HBCUs Research Papers - Academia.edu (original) (raw)

The inaugural convening of the Historically Black College and University (HBCU) Collaboration for Excellence in Educational Quality Assurance (CEEQA) took place June 21-22, 2018, on the historic Morehouse School of Medicine campus in Atlanta, GA. Candid conversations around student learning outcomes assessment happening on HBCU campuses framed the conference agenda. These discussions centered on solutions to common assessment challenges and the need for an official HBCU collaborative of practicing and retired assessment professionals. This collaborative, the first on its kind, seeks to help address accountability measures while being true to HBCU missions and culturally relevant assessment approaches. Hence, as both internal and external accountability mandates increase, so too has the need for a strong HBCU alliance.
The group met over the course of two-days and immersed themselves in professional development sessions and group work. From the Transparency Framework to the Role of Culture and Cultural Competence to Quality Assurance, the culmination of the event produced a newly formed collaborative including an organizational structure and future convenings. We found that CEEQA can offer significant resources and specific expertise to the HBCU community and higher education community writ large. This report presents the background and subsequent founding of the Collaboration for Excellence in Educational Quality Assurance.

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- Assessment, Accountability, Student learning outcomes, HBCUs

Historically Black colleges and universities (HBCUs) have consistently functioned as engines of social change and racial uplift and are among the few places where Black culture is placed at the forefront, appreciated, and sustained. Today and in the future, it will be paramount for HBCUs to not only embody their eminent legacies of social change, but to also serve as fierce settings that will ultimately champion action-oriented change for Black communities and the society at large. This cannot happen if Black students with additional oppressed identities feel ‘othered’ or shamed among their own within these unique post-secondary environments. In these tentative moments following the election, this work provides a call and challenge to HBCUs to capitalize on their unique abilities to serve as spaces of refuge for Black students, so long as they embrace the full spectrum of Blackness present.

- by Steve D. Mobley, Jr.
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- Higher Education, Racism, Intersectionality, Blackness

The leadership dynamic of human interaction is one of the most studied yet least understood phenomena. More attention is currently being given to the ethics of leadership in light of recent situations involving the unethical practices of college presidents at some HBCUs. This study explored the characteristics of past or present college presidents, his or her leadership style(s), and his or her principles used in the decision making process. The participants were the six HBCUs located in the Southeast region of the United States. The states represented were Louisiana, Mississippi, and Georgia.

- by Antwon D . Woods
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- Business Ethics, Educational Leadership, HBCUs
- by James Rushing Daniel
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- Pedagogy, Neoliberalism, University, HBCUs

A number of studies conducted in the past fifteen years have concluded that grit, the persistence and perseverance to achieve goals, and growth mindset, the belief that skills and intelligence can be developed, are positive predictors of achievement; however, little focus has been placed on the implications at institutions purposed to educate minorities, first generation college students, and learners from diminished socio-economic backgrounds. The purpose of this paper is to introduce, describe, and document the methods involved in the preparation of a mindset intervention built into a freshmen development course, and established after years of longitudinal research, that is designed to have a positive impact on the outlook, achievement, and persistence of first generation and under-prepared students. A series of models were created, custom self-assessment scales designed, and a lesson plan prepared purposed to deliver a mindset intervention to edify students about and change perce...

- by Bryant Mitchell
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- Self Regulation, Persistence, Mindset, Goal Setting

This chapter highlights some of the extant literature on LGBT students at Historically Black colleges and universities (HBCUs) and discusses some of the challenges they encounter at these institutions. Furthermore, it offers recommendations to help HBCUs be more intentional about creating a more affirming and inclusive campus environment for LGBT students.

- by Jennifer M Johnson and +1
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- LGBT Issues (Education), HBCUs

On Armistice Day 1932, the Southern University Bushmen football team traveled to Monroe, Louisiana to play the Tigers of Louisiana Negro Normal and Industrial Institute for the first time. Normal was far younger than Southern. It was a... more

- by Thomas Aiello
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- History of Education, Sports History, HBCUs

However, few studies have considered collegiate-level bullying, though Walser deLara (2016) reported that bullying trauma from childhood extends past grade school through adulthood. Further, there are no studies that consider how HBCU (Historical Black Colleges and Universities) students deal with collegiate level bullying. Th erefore, this study examined fi rst-year HBCU students' reaction to bullying by utilizing the ASCA (American School Counselor Association) model to consider student behaviors. Th e fi ndings revealed that 47.27% of students rely on parental support and 85.71% of students walk away in reaction to bullying. Further, the Chi-Square analysis shows no diff erence who men and women at HBCUs seek for support. keywords— college student bullying, HBCUs, ASCA model contact— leah.hollis@morgan.edu

- by Leah P . Hollis
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- Bullying, Parent Involvement, Retention at HBCU, HBCUs

This essay examines newspaper articles, government documents, personal family collections, and secondary sources to refute and corroborate interviews about Ralph Lembo and restore the good name of the Mississippi talent scout and manager whose passionate, multifaceted engagement with the entertainment world brought many artists to major recording companies, including Columbia, Paramount, OKeh, and Victor. Lembo drove Rocket 88 airconditioned automobiles, wore alligator boots and Panama-brimmed hats, and he stepped up and offered his large plantation when several other potential sites had refused to support the establishment of Mississippi Valley State University. Lembo relished playing the drums in his band the Pot Lickers and operating several music stores in the mid-Delta, which brought him into contact with an immense well of talent, including such figures as Kansas City Jim Jackson, Bo Carter, Blind Lemon Jefferson, and Rubin Lacy. This article also explodes the negative and ongoing bias against Lembo and argues that he discovered the “King of the Delta Blues,” Charley Patton.

- by Steve D. Mobley, Jr.
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- LGBT Issues, HBCUs

Background/Context: Although research on college and university presidents has grown in recent decades, historically Black college and university (HBCU) presidents have rarely been
included in this research. We know almost nothing about the pathways to the HBCU presidency or the role that current presidents play in grooming future presidents. More literature is
needed in order to deepen our understanding of the HBCU presidency.
Purpose: With this study, we sought to capture the background characteristics of HBCU leaders, to lay the ground work for future studies on HBCU presidents, and to understand the role these leaders play in grooming and mentoring the next generation of HBCU leaders.
Research Design: In order to answer our research questions, we used a combination a surveys, document analysis, and qualitative interviews.
Conclusions and Recommendations: Our conclusions and recommendations point to a recycling of presidents at HBCUs as well as the disproportionate presence of long-term presidencies. Moreover, although grooming of future presidents is taking place, it is not systematic and would benefit from deeper thought and commitment.

A novel technology-enabled and cost-effective face shield has been designed to protect the user’s face and mucus membrane area from infectious, biohazardous, or pathological COVID-19 aerosols by creating a protective Dynamic Ingress Barrier which blocks and transports aerosols away from the often breached and problematic periphery of mask/respirator protective zones. Additionally, this new PPE technology is designed to enhance air particle's flocculant properties by disrupting the structural integrity of the coronavirus electrostatic double layer and reducing its electrokinetic potential before accelerating it into the airspace. Thereby increasing its ability to flocculate with active viral aerosols, and subsequently, settle out of the airspace for cleaning, or capture via a filter. Finally, this enabled PPE technology facilitates contact tracing which, combined with other features, will prove to significantly reduce COVID-19 R(0) by minimizing a specific mode of transmission and addressing the OSHA Hierarchy of Controls on multiple levels.

- by Tarique J Rashaud and +1
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- Healthcare, Airline Industry, K-12 Education, Meat Production

Part of the Composition Studies "Where Are We" section, this paper describes the theoretical and pedagogical impetus behind empirical research into a piloted curriculum at our HBCU based upon H. Samy Alim's Critical Hip Hop Language... more

- by Brian J Stone and +1
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- Composition and Rhetoric, Critical Pedagogy, Writing Program Administration, Critical Race Theory

Public historically black colleges and universities (HBCUs) have a rich history but an uncertain future. The purpose of this article is to discuss the continuing relevance of the historic HBCU mission, and to suggest that a (re)formation of pedagogical policy designed to deliver on that mission-thereby qualitatively differentiating public HBCUs from non-HBCUs-is required to secure their future. In line with this discussion, related topics of prime economic and social justifications for public HBCUs, three top threats facing these institutions, and some important ontological organizational considerations receive attention to ensure that a proper context is set for a rejuvenated, mission-based pedagogical policy to succeed. Some practical pedagogical policy recommendations are offered in the final section. This article also contains many new suggestions for future HBCU research.

- by Andrew Arroyo
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- Historically Black Colleges and Universities, HBCUs

The current article examines the National Survey of Student Engagement (NSSE) five benchmarks: level of academic challenge, level of active and collaborative learning, student-faculty interaction, enriching educational experiences, and a supportive campus environment to assess the student engagement experiences of student athletes at Historically Black Colleges and Universities (HBCUs). This literary analysis explores the quality of student engagement among student athletes at HBCUs and its impact on learning, development, and retention. Findings show support for the continued success of HBCUs student engagement efforts among student-athletes. Recommendations and areas in need of further research are also outlined to provide a more holistic account of student engagement efforts at HBCUs.

- by Antwon D . Woods and +2
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- Academic Development, Student engagement and retention, HBCUs, College Student Athletes

This dissertation explores Black queer feminism as a frame of reference relevant to the study of Black political science and the practice of Black politics in the United States. While Black feminist political scientists have moved Black politics scholarship forward, beyond its masculinist focus, much less analysis of the ways in which cisheteronormativity and binary conceptions of gender have informed this scholarship has occurred. This fact renders scholars unprepared to explain critical aspects vis-à-vis Black communities and may explain why few frames of reference illuminate Black queer and trans womxn's political experiences. Furthermore, because more mainstream subfields such as women and politics, and LGBTQ politics do not consistently embrace racial analyses they cannot generate rigorous insight concerning the lives of Black LGBTQ individuals and groups. I employ exploratory case studies to build upon the work of Black political scientists by investigating the potential of an alternative lens that is inclusive of Black persons and groups marginalized because of their gender identity and sexuality. A qualitative content analysis is relied upon to examine the activist scholarship of two Black queer womxn, Barbara Smith and Cathy J. Cohen, with the objective of synthesizing a Black queer feminist frame of reference from their political thought. I argue that Black queer feminism is well suited to advance the radical imperative of Black political science.

A special issue of Quaderni di Sociologia featuring a symposium on the racist history of sociology. Features are an analytic preface by Paolo Parra Saiani; Aldon Moriss, "The Sociology of WEB Du Bois as a WEapon of Racial Equality: Pioneer Scientific Sicial research at Historyically Black Colleges and Universitiesl,"; Walter R. Allen, Audrey Devots, and Cymone Mack, "Hidden in Plain Sight: Historically Black Colleges and Universities in America,"; Krista Johson,, "Pioneering the Social Sciences at the Periphery,"; Michael Schwartz, "The Great Migration in Myth and Reality"; and Paolo Parra Saiani,"Towards a New Canon: Rewriting the history (and the future of sociology:

- by Michael Schwartz and +2
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- Race and Racism, History of Sociology, White Supremacy, Racial and ethnic discrimination

HBCUs are often lauded as diverse and inclusive environments. However, trends in tenure appointments and lawsuits show that women are often discounted. This brief essay discusses some trends in tenure appointments and lawsuits which... more

- by Leah P . Hollis
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- Gender Studies, Higher Education, Women, Black Women's Studies

The article examines the historical plight of historically Black land-grant institutions and discusses differences between their development and the development of White, 1862 land-grant institutions. There are two key differences between 1890 and 1862 land-grant colleges. The differences are evidenced in their financial resources and curriculum. A lack of financial resources dictated the curricula and land-grant extension services offered at 1890 institutions.

- by Yoruba Mutakabbir
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- Segregation, HBCUs, Land-Grant Universities

Researchers have examined the experiences of Black male collegians attending historically Black colleges and universities (HBCUs). However, there are limited studies exploring the experiences of high-achieving Black males. Using Whiting's (2014) scholar identity model (SIM) as a theoretical framework, this study examined the academic and social experiences of Tim and Jabari, two high-achieving Black male HBCU graduates, to understand the challenges they overcame and supports that aided their academic success. Tim and Jabari's stories highlight the positive impact of supportive professors and peers at HBCUs, but underscore how these same individuals created barriers to their success. Furthermore, their stories emphasize the dedication and persistence required to obtain a degree despite various barriers. Given the low graduation rates at HBCUs understanding the experiences of high-achievers can yield meaningful information to inform HBCU researchers, faculty and administrators on how to better support Black males on campus.

A merican colleges and universities must prepare students to thrive in our increasingly diverse, globally connected, and technologically driven world. Faculty must inspire students for civic responsibility; and stimulate them to identify and dedicate their lives to the highest good and ideals they know without compromising their anchor principles or allowing their spirit, hopes, ambition, or dreams to be destroyed under the impact of trials and crisis. American colleges and universities must equip students to understand their relationship and responsibility to humanity. They must offer a quality academic experience in a challenging and stimulating environment that encourages students both to test their personal beliefs against those of others in a robust exchange of ideas and to challenge universal truths and " objectivity " against their understandings and realities. To afford students the maximum benefit of this engagement, they must be educated in diverse environments. Despite the widely held view that " diversity , or the lack thereof, affects rigor and integrity of disciplinary scholarship, " neither classroom teachers nor the professoriate are broadly representative of the students they teach, nor is there a national pipeline plan to diversify teachers and faculty in America. 1 This article argues that historically black colleges and universities (HBCUs) and predominantly black institutions (PBIs) have had great success in educating students of color, shoring up the diversity pipeline from secondary school through the professoriate. Because they enroll significant numbers of low-income and minority students compared with their traditionally white counterparts, and because of their comparative success rates at graduating African-American and other traditionally underserved students, HBCUs contribute disproportionately to our nation's student and faculty diversity and therefore should be used as models for preparing diverse teachers and faculty.

Within higher education literature, historically Black colleges and universities (HBCUs) have been lauded for their exceptional ability to provide African American students with culturally engaging academic and social environments. While the aforementioned may be true, much of this literature presents HBCU students and these institutions as monolithic entities, with little regard to the ways social identities (e.g. gender, gender identity, and sexual identities) shape students’ undergraduate experiences. This investigation uses Critical Discourse Analysis to explore the media’s coverage and reactions to the Morehouse College Appropriate Attire Policy in order to examine how their campus stakeholders problematized gender expression within this HBCU context. Implications for this research provides insights into how HBCU communities can both recognize and respond to the needs of their diverse queer student populations. This study concludes with highlighting new advancements being made on HBCU campuses that illustrate how they are making their campuses more inclusive of queer students.

"The entire planet is caught up in this menagerie of violence, mass killing, greed, jealousy, accusations, lies, deceit, condemnation, and chaos. It seems the nations, countries, and people of this planet are suffering from selective amnesia. How soon (and not) we forget the history of mankind, i.e., “Shem, Ham, Japheth, Noah’s Ark, Sodom and Gomorra!”

- by Gregory V Boulware
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- Black/African Diaspora, Spirituality, Black History, Babylon

The focus of this work is the Florida Department of Health; Children's Bureau Papers located in the Florida State Archives, in which are documented the State's ... more

The focus of this work is the Florida Department of Health; Children's Bureau Papers located in the Florida State Archives, in which are documented the State's continued efforts since 1913 to address " the midwife problem " , and more particularly on the year-long midwife training program run by Florida A&M University from 1945 to 1946, in cooperation with the State Department of Health. The varying influences on Florida's approach to " the midwife problem " muddy the waters when it comes to understanding their full impact. I will argue that the midwife education programs in the 1920s and beyond were helpful to women and midwives in that it brought some modern techniques of cleanliness and sanitation to childbirth that saved lives. However, I will also argue that the way the programs were conducted made them a key component to an effort to eliminate some aspects of Black self-care (by which I mean medical care originating from within the community and with the interests of the community at heart) among African Americans all over Florida, to make room for the predominantly white nurse-midwives, such as Julia Graves, who was a State Midwifery Consultant and an integral contributor to the medicalization of birth in Leon County and all over Florida. The programs tended to reduce the number of midwives in the state by disqualifying some and gradually phasing out others without replacing them in kind.

- by Johana-Marie Williams
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- Midwifery, African American History, Nursing and midwifery, HBCUs

With Robert T. Palmer and J. Luke Wood

Despite the profound academic and professional achievements among Black women, the intersection of race and gender in higher education remains inescapable. Black female tenure-track and tenured professors at predominantly white institutions(PWIs) commonly experience challenges; however, the challenges Black women confront at Historically Black Colleges and Universities (HBCUs) are not publicly discussed. Using critical race and feminist theories, which is critical race feminism, the purpose of this study is to explore the intersections of race and gender among Black female tenure-track professors working at PWIs and HBCUs. Nine semi-structured interviews were conducted with Black female tenure-track and tenured professors at HBCUs and PWIs. The results highlight that Black women continue to experience exploitative and oppressive conditions regardless of their educational attainment, academic successes, or institutional locale.

This study elucidates the experiences of HBCU (historically Black colleges and universities) students who are racially Black, but differ in nativity and nationality from their Black American peers. The purpose is to examine Black HBCU international students' sense of belonging on campus. This study engages qualitative individual interviews with ten Black international HBCU students and utilizes the constant comparative analytic process. Findings revealed Black international HBCU students' perceptions of race and nativity shape their university experiences as they sought to maintain national identity while adjusting to the HBCU environment and engaging in cross-cultural interactions with Black Americans. Recommendations include embracing a heterogeneous perspective when developing services, programs, and research studies related to the experiences of Black students.

- by Chrystal George Mwangi
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- International Students, Sense of belonging, HBCUs

where he teaches courses on a variety of topics such as early modern English and Spanish literature, gender and religion, US Hispanic literature, and popular culture. He is the 2020 recipient of the University System of Maryland's Board... more

- by Horacio Sierra
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- Teaching and Learning, Art History, Higher Education, Medieval Studies

This study examines the 21st-century Historically Black College and University (HBCU) presidency. First, we gathered information on the skills needed for the 21 st century HBCU president. Then, we examined the background of future HBCU presidents. Through an analysis and discussion of the responses of current HBCU presidents, trustees, 1 and presidential search consultants, we determined what skills are pertinent for HBCU presidential hopefuls to attain. Lastly, we made recommendations, based on our findings, regarding the skills needed for HBCU presidential aspirants to not only reach the presidency but to perform well upon doing so.

- by Sydney Freeman, Jr. and +1
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- University Presidents, HBCUs, HBCU Leadership

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and... more

This article explores a Black queer feminist frame of reference as a critical response to the cisnormative and heteronormative Black political science literature. The contours of this frame are derived from the political thought of Cathy J. Cohen. Cohen’s political thought provides an exemplary case of how Black queer feminist political science can address the lacuna in which Black queer and trans individuals are marginalized within, if not excluded from, the literature on Black political thought and behavior. Cohen’s work exposes oppressive systems, demystifies the nature of political power, and inspires counter- hegemonic knowledge production that challenges the rigidity of what and who counts as “legitimate” subjects for political science inquiries. Before synthesizing a sample of Cohen’s political thought, this article succinctly reviews Black political science, including Black feminist political science, detailing its history, problems, trends, and how scholars have tended to carry out Black politics work within the discipline. Black political science is critically placed in its activist-scholar context. This article argues that Black political scientists must continue to look inward, not only considering how race and racist knowledge has structured the discipline, but also how power is distributed among (and between) various groups of Black political scientists themselves. It is Black queer feminism that will continue to advance the radical imperative of Black political science.

In the present, Historically Black colleges and Universities (HBCUs) must be advocates for and support all of their students’ identities and their intersections—especially those that lie in the margins (e.g. race, social class, sexuality, gender, gender identity, religion, etc.). Ultimately, embracing this form of transformational engagement will elicit the necessary changes that are needed to truly shift these environments for their queer students. This chapter seeks to (re)center the narratives surrounding queer HBCU students by including historical accounts of queer resilience that show how queer HBCU stakeholders have been visible and both challenged and confronted the distinct cultures present on these historic campuses to be inclusive of all Black identities since their founding’s. We conclude with highlighting contemporary advancements and exemplary practices and interventions that are currently occurring on HBCU campuses as they seek to respond to the intersectional needs of their queer students.

- by Steve D. Mobley, Jr.
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- Black Studies Or African American Studies, Queer Studies, HBCUs

- by Sydney Freeman, Jr.
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- Higher Education, Higher Education Management, HBCUs, HBCU Leadership
- by Natalie T. J. Tindall
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- Job Satisfaction, Fund raising, Relationships, HBCUs

This qualitative study explored counselor educators' perceptions of Council for Accreditation of Counseling and Related Programs (CACREP) at Historically Black Colleges and Universities (HBCUs). Specifically, this study investigated the barriers for seeking, maintaining, and/or achieving CACREP accreditation. The researcher utilized in-depth, individual interviews and biographical questionnaires. The sample comprised 14 HBCU counselor educators (i.e. 9 females and 5 males) at both CACREP accredited and non-CACREP accredited institutions. Three major themes emerged from participant responses: (a) resources needed to obtain and maintain CACREP accreditation, (b) multiple interpretations of requirements, and (c) validation received from having CACREP accreditation. Practical applications for counselor educators and recommendations for future research are included. Dedication This study is dedicated to my phenomenal mother and grandmother, Sibyl Rhymes Meyer and Dorothy Robinson, for their unconditional love, unlimited telephone minutes, and knee-bent prayers. I love you both.

- by Walter Allen
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- Education, Diversity, Higher Education, Focus Groups

The increasing complexity and technological dependency of the diverse hospitality and tourism sector raises the skill requirements needed, and expected, of new hires making education and competency development a strategic priority. Identifying the skills needed for hospitality graduates to succeed in a sector that is continuously being impacted by digitalization and globalization must be a continual process predicated on the desire to meet ever-changing industry needs. This study seeks to update, and further explore, an investigation started a decade ago that examined the skills and competencies valued by hiring managers in the hospitality industry. The purpose of this study was to gain an understanding of faculty and student perceptions of the importance of resource, interpersonal, information, systems, and technology management competencies in hospitality. This research used a survey methodology for data collection and descriptive and inferential statistical methods during the analyses.The findings of this study indicate there is inconsistent agreement among academicians and students regarding the importance of SCANS-specific competencies in hospitality graduates. At the same time, there is no argument that industry skills will be critical in the future of hospitality graduates. Overwhelmingly, participating students and faculty found all of the SCANS competencies important with the highest ranked competencies being interpersonal skills, which, given the importance of teamwork, customer service skills, leadership, and working with cultural diversity in the hospitality industry, was expected. Additionally, participating students indicated their strong agreement that internships are effective at building professional skills. Finally, the hospitality students included in this study who were enrolled in a skill-based curriculum were confident that their program is preparing them with the necessary skills and competencies that they will need for their future careers.

While several studies have examined the impact of expenditures on graduation rates in higher education institutions, historically Black colleges and universities have strong government dependencies that suggest that these links might be different than for other universities. This paper investigates these links by estimating the production function of a subset of a large panel of 4-year institutions and uses a Chow test to find structural differences in production functions of Black universities and other universities. The analysis finds significant structural differences, notably that administrative expenditures have a significantly negative impact on graduation rates at Black universities. The findings suggest that the need to examine administrative frameworks and to diversify resource streams at Black universities is pressing. Using resource dependence theory, this paper concludes with a discussion about how these universities might mitigate the negative effects of government resource dependence.

- by Olusegun F E L I X Ayadi
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- Sociology, Education, Sociology of Education, Diversity

Using Harper’s anti-deficit achievement framework as a theoretical guide, the purpose of this phenomenological study was to investigate the academic and social experiences of four nontraditional, high-achieving, Black male undergraduates
attending one historically Black university. Findings show that the participants were intrinsically motivated to succeed in college to make a better future for themselves and their families. Support from their peers, family, and children also played a role in their success. Last, the university cultivated a campus environment that affirmed the participants’ identities as Black males and nontraditional students. These findings present a counternarrative to deficit-oriented research about Black males generally and nontraditional Black male collegians specifically.

- by Marybeth Gasman
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- Sociology, Education, Sociology of Education, Diversity

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This...

- by Nicole Buzzetto-Hollywood
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- Assessment, Lifelong Learning, Higher Education, Self Regulation