David A. Tandberg is a Ph.D. candidate in Higher Education at The Pennsylvania State University.

Stephen John Quaye is a Ph.D. candidate in Higher Education at The Pennsylvania State University.

Abstract
Each year, a substantial number of high school students throughout the United States participate in dual enrollment programs to simultaneously earn high school and college credit. Such dual enrollment programs offer numerous benefits to students, institutions, and society. Specifically, dual enrollment can be viewed as a potential tool for increasing preparation for and expanding access to postsecondary education. Dual enrollment programs, however, also have the potential to exacerbate already existing inequities in postsecondary opportunity. The aim of this study was to explore participation in dual enrollment programs throughout the Commonwealth of Pennsylvania. The results indicate that White and affluent students are considerably more likely to take advantage of dual enrollment opportunities than their racial/ethnic minority and less affluent counterparts. Implications for policy formation regarding dual enrollment programs are offered.

Samuel D. Museus is a Ph.D. candidate in Higher Education at The Pennsylvania State University.

Brenda R. Lutovsky is a Ph.D. candidate in Higher Education at The Pennsylvania State University.

Carol L. Colbeck is Director and a Senior Research Associate of the Center for the Study of Higher Education as well as Associate Professor in Higher Education at The Pennsylvania State University.

Abstract
The author examines the rise of nongovernmental sources of higher education finance in Russia and China. The conceptual framework incorporates cost-sharing theory and Johnstone’s (1998) five primary vehicles of supplementation of governmental with nongovernmental revenues: 1) tuition and fees, 2) grants and loans, 3) private sectors, 4) entrepreneurial activities, and 5) philanthropy. Focusing on the contexts of revenue diversification in Russian and Chinese higher education, the author describes the decentralization of decision-making from state to institutional level and the subsequent decline in governmental funding. The author then analyzes the nongovernmental sources of revenue in Russian and Chinese higher education finance according to the components of the framework. Lastly, concerns about revenue diversification in both countries are discussed and recommendations are offered for policymakers and university officials.

Ying Liu is a Ph.D. candidate in the Department of Leadership, Policy, and Organizations at Peabody College of Vanderbilt University.

The author would like to thank Professor Stephen P. Heyneman and three anonymous reviewers for their valuable comments on earlier drafts of this paper.

Abstract
One goal of higher education is to develop productive citizens who solve challenging problems and seek new insights. A first step toward such an end is getting students to take charge of their own thinking, actions, and ultimately, their own learning. This paper examines findings from a phenomenological study of eight students involved in an interdisciplinary community focused on developing responsible lifelong learners. Although students’ descriptions of the nature of high expectations that impacted their learning were not surprising, it is significant that every student, independently, identified being held accountable for meeting the high expectations was critical for their development as learners. Implications for educators focus on holding students accountable for learning even when students do not like it. Students know it makes a difference. When faculty persist, so will students, and as they hold themselves accountable for learning they can become the citizens and professionals the world needs.

Janice A Wiersema wrote this article as a Ph.D. candidate in Higher Education at Iowa State University. Currently, Dr. Wiersema serves as a leadership development lecturer in Iowa State’s Information Assurance Center in the Department of Electrical and Computer Engineering.

Barbara L. Licklider, Professor in the Department of Educational Leadership and Policies Studies at Iowa State University, assisted with writing this article.

Abstract
In this article, the author examines the current literature on academic advising for high-achieving college students, an area that constitutes a sparse and unexplored field. Researchers use a number of terms and definitions to refer to high-achieving college students. An exploration of these terms aids in specifying the characteristics and abilities of this population and, consequently, appropriate advising methods. The existing literature on high-ability students provides limited empirical grounding for advising strategies, but highlights the need to address specific academic concerns such as the needs of high-achieving students from underrepresented minority groups. The author presents an overview of the specific characteristics and concerns of high-ability students, including academic and career issues, which are two common topics discussed in college advising sessions. The author concludes by offering recommendations for future research.

Sarah B. Dougherty wrote this article as a M.Ed. candidate in Higher Education at The Pennsylvania State University. Sarah graduated in May 2006 and is currently employed as an assistant director/senior research analyst in the Office of Research and Prospect Development at The Pennsylvania State University.

Abstract
College students across the United States struggle with the challenges of balancing work and school. In 2005, 29.5% of full-time students worked over 20 hours a week while attending college, with 70.1% of their part-time counterparts in the workplace for 20 or more hours each week (NCES, 2005). Given the reality of work for college students, higher education researchers and educators must recognize that students work for a variety of reasons and need to consider how this phenomenon impacts students’ lives. In an effort to foster such considerations, the authors explored college students’ attitudes about working while in college and found that students from different social class backgrounds apply different meanings to the role of work in their lives. Bourdieu’s (1977a, 1984, 1993) ideas of social capital, habitus, and taste provide a conceptual framework to examine the findings. Recommendations are provided for student affairs professionals based on data and results.

April K. Heiselt wrote this article as a Ph.D. candidate in Educational Leadership and Policy at the University of Utah.

Amy Aldous Bergerson is an Assistant Professor in the Department of Educational Leadership and Policy at the University of Utah.