decisions about phasing in the objectives or actions are part of the implementation stage of the strategic plan. It also is important to recognize that the university is currently making significant efforts and achieving successes in several of these areas.
By including an objective related to ongoing efforts, this plan affirms the importance of such activities and proposes to focus more energy on that area and push it even higher on the university's agenda. Whereas all of the objectives are important as such, resource constraints time, effort, money will make it essential to set priorities among the objectives for the next five years, and with this in mind, each section concludes with a statement of priorities among the objectives.
These priorities suggest which objectives should be addressed first and thus have implications for the phasing in of efforts directed at each objective.
Overview of Objectives Below is a listing of the objectives in the plan. There are five to seven objectives for each umbrella goal. Priorities among these objectives are established in this section. The next section V develops strategic initiatives that draw on themes of these priorities. Increase the size and quality of faculty in strategically important academic areas.
Significantly increase the diversity of faculty through new hires and enhanced retention efforts. Ensure competitive faculty compensation. Develop and implement policies to retain highly valued faculty. Devise and implement new mechanisms or policies for rewarding outstanding faculty and for continually assessing faculty performance as scholars and teachers.
Foster an exciting intellectual environment by providing opportunities for more dialogue and engagement. Develop ways to enable faculty to focus their time on being highly productive in their core academic activities research, scholarship, and creativity; teaching; public engagement.
Create and sustain a culture that supports teaching excellence in all academic units. Strengthen institutional structures that promote pedagogical innovations both centrally and within colleges and programs. Provide a more unified and shared educational experience for Cornell undergraduates.
Strengthen the educational impact of international opportunities and experiences for students. Promote the health and well-being of students undergraduate, graduate, and professional as a foundation for academic and life success.
Strengthen efforts to attract and educate an excellent and diverse body of undergraduate students. Strengthen the capacity of graduate and professional programs to recruit and educate a diverse body of the very best students.Free Online Library: The role of educational aspirations and expectations in the discontinuity of intergeneradonal low-income status.(Report) by "Social Work Research"; Sociology and social work Academic aspiration High school graduates Surveys Student aspirations.
In an analysis of the High School and Beyond data, McCaul () found that rural dropouts, like dropouts from urban and suburban schools, generally made lower grades and scored lower on achievement tests than their peers who graduated. Thirty-four percent of the teenagers had an 11th grade or less education, 49% were seniors in high school, and 17% were freshmen in college; 21% had dropped out of high school at some point.
Only 55% of the teenagers lived with two parents, and 16% of the teenagers currently had or were expecting a child of their own. – The hypotheses stipulated an interaction between gender and year of study on students' career aspirations and on career‐style preferences.
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