Research in Higher Education最新文献

Assessing the Psychometric Properties of Quality Experience in Undergraduate Research Using Item Response Theory 用项目反应理论评估本科生科研质量体验的心理测量特性

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-09-10 DOI: 10.1007/s11162-024-09814-6

Tien-Ling Hu, Dubravka Svetina Valdivia

{"title":"Assessing the Psychometric Properties of Quality Experience in Undergraduate Research Using Item Response Theory","authors":"Tien-Ling Hu, Dubravka Svetina Valdivia","doi":"10.1007/s11162-024-09814-6","DOIUrl":"https://doi.org/10.1007/s11162-024-09814-6","url":null,"abstract":"Undergraduate research, recognized as one of the High-Impact Practices (HIPs), has demonstrated a positive association with diverse student learning outcomes. Understanding the pivotal quality factors essential for its efficacy is important for enhancing student success. This study evaluates the psychometric properties of survey items employed to gauge the quality of undergraduate research, including alignment with Kuh and O’Donnell’s (2013) eight HIP characteristics, alongside assessments of reliability, validity, and generalizability across demographic groups. The study assesses the validity and reliability of these measures at both the scale and item levels using data from the National Survey of Student Engagement’s (NSSE) HIP Quality Topical Module. The methodological approaches employed include Exploratory Factor Analysis, Parallel Analysis, Item Response Theory, and Differential Item Functioning (DIF). Our findings uncover a misalignment between NSSE’s HIP Quality module items and HIP characteristics, leading to the identification of seven subscales instead of eight. Nevertheless, four subscales—Reflective and Integrative Learning, Real-World Applications, Interactions with Others, and High-Performance Expectations—emerge as valid indicators of undergraduate research experiences. While specific items yield valuable insights at the item level, refinement is recommended for others. Despite the identification of two items exhibiting DIF, their negligible effect sizes suggest that major revisions are unwarranted solely on DIF grounds. This study offers recommendations for item refinement, including the incorporation of new items, wording updates, and tailored utilization of assessment tools within educational institutions. These recommendations are intended to empower educators and researchers to effectively capture the quality dimensions of students’ undergraduate research experiences, thereby fostering their academic success.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"56 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142197588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Discrimination or a Competitive Climate? Why Women Cannot Translate Their Better High School Grades into University Grades 歧视还是竞争环境？女性为何无法将较好的高中成绩转化为大学成绩？

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-08-22 DOI: 10.1007/s11162-024-09815-5

Diana Roxana Galos, Susanne Strauss, Thomas Hinz

{"title":"Discrimination or a Competitive Climate? Why Women Cannot Translate Their Better High School Grades into University Grades","authors":"Diana Roxana Galos, Susanne Strauss, Thomas Hinz","doi":"10.1007/s11162-024-09815-5","DOIUrl":"https://doi.org/10.1007/s11162-024-09815-5","url":null,"abstract":"While girls have better grades than boys in high school, this does not translate into better performance of young women, as compared to young men, in university. Due to the high signalling value of university grades for subsequent income and employment outcomes, this has important consequences for gender inequalities at labour market entry. However, previous studies have not yet examined the potential barriers that might limit women’s ability to maintain their previous academic achievement at the university level. Drawing on the nation-wide Student Survey, this study addresses this shortcoming by investigating perceived discrimination against women and perceived competition among students as two potential correlates. Our findings first confirm that while girls have better grades in high school than boys, this has reversed at the university level. Further, high school grades are less strongly correlated with university grades for girls compared to boys. Our results highlight that young women perceive there to be more discrimination against women as well as higher levels of competition within their field of study, than do their male peers. The study further demonstrates that an increased level of perceived discrimination is strongly associated with lower university performance for young women, thereby plausibly hindering their ability to reach their full academic potential.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"27 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142197593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mapping the Occupations of Recent Graduates. The Role of Academic Background in the Digital Era 映射应届毕业生的职业。数字时代学术背景的作用

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-08-20 DOI: 10.1007/s11162-024-09816-4

Helena Corrales-Herrero, Beatriz Rodríguez-Prado

{"title":"Mapping the Occupations of Recent Graduates. The Role of Academic Background in the Digital Era","authors":"Helena Corrales-Herrero, Beatriz Rodríguez-Prado","doi":"10.1007/s11162-024-09816-4","DOIUrl":"https://doi.org/10.1007/s11162-024-09816-4","url":null,"abstract":"The progressive robotisation and the introduction of artificial intelligence imply economic and social changes. In this paper, we investigate their impact on the occupations of recent Spanish graduates and examine how graduates with different skills can expect their occupations to be transformed by the digital era. To this end –using a three-step approach—we first map occupations in terms of the level of the transformative and destructive effects of digitalization, and determine which groups are most threatened. Second, we characterize the technological occupational groups according to dimensions related to worker and job requirements, such as abilities, skills and tasks performed. Finally, we explore the influence of educational background on the probability of belonging to each group. The analysis relies on three data sources—the main one being microdata from the Survey on Labour Market Insertion of University Graduates (EILU-2019)—which provide exhaustive information about students’ education and training during and after their degree. Results show that only about 15% of graduates hold jobs that have a high probability of being replaced by machines over the next 10–20 years, although a significant number will still face changes in their occupations that will affect skill requirements. Graduates working in these occupations will need a high level of flexibility if they are to adjust to rapid changes and not be displaced. Moreover, certain features of students’ academic background –such as the field of study or more formal education– play a key role and offer some tips to mitigate possible disruptions in graduate employability.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"4 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142197589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Less is more, or is it? Age and Gender Differences in How Students Build Momentum toward College Graduation 少即是多？学生如何为大学毕业蓄势的年龄和性别差异

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-08-20 DOI: 10.1007/s11162-024-09806-6

Peter Riley Bahr, Claire A. Boeck, Yiran Chen, Paula Clasing-Manquian

{"title":"Less is more, or is it? Age and Gender Differences in How Students Build Momentum toward College Graduation","authors":"Peter Riley Bahr, Claire A. Boeck, Yiran Chen, Paula Clasing-Manquian","doi":"10.1007/s11162-024-09806-6","DOIUrl":"https://doi.org/10.1007/s11162-024-09806-6","url":null,"abstract":"Do older community college students build momentum toward graduation differently than their younger peers? One-third of students in community colleges are 25 years of age or older, and these students tend to have lower rates of graduation than their younger peers. Yet, we know little about how the factors that influence college graduation differ across the wide range of ages found among community college students. Using multilevel statistical models to analyze data for Ohio’s community colleges, we investigate how the relationships between early academic momentum and the likelihood of completing a postsecondary credential vary by age. We disaggregate results by gender in light of prior evidence of differences in the educational experiences and outcomes of adult men and women. The measures of momentum, all observed in the first year in community college, include credits earned, credit success rate, enrollment continuity, passing college-level math, and passing college-level English. The college graduation outcomes, observed over six years, include earning a postsecondary certificate, earning an associate degree from a community college, and earning a baccalaureate degree from a four-year institution. We find some differences and some similarities in how older and younger students build momentum toward a postsecondary credential, and how these patterns differ for men and women, revealing fruitful opportunities to strengthen the outcomes of older students.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"17 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142197590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationship Between Low-Income College Students’ Time Use and Well-Being: A Mixed Methods Exploration 低收入大学生的时间利用与幸福感之间的关系：混合方法探索

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-08-03 DOI: 10.1007/s11162-024-09812-8

Joseph A. Kitchen, Nicholas A. Bowman, Ralitsa Todorova, Lauren N. Irwin, Zoë B. Corwin

{"title":"The Relationship Between Low-Income College Students’ Time Use and Well-Being: A Mixed Methods Exploration","authors":"Joseph A. Kitchen, Nicholas A. Bowman, Ralitsa Todorova, Lauren N. Irwin, Zoë B. Corwin","doi":"10.1007/s11162-024-09812-8","DOIUrl":"https://doi.org/10.1007/s11162-024-09812-8","url":null,"abstract":"Recent reports show that low-income students make up a significant share of those participating in higher education, and their well-being constitutes a key factor that influences their college success. This mixed-methods study examined first-year, low-income students’ time use and its relationship to well-being framed by an equity-oriented lens that recognizes the time constraints low-income students navigate. Our mixed methods findings identified the link between time use and well-being and—critically—empirical explanations for these links. First, leveraging a unique experience sampling survey design and multilevel analyses, we found that attending class, studying or doing homework, and working for pay were consistently and adversely related to low-income students’ well-being. Low-income students who were also first-generation in college fared worse than continuing-generation students when engaging in these experiences. On the other hand, socializing was positively related to low-income students’ well-being. Second, an exploration of longitudinal data from hundreds of student interviews illuminated two primary factors that shaped the relationship between low-income students’ time use and well-being: (a) structuring time and developing a routine, and (b) the power of reflection and meaning-making. These findings provide important novel insights about low-income students’ college experiences and the relationship between their time use and well-being, and offer crucial guidance for educators on how to support low-income students’ well-being as they navigate college.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"43 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141880765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Liberal Arts Graduates in the Labour Market: A Comparative Study of Dutch University Colleges and Conventional Bachelor’s Programmes 劳动力市场中的文科毕业生：荷兰大学学院与传统学士课程的比较研究

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-07-30 DOI: 10.1007/s11162-024-09813-7

Milan Kovačević, Teun J. Dekker, Rolf van der Velden

{"title":"Liberal Arts Graduates in the Labour Market: A Comparative Study of Dutch University Colleges and Conventional Bachelor’s Programmes","authors":"Milan Kovačević, Teun J. Dekker, Rolf van der Velden","doi":"10.1007/s11162-024-09813-7","DOIUrl":"https://doi.org/10.1007/s11162-024-09813-7","url":null,"abstract":"This paper compares the employment outcomes of liberal arts graduates from Dutch university colleges with those of their peers who pursued conventional, subject-specific bachelor’s degrees. Using data from the Dutch National Alumni Survey, the analysis includes 14,933 respondents who completed a master’s programme at a research university, with 210 of them holding a university college degree. Logistic, multinomial, and OLS regression analyses were performed on six labour market outcomes: employment status, time to first paid job, vertical match, horizontal match, vertical and horizontal match combination, and hourly wage from regular work. Propensity score matching was used as a robustness check. The results show that holding a university college degree is not associated with any distinct advantages or disadvantages in the job market. While a liberal arts bachelor’s degree has a negative effect on obtaining employment in STEM professions, no statistically significant differences, neither negative nor positive, were found in other outcomes. This suggests that university colleges do not lack the capacity to prepare students for the labour market.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"30 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

2-Year or Not 2-Year? The Impact of Starting at Community College on Bachelor’s Degree Attainment 两年制还是非两年制？从社区学院开始对获得学士学位的影响

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-07-09 DOI: 10.1007/s11162-024-09805-7

Taylor Delaney

{"title":"2-Year or Not 2-Year? The Impact of Starting at Community College on Bachelor’s Degree Attainment","authors":"Taylor Delaney","doi":"10.1007/s11162-024-09805-7","DOIUrl":"https://doi.org/10.1007/s11162-024-09805-7","url":null,"abstract":"As college tuition rises nationwide, policy efforts to reduce these costs are increasingly focused at the 2-year level. However, it is not fully known whether increased access to college increases degree attainment. Compared to observationally equivalent peers who enroll in 4-year institutions, 2-year enrollees may face a decreased likelihood of BA receipt. Using data from the Education Longitudinal Study, this paper examines the long-term academic outcomes for full-time, bachelor’s degree intending students who initially enroll at public 2-year institutions. I examine the impact of initial community college enrollment on degree attainment, credit accumulation, and student loan debt using multiple identification strategies. I utilize a series of linear probability models (LPM) and an instrumental variable (IV) approach that exploits variation in the cost of and proximity to 2- and 4-year institutions. These strategies estimate the impact of initial community college enrollment by comparing identical students regarding demographics and academic ability, in which one student enrolls in a 2-year school and another in a 4-year institution. I find that initial 2-year enrollment reduces the likelihood of bachelor's degree attainment by 14 (LPM) to 35 (IV) percentage points but reduces student loan accrual by nearly $7500. Understanding the impact of initial 2-year enrollment is especially important as there is increased pressure on community colleges to play a role in providing pathways to BA receipt. Understanding the effect of community college enrollment can help secondary and postsecondary institutions and policymakers better provide pathways to baccalaureate attainment.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"84 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sustained Strain: Faculty Work Strain Under COVID-19 持续压力：COVID-19 下的教师工作压力

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-07-04 DOI: 10.1007/s11162-024-09809-3

David A. Cotter, Catherine White Berheide, Megan A. Carpenter

引用次数: 0

Tennessee’s Burden: How Students Apply for State Financial Aid within One Southern State 田纳西州的负担：一个南方州的学生如何申请州政府资助

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-29 DOI: 10.1007/s11162-024-09793-8

Annie Everett, Kelly Rosinger, Dominique J. Baker, Hyung-Jung Kim, Robert Kelchen, Justin C. Ortagus

{"title":"Tennessee’s Burden: How Students Apply for State Financial Aid within One Southern State","authors":"Annie Everett, Kelly Rosinger, Dominique J. Baker, Hyung-Jung Kim, Robert Kelchen, Justin C. Ortagus","doi":"10.1007/s11162-024-09793-8","DOIUrl":"https://doi.org/10.1007/s11162-024-09793-8","url":null,"abstract":"Administrative burden, or the frictions individuals experience in accessing public programs, has implications for whether and which eligible individuals receive aid. While prior research documents barriers to accessing federal financial aid, less is known about the extent to which state aid programs impose administrative burden, how administrative burden varies across aid programs, or how administrative burden relates to target populations. This study examines administrative burden in 23 state aid programs in Tennessee. We find programs targeting less-advantaged students (technical and community college students) had lower burdens than programs where aid could be used in the four-year sector or across sectors. The state’s only program explicitly targeting racially minoritized students had a significantly higher burden than other aid programs. Programs targeting more-advantaged students (merit-aid programs, students at four-year colleges and universities) had similar burdens relative to other programs. We discuss implications for designing more equitable and effective state aid programs.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"34 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Roles of Faculty Hiring and Retention in Shaping Diversity and Representation in US Higher Education Institutions: A Retrospective and Prospective Analysis from 2001 to 2035 教师聘用和留任在塑造美国高等教育机构多样性和代表性方面的作用：2001 至 2035 年的回顾性和前瞻性分析

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-06-27 DOI: 10.1007/s11162-024-09810-w

Trang Pham, Yung-Yu Tsai

{"title":"The Roles of Faculty Hiring and Retention in Shaping Diversity and Representation in US Higher Education Institutions: A Retrospective and Prospective Analysis from 2001 to 2035","authors":"Trang Pham, Yung-Yu Tsai","doi":"10.1007/s11162-024-09810-w","DOIUrl":"https://doi.org/10.1007/s11162-024-09810-w","url":null,"abstract":"U.S. higher education institutions are adjusting their faculty hiring to respond to the demands of an increasingly diverse racial and ethnic student population. However, it is not always clear whether specific faculty policies are intended to address the matter of diversity or representation—two similar but qualitatively different concepts. Essentially, the policy choices that institutions make result in different implementation approaches and long-term outcomes. Using data from the Integrated Postsecondary Education Data System (IPEDS) from 2001 to 2021, this study measures and compares the changes in faculty diversity and student-faculty representation in U.S. higher education institutions over the past two decades. It then develops several simulated scenarios to project the future racial and ethnic landscape of American campuses, depending on the different policy choices that institutions make through their hiring and retention policies. Our recommendation calls for balanced efforts in the retention and hiring of minoritized and underrepresented faculty, adapted to the individual circumstances of institutions.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"10 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0