Friday, August 7, 2020 - 1:57pm
Kelly Rosinger (PhD 2015) is part of a research team exploring the significance of the "race unknown" reporting category. "What do we know about 'race unknown' appears as a brief in Educational Researcher's June/July 2020 issue.
Drawing specifically on studies using the Integrated Postsecondary Education Data System (IPEDS), Kelly Ford, Qiong Zhu and Rosinger, found that researchers often remove these responses from their investigations.
Wednesday, June 17, 2020 - 9:08am
Melissa Whatley (PhD 2019) and Amy Stich study inequalities in access to study abroad opportunities. Their latest research findings are published in The Journal of Higher Education online.
For this mixed-methods study, they reviewed how institutions communicated with students about these programs and how policies and practices mitigated or perpetuated disparities in participation among diverse student populations.
Friday, June 12, 2020 - 9:14am
A team of scholars with ties to the Institute "explore[s] trustees’ involvement in a qualitative comparative case study of four elite US research universities."
The paper, "How University Leaders Shape Boundaries and Behaviors: An Empirical Examination of Trustee Involvement at Elite US Research Universities," by Sondra N. Barringer, Barrett J. Taylor, Karley A. Riffe, and Sheila Slaughter appears online in Higher Education Policy this month.
Friday, May 29, 2020 - 1:56pm
Denisa Gandara (PhD 2016) and Amanda Rutherford find evidence that performance-based funding models lead to fewer first-generation enrollments.
Their investigation of public 4-year institutions between 2001-2014 appears in Educational Researcher.
Friday, May 29, 2020 - 12:30pm
Based on research for their recent book, Matthew Mayhew and Greg Wolniak (IHE) hypothesize that higher education will experience a “golden boomerang” effect among students from wealthier families. But students from lower-income backgrounds might change plans and pursue less expensive online programs or community colleges close to home.
In a recent post to the Atlanta Journal Constitution's "Get Schooled" blog, they offer five steps institutions can take to help students return to the college they signed up for.
Tuesday, May 19, 2020 - 3:15pm
Nathan Moore (PhD 2020) and Rachel Burns (PhD 2018) explore the extent, drivers, and means by which economic development has become a focus of public postsecondary institutions. Using event history analysis and neo-institutional and strategic action fields theoretical frameworks, they track the adoption of vice president-level positions devoted to economic development among the members of the Association of Public and Land-grant Universities (APLU).
Monday, March 9, 2020 - 8:38am
Several higher education conference scheduled for this spring have canceled their physical meeting components. Those students and faculty who had made reservations and paid registrations through an approved travel authority already are instructed to cancel their travel plans, seeking refunds or vouchers from all vendors. Christina is available to answer your questions.
Wednesday, February 26, 2020 - 11:32am
Megan Zahneis interviewed Tim Cain for her article "The Latest Assault on Tenure," published in The Chronicle of Higher Education on February 16, 2020. Zahneis profiles a tenured history professor at Centenary College, who was released in December after 19 years of teaching (12 with tenure).
Friday, February 21, 2020 - 11:31am
Erik Ness is PI of a grant from Arnold Ventures and SHEEO to investigate authorization processes of higher education institutions across the 50 states.
The grant team, which includes PHD candidate Sean Baser, will evaluate the licensing and certification landscape across the nation and then examine several distinct state models in greater detail.
The research builds on the white paper, released last fall by SHEEO.
Thursday, January 23, 2020 - 4:50pm
Wolniak was named a 2020 Research Fellow for the Strategic National Arts Alumni Project (SNAAP). The fellowship includes access to a large alumni survey database containing postcollege information on undergraduate arts majors. Using the database, Greg Wolniak and research partner, Amy Whitaker, will examine issues of diversity and equity in the arts, and the extent to which (and for whom) undergraduate arts education serves as a pathway to graduate education in fields like law and business.
Wednesday, December 11, 2019 - 12:37pm
Greg Wolniak joined colleagues at the University of Iowa and Montana State University to examine the various residual benefits of the college experience. The team's findings and paper, "The Post-Collegiate Influence of Undergraduate Experiences: Intellectual, Civic, and Psychological Outcomes," was featured in an article in the Daily Iowan on December 9.
Monday, December 2, 2019 - 3:41pm
The Institute was well represented at the Association for the Study of Higher Education annual conference in Portland, November 13-16. Faculty, students, former post-docs, and alumni presented and led discussion groups.
Monday, November 4, 2019 - 12:37pm
The Journal of Higher Education published a new paper by Sondra N. Barringer (former IHE postdoc), Barrett J. Taylor (PhD 2012) & Sheila Slaughter. Their research tracks the influence and status of trustees at higher education institutions since the 1970s.
Thursday, October 31, 2019 - 1:54pm
George Spencer and Janine de Novais study the impact of Ethnic Studies courses on two distinct types of racial attitudes: structural racism perceptions and cross-racial empathy. Their article, "Learning Race to Unlearn Racism: The Effects of Ethnic Studies Course-Taking" appears in the most recent issue of The Journal of Higher Education.
Tuesday, October 1, 2019 - 10:07am
Rob Toutkoushian co-authored “Time May Change Me: Examining How Aspirations for College Evolve during High School.” The article appears in the fall 2019 issue of The Review of Higher Education.
Thursday, August 29, 2019 - 10:53am
Rachel Burns (PhD 2018) & Karen Webber are published in the Journal of Student Financial Aid (vol. 48, issue 3).
While the overall story is that education-related debt is on the rise, Webber and Burns seek to add greater detail to the trend by comparing disciplinary groups. They used NPSAS 2012 data to examine graduate student debt for STEM versus non-STEM students who were enrolled in a master’s or doctoral degree program in 2012.
Friday, August 23, 2019 - 10:57am
Justin Jeffery (IHE PhD student), Dominique Quarles (PhD 2019), and Sayamon Singto (Division of Academic Enhancement) have received a grant to explore “the connection between acculturation and educational attainment in first and second generation immigrant students at UGA.” The investigators hope to use the findings to inform UGA’s campus support strategies and programs. In addition to promoting academic success, the team will consider how students develop their cultural identities while in another country.
Tuesday, August 20, 2019 - 2:24pm
IHE is well-represented in a grant-funded research project, Enhancing Students’ Financial and Educational Success through a Virtual Reality Experience. The principal investigators, Greg Wolniak (IHE), Grace Ahn (Department of Advertising and Public Relations), Stan Jackson (IHE PhD student), and Anthony Jones (PhD, 2019) will evaluate if scenarios experienced in virtual reality (VR) settings can change student behavior and alter financial and educational decision-making.
Wednesday, August 7, 2019 - 11:59am
AERA Open has published new research by Greg Wolniak and co-authors, Laura A. Davis, Casey E. George, and Glen R. Nelson.
In "Demystifying Tuition? A Content Analysis of the Information Quality of Public College and University Websites," the team examined how 50 public colleges and universities present financial cost information to the public on their websites.
They found detrimental variations in the clarity of language, coherence of visual displays, and fragmentation or discontinuity across pages.
Thursday, July 11, 2019 - 11:15am
A new article by Paul Rubin (PhD 2017) and Erik Ness is available online from Higher Education Policy. The research appeared in the Online First site on July 8.
"State Higher Education Governing Agencies and the Knowledge Brokering Process: Investigating Their Role as Multi-facing Organizations in the United States" considers how state agencies use and screen information in the policy process and the potential role of statewide agencies as knowledge brokers to policymakers.
Friday, May 24, 2019 - 8:05am
The Institute will be well represented at the Association for Institutional Research Annual Forum in Denver, May 28-31. Faculty, students, and alumni will be presenting and leading discussion groups.
Wednesday, May 29
10:15 am - Lori Hagood (PhD 2017) - The Impact of a Momentum Course Load on Long-Term Student Outcomes (Speaker Session)
11:15 am - Karen Webber & Jillian Morn - Data Visualizations: The Good, The Bad, and The Ugly (Discussion Group)
Thursday, May 23, 2019 - 9:59am
Denisa Gandara (PhD 2016) and Erik Ness have a research article in the Journal of Higher Education, "Ideological Think Tanks and the Politics of College Affordability in the States." Gandara and Ness compiled an original data set of text produced by scrapping the web sites of conservative and progressive think tanks in five states to explore the language used surrounding of college costs.
Tuesday, May 21, 2019 - 8:20am
An article, "Influence without Bargaining: Unionization at the University of Wisconsin, 1930–1957," by Dr. Cain and Phil Wilkinson appears in the May 2019 issue of Labor: Studies in Working Class History. Their research explores effective efforts to enact positive change in terms of conditions and salaries for instructional workers without ever pursuing contract negotiations.
Thursday, May 2, 2019 - 10:59am
Melissa Whatley's paper, "Study Abroad Participation: An Unintended Consequence of State Merit-Aid Programs?" appears in Research in Higher Education Online First.
Wednesday, April 10, 2019 - 11:36am
New research by Greg Wolniak and Mark E. Engberg appears in the spring 2019 issue of Review of Higher Education. Using 2012 follow-up data from the Education Longitudinal Study (ELS 2002), the authors provide new empirical evidence on the effects of "high-impact" college experiences on both pecuniary and non-pecuniary job outcomes