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Innovative Higher Education
Journal Prestige (SJR): 0.586
Citation Impact (citeScore): 1
Number of Followers: 263  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1758 - ISSN (Online) 0742-5627
Published by Springer-Verlag Homepage  [2352 journals]
  • Sex Trafficking and the Role of Institutions of Higher Education:
           Recommendations for Response and Preparedness
    • Authors: Kathleen M. Preble; Mackenzie A. Cook; Brittani Fults
      Pages: 5 - 19
      Abstract: In the perceptions of most persons, sex trafficking is a recognized global human rights abuse. The U.S. Department of Health and Human Services has articulated a call to action with its four “P” policy agenda: prevent, protect, prosecute, and partnership (Office of Trafficking in Persons, 2017). Institutions of higher education are positioned to bolster these initiatives through research, work force and policy development, and education. It is our purpose with this article to begin a discussion within academic institutions and the field of sex trafficking to explore what actions might assist survivors who wish to pursue higher education as well as what protections should be in place to serve students who may become victimized while attending an institution of higher education. We consider human trafficking, the role of institutions of higher education, current policies related to colleges and universities, the vulnerability of college age individuals to potential trafficking, and the unique needs of those who exit trafficking and enter higher education. We offer some recommendations that will enable institutions to engage with and address the intersection of sex trafficking and higher education.
      PubDate: 2019-02-01
      DOI: 10.1007/s10755-018-9443-1
      Issue No: Vol. 44, No. 1 (2019)
       
  • 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
       
  • What Are We Teaching Abroad' Faculty Goals for Short-Term Study Abroad
           Courses
    • Abstract: Based on survey data from over 400 faculty members who taught short-term study abroad courses, the purpose of this study was to identify the types of goals that faculty members have in teaching short-term study abroad courses and the relationship between faculty background characteristics (i.e., race, gender, discipline, and prior experience) and their teaching goals. By further understanding the goals that these faculty members have for their study abroad programs, we are better able to assess how these programs may or may not be meeting overall internationalization goals and then to use this information to assist faculty members and higher education administrators in finding ways to further align study abroad goals with the broader goals of international education.
      PubDate: 2019-04-01
       
  • Testing Restorative Narratives in a College Student Resilience Project
    • Abstract: A new online program, The Student Resilience Project (https://strong.fsu.edu), 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: 2019-03-30
       
  • Everybody Needs a Mrs. Strickland! But why'
    • PubDate: 2019-03-28
       
  • 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: 2019-03-18
       
  • 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)
    • Authors: David B. Zandvliet; Alisa Stanton; Rosie Dhaliwal
      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: 2019-02-22
      DOI: 10.1007/s10755-019-9462-6
       
  • The Impact of Multi-Institutional STEM Reform Networks on Member
           Institutions: A Case Study of CIRTL
    • Authors: Lucas B. Hill; Julia N. Savoy; Ann E. Austin; Bipana Bantawa
      Abstract: Multi-institutional networks have become an increasingly common change mechanism in higher education, especially in undergraduate science, technology, engineering, and mathematics (STEM) education reform. However, little is known about the impact of such networks on participating institutions. This study examined one network, the Center for the Integration of Research, Teaching, and Learning (CIRTL), to understand the multi-level impact of network membership on participating campuses. Framed by CIRTL’s mission to prepare future STEM faculty, results showed that the Network provided four major benefits for member institutions, which were translated and used to expand and modify local teaching professional development programs, subsequently impacting program participants and campus perceptions of graduate student professional development.
      PubDate: 2019-02-20
      DOI: 10.1007/s10755-019-9461-7
       
  • Do Classroom Interactions Relate to Considerations of Institutional
           Departure Among Student Veterans and Service Members'
    • Authors: Frank Fernandez; Dan Merson; Hyun Kyoung Ro; Susan Rankin
      Abstract: The number of student veterans in higher education has significantly increased over the last decade; however, many student veterans and service members consider dropping out of higher education and ultimately choose to do so. In this study we conducted a secondary data analysis of a campus climate study that included responses from more than 400 student veterans. We draw on prior literature on student veterans and conceptually ground our study in the literature on campus climates. We found that student veterans who have positive perceptions of their relationships with professors in the classroom environment are less likely to consider leaving their universities.
      PubDate: 2019-02-07
      DOI: 10.1007/s10755-019-9460-8
       
  • Exploring the Effectiveness of Academic Coaching for Academically At-Risk
           College Students
    • Authors: M. Kyle Capstick; Leigh M. Harrell-Williams; Colton D. Cockrum; Steven L. West
      Abstract: The purpose of this study, which was conducted over the course of five semesters at one institution, was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students. The study utilized archival data, which had been collected by the Center for Academic Retention and Enrichment Services (CARES), for 1434 undergraduate students in a cohort-based, nonequivalent groups post-tests design. Results indicated that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, and were more likely to be retained at the university the following semester than were those students who did not participate in the program. Implications for higher education professionals are discussed.
      PubDate: 2019-02-06
      DOI: 10.1007/s10755-019-9459-1
       
  • Roles and Rewards in Editorial Board Service
    • Authors: Libby V. Morris
      PubDate: 2019-01-28
      DOI: 10.1007/s10755-019-9458-2
       
  • Anxieties toward Outgroup Members: Use of an (Elaborated) Imagined Contact
           Intervention with Undergraduate Students
    • Authors: Krista Malott; Edward Wahesh; Emily Crawford
      Abstract: Negative emotional reactions toward those of differing social identities is both common and detrimental to the development of relationships that are essential for effective work, living, and educational spaces. In this study we assessed the impact of an (elaborated) imagined contact intervention (eICI) on undergraduate students’ anxiety levels toward those of other social groups in a course entitled “Counseling Diverse Populations.” Participants (n = 20) who completed an eICI reported reductions of anxiety in comparison to participants (n = 22) in an assessment-only condition who did not complete the intervention. At follow-up, however, decreases in anxiety were observed among all participants. Student qualitative commentary on the eICI reflected perceptions of increased awareness of personal biases and greater humanization of those from outgroups. Students also expressed a desire to increase contact with other groups so as to have opportunities to transcend group differences.
      PubDate: 2019-01-28
      DOI: 10.1007/s10755-018-9453-z
       
  • Complexities in Ethical Decision-Making
    • Authors: Libby V. Morris
      PubDate: 2019-01-25
      DOI: 10.1007/s10755-019-9456-4
       
  • The Collective Power of We: Breaking Barriers in Community Engagement
           through Dialogue
    • Authors: Jessica L. De Santis; Sarah P. O’Connor; Kathleen Pritchard; Zeno E. Franco; Syed M. Ahmed; David A. Nelson
      Abstract: How we engage the community within our institutions, from higher education to social services, requires consistent reconceptualization. Many fields benefit from engaging the community; yet research around practical methods for engagement is limited. This study describes the process of using nominal group technique as a practical method for both community and academic members to discuss Community Based Participatory Research. Participants included faculty, staff, students, and community member stakeholders of a medical institution during a community engagement themed conference. The goal of this study was to assess the effectiveness of using the nominal group technique for community and academic members to discuss the principles of Community Based Participatory Research. Through this discussion a significant change in the research paradigm was addressed by focusing on the importance of dialogue in order to have an impact on health disparities. This study serves to illustrate a method for bringing community and academic members together around discussion of a complex topic, while simultaneously identifying general perceptions around Community Based Participatory Research.
      PubDate: 2019-01-11
      DOI: 10.1007/s10755-018-9454-y
       
  • The Research, Advising, and Mentoring Professional: a Unique Approach to
           Supporting Underrepresented Students in Biomedical Research
    • Authors: Lori Gildehaus; Paul Cotter; Sharon Buck; Marsha Sousa; Karsten Hueffer; Arleigh Reynolds
      Abstract: As a pilot intervention strategy to support undergraduate students, especially rural and Alaska Native students who are pursuing biomedical science research and career trajectories, we have developed a unique, mid-level Research, Advising, and Mentoring Professional (RAMP) position. In this article we outline the reasons for creating this position, RAMP qualifications, training, duties, and differences between RAMP and other positions typically found in higher education. Additionally, we discuss the evolution of the position and why it may be of interest to other institutions as they address similar issues involving students from underrepresented groups. Preliminary survey and focus group data from students mentored directly by RAMPs indicated that the holistic advising approach of RAMPs has had a positive impact on student experiences by supporting persistence in degree programs and providing psychosocial support of both personal and professional development.
      PubDate: 2019-01-02
      DOI: 10.1007/s10755-018-9452-0
       
  • Performance Perspectives on Undergraduate Student Success at Public
           Metropolitan Research Universities
    • Authors: Douglas L. Robertson
      Abstract: This study is part of a line of research that focuses on intentional, large-scale, and effective change in complex, dynamical, organizational systems. This research utilizes the behavior analytic perspective of organizational behavior management and connects multiple levels of analysis ranging from individual learning to cultural evolution. This study examined a national sample of public metropolitan research universities (N = 35) regarding their performance in sustained improvement in undergraduate student success with simultaneous improvement in access. The specific objective of the study was to examine university performance from a variety of perspectives, such as Excellence (variable sum) and Improvement (variable change). Data from the Integrated Postsecondary Educational Data System were analyzed over a nine year period, 2008–2016. This study built on an earlier case study of Florida International University, a public metropolitan research university. The objective of the study reported here was to select candidates for future case studies within this same line of research.
      PubDate: 2018-12-13
      DOI: 10.1007/s10755-018-9451-1
       
  • The Power of a Mission: Transformations of a Department Culture through
           Social Constructionist Principles
    • Authors: Gerald Driskill; April Chatham-Carpenter; Kristen McIntyre
      Abstract: This study analyzed the transformation of a departmental culture through a process of implementing a new mission statement. The revised departmental mission promoted positive practices and rituals that transformed faculty relationships and student learning. These positive and ethical practices were derived from social constructionist principles, which guided collaborative organizational communication behaviors consistent with the new departmental mission. The organizational culture that developed was intentionally tied to program planning and assessment. In this article we provide innovative practical and theoretically-driven implications for developing a transformative departmental culture, with relevance for high impact teaching and administrative practices, in the context of restructuring and institutional changes.
      PubDate: 2018-11-14
      DOI: 10.1007/s10755-018-9449-8
       
  • A Nationwide Study of Research Publication Impact of Faculty in U.S.
           Higher Education Doctoral Programs
    • Authors: Richard Scruggs; Paul A. McDermott; Xin Qiao
      Abstract: Research impact is very important in academia. This study explored the research impact of faculty in doctoral higher education programs through the use of Hirsch’s h index as measured by Google Scholar results. Characteristics of the h index in this field are discussed, and norms are offered for professors of different ranks. We also explore relationships between gender, experience, and U.S. News and World Report ranking and the index. We find that gender has no significant relationship to faculty index in this field, but faculty experience and school rankings do have a relationship. Our findings support the use of the h index in assessing research impact in the higher education field, and they may be of interest to persons beyond this field as we consider the manner in which we assess faculty research.
      PubDate: 2018-10-24
      DOI: 10.1007/s10755-018-9447-x
       
  • Going to College without Going to Campus: A Case Study of Online Student
           Recruitment
    • Authors: Justin C. Ortagus; Melvin J. Tanner
      Abstract: Despite the financial benefits generally associated with expanding student enrollment through online education, many institutions may not know how to recruit online students. This case study drew upon interviews with 27 administrators from four public research universities in order to better understand how to recruit students for exclusively online degree programs. Findings revealed that administrators identify the characteristics and needs of prospective online students, outline which non-academic services can be outsourced to alleviate cost burdens, identify ways to leverage the institutional brand as indistinguishable from the individual online program, and prioritize personalized student interactions throughout the online student recruitment process.
      PubDate: 2018-10-20
      DOI: 10.1007/s10755-018-9448-9
       
  • Academic Capitalism and the Faculty Salary Gap
    • Authors: Jessica A. Johnson; Barrett J. Taylor
      Abstract: In the academic capitalist knowledge regime, institutions compete for prestige and funding. Reward structures emphasize science and engineering (S&E) fields for their potential to generate money and status. Masculine norms and male majority in S&E fields may create conditions for gender differences in faculty compensation. We explored the relationship between institutional S&E emphasis and the faculty salary gap at 130 public research universities. Findings suggest that the salary gap for full professors varies over time - decreasing at institutions with the greatest S&E emphasis and increasing at institutions with lower levels of S&E emphasis. Context matters when exploring gender differences in institutional rewards.
      PubDate: 2018-10-11
      DOI: 10.1007/s10755-018-9445-z
       
 
 
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