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Innovative Higher Education
Journal Prestige (SJR): 0.586
Citation Impact (citeScore): 1
Number of Followers: 188  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1758 - ISSN (Online) 0742-5627
Published by Springer-Verlag Homepage  [2351 journals]
  • Nuanced Perspectives about Online Teaching: Mid-Career and Senior Faculty
           Voices Reflecting on Academic Work in the Digital Age
    • Authors: Jessica Mansbach; Ann E. Austin
      Pages: 257 - 272
      Abstract: Students’ demand for online learning continues. At the same time, results of multiple studies from the early 2000s through the present day point to a set of common concerns that may explain faculty members’ hesitation and resistance to online teaching. However, less is known about how faculty members experience online teaching, especially the “essential elements” of work that the literature shows relate to positive workplace outcomes. Essential elements of work, as defined by Gappa, Austin, and Trice (2007) include flexibility and balance, academic freedom and autonomy, professional relationships, and professional growth. Findings from interviews with 19 faculty members showed that online teaching simultaneously enabled and frustrated faculty’s experiences of the “essential elements.” We recommend ways in which administrators can address these frustrations and highlight the positive aspects of online teaching.
      PubDate: 2018-08-01
      DOI: 10.1007/s10755-018-9424-4
      Issue No: Vol. 43, No. 4 (2018)
  • Staging Professional Ethics in Higher Education: a Dramaturgical Analysis
           of “Doing the Right Thing” in Student Affairs
    • Authors: L. Earle Reybold; Mark D. Halx
      Pages: 273 - 287
      Abstract: Scholarship about ethics in higher education often focuses on wrongdoing: cheating, incivility, and a host of other misdeeds. We focus, instead, on ethicality as the enactment of integrity across everyday work life. This approach is particularly true in student affairs where administrators, faculty members, staff members, and students intersect multiple social and professional arenas. Continuing the analysis of data from a previous study, we examined what it means “to be ethical,” especially in relationship to institutional and professional standards. We use theatrical metaphor techniques to explore scripting, staging, performing, and interpreting. Discussion centers on the spectacle of ethics in student affairs.
      PubDate: 2018-08-01
      DOI: 10.1007/s10755-018-9427-1
      Issue No: Vol. 43, No. 4 (2018)
  • Codes of Conduct for Undergraduate Teaching in Four Types of Colleges and
    • Authors: Dawn E. Lyken-Segosebe; John M. Braxton; Mary K. Hutchens; Eugenia Harris
      Pages: 289 - 302
      Abstract: Codes of conduct for undergraduate teaching stipulate quality professional standards for teaching. Besides contributing to the safeguarding of student welfare, such codes are critical given the autonomy the professoriate has in the performance of its teaching role, the need for professional self-regulation, and research evidence linking positive teacher behaviors to student success. This study investigated the incidence of publicly-posted codes of conduct for undergraduate teaching in four types of institutions. It is the first stage of a research program that will assess the extent of faculty adherence to codes of conduct and arrangements for reporting and instituting sanctions for violations of such codes.
      PubDate: 2018-08-01
      DOI: 10.1007/s10755-018-9428-0
      Issue No: Vol. 43, No. 4 (2018)
  • Missing the Mark: A New Form of Honorary Authorship Motivated by Desires
           for Inclusion
    • Authors: Isis H. Settles; Sheila T. Brassel; Georgina M. Montgomery; Kevin C. Elliott; Patricia A. Soranno; Kendra Spence Cheruvelil
      Pages: 303 - 319
      Abstract: As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n = 6) and early-career project members (n = 6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation.
      PubDate: 2018-08-01
      DOI: 10.1007/s10755-018-9429-z
      Issue No: Vol. 43, No. 4 (2018)
  • University Advertising and Universality in Messaging
    • Authors: Stan R. Diel; Stephen Katsinas
      Pages: 171 - 183
      Abstract: University and college institutional advertisements, which typically are broadcast as public service announcements during the halftime of football games, were the subject of a quantitative analysis focused on commonality in messaging and employment of the semiotic theory of brand advertising. Findings indicate advertisements focus on students’ social lives at the expense of depictions related to an academic focus and that, at statistically significant levels, smaller universities are more likely than large ones to depict their research as having an impact beyond their own campus. Findings suggest that institutions recruit out-of-state students in pursuit of revenue rather than using the advertisements in service of efforts to raise funds.
      PubDate: 2018-06-01
      DOI: 10.1007/s10755-018-9421-7
      Issue No: Vol. 43, No. 3 (2018)
  • Characterizing the Pedagogical Beliefs of Future Geoscience Faculty
           Members: a Mixed Methods Study
    • Authors: LeeAnna Young Chapman; David A. McConnell
      Pages: 185 - 200
      Abstract: The next generation of professors will come from today’s graduate students and post-doctoral fellows, but we do not know much about their preparation to use research-validated teaching practices. This study characterizes the teaching beliefs of graduate students and post-doctoral fellows who represent future geoscience instructors though we believe the implications go well beyond one discipline. We analyzed results from more than 600 participants who completed the Beliefs about Reformed Teaching and Learning (BARSTL) survey and a subpopulation of sixty participants who responded to the Teacher Belief Interview (TBI). We compared teaching beliefs on the basis of several factors including gender, teaching assistant experiences, and participation in professional development.
      PubDate: 2018-06-01
      DOI: 10.1007/s10755-017-9416-9
      Issue No: Vol. 43, No. 3 (2018)
  • Ignis Fatuus Effect of Faculty Category: Is the Tenure Versus Non-Tenure
           Debate Meaningful to Students’ Course Experiences'
    • Authors: Jessica Ostrow Michel; Diana Chadi; Marisol Jimenez; Corbin M. Campbell
      Pages: 201 - 216
      Abstract: The American professoriate is shifting its majority makeup from tenure track to non-tenure track faculty members. Less known, though, is what the implications of this shift are for students’ course experiences. We sought to examine the extent to which the teaching practices, with regard to academic rigor and cognitively responsive teaching, differ between faculty category using observational measures of teaching in the classroom. We found that broad categorizations of faculty may not be meaningful unless they are examined in particular contexts, such as discipline and class size.
      PubDate: 2018-06-01
      DOI: 10.1007/s10755-017-9420-0
      Issue No: Vol. 43, No. 3 (2018)
  • Undergraduate Students’ Preferences for Constructed Versus
           Multiple-Choice Assessment of Learning
    • Authors: Maya A. Mingo; Hsin-Hui Chang; Robert L. Williams
      Pages: 143 - 152
      Abstract: Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term paper did not differ significantly from the rating for in-class essay exams. Overall, students preferred constructed forms of assessment over more objective assessment. With minor exceptions, student ratings of assessment preferences were generally consistent across gender and academic levels. In the main, student ratings of assessment options did not significantly correlate with exam performance in the course.
      PubDate: 2018-04-01
      DOI: 10.1007/s10755-017-9414-y
      Issue No: Vol. 43, No. 2 (2018)
  • Virtually There: Distant Freshmen Blended in Classes through Synchronous
           Online Education
    • Authors: Phillip A. Olt
      Abstract: Synchronous online education occurs when the students and faculty member are in different locations geographically and interaction occurs simultaneously through the internet at scheduled times. In this study I investigated the phenomenon of using synchronous online classes blended with a face-to-face classroom to complete the freshman year of college. The essence of the experience emerged around the concept of ambiguity, specifically in regard to group membership, functionality of technology, and place. This understanding of ambiguity provides a framework upon which to design practices for engaging such distance students and best promoting their learning.
      PubDate: 2018-06-18
      DOI: 10.1007/s10755-018-9437-z
  • From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom
           Observation on Teaching Development
    • Authors: Robin Mueller; Meadow Schroeder
      Abstract: In response to global interest in the quality of post-secondary teaching, institutions are placing increasing emphasis on teaching development. This study evaluated the effect of a campus-wide, non-evaluative classroom observation initiative on teaching development at a post-secondary institution. A survey found that participants in this study were likely to initiate and/or engage in self-directed learning in the area of teaching development simply by watching other instructors. Participants also reported that they would adopt or adapt teaching techniques they had observed. In general, the initiative was positively received and found to be a low-cost, low-investment tool. We discuss the benefits of and potential challenges to implementing non-evaluative classroom observations.
      PubDate: 2018-06-04
      DOI: 10.1007/s10755-018-9436-0
  • Giving Others HOPE: Zell B. Miller
    • Authors: Libby V. Morris
      PubDate: 2018-06-02
      DOI: 10.1007/s10755-018-9435-1
  • University Educators’ Perceptions of Informal Learning and the Ways
           in which they Foster it
    • Authors: Kwok-Wing Lai; Lee A. Smith
      Abstract: Little research has been conducted in higher education settings that focuses on how tertiary educators understand informal learning or on their role in fostering students’ informal learning to facilitate formal learning. In this article we partially fill this knowledge gap by reporting findings from a case study exploring how 30 New Zealand tertiary educators from one university conceptualised informal learning and the strategies they implemented to support students’ informal learning as an enhancement to formal learning.
      PubDate: 2018-05-29
      DOI: 10.1007/s10755-018-9434-2
  • International Faculty Perceptions of Departmental Climate and Workplace
    • Authors: Ketevan Mamiseishvili; Donghun Lee
      Abstract: For this study we used the 2011–2014 survey data collected by the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education to examine the degree of international faculty members’ satisfaction with autonomy, interactions with colleagues, departmental climate, and recognition and the effect of these elements upon the overall workplace satisfaction of international faculty members relative to their U.S. citizen peers. This study helps identify factors that can enhance international faculty members’ satisfaction in order to aid institutions in their efforts not only to recruit the best talent but also to support and retain such talent.
      PubDate: 2018-05-09
      DOI: 10.1007/s10755-018-9432-4
  • Applying Learning Analytics to the Scholarship of Teaching and Learning
    • Authors: Jurg Bronnimann; Deborah West; Henk Huijser; David Heath
      Abstract: In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled “Learning Analytics: Assisting Universities with Student Retention.” While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods.
      PubDate: 2018-05-04
      DOI: 10.1007/s10755-018-9431-5
  • The Effectiveness of a Brief Mindfulness-Based Intervention for College
           Freshmen Who Have Aged out of Foster Care
    • Authors: Lori Gray; Sarah Font; Yvonne Unrau; Ann Dawson
      Abstract: This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n = 16 experimental group, n = 20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations.
      PubDate: 2018-05-01
      DOI: 10.1007/s10755-018-9433-3
  • Do you Teach Leadership'
    • Authors: Libby V. Morris
      PubDate: 2018-03-26
      DOI: 10.1007/s10755-018-9430-6
  • STEM Doctoral Completion of Underrepresented Minority Students: Challenges
           and Opportunities for Improving Participation in the Doctoral Workforce
    • Authors: Hironao Okahana; Carrie Klein; Jeff Allum; Robert Sowell
      Abstract: This article is a result of the analysis of student-level enrollment records from twenty-one research universities in the United States, and it contributes to a more robust understanding of timely completion of STEM doctorates by underrepresented minority students. Using multivariate logit regression models, findings indicated that Hispanic/Latino and students from other underrepresented groups complete at higher rates than do their Black/African American counterparts. Findings also indicated that prior master’s degrees and institutional participation in doctoral completion programs positively correlate with STEM doctoral completion. We conclude by offering insights and recommendations for graduate schools about how to increase the STEM doctoral attainment rate of students from underrepresented groups.
      PubDate: 2018-03-26
      DOI: 10.1007/s10755-018-9425-3
  • Reconsidering the Future of Undergraduate Education
    • Authors: Libby V. Morris
      PubDate: 2018-02-16
      DOI: 10.1007/s10755-018-9426-2
  • Not Just Figureheads: Trustees as Microfoundations of Higher Education
    • Authors: Sondra N. Barringer; Karley A. Riffe
      Abstract: Despite the importance of trustees for higher education institutions, few studies address how they influence the institutions they steward. To address this gap, we used a social network approach within a comparative case study design to evaluate how trustees interacted with two private, elite universities: Harvard University and the Massachusetts Institute of Technology. While trustees interacted with these institutions in differing ways, results indicated that some of them significantly influenced institutional behaviors, structures, and policies. This suggests that the role of trustees should be re-conceptualized to reflect their ability to influence higher education institutions, making them a fundamental part of the microfoundations of these institutions.
      PubDate: 2018-02-16
      DOI: 10.1007/s10755-018-9422-6
  • Inside the College Writing Gap: Exploring the Mixed Messages of
           Remediation Support
    • Authors: Stefani R. Relles; Julia C. Duncheon
      Abstract: This case study offers a qualitative perspective on a relationship between institutional structures and student outcomes. The data describe the conditions in 10 English remediation classrooms at one urban community college district. The study uses new literacies as a theoretical framework with which to understand how these conditions supported classroom-level teaching and learning. Findings suggest that classroom conditions undermined new literacies’ assumptions that college writing is a social practice. The authors discuss the implications of these findings for research to improve writing remediation policies.
      PubDate: 2018-02-01
      DOI: 10.1007/s10755-018-9423-5
School of Mathematical and Computer Sciences
Heriot-Watt University
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Fax: +00 44 (0)131 4513327
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