Showing papers in "The Journal of Higher Education in 1992"
TL;DR: The Convergence between Two Theories of College Persistence as mentioned in this paper is a seminal work in the study of persistence in higher education, and it has been used extensively in the field of higher education.
Abstract: (1992). The Convergence between Two Theories of College Persistence. The Journal of Higher Education: Vol. 63, No. 2, pp. 143-164.
814 citations
TL;DR: In this article, an anthropological analysis of student participation in college is presented, focusing on the role of race and gender in student participation and participation in the process of college admission.
Abstract: (1992). An Anthropological Analysis of Student Participation in College. The Journal of Higher Education: Vol. 63, No. 6, pp. 603-618.
709 citations
TL;DR: In this article, the Campus Racial Climate: A Survey of Campus Racial Confidence in Higher Education, 1992, Vol. 63, No. 5, pp. 539-569.
Abstract: (1992). The Campus Racial Climate. The Journal of Higher Education: Vol. 63, No. 5, pp. 539-569.
580 citations
TL;DR: In this paper, community colleges and Baccalaureate attainment are discussed in the context of higher education, and the authors present a survey of community colleges' performance in this area.
Abstract: (1992). Community Colleges and Baccalaureate Attainment. The Journal of Higher Education: Vol. 63, No. 2, pp. 188-214.
254 citations
TL;DR: In this paper, postindustrial environments and organizational effectiveness in colleges and universities are discussed, with a focus on the postindustrial environment and the organizational effectiveness of universities. The Journal of Higher Education: Vol. 63, No. 1, pp. 87-108.
Abstract: (1992). Postindustrial Environments and Organizational Effectiveness in Colleges and Universities. The Journal of Higher Education: Vol. 63, No. 1, pp. 87-108.
127 citations
TL;DR: The Second Half of Student Integration as mentioned in this paper is a survey of the second half of the 1990s in higher education, focusing on the integration of students in the United States and Europe.
Abstract: (1992). The “Second Half” of Student Integration. The Journal of Higher Education: Vol. 63, No. 4, pp. 441-462.
111 citations
TL;DR: The question of whether or not there is a conceptual connection between research and higher education has been raised by as mentioned in this paper, who argue that it is part of the meaning of higher education such that we would not be prepared to grant the name to an institution in which there was no research taking place.
Abstract: What is the relationship between research and higher education? Is there one? By speaking of a relationship, I want to raise the question as to whether or not there is a conceptual connection between the two. Clearly, much research goes on in institutions of higher education. Indeed, we can probably find some kind of research in progress in each of the two hundred or more institutions which offer some kind of higher education in the UK. The question, though, is whether or not, qua institutions of higher education, they have an obligation to sponsor research. Is it part of the meaning of "institution of higher education" such that we would not be prepared to grant the name to an institution in which there was no research taking place? This issue has formed a key element in the historical debate over the idea of higher education.' Or, rather, over the idea of the university.
110 citations
TL;DR: In this paper, a survey of faculty perceptions of the Doctoral Dissertation is presented, showing that the majority of the faculty perceived the doctoral dissertations to be unsatisfactory.
Abstract: (1992). Faculty Perceptions of the Doctoral Dissertation. The Journal of Higher Education: Vol. 63, No. 3, pp. 241-268.
93 citations
TL;DR: In this paper, the authors argue that women in male-dominated professions are perceived as deviant and are treated as such, and suggest that discrimination in academia can take many forms, including but not limited to excluding women from informal collegial networks and a disregard for feminist or gender-related research.
Abstract: In recent years there have been numerous claims of an academic wage gap that favors males [6, 12, 13, 14]. Scholars also have noted that rank and/or tenure differences exist between male and female faculty members [5, 8, 17]. Others have suggested that different criteria are used to evaluate male and female faculty members and that females reap fewer returns for their achievements [16]. Researchers offer competing explanations of sex-related academic reward differences. One explanation focuses on discriminatory practices of employers and colleagues. Its proponents argue that women in male-dominated professions are perceived as deviant and are treated as such [11, 25]. Discrimination in academia can take many forms, including but not limited to excluding women from informal collegial networks [18, 29]; a disregard for feminist or gender-related research [7, 29], which may be used against women in tenure decisions [30]; and subtle or overt sexual harassment [30]. A second explanation assumes sex differences in research productivity. Scholars from various academic disciplines have claimed that males out-publish females [9, 22, 26]. Thus, a difference in academic rewards is attributed, in part, to productivity differences between males and females. A third perspective on the relation between sex and academic rewards focuses attention on career disruption. Scholars have noted that faculty women are more likely than faculty men to interrupt their careers, even when women are the primary earners [27]. Interrupting a career does not generally occur because of pregnancy or child rearing; rather, professional women interrupt careers more often for a job-seeking spouse
91 citations
TL;DR: This article charted the changes in junior faculty in higher education and found that the number of junior faculty had increased by 637-652 during the 1990s. The Journal of Higher Education: Vol. 63, No. 6, pp. 637 and652.
Abstract: (1992). Charting the Changes in Junior Faculty. The Journal of Higher Education: Vol. 63, No. 6, pp. 637-652.
77 citations
TL;DR: In this article, the authors discuss Higher Education, College Characteristics, and Student Experiences, and present a survey of higher education, college characteristics and student experiences, with a focus on mental health.
Abstract: (1992). Higher Education, College Characteristics, and Student Experiences. The Journal of Higher Education: Vol. 63, No. 3, pp. 303-328.
TL;DR: In this paper, age and teaching performance was studied in higher education and the results showed that teaching performance is positively associated with the number of teaching hours and the teaching age. The Journal of Higher Education: Vol. 63, No. 3, pp. 282-302.
Abstract: (1992). Age and Teaching Performance. The Journal of Higher Education: Vol. 63, No. 3, pp. 282-302.
TL;DR: In this paper, state policies and private higher education are discussed in the context of higher education in the state of New York, and the Journal of Higher Education: Vol. 63, No. 4, pp. 363-417.
Abstract: (1992). State Policies and Private Higher Education. The Journal of Higher Education: Vol. 63, No. 4, pp. 363-417.
TL;DR: This article examined differences between Canada and the United States with respect to the relationship between state/provincial governments and universities, particularly in regard to arrangements for state coordination of public universities, and attempted to relate such differences in higher education coordination to salient cultural and political differences between the two countries.
Abstract: This article examines differences between Canada and the United States with respect to the relationship between state/ provincial governments and universities, particularly in regard to arrangements for state coordination of public universities. In attempting to relate such differences in higher education coordination to salient cultural and political differences between the two countries, the article employs the analytical framework developed by Seymour Lipset [14] in his comprehensive study, Continental Divide: The Values and Institutions of the United States and Canada. Given the close economic, political, and geographic relationship between Canada and the United States, one might expect that educational researchers in each country would take some note of the practices and developments on the other side of the border. In fact, however, there have been few comparative studies in education that focus on these two nations. American educational researchers have tended to take a parochial outlook, and they seldom cite works of scholars in other countries [29]. Though it is more difficult for Canadian researchers to ignore the United States than the reverse, Brym [6] notes that Canadian social scientists have been quite ambivalent about comparisons with the United States, oscillating between the thesis that English Canadians are just like Americans and the antithesis that they are fundamentally different.
TL;DR: The impact of a university policy on the sexual harassment of female students was discussed in this article, where the authors focused on the impact of sexual harassment on the educational experience of women.
Abstract: (1992). The Impact of a University Policy on the Sexual Harassment of Female Students. The Journal of Higher Education: Vol. 63, No. 1, pp. 50-64.
TL;DR: The Quest for Quality examines how colleges and universities, in their efforts to survive fiscally and to fulfill functions other than the traditional purposes of higher education, have allowed the standards of teaching, grading, and the liberal arts curriculum to fall by the wayside as mentioned in this paper.
Abstract: "The Quest for Quality" examines how colleges and universities, in their efforts to survive fiscally and to fulfill functions other than the traditional purposes of higher education, have allowed the standards of teaching, grading, and the liberal arts curriculum to fall by the wayside It provides solid, realistic recommendations for what steps must be taken to get higher education back on track
Journal Article•
TL;DR: This article charted the changes in junior faculty in higher education and found that the number of junior faculty had increased by 637-652 during the 1990s. The Journal of Higher Education: Vol. 63, No. 6, pp. 637 and652.
Abstract: (1992). Charting the Changes in Junior Faculty. The Journal of Higher Education: Vol. 63, No. 6, pp. 637-652.
TL;DR: In this paper, the authors discuss "Will You Love Me in December as You Do in May?" The Journal of Higher Education: Vol. 63, No. 1, pp. 1-25.
Abstract: (1992). Will You Love Me in December as You Do in May? The Journal of Higher Education: Vol. 63, No. 1, pp. 1-25.
TL;DR: In higher education, few major decisions are made without considering the legal consequences, and though the core functions of higher education instruction and scholarship are remarkably free from external legal influences, no one would plausibly deny the increase of legalization on campus as discussed by the authors.
Abstract: In modern higher education, few major decisions are made without considering the legal consequences, and though the core functions of higher education instruction and scholarship are remarkably free from external legal influences, no one would plausibly deny the increase of legalization on campus. We know surprisingly little about law's effect upon higher education, but virtually no one in the enterprise is untouched by statutes, regulations, case law, or institutional rules promulgated to implement legal regimes. Indeed, our understanding of the relationship between higher education and the law is rudimentary, notwithstanding the cottage industry of books, case reporters, journals, treatises, and periodicals devoted to the topic and its arcane subspecialties. For example, there is a law review devoted to postsecondary legal issues (The Journal of College and University Law), a regular newsletter devoted exclusively to the legal affairs of fraternities (The Fraternal Law Newsletter), and a biweekly commercial service ( West's Education Law Reporter) that reprints leading cases, including unpublished decisions. There is a splendid treatise available, The Law of Higher Education [29], and an instructional casebook, The Law and Higher Education [48]. Even with the extensive research resources, synthetic scholarship in the area has been a slow climb and has not ad-
TL;DR: In search of a process as discussed by the authors argues that "too often they [searches] are a set of actions that leave both committee and candidates dissatisfied" [ I 1, p. 5 1].
Abstract: Each year hundreds of searches take place at colleges and universities around the country to fill a vast array of faculty and administrative posts. Use of a participative committee process to search for and to screen candidates for administrative positions is an integral part of the governance and human resource management process of colleges and universities [17, 21]. Although effective searches are credited with identifying and recruiting talented individuals to important leadership positions, improperly conducted searches reportedly lead to poor matches of people with jobs, leave searching units demoralized, and contribute to ineffective leadership and high turnover rates [13]. Despite the importance of searches, the process is not well understood. Kelly and Nelson [11] argue that "in search of a process" might be a more appropriate way to explain how administrators are hired. "Too often they [searches] are a set of actions that leave both committee and candidates dissatisfied" [ I 1, p. 5 1]. To compound the problem, the academic search process has received little scholarly attention. Aside from efforts to study presidential searches [for example, 5, 18, 19, 22], searches to fill other administrative posi-
TL;DR: The relationship between higher education and industry has taken shape: educating for industry - the historical role of higher education in England, R.Lowe thinking about science and practice in British education - the Victorian roots of a modern dichotomy.
Abstract: Introduction - crossing the border, or creating a shared territory?, P.W.G.Wright. Part 1 How the relationship between higher education and industry has taken shape: educating for industry - the historical role of higher education in England, R.Lowe thinking about science and practice in British education - the Victorian roots of a modern dichotomy, R.F.Bud and G.K.Roberts. Part 2 Public and private funding: industry contributions to higher education funding and their effects, G.Williams and C.Loder the "US model" for higher education - structure and finance, K.Tribe. Part 3 Graduates of higher education - what do employers expect in the 90s?, P.Meyer-Dohm personal transferable skills for employment - the role of higher education, A.Bailey. Part 4 Changes in culture and organization: the shifting culture of higher education, J.Fielden a responsive higher education system, A.Jones Apocalypse now? where will higher education go in the 21st century, P.Slee.
TL;DR: In this paper, Boyer et al. pointed out the discrepancy between the claims of the national reports and the practices of colleges and universities and stated that grades and credits are neither valid nor reliable measures of student learning.
Abstract: In national reports critical of the state of higher education [1, 6, 14, 15], criticism has been leveled at the traditional measures colleges and universities have utilized to determine student academic achievement grades and accumulation of credits. The reports' authors take the position that other forms of assessment will provide better evidence of student learning. Moreover, it is their belief that, if implemented, these forms of assessment would provide evidence of student learning that public and governmental officials could then use to judge the institutions' worthiness [8]. Indeed some states have undertaken or contemplated extensive assessment efforts to address this issue. These positions on higher education assessment practices are most curious considering the extent to which colleges and universities go to assess students. Boyer [4, p. 251] alludes to this paradox most succinctly, "American undergraduates are forever being measured. They go to class, take notes, write papers, have pop quizzes, report orally, and receive interim marks and final grades in every course." The discrepancy between the claims of the national reports and the practices of colleges and universities is evident. The national reports claim that grades and credits are neither valid nor reliable measures of student learning, whereas colleges and universities believe that they are. And though the claims of the national reports have not been substantiated and may reflect greater concern with the level of academic
TL;DR: In 1986 Howard Bowen and Jack Schuster identified faculty compensation as one of the most pressing problems confronting American higher education in the 1980s [1, p. 287] based on analysis of salary data and campus interviews, the authors concluded that the traditional "compressed" or "flat" pay scale continued in academe, but that it was under pressure and/or being compromised by market demand in some fields and some institutions as mentioned in this paper.
Abstract: In 1986 Howard Bowen and Jack Schuster identified faculty compensation as one of the most pressing problems confronting American higher education in the 1980s [1, p. 287]. Based on analysis of 1983-84 salary data and campus interviews, the authors concluded that the traditional "compressed" or "flat"' pay scale continued in academe, but that it was under pressure and/or being compromised by market demand in some fields and some institutions [1, p. 250]. Although the cyclic impact of supply and demand on the academic wage scale is nothing new, by the mid-1980s pressures for pay differentials favoring the high-demand disciplines were more intense than in the past. Weighing the arguments for increasing salary differentials to maintain academic vitality, Bowen and Schuster counseled against such an approach because it would be contrary to the values associated with the concepts of academic vocation and collegiality: