"higher education field" is correct and usable in written English.
You can use it to refer to the study and practice of obtaining and providing education at the college level or higher. For example: "My friend is considering pursuing a career in the higher education field, so she is currently researching potential universities."
But the academics argue only by changing the current system can there be sufficient change: "Our work demonstrates with data what many in the higher education field long have believed: that current procedures make admission less likely for students who are poor, from non-white ethnic minorities, or who attend state schools".
Our models contain a range of controls related to faculty of study, years spent in higher education, field mismatch, employment history, employer characteristics and country level fixed effects.
Interestingly, the entrepreneurial governance model has also been observed and subject to intensive debates in the higher education field in Germany (Reihlen and Wenzlaff 2014) and around the world (Clark 1998).
In terms of the stage one model that describes the characteristics of migrants, we include controls for age, years spent in higher education, field of study, degree course characteristics, exposure to overeducation and overskilling in their first jobs, unemployment history and whether the individuals current job is related to their field of study.
As we kick off 2011, if you are in the higher education field, as I am, things are looking great.
Health care and higher education, fields known for both excellence and waste, and giant discrepancies in quality, must yield to more cost-effective approaches (and become more accessible).
Yet the female success is paradoxical (Marry 2003): some do not have access to the most prestigious higher education fields and their diplomas are less effective in labour markets (Jacobs, 1996, Dubet 2010).
Immigrants' higher education and field of study explain much of this.
Data science is the hot new pursuit in higher education, a field spawned by the enormous amounts of data that modern technologies create — be it about the online behavior of Facebook users, tissue samples of cancer patients or crime in cities.
"It is appalling how little is actually known about the outcomes produced by various forms of online learning," says William Bowen, once president of Princeton University and author of a new book on technology in higher education, a field that is also being revolutionised thanks to online courses known as MOOCs.This uncertainty has not stopped companies from wagering lots of money on its success.
(O'Flaherty et al., p. 94) Thus, their review points to several problematic aspects of the current developments within the higher education research field, including a technology-driven orientation that neglects learning aspects and an insufficient capacity for developing shared knowledge and a conceptualisation of the approach.
