Research in Higher Education最新文献_第3页

Institutional Effects of Adding Football: A Difference-in-Difference Analysis 增加足球运动的制度效应：差异分析

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-04-17 DOI: 10.1007/s11162-024-09786-7

Welch Suggs, Alex B. Monday, Jennifer May-Trifiletti, James C. Hearn

引用次数: 0

Strategically Diverse: An Intersectional Analysis of Enrollments at U.S. Law Schools 多元化战略：美国法学院招生情况的交叉分析

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-04-04 DOI: 10.1007/s11162-024-09787-6

Nicholas A. Bowman, Frank Fernandez, Solomon Fenton-Miller, Nicholas R. Stroup

{"title":"Strategically Diverse: An Intersectional Analysis of Enrollments at U.S. Law Schools","authors":"Nicholas A. Bowman, Frank Fernandez, Solomon Fenton-Miller, Nicholas R. Stroup","doi":"10.1007/s11162-024-09787-6","DOIUrl":"https://doi.org/10.1007/s11162-024-09787-6","url":null,"abstract":"Legal education scholars have argued that law schools strategically use Students of Color for enrollment management purposes; they can admit more to meet admission targets, but they should not enroll so many that they need to open new course sections. As law school applications decline, we analyze enrollment panel data reported to the American Bar Association. We find that examining the intersection of race and gender matters for understanding the ways that law schools are strategic about diversity in enrollment management. For each group (e.g., Black women, White men), law schools balance higher enrollment in one year with lower incoming enrollment of that same group in the subsequent year, thereby working against the racial diversification of legal education and the legal profession. In some instances, higher enrollment in one group (e.g., Hispanic women) also leads to higher enrollment in the subsequent year among incoming students with the same race but different gender (e.g., Hispanic men). This analytical approach—informed by intersectionality—reveals that differential race x gender patterns would be overlooked in analyses that solely focused on race while not considering gender. Moreover, the results are generally robust across models examining both the number and percentage representation of incoming students. Finally, we find evidence that these balancing dynamics are sometimes more pronounced at law schools with higher median LSAT scores, which are typically most selective. We discuss implications for equity in legal education and future research directions for graduate and professional education.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"5 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598016","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

Exploring the Interplay Between Equity Groups, Mental Health and Perceived Employability Amongst Students at a Public Australian University 探索澳大利亚一所公立大学学生中的公平群体、心理健康和认知就业能力之间的相互作用

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-03-16 DOI: 10.1007/s11162-024-09778-7

Chelsea Gill, James Todd, Dawn Bennett, Adrian Gepp

{"title":"Exploring the Interplay Between Equity Groups, Mental Health and Perceived Employability Amongst Students at a Public Australian University","authors":"Chelsea Gill, James Todd, Dawn Bennett, Adrian Gepp","doi":"10.1007/s11162-024-09778-7","DOIUrl":"https://doi.org/10.1007/s11162-024-09778-7","url":null,"abstract":"This article explores the interplay between perceived employability (PE), mental health, and equity group membership amongst students at a large public urban university in Australia. The article reports from a study conducted between 2017 and 2022, during which students self-assessed their PE. Differences in PE by equity group membership were assessed using responses to structured fields in the questionnaire (n = 24,329). Custom measures were constructed using student responses to open-ended fields to proxy student wellbeing based on sentiment analysis and mention of mental health or synonymous terms (n = 12,819). Analyses included two-way tests of differences between groups and multivariate analyses considering the effect of equity group membership and mental health concerns on employability beliefs. Results indicate that students with a disability, with English as a second language, or with wellbeing concerns report lower perceived employability. Of all the PE dimensions, academic self-efficacy is most consistently affected by equity group membership and wellbeing concerns. Further, wellbeing concerns are more prevalent for students with disabilities. The findings strengthen support for policy and institutional initiatives focusing on student wellbeing in general but also specifically for equity groups that are already associated with poorer employability beliefs. In particular, students with disabilities appear to have poorer self-esteem and academic self-efficacy and are more likely to have mental health concerns.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"7 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147590","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

Performance-Based Funding and Certificates at Public Four-Year Institutions 公立四年制院校基于绩效的拨款和证书

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-03-05 DOI: 10.1007/s11162-024-09781-y

引用次数: 0

A Panel Data Analysis of Using Multiple Content Modalities during Adaptive Learning Activities 在适应性学习活动中使用多种内容模式的小组数据分析

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-03-04 DOI: 10.1007/s11162-024-09784-9

{"title":"A Panel Data Analysis of Using Multiple Content Modalities during Adaptive Learning Activities","authors":"","doi":"10.1007/s11162-024-09784-9","DOIUrl":"https://doi.org/10.1007/s11162-024-09784-9","url":null,"abstract":"<h3>Abstract</h3> This study investigates the effect of offering multiple means of representing content, one aspect of Universal Design for Learning (UDL). Students across the full range of the dis/ability spectrum all too often struggle to achieve course success. UDL-based course design promises to help students with disabilities (whether disclosed or not) as well as help all students, but research is needed to verify UDL’s specific benefits for student learning outcomes. This study aims to better understand the efficacy of representing course content using multiple means, which is one aspect of UDL pertaining to perception. Data were gathered from over 50 online courses in 14 subjects across the undergraduate curriculum taught with an adaptive learning system at a women’s institution. A panel data analysis with almost 200,000 cases of student learning activities investigated the effect of representing content in multiple ways (i.e., text, video, audio, interactive, or mixed content presentation format). When students used multiple modalities, a positive effect was found on student learning measures of knowledge gained within the adaptive system. The results have implications for future UDL-related research, as well as faculty development and curricular design.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037467","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

MUTATIONEXPLORER- A WEBSERVER FOR MUTATION OF PROTEINS AND 3D VISUALIZATION OF ENERGETIC IMPACTS. MutationExplorer- 用于蛋白质变异和能量影响三维可视化的网络服务器。

3区教育学

Research in Higher Education Pub Date : 2024-02-28 DOI: 10.1101/2023.03.23.533926

Michelle Philipp, Christopher W Moth, Nikola Ristic, Johanna K S Tiemann, Florian Seufert, Aleksandra Panfilova, Jens Meiler, Peter W Hildebrand, Amelie Stein, Daniel Wiegreffe, René Staritzbichler

引用次数: 0

A Fad or the New Norm for Student Access Today? Evaluating Enrollment Outcomes of Holistic Admissions in South Korea 是时尚还是当今学生入学的新规范？评估韩国综合招生的入学结果

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-02-26 DOI: 10.1007/s11162-024-09776-9

Heeyun Kim

{"title":"A Fad or the New Norm for Student Access Today? Evaluating Enrollment Outcomes of Holistic Admissions in South Korea","authors":"Heeyun Kim","doi":"10.1007/s11162-024-09776-9","DOIUrl":"https://doi.org/10.1007/s11162-024-09776-9","url":null,"abstract":"The worldwide adoption of holistic admissions in higher education is a recent phenomenon, inspired by elements originally present in the U.S. system. While holistic admissions have been rooted in the Korean higher education system since its adoption, now it is also faced with burgeoning debates over their fairness and impact on student access. This study, therefore, examines the effect of holistic admissions on the enrollment patterns of students from diverse backgrounds. Using data obtained from the Higher Education Statistics Survey, and employing heterogeneity-robust difference-in-differences estimation strategies, this study examines whether the introduction of this new admissions program effectively promoted student access. The results illustrate that the adoption of holistic admissions has dynamic treatment effects that vary based on the timeline relative to adoption and government subsidy status. Subsidized adopters show a statistically significant increase in all outcomes a few years post-policy adoption, while unsubsidized adopters demonstrate a more delayed effect. Moreover, although holistic admissions increased the share of disadvantaged students, it resulted in a higher surge in international student enrollment. The results from this study reflected that the consistent implementation of holistic admissions over a sustained period can bring about intended outcomes from the institutions adopting holistic admissions.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"36 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139977610","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

Variation in Broadband Access Among Undergraduate Populations Across the United States 全美大学生宽带接入情况的差异

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-02-22 DOI: 10.1007/s11162-024-09775-w

引用次数: 0

Heterogeneity in Labor Market Returns to Master’s Degrees: Evidence from Ohio 劳动力市场对硕士学位回报的异质性：俄亥俄州的证据

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-02-17 DOI: 10.1007/s11162-024-09777-8

引用次数: 0

The Multifaceted Impact of Erasmus Programme on the School-to-Work Transition: A Matching Sensitivity Analysis 伊拉斯谟计划对从学校向工作过渡的多方面影响：匹配敏感性分析

IF 2.1 3区教育学

Research in Higher Education Pub Date : 2024-02-15 DOI: 10.1007/s11162-024-09774-x

Giuseppe Croce, Emanuela Ghignoni

{"title":"The Multifaceted Impact of Erasmus Programme on the School-to-Work Transition: A Matching Sensitivity Analysis","authors":"Giuseppe Croce, Emanuela Ghignoni","doi":"10.1007/s11162-024-09774-x","DOIUrl":"https://doi.org/10.1007/s11162-024-09774-x","url":null,"abstract":"This study investigates the effects of studying abroad through the Erasmus Programme (EP), a European Union programme launched primarily to foster international mobility and cultural exchange of University students, on the school-to-work transition of university graduates. Since a satisfactory transition does not only mean finding a job, but also concerns the wage level and the quality of work, such as stability, working hours and risk of overeducation, we consider all these aspects in order to draw a comprehensive picture of the effect of the EP. We exploit a composite dataset, built on administrative and survey data, covering all graduates from the largest Italian university from 2011 to 2015, and replicate the analysis on a national sample of graduates to verify whether the results can be extended nationwide. Estimates are provided, based on a PSM procedure, of the effects of the EP on the probability of employment, including abroad, on the quality of jobs and on wage levels at different points in time after graduation. We also investigate whether less advantaged students benefit from the Erasmus experience, and provide insights about the role of the foreign languages skills. The results show that the participation in the EP improves employment prospects at least in the short term, as well as the quality of job, and has a positive long term effect on the participants' ability to find a job abroad. The wages of participants are persistently higher than those of non-participants. Less advantaged groups also benefit from the Erasmus experience.","PeriodicalId":48200,"journal":{"name":"Research in Higher Education","volume":"168-169 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139756556","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