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Innovative Higher Education
Journal Prestige (SJR): 0.586
Citation Impact (citeScore): 1
Number of Followers: 307  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1758 - ISSN (Online) 0742-5627
Published by Springer-Verlag Homepage  [2574 journals]
  • Faculty Role in Reforming Teaching and Course Evaluations
    • PubDate: 2019-11-13
  • Correction to: Curriculum Review: Analysis through a Learning Organization
    • Abstract: In the original publication, the article title was incorrect. The correct title should be “Curriculum Review: Analysis through a Learning Organization Lens.” The original article has been corrected.
      PubDate: 2019-11-04
  • Institutional Transformation Reflected: Engagement in Sensemaking and
           Organizational Learning in Florida’s Developmental Education Reform
    • Abstract: Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions. We used statewide survey data to examine lead administrators’ perceptions of challenges encountered during the planning process, ways in which colleges engaged in sensemaking (i.e., social processes for developing shared understanding) and organizational learning, and perceptions of the institutional transformation processes and outcomes following the reform. We found that institutions engaged in numerous types of sensemaking and organizational learning practices to promote change. Yet, despite different approaches taken to institutional transformation, almost all respondents reported that the change process was highly collaborative and involved a broad range of stakeholders.
      PubDate: 2019-11-04
  • Student Success, Research Preeminence, and Unintended Consequences at
           Public Metropolitan Research Universities
    • Abstract: This article extends a line of research on intentional change at public metropolitan research universities that aims to improve undergraduate student success (as measured by graduation and retention rates) while improving access (as measured by Pell and minority rates). Some of the issues that have emerged from this line of research involve the dynamics of various competing goals, such as (a) student success and student access and (b) student success with access and research preeminence. This article uses performance data to examine the challenges of improving success with access and research preeminence, simultaneously, at public metropolitan research universities. A case study offers an illustration of the challenges and clarifies the unintended consequences.
      PubDate: 2019-10-23
  • Helping Students Keep the Promise: Exploring how Kalamazoo Promise
           Scholars’ Basic Needs, Motivation, and Engagement Correlate to
           Performance and Persistence in a 4-Year Institution
    • Abstract: Few studies consider how non-cognitive factors shape outcomes for students served by Promise programs, which are programs that guarantee tuition-free college attendance within a specified geographic area. This single-institution study examined differences between enrolled and stopped-out Kalamazoo Promise scholars’ (N = 142) basic needs, motivation, and engagement. Compared to enrolled Promise scholars, a higher percentage of stopped-out students reported experiencing homelessness. Stopped-out students reported higher amotivation, lower extrinsic motivation, and lower engagement than did enrolled students. The findings revealed that amotivation, faculty engagement, and being male negatively influenced GPA, while staff interaction positively influenced GPA. Stop-out was affected by GPA, amotivation, and staff interactions. Pell eligibility did not directly influence GPA or stopping out.
      PubDate: 2019-10-01
  • A Study of Synchronous, Online Professional Development Workshops for
           Graduate Students and Postdocs Reveals the Value of Reflection and
           Community Building
    • Abstract: Designers of professional development activities and programs within higher education generally believe workshop learning outcomes and learner-created materials are what graduate students and postdoctoral scholars value from participating in these activities. We created a new structure for online synchronous workshops that integrates active learning, participant reflection, and skill development. Our design was informed by the hypothesis that participants value the work that they do and the materials they create during our online workshops. In our evaluations we examined students’ self-reported behavioral and attitudinal changes and perspectives on professional development. We learned that participants considered their sense of community and opportunities for reflection to be valued elements of the workshops. We found that these workshops added to students’ self-reflective practices and skill-building processes. Participants suggested that workshops should integrate active learning and skills application with deliberate reflection and community building to increase the potential for long-term change.
      PubDate: 2019-10-01
  • Extreme Apprenticeship: Instructional Change as a Gateway to Systemic
    • Abstract: In this article we describe a long-term departmental change effort in one mathematics department. The change began with one instructor adopting the Extreme Apprenticeship instructional model. This modest shift served as the catalyst for a series of subsequent, systemic improvements. We believe that this innovation and the resultant change demonstrate how instructional change can serve as a catalyst for broader change, rather than a change that focuses solely on instruction. We use four frames from the literature on organizational development to characterize the changes that have occurred in this department. This in-depth case study describes the department’s current culture and how it developed, and we suggest that this explanation could serve as a guide for other departments seeking change.
      PubDate: 2019-10-01
  • How Learning Spaces Can Collaborate with Student Engagement and Enhance
           Student-Faculty Interaction in Higher Education
    • Abstract: This article explains the relationship between learning spaces and the furtherance of student engagement and enhancement of student-faculty interaction. Following a design-driven methodology and considering flexibility, interaction, and connectivity as core elements to classroom design, we have prototyped spaces and implemented them in 96 classrooms. After doing so, we evaluated how the classrooms were used through a mixed-methods study that involved more than a thousand students. The results of this study highlight the importance of the physical space as a factor that contributes to student engagement and connects both students and professors in an active learning process.
      PubDate: 2019-09-12
  • Strengthening the Role of Graduate Program Directors
    • Abstract: One of the responses to the demands of graduate education in the United States has been the development of faculty directors of graduate programs within academic departments. The title for this position varies widely, but it is most commonly called Graduate Program Director (GPD). The GPD serves at the departmental level and is key in the administration of graduate programs in the U.S. and in a number of other countries. However, little scholarly attention has been brought to examination of these positions although there has been acknowledgement that the faculty members holding them play key roles in student recruitment, socialization, retention, and program completion. This article is the first presentation of multi-institutional survey data on faculty members serving in this role. The survey found that the role is only partially formalized. About half of the survey respondents reported that there were written job descriptions and university-wide policies related to this role. Survey respondents reported a wide range of responsibilities, but rather limited resources to assist them in this role.
      PubDate: 2019-08-29
  • GlobalEX: Creating a Collaborative Initiative for Enhancing Cross Cultural
    • Abstract: GlobalEx is a co-curricular program designed to enhance cross-cultural engagement at the undergraduate level at Texas Christian University. This student-designed and student-led project arose from recognition of a need to integrate the experiences of international students and domestic students, and it uses a three-step model (EXplore, EXchange, and EXtend) to allow students to discover more about themselves and each other. For its first-year participants, who carry out intercultural inquiry in teams during the fall semester, this experiential program culminates in a version of performative storytelling to share publically what each team has learned. For upper-level students, who are selected to continue as leaders after finishing the program, GlobalEX provides the opportunity to mentor new participants into the program and into intercultural learning opportunities. In this article we report on the innovative aspects of the program’s design and the use of integrated assessment to continually refine the GlobalEX model.
      PubDate: 2019-08-20
  • Political Ideology and Accuracy of Information
    • Abstract: Understanding our nation’s government and the politics involved is essential, but political issues are sometimes considered too sensitive to discuss in educational settings. Without classroom-based discussions, how accurate are students in judging the accuracy of political statements, especially in in today’s “fake news” climate' To generate a possible answer to this question, we examined students’ accuracy in judging political claims regarding events occurring in President Trump’s first year in office, as well as the relationship between political ideology and accuracy of non-political judgements. Results showed that a higher percentage of students in a southeastern state university identified themselves as liberals than was the case in our past research with students at this particular university. The principal finding of the study we report in this article was that conservative students were less accurate in judging false political statements than were liberal and independent students. Political ideology was not related to the accuracy of academic judgments. Both critical thinking scores and political ideology predicted accuracy in judging false political statements.
      PubDate: 2019-08-06
  • Contemplating Open Educational Resources
    • PubDate: 2019-08-01
  • Examining University Responses to the DACA Rescission: a Critical
           Discourse Analysis
    • Abstract: This study engaged a critical discourse analysis to examine statements from higher education leaders regarding the rescission of the federal Deferred Action for Childhood Arrivals (DACA) program. The research questions addressed were as follows. (a) What discourses are present in higher education leaders’ responses to the DACA rescission and DACA students' (b) What discourses are present regarding the role of U.S. higher education in the immigration policy agenda' (c) How do these responses connect to or conflict with broader higher education discourses on diversity, equity, and inclusion' Findings across the 139 institutional responses emphasize the tone of the responses, the depiction of students impacted by the DACA rescission, the forms of institutional commitment discussed in the responses, and the connections that leaders make to institutional identity.
      PubDate: 2019-08-01
  • Testing Restorative Narratives in a College Student Resilience Project
    • Abstract: A new online program, The Student Resilience Project (, explores how institutions can effectively communicate health and resilience information to students. We investigated one key element of a pilot version of this program, specifically its use of video-based “restorative narratives,” which depict college students overcoming adversity using institutional resources. We proposed a theoretical model, which is supported by data from a survey completed by undergraduate students (n = 229) who viewed the videos. Results suggest that perceptions of restorative narratives can directly predict students’ behavioral intentions, including their intention to seek resources and to share content with other students. Perceptions of restorative narratives also influenced behavioral intentions indirectly via their influence on meaningful affect and outcome expectations, including the belief that advice and resources would help them and others. Based on the model, we offer evidence-based suggestions for web-based prevention programs.
      PubDate: 2019-08-01
  • Design and Validation of a Tool to Measure Associations between the
           Learning Environment and Student Well-Being: The Healthy Environments and
           Learning Practices Survey (HELPS)
    • Abstract: In this article we describe the Learning Environments and Well-Being Research Project, a collaborative initiative between a research institute and a health promotion unit at a leading Canadian university. The purposes of this project are, first, to conduct research about how classroom environments within higher education settings can be harnessed for the enhancement of student well-being, engaged learning, and civic engagement and, second, to build on current health and counseling initiatives that aim to foster well-being in the classroom. We then explain in detail one outcome of our collaborative research program, which was the development and validation of a robust learning environments instrument. This instrument is titled the Healthy Environments and Learning Practices Survey (HELPS), and it was validated using a sample of 988 postsecondary students across disciplines.
      PubDate: 2019-08-01
  • Online in half the Time: a Case Study with Online Compressed Courses
    • Abstract: Higher education institutions of today are offering different courses in different formats in order to attract students and increase enrollment. Courses that can be completed in a shorter time frame are growing in popularity but can come with challenges. This case study research examined the experiences of students and instructors in online compressed courses across a nine-month period in one academic program. Results indicate that, while the students performed well, they dropped good academic practices such as reading in depth and writing drafts of papers. In addition, instructors reduced the quality of their feedback and became overwhelmed with the workload. We discuss recommendations for creating online compressed courses that are of benefit to both students and instructors.
      PubDate: 2019-07-16
  • Curriculum Review: Analysis through a Learning Organization Lens Burcu
           Tezcan-Unal, Wayne Jones, and Suzanne Littlewood
    • Abstract: This retrospective analysis of curriculum change in an academic unit explored the extent to which characteristics of learning organizations developed during the process. Three practitioner researchers designed the study as a practice-based, interpretive, single-case study using mixed methodology with data collected from documentary analysis, an online Learning Organization Survey, and semi-structured interviews. The findings suggest that aspects of a learning organization did indeed develop and that the framework proved useful in evaluating change processes. We present a methodology for higher education practitioners wishing to assess their departmental practices and change processes through the framework of a learning organization.
      PubDate: 2019-07-01
  • Exit, Voice, Loyalty: Using an Exit Phone Interview to Mitigate the Silent
           Departure Phenomenon
    • Abstract: Doctoral student attrition is often referred to as a silent epidemic whereby students tacitly withdraw without ever being given an exit interview or follow-up. While most studies focus on the departing students, few studies focus on the institution’s implicit and explicit policies and practices that encourage silence. Drawing upon the “Exit, Voice, Loyalty” framework, we examined how the pathways to student voice that institutions provide for departing students contribute to the silent departure phenomenon. We recommend that campus stakeholders, policymakers, and administrators solicit critical feedback from departing students and develop instruments to assess their own departure process, rather than relying on national assessments.
      PubDate: 2019-06-10
  • The Conundrum of Work-Life Balance
    • PubDate: 2019-05-31
  • To Team or Not to Team: an Exploration of Undergraduate Students’
           Perspectives of Two Teachers Simultaneously in Class
    • Abstract: In this article we report on a study that explored undergraduate accounting students’ experience of team teaching. In particular, we assessed and analysed the students’ perspectives of the relative advantages and disadvantages of teaming, as a form of team teaching, in contrast to the more widely adopted equal status model of team teaching. The results suggest that the students assessed the teaming and equal status models of team teaching positively. They were, however, statistically significantly more positive about the advantages of the teaming model with a larger majority of the students indicating a stronger preference for the teaming model, as compared to the equal status model. Our results show that the teaming model provided students with classes that, from their perspective, were more interesting, aided their understanding, and provided them with faster and more individualized support than did the equal status model. In adopting the teaming model, teachers should, however, consider sources of possible confusion and intimidation.
      PubDate: 2019-04-03
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