Showing papers on "Institutional research published in 2006"
TL;DR: In this article, the authors explore the contributions made by two strands of institutional research that have been applied to the study of management accounting change: old institutional economics and new institutional sociology.
Abstract: Purpose – To explore the contributions made by two strands of institutional research that have been applied to the study of management accounting change: “old institutional economics” and “new institutional sociology”. To propose ways of developing these theories, and in general to develop an institutional understanding of management accounting change.Design/methodology/approach – Analysis of the literature on management accounting change, with a special emphasis on the literature drawing on institutional theory. Theoretical discussion based on the concept of the “circuits of power”. Illustration with observations made during a case study of an organisation in which attempts to promote change in management accounting were conducted in recent years.Findings – Identification of some complementarities between these two strands of institutional theorising, and suggestions of how they can be developed by drawing on insights from the “circuits of power” framework.Research limitations/implications – The case stu...
233 citations
TL;DR: The authors analyzed survey data from 321 institutions that participated in the 2003 National Survey of Student Engagement to understand how characteristics of colleges and universities relate to student survey response rates, and found that the makeup of the student body, as well as institutional characteristics such public/private status and urban location affects response rates.
Abstract: While many studies have examined nonresponse in student surveys, little research investigates why some schools achieve higher student survey response rates than other schools. Using hierarchical linear modeling, we analyze survey data from 321 institutions that participated in the 2003 National Survey of Student Engagement to understand how characteristics of colleges and universities relate to student survey response rates. We find that the makeup of the student body, as well as institutional characteristics such public/private status and urban location affects response rates, and that the number of computers per undergraduate has a strong positive effect for web survey response rates.
205 citations
TL;DR: In this paper, the authors use case studies of large-scale, multi-disciplinary collaborations to develop an institutional framework that illuminates the relationships among the epistemic norms of the disciplines represented in the collaboration, the organizational structure of these collaborations, and the inter-institutional collaboration success.
191 citations
TL;DR: This paper examined the variables that are the most strongly associated with institutional prestige and reputation and presented an exploratory model, finding general support for the model, the robust regression results explain about 90% of the variance in USNWR peer reputation score.
Abstract: This study examines the variables that are the most strongly associated with institutional prestige and reputation and presents an exploratory model. This research expands earlier efforts by including more recent data on larger populations of public and private universities, as well as on liberal arts colleges. The analysis draws upon data from U.S. News & World Report (USNWR), the Institute for Scientific Information Web of Knowledge, IPEDS, AAUP, and four college guidebooks: Barron’s, Peterson’s, the Princeton Review, and the Fiske Guide. Finding general support for the model, the robust regression results explain about 90% of the variance in USNWR peer reputation score.
150 citations
TL;DR: In this paper, the authors use regression and path analysis to predict student retention and time to degree completion of a typical student in higher education, and identify who is at risk of dropping out or who is likely to take a long time to graduate.
Abstract: Understanding student enrollment behavior is a central focus of institutional research in higher education. However, in the eyes of an enrollment management professional, the capacity to explain why students drop out, why they transfer out, or why some graduate quickly while others take their time may be less critical than the ability to accurately predict such events. Being able to identify who is at risk of dropping out or who is likely to take a long time to graduate helps target intervention programs to where they are needed most and offers ways to improve enrollment, graduation rate, and precision of tuition revenue forecasts. Explanatory models by regression and path analysis have contributed substantially to our understanding of student retention (Adam and Gaither, 2005; Pascarella and Terenzini, 2005; Braxton, 2000), although the cumulative research on time to degree (TTD) completion is less impressive. A likely explanation for this is the more complex nature of the path to graduation, which has lengthened considerably over the past thirty years for a typical student (Knight, 2002, 2004; Noxel and Katunich, 1998; Council for Education Policy, Research and Improvement, 2002). Thus, whereas
140 citations
TL;DR: It is concluded that powerful growth of science in Brazil goes with striking structural changes and citation-based indicators reflect less spectacular developments.
Abstract: In the present study a bibliometric meso-level analysis of Brazilian scientific research is conducted. Both sectoral and publication profile of Brazilian universities and research institutions are studied. Publication dynamics and changing profiles allow to the conclusion that powerful growth of science in Brazil goes with striking structural changes. By contrast, citation-based indicators reflect less spectacular developments.
113 citations
TL;DR: In this article, a multisite qualitative study addresses the presence of tensions between educational values of faculty and the economic value of faculty work, concluding that faculty do not comprise an oppositional culture within their colleges.
Abstract: Faculty are the critical labor element in the pursuit of the economic goals of the community colleges, yet they are not central to institutional decision-making. Their views and values are not consistent with the goals and actions of their colleges. Instead, these goals and actions are aligned with business and industry, directed by government and college administrators. Although there is a misalignment of faculty values and institutional actions, faculty do not comprise an oppositional culture within their colleges. This multisite qualitative study addresses the presence of tensions between educational values of faculty and the economic values of faculty work.
83 citations
01 Jan 2006
TL;DR: In this article, the authors discuss the political economy of knowledge management in higher education, and the challenges and opportunities for education institutions in the information age and higher education in the United States.
Abstract: Chapter I. The Political Economy of Knowledge Management in Higher Education Chapter II. Knowledge Management Trends: Challenges and Opportunities for Education Institutions Chapter III. Ontologies in Higher Education Chapter IV. Toward Technological Bloat and Academic Technocracy: The Information Age and Higher Education Chapter V. We've Got a Job to Do - Eventually: A Study of Knowledge Management Fatigue Syndrome Chapter VI. Institutional Research (IR) Meets Knowledge Management (KM) Chapter VII. Revealing Unseen Organizations in Higher Education: A Study Framework and Application Example Chapter VIII. Distributed Learning Objects: An Open Knowledge Management Model.
60 citations
TL;DR: In this article, the authors focus on the processes that explain institutional stability rather than those that explain organizational change, and further conceptualize and seek empirical evidence for when, why and how organizational actors influence change while embedded in the institutional fabric of their organizational setting.
Abstract: Institutional theories offer more insight into the processes that explain institutional stability than those that explain institutional change. This article starts by elaborating this general diagnosis and proceeds with a more specific focus on institutional change in organizations. Much institutional research focuses on the relative stability of organizational practices over time (Burns and Scapens 2000). Notwithstanding that such research usually acknowledges that institutional change can occur, a major scholarly challenge is to further conceptualize and seek empirical evidence for when, why, and how organizational actors influence change while embedded in the institutional fabric of their organizational setting.
55 citations
TL;DR: This article found that faculty research productivity is positively related to reputation but negatively related to student quality at research universities, but that reputation and student quality have little impact on research productivity at liberal arts colleges.
TL;DR: The authors argue for integrating Boyer's four domains through the pursuit of public scholarship and argue for the integration of the Boyer four domains into a common ontology for the entire world.
Abstract: The authors argue for integrating Boyer's four domains through the pursuit of public scholarship.
TL;DR: How a university department of primary care set about identifying and responding to the concerns of its contract research staff on authorship is described and a set of guidelines that were produced to deal with the ethical and professional issues raised are described.
Abstract: Although the International Committee of Medical Journal Editors has published clear guidance on the authorship of scientific papers, short-term contract research workers, who perform much of the research that is reported in the biomedical literature, are often at a disadvantage in terms of recognition, reward and career progression. This article identifies several professional, ethical and operational issues associated with the assignment of authorship, describes how a university department of primary care set about identifying and responding to the concerns of its contract research staff on authorship and describes a set of guidelines that were produced to deal with the ethical and professional issues raised. These guidelines include directions on how authorship should be negotiated and allocated and how short-term researchers can begin to develop as authors. They also deal with the structures required to support an equitable system, which deals with the needs of short-term researchers in ways that are realistic in the increasingly competitive world of research funding and publication, and may offer a model for more formal guidelines that could form part of institutional research policy.
01 Jan 2006
TL;DR: In this paper, the authors report on a student survey undertaken within a University of Technology in 2008, covering perceptions of the learning and teaching environment, including the Course Experience Questionnaire good teaching and overall satisfaction items.
Abstract: Student and other higher education surveys constitute an important aspect of institutional research. In particular such surveys provide decision support to the institution, as well as underpinning many of the quality and planning processes within universities. Student experience surveys are particularly important in a climate of accountability and an increasingly diverse student population. Accordingly, this paper reports on a student survey undertaken within a University of Technology in 2008, covering perceptions of the learning and teaching environment, including the Course Experience Questionnaire good teaching and overall satisfaction items. Given the increasing diversity of the student body, survey findings were cross-tabulated against a number of demographic and related variables to ascertain their effects on student perceptions of learning and teaching. A key finding of the study is that whichever way the data is segmented, the students were found to be dissatisfied with their workload. Inter alia it is suggested that the students be provided with workshops on effective time management to at least partially traverse their difficulties in this respect. Volume 7 Number 1 2009 JIRSEA 6
TL;DR: In this article, the authors demonstrate how institutional researchers at institutions of higher education can use economic theory for enrollment management, and demonstrate how academic researchers at higher education institutions can use this theory for admission management.
Abstract: This chapter demonstrates how institutional researchers at institutions of higher education can use economic theory for enrollment management.
TL;DR: In this paper, a case study documents a successful application of data-mining techniques in enrollment management through a partnership between the admissions office, a business administration master's degree program, and the institutional research office at Willamette University (Salem, Oregon).
Abstract: This case study documents a successful application of data-mining techniques in enrollment management through a partnership between the admissions office, a business administration master's-degree program, and the institutional research office at Willamette University (Salem, Oregon).
TL;DR: In spite of substantial investment in retention in Indiana higher education, there have been only a few well-designed studies that evaluate the effects of these interventions as discussed by the authors, and none of these studies have been published in the literature.
Abstract: In spite of substantial investment in retention in Indiana higher education, there have been only a few well-designed studies that evaluate the effects of these interventions.
Journal Article•
TL;DR: In this paper, an analysis of 3-year institutional data from a single community college showed that a cohort of nursing aspirants were similar to students in other majors, but developmental education outcomes differed for successful and unsuccessful students.
Abstract: The community college is a major site preparing students for nursing careers, an important role at a time of a national shortage. However, many of the low socioeconomic status (SES), minority students who aspire to associates degrees in nursing display low levels of academic preparedness. An analysis of 3-year institutional data from a single community college showed that a cohort of nursing aspirants were similar to students in other majors, but developmental-education outcomes differed for successful and unsuccessful students. To address serious difficulties in retention and academic performance found for the group as a whole, a nursing-specific tutoring, advisement, and counseling intervention is recommended.
TL;DR: This article applied strategic response theory to develop hypotheses about the type of response that public colleges and universities will exhibit as a consequence of state policies to encourage the scholarship of teaching, discovery, and application.
Abstract: The author applies strategic response theory to develop hypotheses about the type of response that public colleges and universities will exhibit as a consequence of state policies to encourage the scholarship of teaching, discovery, and application.
01 Nov 2006
TL;DR: In this paper, the Association for Institutional Research Upper Midwest (AIRUM) annual meeting, Bloomington, MN, November 2-3, 2006, was held, where the authors presented a paper entitled "
Abstract: Presented at the Association for Institutional Research Upper Midwest (AIRUM) annual meeting, Bloomington, MN, November 2-3, 2006.
TL;DR: In this paper, the authors evaluate the financial contributions of each revenue source and use key economic concepts in their work to evaluate the contribution of these revenue sources to the overall economic health of the country.
Abstract: To properly evaluate the financial contributions of each revenue source, institutional researchers must use key economic concepts in their work.
TL;DR: In this paper, the logic and structure of a criminology/criminal justice-based Freshmen Learning Communities (FLCs) are described. But the authors focus on the first-year college experience and do not consider how students respond to the FLC experience.
Abstract: Freshmen Learning Communities (FLCs) or Freshmen Interest Groups (FIGs) recently emerged on the landscape of higher education as an innovative means of improving educational outcomes. Building around a cohort‐based pedagogical model, FLCs use thematic foci, block scheduling, and faculty collaboration to ease the transition into the first‐year college experience. This paper outlines the logic and structure of a criminology/criminal justice‐based FLC. It details how pedagogical variations such as writing across the curriculum and web‐based design can be included. A large body of input and output data is considered that measures how students respond to the FLC experience. *The authors wish to thank the administration of Georgia State University, especially the persons in the Office of Undergraduate Studies and Office of Institutional Research who graciously aided in course and data preparation. We also thank the other FLC instructors and students over the years who made this paper possible.
TL;DR: In this paper, the key economic concepts, models, and methods that can help inform institutional research in higher education are introduced, as well as some of the methods used to support these concepts.
Abstract: This chapter introduces the key economic concepts, models, and methods that can help inform institutional research in higher education.
TL;DR: In this article, the authors discuss the processes through which institutional knowledge is created, managed and transferred throughout the university and ways in which institutional researchers can improve these processes using concepts from Davenport and Prusak's "Working Knowledge".
Abstract: Using concepts from Davenport and Prusak’s “Working Knowledge” and other recent research on knowledge management, this article discusses the processes through which institutional knowledge is created, managed and transferred throughout the university and ways in which institutional researchers can improve these processes. A special emphasis is placed on the need to strengthen the “knowledge brokerage” function – an essential role that institutional researchers are expected to play in large universities. Important principles of knowledge management are illustrated with examples from the author’s university.
01 Jan 2006
TL;DR: In this article, a student satisfaction monitoring instrument at Utrecht University (UU) was developed to support planning and control, institutional policy, quality assurance, and marketing at the university.
Abstract: Increasing attention on quality assurance, a decentralisation of responsibilities and need for quantitative data in accountability and decision support led to the development of a student satisfaction monitoring instrument at Utrecht University (UU). Initially marketing worked as a catalyst activity to prove the added value. At a later stage the instrument was brought under the responsibility of the Institutional Research department. The instrument is now supporting planning and control, institutional policy, quality assurance and marketing. In order to achieve optimal effects of the instrument, commitment from both the board of the university and the heads of department proved essential.
01 Jan 2006
TL;DR: Kokkelenberg et al. as discussed by the authors studied the effects of class size on student grades at a public university and found that the effect of class sizes on students' performance was significant.
Abstract: 1 Revision for resubmission January 16, 2006 11:00 AM The Effects of Class Size on Student Grades at a Public University E. C. Kokkelenberg* Michael Dillon** Sean M. Christy*** Cornell Higher Education Research Institute (CHERI) School of Industrial and Labor Relations Cornell University Ithaca, NY January, 2006 * Corresponding author Edward C. Kokkelenberg Visiting Fellow, Cornell Higher Education Research Institute (CHERI), School of Industrial and Labor Relations, Cornell University, Ithaca, NY 14853-3901 607-255-9263 (phone) eck4@cornell.edu607-255-4496 (fax) and Professor of Economics, Department of Economics, Binghamton University, Binghamton, NY 13902 **Assistant Director, Institutional Research and Planning, Binghamton University, Binghamton, NY 13902. ***Department of Economics, Binghamton University, Binghamton, NY 13902.