Men and Women of the Corporation

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Research methods in the social sciences

http://personal.denison.edu/~matthewsn/facebook and academic performance.pdf

Facebook® and academic performance

Facebook (FB) is currently considered as the most popular platform for online social networking among university students. The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was carried out with 300 undergraduate students at Universiti Sains Malaysia (USM), Penang. It was found that the students believed FB could be utilized as an online environment to facilitate the learning of English. Nevertheless, teachers or language instructors have to integrate FB as an educational project with pre-determined learning objectives and outcomes for the learning experience to be meaningful. It is suggested that future research should focus on the meaningfulness of FB to students' language learning experiences.

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Facebook: An online environment for learning of English in institutions of higher education?

Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance

This study advances our knowledge of students’ online self-disclosures by examining a random sample of students’ Facebook profiles at a large, public research University in the Northeast. A quantitative content analysis revealed that the vast majority of students had a Facebook account and very small proportions restricted access of their profile to University staff. Substantial proportions of students’ profiles contained contact information, course schedules, positive references to the University, and pictures of students’ consuming alcohol. Detailed implications for practice are discussed.

Online Disclosure: An Empirical Examination of Undergraduate Facebook Profiles.

This study replicates and extends a 2004 content analysis of three major higher education journals. The original study examined the methodological characteristics of all published research in these journals from 1996 to 2000, recommending that higher education programs adjust their graduate training to better match the heavily quantitative and statistically sophisticated journal content. We examine the same journals’ content from 2006 to 2010—one decade later—through the lens of knowledge production in higher education, and explore the ways that dominant modes of research may legitimize and/or delegitimize various forms of inquiry. Our findings reveal a field that continues to be dominated by quantitative methods and which is increasingly using more advanced statistical techniques. We discuss the tensions of a field more aligned with federal and state priorities and therefore better positioned to influence policy, but with a concomitantly contracted scope of and approach to inquiry. We also discuss implications for the training of graduate students, professionals, and policymakers as well as implications for publishing and researching other aspects of knowledge production in higher education.

"How We Know What We Know": A Systematic Comparison of Research Methods Employed in Higher Education Journals, 1996−2000 v. 2006−2010

Framed conceptually by gender equity, gender homophily, the contest regime of blind peer-review publishing, and the gendered nature of the quantitative–qualitative debate, this study investigated the intersection of authorship, gender, and methodological characteristics of 408 articles published from 2006 to 2010 in 3 major higher education journals. Nonbinary coding of author gender based on pronouns identified via Web searches virtually eliminated missing data and likely reduced error. Results suggest movement toward gender parity over time; however, women’s representation among authors does not appear commensurate with representation in the field. Findings revealed gendered use of research methods, with qualitative articles more likely to be first-authored by women and quantitative articles more likely to be first-authored by men. Nevertheless, articles first-authored by both women and men were more likely to use quantitative than qualitative methods. Quantitative research, more so than qualita...

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Mirror on the Field: Gender, Authorship, and Research Methods in Higher Education’s Leading Journals

/pdf/the-silent-majority-an-examination-of-nonresponse-in-college-4e95mjf2d6.pdf

The silent majority: An examination of nonresponse in college student surveys

Previous research has found the field of higher education, particularly in the United States, is dominated by functionalist approaches, a preponderance of survey data, and the ubiquitous use of advanced quantitative methods to investigate educational phenomena. This descriptive study aims to illuminate why the field is constructed in this way. Given that researchers have found doctoral education to influence the way scholars think about, conduct and disseminate their research, we explore the educational histories of published authors in the field with the belief that examining the distribution of institutional affiliations among authors may shed light on the dominance of particular approaches to knowledge production within the field. Specifically, we examined doctoral institutional affiliations of authors published in three top-tier higher education journals in the United States from 2006 to 2010. Our analysis illuminates that knowledge produced in the field of higher education is highly concentra...

Ethan A. Kolek

Papers

Online Disclosure: An Empirical Examination of Undergraduate Facebook Profiles.

"How We Know What We Know": A Systematic Comparison of Research Methods Employed in Higher Education Journals, 1996−2000 v. 2006−2010

Mirror on the Field: Gender, Authorship, and Research Methods in Higher Education’s Leading Journals

The silent majority: An examination of nonresponse in college student surveys

Who is shaping the field? Doctoral education, knowledge creation and postsecondary education research in the United States