Smart Higher Education: Handbook of Theory and Research

Volume 25
1. Auflage 2010
ISBN: 978-90-481-8598-6
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 25, 587 Seiten

Reihe: Higher Education: Handbook of Theory and Research

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Autoren/Hrsg.

Smart, John C.

Inhaltsverzeichnis

1;Contributors;8
2;The Role of Information in the Policy Process: Implications for the Examination of Research Utilization in Higher Education Policy;12
2.1; Research Utilization;14
2.1.1; Background on Research Utilization;15
2.1.2; Fundamental Challenge to Research Utilization: The Two-Communities Perspective;17
2.1.3; What is Research Utilization?;20
2.1.4; What Sources of Information Do Policymakers Prefer?;23
2.2; Theories of the Public Policymaking Process;26
2.3; Advocacy Coalition Framework;27
2.4; Diffusion of Policy Innovations;31
2.5; Multiple Streams;34
2.6; Principal-Agent Theory;36
2.7; Punctuated Equilibrium;39
2.8; Application of Research Utilization and Theories of the Policymaking Process to the Study of Higher Education;45
2.8.1; Diffusion of Policy Innovations: From Determinants to Delineation;45
2.8.2; Multiple Streams: Expanding the Policy Stream;47
2.8.3; Intermediary Organizations;48
2.9; Conclusion;52
2.10; Notes;53
2.11;References;53
3;From Theory to Action: Exploring the Institutional Conditions for Student Retention;61
3.1; Moving to a Model of Institutional Action;63
3.2; Reflections on Current Theories of Student Retention;64
3.3; The Dimensions of a Model of Institutional Action;65
3.4; Conditions for Student Retention;66
3.4.1; Expectations;66
3.4.2; Knowing What to Do to Succeed;67
3.4.3; Expectations for Effort;69
3.4.4; Support;70
3.4.5; Academic Support;71
3.4.6; Self-Efficacy and Student Success;73
3.4.7; Social Support;73
3.4.8; Financial Support;75
3.4.9; Assessment and Feedback;76
3.4.10; Involvement;79
3.4.11; Involvement, Meaning, and Sense of Belonging;81
3.5; Conditions for Student Retention: An Observation;83
3.6; Moving to a Model of Institutional Action for Student Retention: What Next?;83
3.6.1; Enhancing Student Success in the Classroom;84
3.7; Concluding Thoughts;87
3.8; Notes;88
3.9;References;89
4;Reform Efforts in STEM Doctoral Education: Strengthening Preparation for Scholarly Careers;100
4.1; Context and Background;101
4.2; Major Concerns About Stem Doctoral Education;106
4.2.1; Strengthening Preparation for Diverse Employment Options;106
4.2.1.1; Concerns About Preparation for Academic Work;106
4.2.1.2; Concerns About Preparation for Careers Outside Academe;107
4.2.1.3; Competencies to Develop in Doctoral Education;108
4.2.1.4; Lack of Attention to Developmental Career Preparation;110
4.2.2; The Structure and Nature of the Doctoral Experience;111
4.2.2.1; Time to Degree and Completion Rates;111
4.2.2.2; Advising and Mentoring;112
4.2.2.3; Insufficient Sense of Community;113
4.2.2.4; Quality of Life;113
4.3; Programmatic Interventions;115
4.3.1; Integrative Graduate Education and Research Program (IGERT);116
4.3.1.1; Evaluation Findings;118
4.3.2; Carnegie Initiative on the Doctorate;120
4.3.3; Center for the Integration of Research, Teaching, and Learning (CIRTL);123
4.3.3.1; Delta Program;125
4.3.3.2; Michigan State University's PREP and FAST Fellows Programs;126
4.3.3.3; Other Evaluation of CIRTL Impact;127
4.3.4; Departmental Reform Efforts;128
4.4; Future Research: Next Steps in Research and Action;129
4.5; Notes;133
4.6;References;133
5;Toward a More Complete Understanding of the Role of Financial Aid in Promoting College Enrollment: The Importance of Context;138
5.1; The Importance of Increasing Educational Attainment;139
5.1.1; One Approach to Increasing Attainment: Eliminate Financial Barriers to Enrollment;140
5.1.2; The Role of Financial Aid in Eliminating Financial Barriers to Enrollment;141
5.2; Characteristics of Student Financial Aid;143
5.2.1; Source;143
5.2.2; Form of Aid;143
5.2.3; Goals of Aid Programs;144
5.2.4; Eligibility Criteria;144
5.3; Summary of Current Knowledge Regarding the Effects of Financial Aid on College Enrollment;145
5.4; Conceptual Framework for Understanding the Role of Context;148
5.4.1; Financial Aid as a Lever for Increasing Student Demand for Higher Education (Macro-Level);150
5.4.2; Financial Aid as a Mechanism for Increasing a Student's Supply of Resources (Micro-Level);151
5.4.3; Limitations of Human Capital Theory;152
5.4.4; Other Theories;152
5.4.5; The Importance of Context in Understanding the Effects of Aid on Enrollment;154
5.5; Applying the Conceptual Model to Understanding the Ways the Effects of Aid on College Enrollment are Mediated by Context;154
5.5.1; The Student and Family Context;154
5.5.2; School Context;156
5.5.3; Higher Education Context;158
5.5.4; Social, Economic, and Policy Context;159
5.6; Questions for Future Research;161
5.6.1; How Do Different Types of Aid Separately and Together Influence College Enrollment?;161
5.6.2; How Do Perceptions of Aid Influence Students' College-Related Decisions?;163
5.6.3; 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
5.6.4; How Can Financial Aid Promote College-Related Outcomes Other than College Enrollment, Particularly Students' Academic Preparation for College?;170
5.6.5; 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
5.7; Recommended Strategies for Future Research;173
5.7.1; Develop Research Designs that Identify How to Improve Programs;173
5.7.2; Recognize the Contributions of Multiple Methodological Approaches;174
5.7.3; Capitalize on Variations in Student Financial Aid;177
5.7.4; Recognize the Contribution of Multiple Theoretical Approaches;179
5.8; Conclusion;179
5.9;References;180
6;The Pursuit of Student Success: The Directions and Challenges Facing Community Colleges;189
6.1; The Basics;190
6.1.1; Growth in the Numbers of Students Served;192
6.1.2; Types of Students Served by Community Colleges;193
6.2; The Assimilation, Acculturation, and Evolution of Community Colleges;196
6.3; Alienation and Underclass Status;198
6.3.1; Community College Funding;199
6.3.2; Developmental Needs;199
6.3.3; Increasing University Selectivity;200
6.3.4; Lowered Level of College Knowledge Capital;201
6.4; Respected Co-existenceCan Change Happen?;202
6.4.1; Demand;202
6.4.2; Budgets Cut to the Bone;203
6.4.3; Financial Aid in the World of Community Colleges;204
6.4.4; Lack of Dissemination of Agreements;206
6.5; The Community College Baccalaureate;207
6.6; Programs and Interventions;209
6.6.1; Student Success Courses at Community Colleges;209
6.6.2; Learning Communities;212
6.6.3; Structured Mentoring;212
6.6.4; Concurrent Enrollment---District to Community College Sharing Agreements;213
6.6.5; Intrusive Advising;214
6.6.6; Intrusive Financial Aid Advising;214
6.6.7; Supplemental Instruction;215
6.6.8; Monitoring Mandatory Placement and Course-Taking Patterns;215
6.7; Conclusions;216
6.8; Notes;218
6.9;References;218
7;Studying the Impact of Parental Involvement on College Student Development: A Review and Agenda for Research;227
7.1; Introduction;227
7.2; Theoretical Approaches to Studying Parental Involvement;229
7.2.1; Separation-Individuation;229
7.2.2; Attachment;229
7.2.3; Combining Theories;230
7.2.4; Measuring Autonomy;231
7.2.5; Emerging Adults;231
7.2.6; Social Capital;231
7.3; Models of College Impact;232
7.4; Empirical Research on Parental Involvement and College Student Development;234
7.4.1; Quantitative Research;235
7.4.1.1; Populations Studied;235
7.4.1.2; Measures of the Parent-Student Relationship;235
7.4.1.3; Established Measures;236
7.4.1.4; Newer Measurements from the Field of Higher Education;238
7.4.1.5; Student Outcome Measures;239
7.4.1.6; Adjustment to College;240
7.4.1.7; Identity Development;240
7.4.1.8; Psychological Well-Being;241
7.4.1.9; Educational Outcomes and Other College Behaviors;241
7.4.1.10; Methodological Approaches;241
7.4.2; Qualitative Methodology;242
7.5; What Does the Research Tell Us?;243
7.5.1; Results from Psychology;243
7.5.1.1; Adjustment to College;244
7.5.1.2; Identity Development;244
7.5.1.3; Psychological Well-Being;245
7.5.1.4; Educational Outcomes and Other College Behaviors;245
7.5.2; Results Focused on Gender, Race, and Socioeconomic Class;246
7.5.2.1; Gender;246
7.5.2.2; Race;247
7.5.2.3; Socioeconomic Class;249
7.5.3; Recent Research Efforts in Higher Education;250
7.5.3.1; The Cooperative Institutional Research Program (CIRP);250
7.5.3.2; The National Survey of Student Engagement (NSSE);251
7.5.3.3; The University of California Undergraduate Experience Study (UCUES);251
7.5.3.4; NASPA Longitudinal Study;252
7.5.4; Summary of the Literature;253
7.6; Setting a Research Agenda;253
7.6.1; Specific Recommendations;254
7.6.1.1; Major Questions;254
7.6.1.2; The Nature of Parental Involvement;254
7.6.1.3; Effects of Parental Involvement;255
7.6.1.4; Differences Across Student Populations;255
7.6.1.5; Methodological Recommendations;256
7.6.1.6; The Nature of Parental Involvement;256
7.6.1.7; Effects of Parental Involvement;257
7.6.1.8; Differences Across Student Populations;257
7.7; Conclusion;257
7.8;References;258
8;Achievement Emotions in Higher Education;264
8.1; Conceptual Issues: Emotions and Achievement Emotions;265
8.2; The Occurrence of Achievement Emotions in College Settings;267
8.3; Assessment of Students Achievement Emotions;268
8.3.1; Assessing Test Anxiety;269
8.3.2; Assessing Diverse Achievement Emotions: The Achievement Emotions Questionnaire (AEQ);270
8.4; Functional Relevance of Students Achievement Emotions;273
8.4.1; Effects of Test Anxiety;274
8.4.2; Effects of Anger, Shame, Boredom, and Hopelessness;276
8.4.3; Effects of Positive Emotions;278
8.4.4; Towards a General Theoretical Model of the Cognitive and Motivational Effects of College Students' Emotions;279
8.5; Origins of Students Achievement Emotions;283
8.5.1; Individual Antecedents;283
8.5.2; Classroom Instruction and Social Environments;287
8.5.3; The Control-Value Theory of Achievement Emotions: An Integrative Approach to the Determinants of College Students' Emotions;288
8.6; Emotion Regulation, Coping, and Therapy;295
8.6.1; Emotion Regulation and Coping with Test Anxiety;295
8.6.2; Treating Test Anxiety;298
8.7; Implications for Practice and Research in Higher Education;298
8.7.1; Implications for Educational Practice in Higher Education;299
8.7.2; Directions for Future Research;301
8.8; Conclusion;305
8.9; Notes;306
8.10;References;306
9;The Use of Panel Data Models in Higher Education Policy Studies;314
9.1; Introduction and Motivation;314
9.2; Panel Data Models;318
9.2.1; Structure of Panel Data;318
9.2.2; Individual Heterogeneity;321
9.2.3; Fixed Effects Models;323
9.2.4; Random Effects Models;327
9.2.5; Fixed or Random Effects Models;329
9.2.6; Two Way Error Components Models;331
9.2.7; Further Econometric Issues;332
9.3; Variations of Panel Data Models;333
9.3.1; Pooled Cross Sectional Data;333
9.3.2; Difference-in-Differences Estimator;335
9.3.3; Random-Coefficient Models;338
9.4; Empirical Examples;340
9.4.1; Does Nonresident Tuition Affect Nonresident Enrollment?;340
9.4.1.1; The Policy Question;340
9.4.1.2; Literature;340
9.4.1.3; Data and Methods;341
9.4.1.4; Results;343
9.4.1.5; Summary;345
9.4.2; Does Merit Aid Stem Brain Drain?;346
9.4.2.1; The Policy Question;346
9.4.2.2; Data and Methods;347
9.4.2.3; Results;349
9.4.2.4; Summary;351
9.5; Concluding Remarks;351
9.6;References;353
10;Enlarging Our Understanding of Glass Ceiling Effects with Social Closure Theory in Higher Education;357
10.1; Conceptualizing Glass Ceiling Effects as a Form of Workplace Discrimination Across Three Employment Sectors;359
10.1.1; Business as an Employment Sector;360
10.1.2; The Armed Forces as an Employment Sector;363
10.1.3; Higher Education as an Employment Sector;366
10.2; The Workforce Diversity Challenge in Higher Education: A National Portrait of Senior-Level Academic Leadership Positions;370
10.2.1; Representation Across All Institutions;372
10.2.2; Representation in Different Types of Institutions;372
10.3; Social Closure Theory as an Analytical Framework for Glass Ceiling Effects;375
10.3.1; Advancing the Notion of Organizational Ownership of Glass Ceiling Effects;376
10.4; Conclusion;379
10.5; Notes;380
10.6; Appendix: Business Sector Median Weekly Earnings by Race/Ethnicity and Gender;380
10.7;References;381
11;Cultural Perspectives of Academia: Toward a Model of Cultural Complexity;386
11.1; Introduction;386
11.2; Integration, Differentiation, and Fragmentation Perspectives of Culture;388
11.2.1; The Integration Perspective;390
11.2.2; Organizational Saga;390
11.2.3; Integration Perspective Case Studies;391
11.2.4; The Competing Values Framework;394
11.2.5; Schein's Three Levels of Culture;397
11.2.6; The Differentiation Perspective;399
11.2.7; The Concept of Subcultures;400
11.2.8; Disciplinary Subcultures and the Academic Profession;400
11.2.9; Conflict between Administrative and Professional Subcultures;405
11.2.10; The Fragmentation Perspective;407
11.2.11; Conceptualizations of Higher Education Organizations and the Perspectives;409
11.2.12; Loosely-Coupled Systems;410
11.2.13; Professional Bureaucracies;411
11.2.14; The Multiversity;411
11.2.15; Summary of Empirical Findings;412
11.2.16; A Framework for Analyzing Culture in Higher Education;414
11.2.17; Organizational Culture;416
11.2.18; Academic and Administrative Subcultures;416
11.2.19; Academic Profession-at-Large;416
11.2.20; Disciplinary Subcultures;417
11.2.21; Inquiry Paradigms;417
11.3; Implications of the Framework of Cultural Complexity;418
11.3.1; Implications for Practice;419
11.4; Notes;420
11.5;References;421
12;Research Libraries in the Twenty-First Century;429
12.1; Research Libraries as Knowledge Producers: Beyond Collecting, Cataloguing, Storing and Retrieving Information;430
12.2; Organizing Information and Knowledge;433
12.2.1; The Semantic Web;434
12.3; Teaching in the Knowledge Economy;434
12.4; New Metrics for Evaluating Libraries;436
12.5; The Economics of Collections;439
12.5.1; Space;442
12.5.2; Creating New Workspaces;442
12.5.3; Acquiring and Digitizing Unique Collections;443
12.5.4; The Creation and Expansion of Digital Libraries and Archives;445
12.6; Research: The Connections across Time and Space;447
12.7; Libraries in the Twenty-First Century;448
12.8; Notes;449
12.9;References;449
13;An Examination of Faculty Work: Conceptual and Theoretical Frameworks in the Literature;453
13.1; Faculty Work: Teaching, Research, and Service;453
13.1.1; Teaching;454
13.1.2; Research and Scholarship;455
13.1.3; Service and Committee Work;456
13.2; Faculty Workload;458
13.3; Faculty Productivity;461
13.4; Faculty Work Motivation: Job Satisfaction, Morale, Intent to Leave;463
13.4.1; Job Satisfaction;463
13.4.2; Morale;465
13.4.3; Intent to Leave;466
13.5; Faculty Work and the Impact of Technology and Distance Education;467
13.6; Faculty Culture;471
13.7; Conclusion;472
13.8;References;472
14;Herding Cats and Big Dogs: Tensions in the Faculty-Administrator Relationship;480
14.1; Introduction;480
14.1.1; A Contentious Relationship;481
14.1.2; Characterizations of the Relationship in the Literature;484
14.1.3; Exploratory Approach to Understanding the Relationship;486
14.2; Curriculum and Teaching;487
14.2.1; Academic Planning as a Shared Endeavor;487
14.2.2; Evaluation of Teaching Performance;491
14.2.3; Distance Education;495
14.2.4; Structure of work and rewards;496
14.2.5; Ownership of Instructional Materials;498
14.2.6; Faculty Predispositions and Technology-Related Obstacles;500
14.3; Academic Entrepreneurialism and Research;502
14.3.1; Academic Entrepreneurship;503
14.3.2; Conflict of Interest and Its Oversight;507
14.4; Appointment, Contract, and Tenure;509
14.4.1; Hiring;509
14.4.2; Contract and Reward Structures;514
14.4.3; Promotion and Tenure Processes;519
14.5; Conclusions;522
14.5.1; Effects of Institutional Type;522
14.5.2; Effects of Academic Discipline;524
14.5.3; Lessons Learned;525
14.5.4; Knowledge Needed;525
14.6;References;528
15;Name Index;545
16;Subject Index;567
17;Conetents of Previous Volumes;571

Leseproben

"Cultural Perspectives of Academia: Toward a Model of Cultural Complexity (p. 381-382)

Ryan E. Smerek

Introduction

Throughout the past 20 years cultural analysis has flourished as a means of studying higher education organizations (Cameron & Ettington, 1988; Kuh & Whitt, 1988; Masland, 1985; Peterson, Cameron, Jones, Mets, & Ettington, 1986; Peterson, Cameron, Knapp, Spencer, & White, 1991; Peterson & Spencer, 1990, 1993; Silver, 2003; Smart, 2003; Smart & St. John, 1996; Smart, Kuh, & Tierney, 1997). Not only has it been of interest to organizational scholars but also to administrators for its potential to improve administrative action (Austin, 1990; Chaffee & Tierney, 1988; Dill, 1982; Tierney, 1988).

Ultimately, cultural analysis is important because it can lead to insightful interpretations of organizations, management, and working life. A cultural perspective offers powerful ways to understand deep-level, partly non-conscious sets of meanings, ideas, and symbols. Cultural analysis of higher education organizations began in the 1960s (Clark, 1963a; Clark & Trow, 1966), and in a novel insight at the time, Riesman and Jencks say, “to the extent that a college is a subculture, with its own idiosyncratic customs and concerns, an anthropologist can study it in much the same way that he studies a primitive tribe or modern community” (1962, p. 104).

However, it was not until the late 1980s that a cultural perspective rapidly expanded (Allaire & Firsirotu, 1984; Barley, Meyer, & Gash, 1988; Denison, 1990; Weick, 1985). To some degree the interest in culture was a secondary wave from its prominence in the early 1980s in business organizations. Culture came to be seen by business managers as the key to Japan’s economic success (Ouchi & Jaeger, 1978; Ouchi & Wilkens, 1985; Pettigrew, 2000).

It was also seen by organizational scholars as a new perspective for those tired of sterile, scientific methods to understanding organizations (Alvesson, 1993; Ashkanasy, Wilderom, & Peterson, 2000; Jelinek, Smircich, & Hirsch, 1983; Schein, 1996; Smircich, 1983). The key books in the early 1980s that propelled the subject onto center stage were Ouchi’s Theory Z (1981), where he describes the holistic concern for the physical and psychological well-being of the employee—an approach he saw among Japanese companies. Additionally, In Search of Excellence (1982) by Peters and Waterman and Corporate Cultures (1982) by Deal and Kennedy played prominent roles in the perspective’s ascendancy."