Showing papers in "The Journal of Higher Education in 2016"
TL;DR: The Faculty in the New Millenium: Preparing the Next Generation of Faculty as discussed by the authors is a seminal work in the field of higher education that focuses on the preparation of the next generation of faculty.
Abstract: (2002). Preparing the Next Generation of Faculty. The Journal of Higher Education: Vol. 73, The Faculty in the New Millenium, pp. 94-122.
239 citations
TL;DR: In this article, the relation between research productivity and teaching effectiveness is investigated, and the authors conclude that research productivity is correlated with teaching effectiveness, and that teaching effectiveness depends on research productivity.
Abstract: (2002). The Relation between Research Productivity and Teaching Effectiveness. The Journal of Higher Education: Vol. 73, No. 5, pp. 603-641.
219 citations
TL;DR: The current change literature in higher education provides mostly generalized strategies about what is effective: a willing president or strong leadership, a collaborative process, or providing rewards (Roberts, Wren, & Adam, 1993; Taylor & Koch, 1996) as discussed by the authors.
Abstract: The array of challenges that higher education faces today is virtually unparalleled when compared to any other point in U.S. history. The litany of changes is familiar to those in the field of higher education: financial pressure, growth in technology, changing faculty roles, public scrutiny, changing demographics, competing values, and the rapid rate of change in the world both within and beyond our national boarders. The changes many institutions face have accelerated beyond tinkering; more campuses each year attempt to create comprehensive (or transformational) change. Yet, change strategies have not been exceedingly helpful in their capacity to guide institutions, and we know even less about how to facilitate major, institutionwide change. The current change literature in higher education provides mostly generalized strategies about what is effective: a willing president or strong leadership, a collaborative process, or providing rewards (Roberts, Wren, & Adam, 1993; Taylor & Koch, 1996). This broad writing may mask information helpful to advance institutional change on a specific campus. “Achieving buy-in” or “communicating effectively” can seem very empty to institutional leaders and higher education scholars. Can this strategy be used at every institution and in the same way? The assumptions behind this approach are that each strategy is enacted similarly on each campus and that nuance and context do not much matter. Broad change strategies are presented as uniform, universal, and applicable.
202 citations
TL;DR: In this article, the authors provide a working framework to diagnose culture in colleges and universities so that distinct problems can be overcome and suggest that an understanding of organizational culture is an antidote for all administrative folly, nor to imply that the surfeit of definitions of organizational cultures makes its study meaningless for higher education administrators and researchers.
Abstract: Within the business community in the last ten years, organizational culture has emerged as a topic of central concern to those who study organizations. Books such as Peters and Waterman's In Search of Excellence [37], Ouchi's Theory Z [33], Deal and Kennedy's Corporate Cultures [20], and Schein's Organizational Culture and Leadership [44] have emerged as major works in the study of managerial and organizational performance. However, growing popular interest and research activity in organizational culture comes as something of a mixed blessing. Heightened awareness has brought with it increasingly broad and divergent concepts of culture. Researchers and practitioners alike often view culture as a new management approach that will not only cure a variety of organizational ills but will serve to explain virtually every event that occurs within an organization. Moreover, widely varying definitions, research methods, and standards for understanding culture create confusion as often as they provide insight. The intent for this article is neither to suggest that an understanding of organizational culture is an antidote for all administrative folly, nor to imply that the surfeit of definitions of organizational culture makes its study meaningless for higher education administrators and researchers. Rather, the design of this article is to provide a working framework to diagnose culture in colleges and universities so that distinct problems can be overcome. The concepts for the framework
199 citations
TL;DR: The tendency to high participation systems (HPS) is common to countries that vary widely in rates of economic growth, education system structures, and financing arrangements, but share the tendency to urbanization as discussed by the authors.
Abstract: The world is rapidly becoming more educated at higher education level. In nearly all countries with per capita GDP of more than about $5,000 per annum there is a longterm tendency to growth of participation. The worldwide Gross Tertiary Enrollment Ratio (GTER) increased from 10% in 1972 to 32% in 2012, and is now rising by 1% a year. By 2012 the GTER had reached 50% in 54 national systems, compared to 5 systems twenty years before, and there were 14 countries with a GTER of 75% or more. The tendency to high participation systems (HPS) is common to countries that vary widely in rates of economic growth, education system structures, and financing arrangements, but share the tendency to urbanization. Possible causes include state policies, economic development, aspirations for social position, credentialism, global factors, and combinations of these. The paper describes the tendency to HPS, explores the possible explanations, and begins to reflect on the implications; on the way reviewing prior discussions of growth in participation including Trow (1974), Schofer and Meyer (2005), and Baker (2011). It closes with suggestions for further investigation.
184 citations
TL;DR: Boyer, Altbach, and Whitlaw as mentioned in this paper found that faculty members are rarely satisfied with their own institutions and see administrators as incompetent, communica- tion as poor, and their influence as declining.
Abstract: Faculty members are rarely satisfied with their own institutions. They see administrators as incompetent, communica- tion as poor, and their influence as declining (Boyer, Altbach, & Whit- law, 1994). This discontent with their institutions is in stark contrast to their satisfaction with their intellectual lives, the courses they teach, and their collegial relationships (Bowen & Schuster, 1986; Boyer, Altbach, & Whitlaw, 1994). Faculty members are dedicated to their work and they love what they do, but they often wonder if they would not be hap- pier doing it somewhere else. The extent to which faculty members actu- ally act on their discontent and leave their institutions is an empirical question, but institutions would benefit from a clearer understanding of what contributes to faculty decisions to leave. Turnover is both a bless- ing and a curse for institutions. Turnover brings in fresh, new hires, often at a lower cost. On the other hand, searches are costly, and too often the faculty who leave are those the institution would prefer to retain. Concerns about retention have generated a number of studies directed toward understanding why faculty members leave or intend to leave their institutions or academia (Barnes, Agago, & Coombs, 1998; John- srud & Heck, 1994; Manger & Eikeland, 1990; Matier, 1990; Smart,
144 citations
TL;DR: In this paper, women of color in higher education have been identified as a major obstacle in women's representation in the higher education system, and women of colour in academia are marginalized.
Abstract: (2002). Women of Color in Academe. The Journal of Higher Education: Vol. 73, The Faculty in the New Millenium, pp. 74-93.
120 citations
TL;DR: The authors examined critical patterns of enrollment, engagement, persistence, and completion among students in online higher education and found compelling and consistent temporal patterns: participation declines rapidly in the first week but subsequently flattens out in later weeks of the course.
Abstract: Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this article examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyzed engagement, persistence, and completion rates at the student, lecture, and course levels. We found compelling and consistent temporal patterns: across all courses, participation declines rapidly in the first week but subsequently flattens out in later weeks of the course. However, this decay is not entirely uniform. We also found that several student and lecturespecific traits were associated with student persistence and engagement. For example, the sequencing of a lecture within a batch of released videos as well as its title wording were related to student watching. We also saw consistent patterns in how student characteristics are associated with persistence and completion. Students were more likely to complete the course if they completed a pre-course survey or followed a quantitative track (as opposed to qualitative or auditing track) when available. These findings suggest potential course design changes that are likely to increase engagement, persistence, and completion in this important, new educational setting.
105 citations
TL;DR: In this article, Fostering Critical Thinking through Effective Pedagogy (FSTP) is proposed to foster critical thinking through effective pedagogy, which is based on the concept of critical thinking in higher education.
Abstract: (2002). Fostering Critical Thinking through Effective Pedagogy. The Journal of Higher Education: Vol. 73, No. 6, pp. 740-763.
104 citations
TL;DR: This article explored the promotion and tenure (P&T) process of Black faculty using a psychological construct to examine how racial micro-aggressions manifest and articulate themselves through individual and organizational phenomena such as Racial Battle Fatigue (RBF).
Abstract: Faculty who have been historically excluded from participating in academia present a unique quandary for those who have traditionally held power at the university This article explores the promotion and tenure (P&T) process of Black faculty using a psychological construct to examine how racial micro-aggressions manifest and articulate themselves through individual and organizational phenomena such as Racial Battle Fatigue (RBF) We applied a psychological approach to narrative inquiry to examine how two faculty of color experienced the P&T process Participant narratives highlighted how much of the P&T process, and even engagement in academia in general, is articulated by likability or congeniality—two constructs absent from P&T policies
97 citations
TL;DR: In this article, Campus Racial Climate and the Adjustment of Students to College: The Journal of Higher Education: Vol. 70, No. 2, pp. 134-160.
Abstract: (1999). Campus Racial Climate and the Adjustment of Students to College. The Journal of Higher Education: Vol. 70, No. 2, pp. 134-160.
TL;DR: In this article, a conceptual model based on existing theoretical frameworks and empirical research to describe and differentiate among Hispanic-Serving Institutions (HSIs) was constructed to understand better the heterogeneity among HSIs based on their unique institutional qualities.
Abstract: Hispanic-Serving Institutions (HSIs), institutions that enroll at least 25% Hispanic students, are institutionally diverse, including a much wider array of institutional types than other Minority-Serving Institutions (MSIs). Furthermore, they have distinctive institutional characteristics from those typically emphasized in institutional typologies such as the Carnegie classification system. To understand better the heterogeneity among HSIs based on their unique institutional qualities, we constructed a conceptual model based on existing theoretical frameworks and empirical research to describe and differentiate among HSIs. Using cluster analysis to examine a population of U.S. mainland and Puerto Rican 2-year and 4-year HSIs in the Integrated Postsecondary Education Data System (IPEDS), we identified six types of HSIs. This typology helps to place HSIs within the broader landscape of U.S. higher education institutions, provides a foundation for understanding institutional diversity among HSIs, and offers ...
TL;DR: In this article, the authors trace the workplace practices within which mid-career women faculty in science, technology, engineering, and mathematics (STEM) carry out their careers using Acker's theory of gendered organizations and subtexts.
Abstract: This paper traces the workplace practices within which mid-career women faculty in science, technology, engineering, and mathematics (STEM) carry out their careers. Findings from this case study of 25 faculty at one research university revealed three institutional processes that constrained their careers: (a) access to and integration into career networks; (b) distribution of labor in the department and institution; and (c) promotion and leadership. Using Acker’s (1990, 2012) theory of gendered organizations and subtexts I uncovered systemic inequities that could compromise professional advancement for mid-career women faculty in STEM. Implications for these findings; Acker’s theory; and recommendations for policy, practice, and future research are included.
TL;DR: In this article, social class and college costs are investigated in the context of higher education, and the results show that social classes and costs are positively associated with the degree completion rate.
Abstract: (2002). Social Class and College Costs. The Journal of Higher Education: Vol. 73, No. 2, pp. 189-236.
TL;DR: In this article, the authors analyzed survey data from a random sample of 346 students enrolled at a public research university linked with institutional data on student class size, and employed logistic regression on six dependent variables capturing academic interactions with professors and peers and controlled for precollege characteristics.
Abstract: College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students’ academic interactions, nor whether race or first-generation status moderate such effects. We conceptualized academic interactions as forms of social capital that are sensitive to institutional characteristics. We analyzed survey data from a random sample of 346 students enrolled at a public research university linked with institutional data on student class size. We employed logistic regression on six dependent variables capturing academic interactions with professors and peers and controlled for precollege characteristics. Compared to students enrolled in smaller classes, students enrolled in larger classes had significantly fewer interactions with professors about course material and with peers about courserelated ideas. Social group also moderated some effects of class size. Class size negatively influenced first-generation (but not continuing generation) students’ likelihood of talking to professors or TAs about ideas from class. For discussions about future careers, larger classes had profound negative effects on Black students (for interactions with professors) and Latino students (for interactions with peers), but no effect on other groups. We discuss implications for theory and practice.
TL;DR: This article investigated the academic engagement strategies of students from different social class backgrounds during their first two years of college and found that first-generation and middle-class students expend strenuous efforts to succeed, with first generation students employing independent strategies and middle class students employing interactive, as well as independent, strategies.
Abstract: Research has shown social class differences in undergraduate engagement, yet we know little about the reasons for these differences Drawing on interviews and participant observation with undergraduates at an urban, public comprehensive university, this ethnographic study investigates the academic engagement strategies of students from different social class backgrounds during their first two years of college I find that first-generation and middle class students expend strenuous efforts to succeed, with first-generation students employing independent strategies and middle class students employing interactive, as well as independent, strategies But because middle class students have a broader repertoire of strategies, which include those that are visible and valued by university faculty and staff, they are advantaged in the college context, or field , relative to their first-generation peers This research shows how culture in the form of social class shapes undergraduates’ academic strategies and contributes to their unequal outcomes It also points to the role of institutions in defining the implicit rules of engagement, such that middle class strategies of interaction are recognized and rewarded while first-generation strategies of independence are largely ignored
TL;DR: This article examined whether the growing share of nonresident students was associated with a declining share of low-income and under-represented minority (URM) students at public research universities and found that the negative relationship was stronger at prestigious universities and at universities in high-poverty states.
Abstract: Many public research universities fail to enroll a critical mass of low-income and under-represented minority (URM) students. Though founded with a commitment to access, public research universities face pressure to increase tuition revenue and to recruit high-achieving students. These pressures create an incentive to recruit nonresident students, who tend to pay more tuition and score higher on admissions exams, but who also tend to be richer and are less likely be Black or Latino. This paper examines whether the growing share of nonresident students was associated with a declining share of low-income and URM students at public research universities. Institution-level panel models revealed that growth in the proportion of nonresident students was associated with a decline in the proportion of low-income students. This negative relationship was stronger at prestigious universities and at universities in high-poverty states. Growth in the proportion of nonresident students was also associated with a decline in the proportion of URM students. This negative relationship was stronger at prestigious universities, universities in states with large minority populations, and universities in states with affirmative action bans. These findings yield insights about the changing character of public research universities and have implications for the campus climate experienced by low-income and URM students.
TL;DR: The authors presented the results of a qualitative, longitudinal study of the high school-to-college transition for a sample of 16 low-income, Black and Latino students at two inner-city high schools in the Northeastern United States.
Abstract: Although a major focus of current research and policymaking efforts involves understanding and minimizing the barriers to postsecondary access, conventional reform strategies do not appear to be effecting substantial change in the college-going opportunities for students from low-income and underrepresented racial/ethnic groups. This article presents the results of a qualitative, longitudinal study of the high school-to-college transition for a sample of 16 low-income, Black and Latino students at two inner-city high schools in the Northeastern United States. Drawing on interviews with students over a three-year period—from their junior year of high school through one year after high school graduation—this analysis highlights the interruptions to students’ postsecondary plans. In this sample, students’ actual postsecondary paths, which included delayed college enrollment and two-year college matriculation, diverged substantially from the initial plans participants developed during high school. Ultimately, the findings illustrate how these students’ life circumstances engender decisions that preclude the kinds of choices assumed in the college choice model.
TL;DR: The History of American Higher Education: Learning and Culture from the Founding to World War II as discussed by the authors is a comprehensive history of higher education from the founding to the present day, with a focus on the role of women in higher education.
Abstract: (2016). The History of American Higher Education: Learning and Culture from the Founding to World War II. The Journal of Higher Education: Vol. 87, No. 2, pp. 300-302.
TL;DR: This article examined the roles of executive and managerial administrators in bringing a strategic priority of innovation and entrepreneurship to fruition using an analytical framework based upon administrative academic capitalism and extended managerial capacity, drawing upon 31 interviews with administrators, faculty, and students at the institutional case to identify five roles fulfilled by executives in the facilitation of academic capitalism: building infrastructure, creating new programs, cultivating donors and raising funds, setting a vision around entrepreneurship, and changing policies.
Abstract: Although researchers have explored dimensions of academic capitalism among students and faculty members, knowledge of the roles of administrators at all levels is underdeveloped in the literature. This institutional case study of a public research-extensive university examines the roles of executive and managerial administrators in bringing a strategic priority of innovation and entrepreneurship to fruition. Using an analytical framework based upon administrative academic capitalism and extended managerial capacity, the study draws upon 31 interviews with administrators, faculty, and students at the institutional case to identify five roles fulfilled by executive and managerial administrators in the facilitation of academic capitalism: building infrastructure, creating new programs, cultivating donors and raising funds, setting a vision around entrepreneurship, and changing policies. The findings show that an institutional orientation to knowledge privatization and profit taking was largely an administrat...
TL;DR: In this paper, meeting today's Governance Challenges is discussed and an overview of the challenges faced by higher education is presented. The Journal of Higher Education: Vol. 75, No. 4, pp. 371-399.
Abstract: (2004). Meeting Today's Governance Challenges. The Journal of Higher Education: Vol. 75, No. 4, pp. 371-399.
TL;DR: In this article, the authors use qualitative data from 83 interviews with faculty in high and low-resource departments to examine how organizational segmentation, academic work, and professionalization are shaped by external and internal resource pressures.
Abstract: Research often considers vertical stratification between U.S. higher education institutions. Yet differences also exist within higher education institutions, which we term "organiza- tional segmentation." We understand organizational segmentation as a consequence of the external "prestige economy," which favors research revenues from high-resource science and engineering fields relative to instructional revenues collected by low-resource humani- ties departments. We use qualitative data from 83 interviews with faculty in high- and low-resource departments to examine how organizational segmentation, academic work, and professionalization are shaped by external and internal resource pressures. We find that deprofessionalization has occurred in different ways for faculty in high- and low- resource academic units. Faculty in high-resource units, like Brint's (1994) "expert" pro- fessionals, depend on external research resources and shape their careers accordingly, whereas faculty in low-resource units rely upon teaching revenues distributed by campus administrators.
TL;DR: The Mythologies of Faculty Productivity as mentioned in this paper is a popular topic in higher education, especially in the context of higher education research, and it has been studied extensively in the literature.
Abstract: (2002). The Mythologies of Faculty Productivity. The Journal of Higher Education: Vol. 73, The Faculty in the New Millenium, pp. 26-48.
TL;DR: Jayakumar and Comeaux as discussed by the authors examined the role of organizational culture in shaping the lives of college athletes, particularly related to negotiating dual roles as both student and athlete, revealing a cultural-cover up imposed by an idealized image of achieving excellence in academics and athletics, that masks inadequate organizational support toward academic success.
Abstract: Using a combined grounded theory and case study methodology, Jayakumar and Comeaux examined the role of organizational culture in shaping the lives of college athletes, particularly related to negotiating dual roles as both student and athlete. Data collection involved 20 interviews with athletes and stakeholders in the affairs of intercollegiate athletics at a Division I public university, as well as field observations and document analysis. The story that emerged from this breadth of data corroborates with and is largely told through the powerful counternarrative of one key informant who is a former Division I college athlete. Findings reveal a cultural-cover up imposed by an idealized image of achieving excellence in academics and athletics, that masks inadequate organizational support toward academic success. While academics are espoused as a priority at the university and within an athletic department that features an academic support system (e.g., tutors, computer center), and although the importanc...
TL;DR: In this article, the authors present Academic Careers from a European Perspective, a survey of the Faculty in the New Millenium, with an emphasis on the European perspective. The Journal of Higher Education: Vol. 73, No.
Abstract: (2002). Academic Careers from a European Perspective. The Journal of Higher Education: Vol. 73, The Faculty in the New Millenium, pp. 141-160.
TL;DR: The Student-Athletes Climate Study (SACS) as discussed by the authors examined the influence of individual and institutional characteristics, as mediated by climate, on student-athletes' academic success, athletic success, and athletic identity.
Abstract: Students’ perceptions of the campus climate can affect their success and outcomes. Student-athletes’ experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and institutional characteristics, as mediated by climate, on student-athletes’ (a) academic success, (b) athletic success, and (c) athletic identity. Results indicated that differences in outcomes existed based on institutional and individual characteristics. It was also clear that climate mattered. Six of the seven climate scales influenced the outcomes, and differences in outcomes based on sexual identity, Division, and featured sport participation were more salient when climate was taken into account. Positive aspects of climate led to increases in outcomes in almost every relationship. Implications for researchers and practitioners are discussed, as well as specific suggestions of initiatives to improve the climate to promote the success of all student-athletes.
TL;DR: In this article, the Faculty of Color Reconsidered and Faculty of Diversity in Higher Education: Vol. 73, No. 5, No 5, pp. 582-602.
Abstract: (2002). Faculty of Color Reconsidered. The Journal of Higher Education: Vol. 73, No. 5, pp. 582-602.
TL;DR: In the re-search literature, academic dishonesty has been the subject of research for decades, addressing a wide variety of issues and questions, including what academic dishonance is, how prevalent it is, who cheats, why stu-dents cheat, what the faculty reactioii is, and what the institutional re-sponse is.
Abstract: One need not search far for evidence that academicdishonesty is ubiquitous in our society. Indeed, newspaper accounts ofcheating by students, teachers, and administrators appear on a fairly reg-ular basis, and HBO recently premiered a movie, Cheaters (May 20,2000), based on a Chicago high school's cheating scandal. In the re-search literature, academic dishonesty has been the subject of researchfor decades, addressing a wide variety of issues and questions, includingwhat academic dishonesty is, how prevalent it is, who cheats, why stu-dents cheat, what the faculty reactioii is, and what the institutional re-sponse is. For a review of much of this research, see Cizek (1999),Crown and Spiller, (1998), and Whitley (1998).One of the main issues that emerges from the literature relates to in-consistencies in the definition of academically dishonest behaviors andthe lack of consensus and general understanding of academic dishonestyamong all members of the campus community. According to Robertsand Rabinowitz (1992), "Our ability to alter the environment in whichcheating takes place will be determined by our understanding of howpeople (both faculty and students) perceive cheating and its seriousness"
TL;DR: In this paper, the role of humanities graduate preparation programs in facilitating underrepresented undergraduate students' socialization to the field (social context) of graduate education is examined, and the authors examine the role that humanities programs play in facilitating the socialization of underrepresented students.
Abstract: Examining the role of humanities graduate preparation programs in facilitating underrepresented undergraduate students' socialization to the field (social context) of graduate education, this criti...