Higher Education: Handbook of Theory and Research - Volume 25
von: John C. Smart
Springer-Verlag, 2010
ISBN: 9789048185986
Sprache: Englisch
587 Seiten, Download: 5034 KB
Format: PDF, auch als Online-Lesen
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| Contributors | 8 | ||
| The Role of Information in the Policy Process: Implications for the Examination of Research Utilization in Higher Education Policy | 12 | ||
| Research Utilization | 14 | ||
| Background on Research Utilization | 15 | ||
| Fundamental Challenge to Research Utilization: The Two-Communities Perspective | 17 | ||
| What is Research Utilization? | 20 | ||
| What Sources of Information Do Policymakers Prefer? | 23 | ||
| Theories of the Public Policymaking Process | 26 | ||
| Advocacy Coalition Framework | 27 | ||
| Diffusion of Policy Innovations | 31 | ||
| Multiple Streams | 34 | ||
| Principal-Agent Theory | 36 | ||
| Punctuated Equilibrium | 39 | ||
| Application of Research Utilization and Theories of the Policymaking Process to the Study of Higher Education | 45 | ||
| Diffusion of Policy Innovations: From Determinants to Delineation | 45 | ||
| Multiple Streams: Expanding the Policy Stream | 47 | ||
| Intermediary Organizations | 48 | ||
| Conclusion | 52 | ||
| Notes | 53 | ||
| References | 53 | ||
| From Theory to Action: Exploring the Institutional Conditions for Student Retention | 61 | ||
| Moving to a Model of Institutional Action | 63 | ||
| Reflections on Current Theories of Student Retention | 64 | ||
| The Dimensions of a Model of Institutional Action | 65 | ||
| Conditions for Student Retention | 66 | ||
| Expectations | 66 | ||
| Knowing What to Do to Succeed | 67 | ||
| Expectations for Effort | 69 | ||
| Support | 70 | ||
| Academic Support | 71 | ||
| Self-Efficacy and Student Success | 73 | ||
| Social Support | 73 | ||
| Financial Support | 75 | ||
| Assessment and Feedback | 76 | ||
| Involvement | 79 | ||
| Involvement, Meaning, and Sense of Belonging | 81 | ||
| Conditions for Student Retention: An Observation | 83 | ||
| Moving to a Model of Institutional Action for Student Retention: What Next? | 83 | ||
| Enhancing Student Success in the Classroom | 84 | ||
| Concluding Thoughts | 87 | ||
| Notes | 88 | ||
| References | 89 | ||
| Reform Efforts in STEM Doctoral Education: Strengthening Preparation for Scholarly Careers | 100 | ||
| Context and Background | 101 | ||
| Major Concerns About Stem Doctoral Education | 106 | ||
| Strengthening Preparation for Diverse Employment Options | 106 | ||
| Concerns About Preparation for Academic Work | 106 | ||
| Concerns About Preparation for Careers Outside Academe | 107 | ||
| Competencies to Develop in Doctoral Education | 108 | ||
| Lack of Attention to Developmental Career Preparation | 110 | ||
| The Structure and Nature of the Doctoral Experience | 111 | ||
| Time to Degree and Completion Rates | 111 | ||
| Advising and Mentoring | 112 | ||
| Insufficient Sense of Community | 113 | ||
| Quality of Life | 113 | ||
| Programmatic Interventions | 115 | ||
| Integrative Graduate Education and Research Program (IGERT) | 116 | ||
| Evaluation Findings | 118 | ||
| Carnegie Initiative on the Doctorate | 120 | ||
| Center for the Integration of Research, Teaching, and Learning (CIRTL) | 123 | ||
| Delta Program | 125 | ||
| Michigan State University's PREP and FAST Fellows Programs | 126 | ||
| Other Evaluation of CIRTL Impact | 127 | ||
| Departmental Reform Efforts | 128 | ||
| Future Research: Next Steps in Research and Action | 129 | ||
| Notes | 133 | ||
| References | 133 | ||
| Toward a More Complete Understanding of the Role of Financial Aid in Promoting College Enrollment: The Importance of Context | 138 | ||
| The Importance of Increasing Educational Attainment | 139 | ||
| One Approach to Increasing Attainment: Eliminate Financial Barriers to Enrollment | 140 | ||
| The Role of Financial Aid in Eliminating Financial Barriers to Enrollment | 141 | ||
| Characteristics of Student Financial Aid | 143 | ||
| Source | 143 | ||
| Form of Aid | 143 | ||
| Goals of Aid Programs | 144 | ||
| Eligibility Criteria | 144 | ||
| Summary of Current Knowledge Regarding the Effects of Financial Aid on College Enrollment | 145 | ||
| Conceptual Framework for Understanding the Role of Context | 148 | ||
| Financial Aid as a Lever for Increasing Student Demand for Higher Education (Macro-Level) | 150 | ||
| Financial Aid as a Mechanism for Increasing a Student's Supply of Resources (Micro-Level) | 151 | ||
| Limitations of Human Capital Theory | 152 | ||
| Other Theories | 152 | ||
| The Importance of Context in Understanding the Effects of Aid on Enrollment | 154 | ||
| Applying the Conceptual Model to Understanding the Ways the Effects of Aid on College Enrollment are Mediated by Context | 154 | ||
| The Student and Family Context | 154 | ||
| School Context | 156 | ||
| Higher Education Context | 158 | ||
| Social, Economic, and Policy Context | 159 | ||
| Questions for Future Research | 161 | ||
| How Do Different Types of Aid Separately and Together Influence College Enrollment? | 161 | ||
| How Do Perceptions of Aid Influence Students' College-Related Decisions? | 163 | ||
| What Types of Information About Financial Aid, at What Points in Time, from What Sources, and for What Groups of Students Promote College Enrollment? | 164 | ||
| How Can Financial Aid Promote College-Related Outcomes Other than College Enrollment, Particularly Students' Academic Preparation for College? | 170 | ||
| How Does Financial Aid Affect College Enrollment for Adult Students, and How is the Relationship Between Aid and Enrollment for Adult Students Mediated by Various Aspects of Context? | 172 | ||
| Recommended Strategies for Future Research | 173 | ||
| Develop Research Designs that Identify How to Improve Programs | 173 | ||
| Recognize the Contributions of Multiple Methodological Approaches | 174 | ||
| Capitalize on Variations in Student Financial Aid | 177 | ||
| Recognize the Contribution of Multiple Theoretical Approaches | 179 | ||
| Conclusion | 179 | ||
| References | 180 | ||
| The Pursuit of Student Success: The Directions and Challenges Facing Community Colleges | 189 | ||
| The Basics | 190 | ||
| Growth in the Numbers of Students Served | 192 | ||
| Types of Students Served by Community Colleges | 193 | ||
| The Assimilation, Acculturation, and Evolution of Community Colleges | 196 | ||
| Alienation and Underclass Status | 198 | ||
| Community College Funding | 199 | ||
| Developmental Needs | 199 | ||
| Increasing University Selectivity | 200 | ||
| Lowered Level of College Knowledge Capital | 201 | ||
| Respected Co-existenceCan Change Happen? | 202 | ||
| Demand | 202 | ||
| Budgets Cut to the Bone | 203 | ||
| Financial Aid in the World of Community Colleges | 204 | ||
| Lack of Dissemination of Agreements | 206 | ||
| The Community College Baccalaureate | 207 | ||
| Programs and Interventions | 209 | ||
| Student Success Courses at Community Colleges | 209 | ||
| Learning Communities | 212 | ||
| Structured Mentoring | 212 | ||
| Concurrent Enrollment---District to Community College Sharing Agreements | 213 | ||
| Intrusive Advising | 214 | ||
| Intrusive Financial Aid Advising | 214 | ||
| Supplemental Instruction | 215 | ||
| Monitoring Mandatory Placement and Course-Taking Patterns | 215 | ||
| Conclusions | 216 | ||
| Notes | 218 | ||
| References | 218 | ||
| Studying the Impact of Parental Involvement on College Student Development: A Review and Agenda for Research | 227 | ||
| Introduction | 227 | ||
| Theoretical Approaches to Studying Parental Involvement | 229 | ||
| Separation-Individuation | 229 | ||
| Attachment | 229 | ||
| Combining Theories | 230 | ||
| Measuring Autonomy | 231 | ||
| Emerging Adults | 231 | ||
| Social Capital | 231 | ||
| Models of College Impact | 232 | ||
| Empirical Research on Parental Involvement and College Student Development | 234 | ||
| Quantitative Research | 235 | ||
| Populations Studied | 235 | ||
| Measures of the Parent-Student Relationship | 235 | ||
| Established Measures | 236 | ||
| Newer Measurements from the Field of Higher Education | 238 | ||
| Student Outcome Measures | 239 | ||
| Adjustment to College | 240 | ||
| Identity Development | 240 | ||
| Psychological Well-Being | 241 | ||
| Educational Outcomes and Other College Behaviors | 241 | ||
| Methodological Approaches | 241 | ||
| Qualitative Methodology | 242 | ||
| What Does the Research Tell Us? | 243 | ||
| Results from Psychology | 243 | ||
| Adjustment to College | 244 | ||
| Identity Development | 244 | ||
| Psychological Well-Being | 245 | ||
| Educational Outcomes and Other College Behaviors | 245 | ||
| Results Focused on Gender, Race, and Socioeconomic Class | 246 | ||
| Gender | 246 | ||
| Race | 247 | ||
| Socioeconomic Class | 249 | ||
| Recent Research Efforts in Higher Education | 250 | ||
| The Cooperative Institutional Research Program (CIRP) | 250 | ||
| The National Survey of Student Engagement (NSSE) | 251 | ||
| The University of California Undergraduate Experience Study (UCUES) | 251 | ||
| NASPA Longitudinal Study | 252 | ||
| Summary of the Literature | 253 | ||
| Setting a Research Agenda | 253 | ||
| Specific Recommendations | 254 | ||
| Major Questions | 254 | ||
| The Nature of Parental Involvement | 254 | ||
| Effects of Parental Involvement | 255 | ||
| Differences Across Student Populations | 255 | ||
| Methodological Recommendations | 256 | ||
| The Nature of Parental Involvement | 256 | ||
| Effects of Parental Involvement | 257 | ||
| Differences Across Student Populations | 257 | ||
| Conclusion | 257 | ||
| References | 258 | ||
| Achievement Emotions in Higher Education | 264 | ||
| Conceptual Issues: Emotions and Achievement Emotions | 265 | ||
| The Occurrence of Achievement Emotions in College Settings | 267 | ||
| Assessment of Students Achievement Emotions | 268 | ||
| Assessing Test Anxiety | 269 | ||
| Assessing Diverse Achievement Emotions: The Achievement Emotions Questionnaire (AEQ) | 270 | ||
| Functional Relevance of Students Achievement Emotions | 273 | ||
| Effects of Test Anxiety | 274 | ||
| Effects of Anger, Shame, Boredom, and Hopelessness | 276 | ||
| Effects of Positive Emotions | 278 | ||
| Towards a General Theoretical Model of the Cognitive and Motivational Effects of College Students' Emotions | 279 | ||
| Origins of Students Achievement Emotions | 283 | ||
| Individual Antecedents | 283 | ||
| Classroom Instruction and Social Environments | 287 | ||
| The Control-Value Theory of Achievement Emotions: An Integrative Approach to the Determinants of College Students' Emotions | 288 | ||
| Emotion Regulation, Coping, and Therapy | 295 | ||
| Emotion Regulation and Coping with Test Anxiety | 295 | ||
| Treating Test Anxiety | 298 | ||
| Implications for Practice and Research in Higher Education | 298 | ||
| Implications for Educational Practice in Higher Education | 299 | ||
| Directions for Future Research | 301 | ||
| Conclusion | 305 | ||
| Notes | 306 | ||
| References | 306 | ||
| The Use of Panel Data Models in Higher Education Policy Studies | 314 | ||
| Introduction and Motivation | 314 | ||
| Panel Data Models | 318 | ||
| Structure of Panel Data | 318 | ||
| Individual Heterogeneity | 321 | ||
| Fixed Effects Models | 323 | ||
| Random Effects Models | 327 | ||
| Fixed or Random Effects Models | 329 | ||
| Two Way Error Components Models | 331 | ||
| Further Econometric Issues | 332 | ||
| Variations of Panel Data Models | 333 | ||
| Pooled Cross Sectional Data | 333 | ||
| Difference-in-Differences Estimator | 335 | ||
| Random-Coefficient Models | 338 | ||
| Empirical Examples | 340 | ||
| Does Nonresident Tuition Affect Nonresident Enrollment? | 340 | ||
| The Policy Question | 340 | ||
| Literature | 340 | ||
| Data and Methods | 341 | ||
| Results | 343 | ||
| Summary | 345 | ||
| Does Merit Aid Stem Brain Drain? | 346 | ||
| The Policy Question | 346 | ||
| Data and Methods | 347 | ||
| Results | 349 | ||
| Summary | 351 | ||
| Concluding Remarks | 351 | ||
| References | 353 | ||
| Enlarging Our Understanding of Glass Ceiling Effects with Social Closure Theory in Higher Education | 357 | ||
| Conceptualizing Glass Ceiling Effects as a Form of Workplace Discrimination Across Three Employment Sectors | 359 | ||
| Business as an Employment Sector | 360 | ||
| The Armed Forces as an Employment Sector | 363 | ||
| Higher Education as an Employment Sector | 366 | ||
| The Workforce Diversity Challenge in Higher Education: A National Portrait of Senior-Level Academic Leadership Positions | 370 | ||
| Representation Across All Institutions | 372 | ||
| Representation in Different Types of Institutions | 372 | ||
| Social Closure Theory as an Analytical Framework for Glass Ceiling Effects | 375 | ||
| Advancing the Notion of Organizational Ownership of Glass Ceiling Effects | 376 | ||
| Conclusion | 379 | ||
| Notes | 380 | ||
| Appendix: Business Sector Median Weekly Earnings by Race/Ethnicity and Gender | 380 | ||
| References | 381 | ||
| Cultural Perspectives of Academia: Toward a Model of Cultural Complexity | 386 | ||
| Introduction | 386 | ||
| Integration, Differentiation, and Fragmentation Perspectives of Culture | 388 | ||
| The Integration Perspective | 390 | ||
| Organizational Saga | 390 | ||
| Integration Perspective Case Studies | 391 | ||
| The Competing Values Framework | 394 | ||
| Schein's Three Levels of Culture | 397 | ||
| The Differentiation Perspective | 399 | ||
| The Concept of Subcultures | 400 | ||
| Disciplinary Subcultures and the Academic Profession | 400 | ||
| Conflict between Administrative and Professional Subcultures | 405 | ||
| The Fragmentation Perspective | 407 | ||
| Conceptualizations of Higher Education Organizations and the Perspectives | 409 | ||
| Loosely-Coupled Systems | 410 | ||
| Professional Bureaucracies | 411 | ||
| The Multiversity | 411 | ||
| Summary of Empirical Findings | 412 | ||
| A Framework for Analyzing Culture in Higher Education | 414 | ||
| Organizational Culture | 416 | ||
| Academic and Administrative Subcultures | 416 | ||
| Academic Profession-at-Large | 416 | ||
| Disciplinary Subcultures | 417 | ||
| Inquiry Paradigms | 417 | ||
| Implications of the Framework of Cultural Complexity | 418 | ||
| Implications for Practice | 419 | ||
| Notes | 420 | ||
| References | 421 | ||
| Research Libraries in the Twenty-First Century | 429 | ||
| Research Libraries as Knowledge Producers: Beyond Collecting, Cataloguing, Storing and Retrieving Information | 430 | ||
| Organizing Information and Knowledge | 433 | ||
| The Semantic Web | 434 | ||
| Teaching in the Knowledge Economy | 434 | ||
| New Metrics for Evaluating Libraries | 436 | ||
| The Economics of Collections | 439 | ||
| Space | 442 | ||
| Creating New Workspaces | 442 | ||
| Acquiring and Digitizing Unique Collections | 443 | ||
| The Creation and Expansion of Digital Libraries and Archives | 445 | ||
| Research: The Connections across Time and Space | 447 | ||
| Libraries in the Twenty-First Century | 448 | ||
| Notes | 449 | ||
| References | 449 | ||
| An Examination of Faculty Work: Conceptual and Theoretical Frameworks in the Literature | 453 | ||
| Faculty Work: Teaching, Research, and Service | 453 | ||
| Teaching | 454 | ||
| Research and Scholarship | 455 | ||
| Service and Committee Work | 456 | ||
| Faculty Workload | 458 | ||
| Faculty Productivity | 461 | ||
| Faculty Work Motivation: Job Satisfaction, Morale, Intent to Leave | 463 | ||
| Job Satisfaction | 463 | ||
| Morale | 465 | ||
| Intent to Leave | 466 | ||
| Faculty Work and the Impact of Technology and Distance Education | 467 | ||
| Faculty Culture | 471 | ||
| Conclusion | 472 | ||
| References | 472 | ||
| Herding Cats and Big Dogs: Tensions in the Faculty-Administrator Relationship | 480 | ||
| Introduction | 480 | ||
| A Contentious Relationship | 481 | ||
| Characterizations of the Relationship in the Literature | 484 | ||
| Exploratory Approach to Understanding the Relationship | 486 | ||
| Curriculum and Teaching | 487 | ||
| Academic Planning as a Shared Endeavor | 487 | ||
| Evaluation of Teaching Performance | 491 | ||
| Distance Education | 495 | ||
| Structure of work and rewards | 496 | ||
| Ownership of Instructional Materials | 498 | ||
| Faculty Predispositions and Technology-Related Obstacles | 500 | ||
| Academic Entrepreneurialism and Research | 502 | ||
| Academic Entrepreneurship | 503 | ||
| Conflict of Interest and Its Oversight | 507 | ||
| Appointment, Contract, and Tenure | 509 | ||
| Hiring | 509 | ||
| Contract and Reward Structures | 514 | ||
| Promotion and Tenure Processes | 519 | ||
| Conclusions | 522 | ||
| Effects of Institutional Type | 522 | ||
| Effects of Academic Discipline | 524 | ||
| Lessons Learned | 525 | ||
| Knowledge Needed | 525 | ||
| References | 528 | ||
| Name Index | 545 | ||
| Subject Index | 567 | ||
| Conetents of Previous Volumes | 571 |