eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-12-15 5 .i iii 4473 article Crystal R Chambers chambersc@ecu.edu Sydney Freeman Jr. hefseditor@gmail.com Jessica L Samuels jlsamuels@uidaho.edu Table of Contents for Volume 5, 2020 of the Journal for the Study of Postsecondary and Tertiary Education http://www.informingscience.org/Publications/4473 Table of Contents JSPTE Journal for the Study of Postsecondary and Tertiary Education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-12-15 5 001 016 4472 article Steven Tolman steventolman@gmail.com Daniel W Calhoun dwcalhoun@georgiasouthern.edu Kaylee M. King King.kayleem@gmail.com Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised http://www.informingscience.org/Publications/4472 higher education programs student affairs programs graduate preparatory programs professional preparation student affairs professional development eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-01-19 5 017 034 4490 article Laura J Parson ljp@auburn.edu Ariel Steele als0089@auburn.edu Aim/Purpose: Our goal is to provide understanding of if and how the institutional factors found to contribute to a chilly climate are experienced in an international setting and provide a broader understanding of the discourses that create challenges for marginalized and underrepresented groups in STEM. Background: In August 2018 the Hungarian government stopped funding gender studies program and took direct control of funding at the Hungarian Academy of Sciences in order to focus “taxpayer money on areas that can generate a payoff for society” (Witte, 2018). Methodology: Data collection and analysis focused on how the interface between students and mathematics education was organized as a matter of the everyday encounters between students and faculty and administration by exploring their experiences inside and outside of the classroom. Contribution: There is little in the scholarly literature on how the recent threats and policy changes by the Hungarian government will impact Hungarian higher education; as such, this research has the potential to be a significant and leading contribution to the field by critically examining how ongoing changes to higher education policy, practices, and procedures in Hungary impacts the educational environment for students seeking a graduate degree in Hungary. Findings: Although students and faculty at IU were aware of the political discourses surrounding higher education in Hungary, they largely felt that their work as mathematicians was not largely impacted by threats to academic freedom and institutional autonomy. Instead, these findings suggest that many of the same discourses that coordinate the work of STEM students in higher education persisted to create similar challenges for IU mathematics students. Recommendations for Practitioners: The first step toward improving the chilly climate in STEM fields requires revising the STEM institution from one that is masculine to one that is inclusive for all students with the goal of creating a STEM education environment that supports, validates, and gives students an equal voice. Recommendation for Researchers: Subsequent inquiries guided by this work can extend to additional institutional environments in Hungary and in other authoritarian countries where academic freedom and institutional autonomy are challenged in order to understand how political reform and institutional factors play a role in creating challenges for students from underrepresented groups. Impact on Society: By providing an international perspective, we can explore trends in institutional factors in order to make recommendations that mitigate or reverse the traditional competitive and intimidating STEM classroom environment. Future Research: Future inquiries can explore discourses that contribute to the chilly climate in STEM with an international perspective, to explore if these discourses are consistent across different types of universities around the world. http://www.informingscience.org/Publications/4490 institutional ethnography Hungarian higher education STEM in higher educa-tion mathematics education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-02-10 5 035 038 4506 article MU ZHANG muzhang@ufl.edu Aim/Purpose: Book Review: Student Learning and Development in Chinese Higher Education: College Students’ Experience in China Background: This book describes and interprets student learning and development as perceived by students in Chinese higher education institutions. Impact on Society: Overall, this book appeals to higher education scholars from all countries and regions. It is a good resource for faculty in Chinese higher education institutions to deepen their understanding of undergraduate students to promote their learning and development. Chinese student affairs professionals struggling with how to support the students they work with would benefits greatly from this book. Likewise, Chinese graduate students contemplating a career in higher education/student affairs would also benefit from reading this book. It also provides global higher education professionals a good perspective to understand Chinese higher education under the background of higher education globalization. http://www.informingscience.org/Publications/4506 student experience student learning and development Chinese higher education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-02-27 5 039 055 4511 article Michele Tyson michele.tyson@du.edu Cecilia M. Orphan cecilia.orphan@du.edu Chris A Nelson christine.nelson@du.edu Judy Marquez Kiyama Judy.Kiyama@du.edu Aim/Purpose: Neoliberal ideology in U.S. society and globally is transforming post-secondary institutions into economic drivers of their public purposes, that of promoting societal betterment and educational opportunity. Attendant with the neoliberal transformation of higher education’s purposes has been an erosion of the equity pursuits of postsecondary institutions as they privilege enrolling less diverse students more likely to persist and graduate. Background: Neoliberalism has also distorted the college access imperative and divorced it from addressing historic inequities and marginalizations present in higher education. Instead, the college access imperative is largely situated in the need to meet workforce development needs. The purpose of this paper is to increase awareness about how Higher Education preparation programs resist the neoliberalism transformation to higher education by describing how one specific such program, the Higher Education Department at the University of Denver, is actively resisting the influence of neoliberal ideology in campus life. Methodology: We offer examples drawn from our curricula and co-curricula in which departmental faculty, staff and students embody and enact grassroots leadership focused on advancing equity and the university’s public purposes. Recommendations for Practitioners: We conclude by describing recommendations for other Higher Education departments interested in promoting their institution’s public purposes and equity pursuits while resisting neoliberalism. We also offer reflections intended to encourage other Higher Education departments to take up this vital work Impact on Society: Our hope is that this paper serves as a call to harness the power and expertise within Higher Education department to actively resist neoliberal practices and center equity and social justice. Our intent is to spark ideas, offering organizing practices, and research focused on examining the role of Higher Education departments and degree programs in leading postsecondary institutions in society. http://www.informingscience.org/Publications/4511 equity public purposes higher education neoliberalism institutional change civic engagement eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-03-24 5 057 078 4510 article Gloria Crisp crispg@oregonstate.edu Erin Doran edoran@iastate.edu Vincent Carales vcarales@uh.edu Christopher Potts pottschr@oregonstate.edu Aim/Purpose: The purpose of this study was to better understand the sources of mentoring and ways in which mentors, as forms of social and familial capital, facilitate the development of capital among Latinx community college students Background: A more focused and nuanced understanding of the role of mentors in further developing Latinx students’ capital is needed to guide mentoring programs in designing asset-based programs that recognize and build upon students’ community cultural wealth Methodology: Drawing from Solórzano and Yosso’s (2001) work, we use asset-based, counter-storytelling as a qualitative, methodological approach to reframe the deficit perspective that is embedded in prior literature on Latinx college students. The sample included 11 Latinx community college students who participated in the Robert Noyce Teacher Scholarship Program. Contribution: Results suggest that mentoring programs designed to serve Latinx community college students may be more efficient and may provide more meaningful support by recognizing and building upon the assets and capital provided by students’ networks and communities. Findings: Interviews revealed that participants leveraged community cultural wealth in the form of mentoring networks established prior to and during college, to develop other forms of capital that enabled them to reach their educational goals. Recommendations for Practitioners: The paper provides practical implications for mentoring programs, initiatives that include a mentoring component, as well as more generally for institutional agents who support Latinx students. Recommendation for Researchers: Findings provide a foundation for future research opportunities that could further examine how supportive relationships with institutional agents promote the educational and professional success of Latinx community college students. Future Research: Several suggestions for future research are provided, including qualitative work that explores how students identify and interact with mentors and other institutional agents during college and how they utilize these relationships to navigate the college environment. http://www.informingscience.org/Publications/4510 Latinx college students mentoring community colleges faculty eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-04-16 5 079 084 4535 article Elizabeth S Wargo ewargo@uidaho.edu Aim/Purpose: This essay highlights how the way educational places and spaces are imagined impacts higher education research, policy, and practice. Background: Drawing on the rapid transition to online education in light of the COVID-19 pandemic, dichotomous thinking about education space is problematized by examining how the physical (e.g., the lecture hall) is intertwined with the digital (e.g., an online course shell). Methodology: Conceptual essay Contribution: I illustrate how shifting towards conceptualizing higher education as an intertwined environment, that which is a blended mix of the physical and the digital is a more robust construct that can better assist researchers, policymakers, and practitioners. Findings: Dichotomous— online or on campus—thinking masks issues of equity and justice deserving of higher education leadership research, policy, and practice in need of attention, which COVID-19 has brought to light. Recommendations for Practitioners: By embracing an intertwined educational environment construct, practitioners may be better positioned to see opportunities for increasing equity of higher education access. Recommendation for Researchers: By embracing an intertwined educational environment frame, future research can better examine higher educational equity issues and opportunities. Impact on Society: The larger societal impacts of the COVID-19 pandemic will inevitably change individuals and institutions. By revisiting higher education through an intertwined environmental frame, higher education institutions will be better positioned to assist ALL in society. Future Research: As higher educational institutions grapple with changes in light of the COVID-19 pandemic, future research which problematizes educational space is needed to better understand the shifting, complex, and nuanced environments where learning, marginalization, and opportunities for change exist. http://www.informingscience.org/Publications/4535 spatial inequality education technology space facilities blended learning eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-04-22 5 085 104 4539 article Samantha Dietz sdietz@miami.edu Cengiz Zopluoglu c.zopluoglu@miami.edu Adam Clarke a.clarke2@miami.edu Miriam Lipsky miriam.lipsky@miami.edu Christopher M. Hartnett chartnett@miami.edu Isaac Prilleltensky isaacp@miami.edu Aim/Purpose: The purpose of this study was to examine the factor structure of a newly developed Culture of Mattering survey (CoM) that evaluates mattering in the context of relationships with supervisors, colleagues, and the organization as a whole. Background: Mattering can be defined as the experience of feeling valued and adding value. Despite the importance of mattering in personal and occupational domains, there is very little research on organizational cultures that promote mattering. As far as we know, there is no research on the measurement and promotion of a culture of mattering in higher education settings. Methodology: Data were collected from 4,264 university employees across 469 work units using web-based surveys. CoM scores were aggregated into unit-level average scores, which were the focus of all analyses. Contribution: This study is the first to examine the measurement of a CoM in a higher education context. The specific context consists of a set of principles and behaviors enacted in relationship with supervisors, colleagues, and the organization as a whole. Findings: Factor analysis of the CoM resulted in one general factor (α = .90), and three sub-factors dealing with supervisors (α = .95), colleagues (α = .92), and the organization as a whole (α = .86). Recommendations for Practitioners: When trying to improve organizational culture, attention must be paid to how employees feel at all these levels. Recommendation for Researchers: This study shows that it is important to pay attention to three contextual levels when assessing mattering among faculty and staff: interactions with supervisors, colleagues, and the entire organization. Impact on Society: Mattering is a crucial aspect of organizational health and well-being. Future Research: It is important to study how mattering in higher education impacts the well-being of faculty, staff, and students. http://www.informingscience.org/Publications/4539 mattering organizational culture instrument development employee higher education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-05-21 5 105 123 4554 article Dawn Culpepper dkculpep@umd.edu Lauren Norris lnorris1@umd.edu Michael A. Goodman mgood@umd.edu Aim/Purpose: This study examines how higher education and student affairs doctoral students and their partners navigate the graduate school experience through the lens of linked lives. Background: Enhancing doctoral students’ ability to integrate their academic and personal lives can contribute to positive student outcomes such as retention and satisfaction. Yet, many features of graduate education may undermine students’ ability to maintain their romantic relationships. Methodology: This study draws from joint and individual interviewers with six couples (12 individuals), wherein one partner was a doctoral student in higher education or student affairs. Contribution: Many studies examine work-life integration for faculty members, but much less research seeks to understand how academia affects the experiences of graduate students and their partners. This study contributes to the literature on graduate student work-life integration by putting couples at the center of analysis, using theories of linked lives, and considers implications for doctoral students and graduate training programs in higher education and student affairs. Findings: Our findings revealed three main ways that doctoral students and their partners navigated graduate education: shared decision-making; negotiating, turn-taking, and trading off; and strategically integrating or dividing academic and personal lives. Recommendations for Practitioners: Graduate programs and institutions can enhance work-life integration and the experiences of doctoral students and their partners by incorporating discussion of dual-career concerns into the recruitment/admissions process and considering work-life concerns throughout the doctoral experience. Recommendation for Researchers: Applying the theoretical framework of linked lives brings visibility to a layer of the graduate student experience previously made invisible: the role of student’s partners. Impact on Society: By recognizing the work-life experiences of higher education and student affairs doctoral students and their partners, this study challenges graduate training programs to consider how to change or enhance the resources and structures offered to graduate students in ways that contribute to satisfaction and retention. Future Research: Longitudinal examination of doctoral students and their partners over time and comparison of experiences of couples in different fields/disciplines. http://www.informingscience.org/Publications/4554 graduate students graduate education work-life integration eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-06-04 5 125 144 4555 article Anindya Kundu kundu@nyu.edu David M Elcott david.elcott@nyu.edu Erica G Foldy erica.foldy@nyu.edu Amanda S Winer amanda.winer@nyu.edu Aim/Purpose: This paper illustrates the relationship between graduate students’ social identities and their ability to persevere in an academically rigorous graduate setting. Through our analysis we show that while many students experience marginalization and threats to their identity, they display no less grit than those who do not experience marginalization and threats to their identity. Background: There are contentious debates in higher education about the role that universities should play in promoting equity, diversity, and inclusion principles. Existing arguments rarely consider students’ social identity in conjunction with their academic mindsets and ability to succeed in the graduate school environment, but instead make assumptions of who students are and of what they are capable. Methodology: Survey methods and quantitative analyses, including regression and ANOVA testing. Contribution: While demonstrating that students who experience marginalization and social identity threat display no less grit than their counterparts, we claim that all students would still desire to live and work in a society in which their social identities are respected and honored. Findings: Many students, even those successfully navigating graduate school, still identify as oppressed or marginalized, which is strongly related to certain social identities and to social identity threat. No demographic or oppression-based variable alone correlates negatively or positively with perseverance as tested by the grit scale we used. Recommendations for Practitioners: We recommend that universities uphold a commitment to diversity and inclusion in order to create welcoming environments for all students to thrive. Recommendation for Researchers: We recommend that researchers focus on the intersections of identity, perseverance, and policy to fully address the issues of marginalization and social identity threat at graduate school campuses. Impact on Society: Our paper works to counter the often-negative perception of students who identify as marginalized and who demand more inclusive university environments. Future Research: In future studies, it would be beneficial for the field to address other social identities and examine their perceptions of marginalization and inclusion and assess impacts on academic mindset. http://www.informingscience.org/Publications/4555 grit social identity threat marginalization eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2020-09-25 5 145 166 4636 article Ryan A. Miller ryanmiller@uncc.edu Veronica Adele Jones veronica.jones@unt.edu Aim/Purpose: The following questions guided this study: 1) What are the major types of four-year graduation policies and plans being implemented by public four-year colleges and universities? 2) What explicit and implicit messages do leaders convey in constructing four-year graduation policies and plans? 3) What messages might four-year graduation policies and plans send to minoritized student populations? Background: Four-year graduation is a common goal across public institutions; to this end, university leaders often construct a four-year graduation policy or pledge. Scholars have not systematically examined the discourse within these policies to uncover the underlying structural barriers that may hinder minoritized students from achieving this goal. A one-size-fits all approach in policy can inadvertently promote a discourse of individual success or failure. Methodology: In order to view policy as discourse and explore the tensions within the narrative of timely graduation, the authors utilized critical discourse analysis to explore the discourse within four-year graduation plans across 19 public, four-year universities. Contribution: Institutional leaders often attempted to create mutually responsible commitments with students, but our reading of four-year graduation plans suggests that the majority of leaders created a uniform narrative, failing to acknowledge and make provisions for disproportionate impacts on minoritized populations. Findings: Utilizing seven building tasks, we provided descriptive categories of four-year graduation initiatives, followed by interpretation and evaluation of the messaging conveyed by institutional leaders in constructing policies. Findings revealed that many universities often place expectations on students with varying levels of corresponding resources or without the needs of minoritized student populations in mind. Recommendations for Practitioners: The authors offer recommendations about ways that university leaders through policy creation can acknowledge the structural barriers that affect students’ pathways to completion. Recommendation for Researchers: Because of the underlying acceptance behind the problem that drives graduation policy (i.e., students should graduate in four years), a critical approach allows scholars to examine the text of policies in ways that might illuminate the viewpoints that leaders fail to consider. Impact on Society: Four-year graduation initiatives should move beyond inspiring rhetoric to tackle the true structural barriers (e.g. unavailable courses, weak advising, developmental courses as stumbling blocks) for which institutional leaders as the creators of policy should be held accountable. Future Research: Additional studies focusing on the rhetoric of student success initiatives can reveal language centered on dominant ways of knowing. http://www.informingscience.org/Publications/4636 four-year graduation timely graduation degree completion discourse criti-cal discourse analysis eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-03-18 4 . i iv 4263 article Crystal R Chambers chambersc@ecu.edu Sydney Freeman Jr. hefseditor@gmail.com Jessica L Samuels jlsamuels@uidaho.edu Table of Contents for Volume 4, 2019, of the Journal for the Study of Postsecondary and Tertiary Education http://www.informingscience.org/Publications/4263 Table of Contents JSPTE Journal for the Study of Postsecondary and Tertiary Education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-03-18 4 001 018 4255 article Leah P Hollis lphollis@msn.com Aim/Purpose: The purpose of this paper is to examine the phenomena of vicarious bullying, or an abetting bully, when a bully’s subordinate is used to inflict abuse on the target. This study examines who is most affected by this multi-faceted organizational abuse in American higher education. Background: Workplace bullying has received international attention. Recent studies in the United States have focused on workplace bullying in higher education. However, workplace bullying emerges from an elaborate social structure. This research article brings the unique perspective of vicarious bullying for analysis. Methodology: A data collection from 729 American higher education professionals was used to answer the following three research questions which were addressed in this study: RQ1: What is the overall prevalence of vicarious bullying in American higher education? RQ2: What is the likelihood of experiencing vicarious bullying in American higher education based on gender? RQ3: What is the likelihood of experiencing vicarious bullying in American higher education based on a woman’s race? A chi-square analysis was used to examine which demographic groups are more susceptible to vicarious bullying. Contribution: This article expands the literature on workplace bullying in American higher education by considering how unethical leadership can contribute to and inspire abetting and vicarious bullies who are enabled to maintain the toxic work culture. Findings: This article expands the literature on workplace bullying in American higher education by considering how unethical leadership can contribute to and inspire abetting and vicarious bullies who are enabled to maintain the toxic work culture. Recommendations for Practitioners: Vicarious bullying occurs when the organization fails to curtail managerial abuse. The result is higher turnover for women employees. Working with chief diversity officers and EEO officials can develop policies that stifle this behavior. Recommendation for Researchers: While workplace bullying has gained international attention, the organizational behavior of vicarious bullying is a unique organizational perspective that warrants further study. Impact on Society: Data confirm that women are more likely to leave their organizations to avoid workplace bullying. Women’s departures weaken an organization when they take their insight and knowledge with them. Future Research: Future research can consider the relationship between ethical leadership at the department level and executive level of higher education, and how that might have an impact on the prevalence of workplace bullying. http://www.informingscience.org/Publications/4255 higher education workplace bullying vicarious bullying gender race eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-06-05 4 019 032 4326 article Henrietta W Pichon henrietta.pichon@gmail.com Aim/Purpose: This study explored the connection between Tinto’s notion of “rites of passage” and Kenny’s parental attachment. Specifically, this study sought to explain how students’ parental attachment (i.e., affective quality of parental relationships, parents’ ability to facilitate independence, and parents as source of support) influenced their rites of passage (i.e., separation, transition, incorporation) and how this may differ based on different demographic data. By understanding students’ connections to their parents, student affairs/life administrators will be better able to offer programming that helps students move through the rites of passage in order for the students to become more academically and socially integrated within the institution and ultimately persist. Background: There is little doubt that academic and social integration play a major role in college student persistence. Yet, there remains considerable interest in how students reach this integration. One factor that continues to be explored is parental influence. However, little is known about students’ connections to their parents and how this connection influences their ability to move through Tinto’s “rites of passage.” Methodology: This study employed survey design. For this study, 129 students were surveyed at two institutions in the South. Contribution: By further exploring these relationships, this study will add to the growing body of research on persistence, parental attachment, and historically underrepresented groups in higher education. Findings: Findings from this study suggest that programming provided through student affairs/life offices should focus on the facilitation of independence, so students become more comfortable relying on themselves, new friends, and the institution to assist them as they overcome the new challenges that come with attending college. In doing so, the students can become more integrated into the university and ultimately persist. Recommendations for Practitioners: These findings could be instrumental in shaping the freshmen experience of traditional age enrollees specifically through the admissions process, New Student Orientation programming, and Freshmen Seminar courses. Findings suggest that students may benefit from facilitating their own admission process; therefore, institutions should encourage this independence by sending literature to students, requiring students to take action or respond to requests, and facilitating student campus visits prior to orientation. During New Student Orientation, institutions could offer breakout sessions to parents and students to help with the separation, transition, and incorporation processes. Break-out sessions for parents will focus on what these different stages look like and what they can do to assist their students overcome them. Additionally, break-out sessions for students will focus on helping them identify stages, develop strategies for moving through them, and maintaining good relationships with their parents in the process. Finally, the Freshmen Seminar course should reinforce lessons taught at New Student Orientation regarding separation, transition, and incorporation by providing lessons that allow students to explore the different stages via case studies, identify strategies that one can employ to address issues that arise at the various stages, evaluate services of offices created to assist with stages, and other lessons. Recommendation for Researchers: Although this study has limitations the findings are useful in identifying future research opportunities. A study is required with a larger sample, with a diverse population to allow for rigorous testing of all variables. I suggest a larger and more diverse sample at varying institutional types to fully capture differences among the different groups. Although there were a number of significant correlational findings, the relationships were weak. This suggests that these variables need to be further explored to determine the strength of parental attachment and separation, transition, and incorporation. Impact on Society: This study is important to society because it not only addresses where the issues occur as students move the rites of passage (i.e., separation, transition, incorporation) but also identifies strategies that institutions can employ to assist students as they move through those rites. By understanding how connected students are to their parents, institutions can better prepare their students to work more independently to achieve their educational goals. In doing so, the students will be better able to join the work force and contribute to society in a meaningful way. Future Research: Future research should further study parental attachment and persistence at varying institutional types and link student success services to addressing some of the issues related to separation, transition, and incorporation of these students. http://www.informingscience.org/Publications/4326 persistence parental attachment rites of passage eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-07-13 4 033 048 4365 article Laura J Parson ljp@auburn.edu Jacob P Gross jacob.gross@louisville.edu Alexander Williams alexander.williams.3@louisville.edu Aim/Purpose: Using discourse analysis, this study analyzed language used at universities undergoing budget cuts. Background: In times of economic hardship and declining public support, institutions can generate more revenue or reduce expenditures, referred to as retrenchment, to meet their resource needs. Yet, scholarship on organizational approaches to retrenchment is scarce. Methodology: Using critical discourse analysis, this study analyzed public communication from university leadership to employees about budget cuts. To understand how institutionalized structures were negotiated, reinforced, and constructed through language we looked for linguistic patterns in the use of pronouns, affective and epistemic stance, and nominalization in institutional emails. Contribution: As educational scholarship on institutional budget cutting behaviors remains almost nonexistent, this study extended understanding of budget cutting behaviors by exploring how university presidents frame budget cuts as a serious problem and persuade stakeholders that their solutions will resolve the budget crisis while minimizing personal harm. Findings: Analysis of corpus data suggested that the language used in SRI and URU’s budget emails was tailored to generate support for university leadership’s authority and plans to resolve the crisis. Recommendations for Practitioners: Through the lens of poststructuralist thought, findings suggest there is room for electronic communication about budget crises and resolution to be clearer about the organization of power and the location of financial decision-making. Recommendation for Researchers: The existing body of knowledge on the language used in retrenchment decision-making is small and triangulation with the literature confirmed findings on a larger scale, more research is needed. Impact on Society: If institutions are seeking transparency, they should use language that clearly communicates the nature of the problem, defines which individuals/groups are creating the plan to return to fiscal stability, and, when decisions are made, outlines the specific details of the plans that include who it will impact and how. Future Research: While much of the research has focused on the impact of retrenchment on institutional and student outcomes, these findings suggest that future research should also explore the impact of retrenchment decision-making on faculty and staff outcomes like morale, sense of belonging, and retention and recruitment. http://www.informingscience.org/Publications/4365 retrenchment budget cutting behaviors discourse analysis eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-08-06 4 049 065 4412 article Andrew S Herridge andrew.herridge@ttu.edu Hugo Alberto Garcia hgarcia19@gmail.com Mi-Chelle Leong mi-chelle.leong@ttu.edu Aim/Purpose: While there are studies that examine the experience of LGB or international students, we are not aware of any study that examines both intersectionalities. In this study, we attempt to be the first to examine the experiences of international LGB students and the resources they utilize on campuses. Background: This research provides an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes. Methodology: This narrative qualitative research study was guided by the unifying model of sexual identity development and the model of multiple dimensions of identity. This study conducted semi-structured interviews with eleven participants from two states to attain a deeper insight and perspective on the experiences of LGB International students. Contribution: With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGB community. Findings: The respondents indicated a mixture of experiences based on their sexual orientation and national identity. Emerging themes for RQ1 were Fear, Isolation, and Openness. Respondents expressed the utilization of a wide variety of resources from campus based on online resources. Emerging themes for RQ2 were Campus Based Resources, Online Resources, and Negative Experiences. Recommendations for Practitioners: Based on these findings, institutions of higher education can promote the resources available to students within these populations. Institutions should be intentional in supporting the spiritual and religious needs of international LGBTQIA students to aid in the holistic development of their students. Recommendation for Researchers: It is recommended for researchers to explore how international students who identify as LGBTQIA students experience community colleges. Future Research: Future research should explore how staff, administrators, and faculty attempt to support students from regions of the world that are very conservative as they recruit students from those regions. http://www.informingscience.org/Publications/4412 LGBTQIA international students intersectionality student engagement eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-09-01 4 067 084 4423 article Joseph A Kitchen kitchen.72@gmail.com Michael S. Williams williamsmichae1@missouri.edu Aim/Purpose: Persistence rates among Black and Latinx students continue to fall behind those of their White peers. One way to address this issue is to promote a stronger college sense of belonging. While student involvement has been linked to sense of belonging, postsecondary institutions need to seriously reflect on, and recommit to, their own role in engaging Black and Latinx students to promote their sense of belonging, a strong correlate of persistence and college completion. Background: A sense of belonging has been linked to college success, including student persistence. One potential way to promote a sense of belonging among Black and Latinx students is through student engagement. This paper examines the relationship between student engagement and college sense of belonging among a national sample of 10,475 Black and Latinx students. Guided by student engagement theory, we parse out the role of student involvement and institutional engagement to examine the unique and net impact of each facet of engagement as it relates to college sense of belonging among Black and Latinx students. Methodology: This study employs hierarchical linear regression modeling to examine the unique and net impact of two facets of student engagement: (a) student involvement, and (b) institutional engagement, as each relates to college sense of belonging among a national sample of 10,475 Black and Latinx students. Contribution: This paper contributes to scholarship on persistence, engagement, and belonging among Black and Latinx students. Guided by engagement theory, the study takes a nuanced view of student engagement that acknowledges the role of student involvement, and critically, examines the role of institutional engagement in terms of variance explained in sense of belonging among Black and Latinx students. Consistent with calls from the literature, this study provides an empirical examination that recognizes institutional responsibility for promoting a sense of belonging among Black and Latinx students, who are often marginalized in higher education, rather than placing the onus on the students alone. Findings: Overall, student engagement explains 18% of variance in sense of belonging among Black and Latinx students, controlling for a range of student characteristics. Student involvement explains a significant amount of variance above and beyond student background characteristics alone. Institutional engagement explains unique variance in belonging above and beyond student involvement alone, and it has the largest impact on sense of belonging of any variable in our models. Recommendations for Practitioners: Administrators, practitioners, and leadership at postsecondary institutions should acknowledge their central role in engaging Black and Latinx students. Institutions should seek out ways to communicate the resources, support, and involvement opportunities they offer through appropriate venues such as minority student and allied organizations, cultural events, and by working with existing networks of minorities on campus. Increased efforts on the part of institutions to have a broader and more inclusive reach to engage their students may communicate to students that they matter and the institution cares about their success—leading to a greater sense of belonging. Findings from this study suggest there may be ways for students and university staff to collaborate on student success to promote desirable student outcomes like sense of belonging. Recommendation for Researchers: The results provide evidence for the utility of a multidimensional conceptual or theoretical model in research that parses out involvement, engagement, and sense of belonging as independent constructs and specifies the relationship between each construct. It also calls attention to the important role of institutional support and engagement as a means of promoting sense of belonging among Black and Latinx students, and supports shifting the onus of engagement and belonging away from the student alone and toward institutions and their practices. Researchers should continue to explore how to promote belonging through different facets of engagement, and acknowledge the role of the institution in promoting belonging. Impact on Society: This paper contributes to addressing seemingly intractable gaps in college persistence rates among Black and Latinx students and their White counterparts. Specifically, it contributes to an understanding of practices and policies to promote sense of belonging through student engagement to reap associated benefits such as college persistence and completion. Closing the persistence and completion gaps among student racial/ethnic groups can contribute to greater educational equity and in turn greater societal equity. Future Research: Future research should continue to parse out student involvement, institutional engagement, and sense of belonging as distinct constructs when examining the relationship between student engagement and belonging. The present study demonstrates the merit to this approach, permitting the researcher to determine the unique and combined influence of each element of engagement on belonging that would have otherwise been obscured if treated as a single construct. Adopting this approach also offered insight into the specific facets of engagement that appear to impact belonging for Black and Latinx students instead of a monolithic treatment of student involvement or engagement, allowing for a more nuanced understanding. http://www.informingscience.org/Publications/4423 Black and Latinx students sense of belonging college student engagement eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-09-02 4 085 102 4426 article Leah P Hollis lphollis@msn.com Aim/Purpose: The purpose of this paper is to apply Albert Bandura’s findings of the Bobo Doll experiments to organizational behavior and workplace bullying in higher education. The Bandura social psychological experiments confirm that people who see aggression also need to witness an intervention to aggression to learn that the organization does not welcome aggression in their work environment. Background: By applying the Bandura experiment, the researcher shows how leadership can intervene to stop organizational aggression and abuse. Without leadership intervention, workplace bullying continues in higher education. Methodology: The researcher used a data set of 730 higher education professionals. The central research question: RQ Which personnel, bullied or not bullied, are more likely to report that no intervention was demonstrated in the organization’s response to reports of workplace bullying on campus? A chi-square analysis was used to examine if organizational inaction was more likely to lead to workplace bullying. Contribution: The application of the Bobo Doll experiments confirms that workplace aggression is either curtailed or proliferates based on leadership’s intervention to stop aggression in higher education. This social psychology approach contributes to the literature on workplace bullying in higher education about the need for leadership to intervene and stop bullying behaviors. Findings: Those who reported organizational apathy, that is the “organization did nothing” were more likely to face workplace bullying in higher education at a statistically significant level, .05 level (χ2 (1, n = 522) = 5.293, P = 0.021). These findings align with Bandura’s theoretical approach that an intervention is needed to curtail aggression and workplace bullying. Recommendations for Practitioners: Organizational leadership should consider 360 evaluations, ombudsmen, and faculty oversight committees to collect data and intervene in workplace bullying problems on campus. Recommendation for Researchers: Researchers can further examine how leadership engagement and intervention can curtail costly and corrosive workplace bullying in higher education. Impact on Society: These findings confirm that workplace bullying will not just disappear if left unattended. Empirical data confirms that leadership apathy, or deliberate indifference, to interventions only enable aggression and bullying in the workplace. Future Research: Future research projects can include qualitative approaches to discover what values encourage leaders to intervene in workplace bullying. http://www.informingscience.org/Publications/4426 workplace bullying Bobo Doll laissez-faire leadership deliberate indifference eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-09-10 4 103 121 4430 article Ryan A. Miller ryanmiller@uncc.edu Neda Pouraskari npourask@uncc.edu Aim/Purpose: The purpose of this qualitative study was to understand how faculty members teaching undergraduate diversity courses at liberal arts colleges in the southern United States addressed the outcome of the 2016 presidential election in their classrooms. Background: Humanities and social science faculty teaching undergraduate diversity courses faced the decision of whether, and how, to address the 2016 U.S. presidential election in their courses. Diversity courses represent a compelling context for examining this event, as instructors must routinely tackle charged and controversial topics and such courses have become the subject of debates around purpose, course content, and instructional methods. Methodology: This study draws upon one-on-one, semi-structured interviews with 38 faculty members teaching required undergraduate diversity courses at three predominantly White liberal arts colleges in the southern United States. Contribution: Understanding faculty members’ approaches to handling a critical political event sheds light on how faculty in multiple contexts might prepare for difficult dialogues in their classrooms. This study can serve to prompt reflection about how campuses engage with contemporary controversies in an era of reduced public trust in higher education and skepticism that free speech is a fundamental value of higher education. This study also offers a contribution to understanding how faculty members’ and students’ social identities including race and gender influence the dynamics of classroom discussions about contemporary controversies. Findings: Drawing upon the curricular processes detailed in the multicontextual model for diverse learning environments, findings from this study address faculty members’ personal post-election reactions, concern for minoritized students, decisions whether to disclose their political leanings, and their attempts to promote multiple perspectives, civility, and disciplinary connections to the political climate. Recommendations for Practitioners: Faculty members, educational developers, and administrators can use this study to consider how to address challenging and controversial events in the classroom and how to protect academic freedom to teach about and learn from these events. Recommendation for Researchers: Researchers can advance understandings of how contemporary controversies and discussions of the political climate play out in college classrooms by investigating faculty and student experiences in multiple disciplinary, institutional, and regional contexts. Impact on Society: Higher education institutions in the United States face increasing public scrutiny and calls for greater accountability. Professors, in particular, are often caricatured as partisan ideologues intent upon indoctrinating students to particular political positions. A better understanding of how faculty members consider and approach discussions of a critical event may help shed light on the reality of many college classrooms and the self-reflective approaches to handling controversy faculty members may espouse. http://www.informingscience.org/Publications/4430 politics 2016 election college faculty diversity courses diversity require-ment general education academic freedom liberal arts colleges qualitative eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-09-25 4 123 142 4432 article Chaunte L White clwhite9@uh.edu Miranda Wilson mwilson8@central.uh.edu Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms http://www.informingscience.org/Publications/4432 higher education history Black African American eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-01 4 143 147 4440 article Mary Ann Bodine Al-Sharif drbas@uab.edu Hugo Alberto Garcia hgarcia19@gmail.com Aim/Purpose: This preface presents the papers included in this Special Series of the Journal for the Study of Postsecondary and Tertiary Education. Background: This special series was put together in an effort to show the interconnectedness of our world through globalization and internationalization within higher education. Methodology: A qualitative conceptual analysis of the themes and insights of the selected submissions of the works for this special series is presented. Contribution: Though a move toward internationalization has occurred across the globe within higher education, there is still a gap in the amount of available relevant research within the field. This special series seeks to help fill this gap. Findings: The works found in this special series challenge us to view the practice and profession of higher education through a broader and more globalized lens in order to expand our vision of what higher education is today and can be for the future. Recommendations for Practitioners: Researchers and practitioners are encouraged to broaden and diversify their methodological approaches to cross-cultural research and practice in order to aid the higher education community in meeting the needs of an ever growing diverse student body. Recommendation for Researchers: Researchers are encouraged to embrace international research, as well as the impacts of globalization and internationalization upon higher education and society. Impact on Society: By embracing the impact of globalization within higher education, we become a stronger society that is more accepting and prepared for diversity and diverse learning environments. Future Research: The conceptual analysis of these selected works may provide researchers with insight and direction for future work that examines programming, curriculum, international partnerships, and student and faculty experiences from a global perspective. http://www.informingscience.org/Publications/4440 transnational education globalization internationalization higher education international research study abroad global responsibility diversity interfaith; campus worldview; campus climate eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-01 4 149 176 4434 article Beth Ashley Staples staples.64@osu.edu Laura S. Dahl dahl.68@osu.edu Matthew J. Mayhew mayhew.65@osu.edu Alyssa N. Rockenbach alyssa_rockenbach@ncsu.edu Aim/Purpose: The purpose of this study was to compare domestic and international students’ experiences of the campus worldview climate. Background: Internationalization efforts have continued to increase and more institutions are codifying internationalization into their mission statements or strategic plans. However, most international students are coming to the United States from countries that do not share a Christian-based worldview and most campuses are already underprepared for their students to engage across worldviews. Methodology: To explore the experiences of international students with the campus worldview climate, we used data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to examine differences between domestic and international students with regard to campus worldview climate perceptions, engagement in formal and informal interfaith opportunities, and changes in pluralism orientation during the first year of college. Contribution: This study advances our understanding of how international students perceive their campus worldview climates and how they engage in cross-worldview interactions. We offer these findings in hopes of providing an empirical roadmap for improving international students’ experiences with the worldview climate on campus, especially as internationalization strategies continue to grow and diversify our student populations. Findings: We found that international students do find their campuses less welcoming than their domestic peers. Additionally, international students reported engaging more often in formal cross-worldview interactions than their domestic peers. Recommendations for Practitioners: In light of these findings, we suggest three interfaith initiatives campuses can sponsor to better support their international students: 1) find a physical space for a multi-faith center and provide dedicated staff to support interfaith initiatives, 2) help faculty innovate their practice and the spaces they hold in the classroom to foster environments more inclusive of diverse worldviews, and 3) engage student affairs staff in reflection about their own worldviews and train them to create space for cross-worldview engagement among their students. Recommendation for Researchers: Our findings suggest that international students’ experiences of worldview climate differ from their domestic peers. Researchers should continue to explore worldview as a relevant component of the cross-cultural experience and design research that considers these divergent experiences. Impact on Society: Helping our students engage with diverse worldviews is imperative as part of higher education’s contribution to creating democratic societies across the globe. The results of this study point to ways administrators and campus leaders can align internationalization strategies with effective interfaith and worldview diversity practice. Future Research: Additional research efforts should focus on identifying components of the campus worldview climate international students are more likely to experience than their domestic peers. Also, researchers should consider how international students are exhibiting growth on outcomes like pluralism orientation in comparison to their domestic peers and how cross-worldview interactions affect this development. http://www.informingscience.org/Publications/4434 internationalization international students worldview diversity interfaith eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-01 4 177 196 4435 article Lisa M Unangst unangstl@bc.edu Nicole I Barone baronena@bc.edu Aim/Purpose: This paper evaluates three community college internationalization plans using quantitative textual analysis to explore the different foci of institutions across three U.S. states. Background: One of the purposes of community college internationalization is to equip future generations with the skills and dispositions necessary to be successful in an increasingly globalized workforce. The extent to which international efforts have become institutionalized on a given campus may be assessed through the analysis of internationalization plans. Methodology: We use the textual analysis tool Voyant, which has rarely been employed in educational research, being more frequently applied in the humanities and under the broad heading of “digital scholarship”. Contribution: Extant literature examining internationalization plans focuses on the four-year sector, but studies centered on the two-year sector are scarce. This study addresses that gap and seeks to answer the research questions: How do community colleges operationalize internationalization in their strategic plans? What terms and/or concepts are used to indicate international efforts? Findings: Key findings of this study include an emphasis on optimization of existing resources (human, cultural, community, and financial); the need for a typology of open access institution internationalization plans; and the fragmentation of international efforts at the community college level. Impact on Society: It is clear that internationalization at community colleges may take shape based on optimization of resources, which begs the question, how can education sector actors best support open access institutions in developing plans tailored to the local context and resources at hand? Future Research: We recommend additional use of quantitative textual analysis to parse internationalization plans, and imagine that both a larger sample size and cross-national sample might yield interesting results. How do these institutional groupings operationalize internationalization in the corpus of their plans? http://www.informingscience.org/Publications/4435 internationalization community college quantitative textual analysis digital scholarship international students eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-01 4 197 208 4404 article Younus Ahmed Mushtaq Ahmed younusahmed06@gmail.com Nurazzura Mohamad Diah nurazzura@iium.edu.my Aim/Purpose: Education is vital as it is a major investment in human capital. Tertiary education, in particular, contributes to the growth of knowledge and advances skills, which helps in the development of a country. This paper aims to look at the research and technological output at the tertiary level in Saudi Arabia and Iran. Background: Saudi Arabia and Iran have an aspiration for leadership in the Islamic world and have been fighting for regional domination. Providing an overview of their tertiary education in these countries could be used to understand where the countries stand in their social and economic aspirations, especially when their economies move from oil to knowledge-based. Methodology: To achieve the objective of the study, qualitative thematic analysis was done on secondary data extracted from the official websites of Organization of Islamic Cooperation (OIC), the World Bank and the Organization for Economic Cooperation and Development (OECD). Contribution: The data suggest that Iran has a higher research output and development at the tertiary level than Saudi Arabia. Saudi Arabia needs to focus on its research output to achieve its social and economic aspiration to move to a knowledge economy. Findings: The findings reveal that while Iran has a much larger tertiary system than Saudi Arabia, Saudi Arabia spends a higher percentage of its GDP on education (5.14%) than Iran (2.92%) and has a higher student-instructor ratio (19.85%) than Iran (15.26%). Despite less investment in education, Iran has published more articles (38,299) and filed more patents (14,279) than Saudi Arabia, which has fewer published articles (15,509) and patents filed (2406). http://www.informingscience.org/Publications/4404 academia Iran R&D research output Saudi Arabia tertiary education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-01 4 209 225 4391 article Christina W. Yao cy9@mailbox.sc.edu Crystal E Garcia crystal.garcia@auburn.edu Courtney Collins courtney.collins@huskers.unl.edu Aim/Purpose: In this study, we explored the learning experiences of graduate students enrolled at Vietnamese-German University (VGU), a transnational collaborative university that uses English as the language for instruction that is primarily conducted by German faculty. Background: Transnational education has gained in popularity across the globe, often with English serving as the common language, or lingua franca. However, English as lingua franca contributes to learning challenges as a result of English language dominance in academia. Methodology: Case study methodology was used to examine the learning experiences of graduate students at Vietnamese-German University, with the institution as the case and 24 participants as the unit of analysis. Semi-structured interviews were conducted face-to-face which allowed for rich data. Contribution: Transnational education has gained significant attention in recent years, including how language may influence operations and motivations of institutions. However, few studies exist that examine English as lingua franca at transnational universities from the student perspective. The context of Vietnam is also important as Asia is a growing region for the establishment of transnational universities. Findings: Participants expressed that the primary reason they chose to attend VGU was because of its use of English as lingua franca. However, they experienced several challenges, particularly with technical jargon and an overall language barrier in the classroom. Participants navigated challenges with three strategies for learning: asking the professor questions, talking with peers, and using supplemental resources to understand unfamiliar concepts. Recommendations for Practitioners: Results from this study include implications for instructors to better meet the needs of non-native English learners in the classroom, such as supporting peer engagement, group work, and engaging in pedagogical training. Impact on Society: The findings from this study provides additional perspectives on how English as lingua franca allows for affordances and challenges for student learning at transnational universities in Vietnam. The results of this study could inform other transnational universities in Asia. Future Research: Recommendations for future research include examining English as lingua franca from the perspectives of instructors. Additional suggestions include longitudinal studies on the outcomes of graduates’ English language learning and how English language training contributed to their employment in the global sector. http://www.informingscience.org/Publications/4391 Vietnam Germany transnational education English as lingua franca student learning eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-01 4 227 244 4424 article Brittany M Williams brimarwilliams@gmail.com Raven K Cokley ravenk90@gmail.com Aim/Purpose: The purpose of this collaborative autoethnographic research study was to explore how a shared Ghanaian study abroad experience would (re)shape how two U.S. first-generation Black women doctoral students understood teaching, learning, and academic achievement. Through our experiences, we reflected on what a reimagining U.S. higher education could look like to facilitate a cultural shift in educational norms. Background: The centrality of whiteness in U.S. education contributes to the learning and unlearning of people of Black students. The promise of Ghana, then, represents a space for revisioning who we are and could be as student affairs and counselor educators through more African ways of knowing. Methodology: Collaborative Autoethnography (CAE) served as the methodology for this study. CAE can be described as a collaborative means of self-engagement (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016) and is an interplay between collaboration, autobiography, and ethnography among researchers (Chang, Ngunjiri, Hernandez, 2013), where researchers’ experiences, memories, and autobiographical materials are gathered, analyzed, and interpreted to gain insight into a particular experience (Chang, Ngunjiri, Hernandez, 2013; Chang, 2016). Contribution: This study nuances ways of knowing and expectations around learning and accomplishment for Black students. This is done through following the journey of two Black women doctoral students in counselor education and student affairs who are deeply aware of the ways their classroom and educative practices contribute to the socialization and learning of Black children. This paper offers strategies for operationalizing more culturally responsive ways of engaging students and of enacting student affairs and counselor educator practices. Findings: The findings from this study have been synthesized into two major themes: (1) The reimagining of professional preparation; and (2) student and teacher socialization. Together, they reveal ways in which inherently Ghanaian practices and techniques of teaching and learning contribute to increased student engagement, educational attainment, and success. Recommendations for Practitioners: Higher education practitioners should consider how to apply Ghanaian principles of success and inclusion to ensure students can participate in campus programs and initiatives with minimal barriers (financial, social, and emotional) through collective commitment to inclusion, centering non-western constructs of time so that students have flexibility with institutional engagement, and design support systems for student leaders where collective rather than individual accomplishments are centered. Recommendation for Researchers: Researchers should consider shifting the centrality of positivist notions of scholarship in publication and research pipelines so that inherently African ways of knowing and being are included in the construction of knowledge. Impact on Society: This study has societal implications for the P-20 educational pipeline as it pertains to Black students and Black education. Specifically, there are implications for the many ways that we can affirm Black brilliance in U.S. public school settings, by acknowledging what and how they come to know things about the world around them (e.g., via singing, dancing, poetry, questioning). In terms of higher education in the U.S., this study calls into question how we, as educators and practitioners, position Black students’ ancestral knowledges as being both valid and valuable in the classroom. Future Research: Future researchers may wish to examine: (1) the direct suggestions for what inclusive education can look like from Ghanaians themselves as outsiders looking into U.S. education; (2) exploration of Black American and Ghanaian student perspectives and perceptions on teaching and learning in their respective countries, and (3) exploration of a broader range of Black people's voices including those of Black LGBT people, Black trans women, and non-millennial Black educators, for insight into making educational spaces more inclusive, transformative, and affirming. http://www.informingscience.org/Publications/4424 Ghana study abroad graduate preparation higher education student affairs African American students counselor education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-01 4 245 262 4425 article Tiffany Viggiano tvigg001@ucr.edu Aim/Purpose: This investigation examines 15 interviews at one critical case in Finland to explore the ways in which practitioners of higher education address the challenges associated with the pursuit of a global social good agenda. Employing the language of the participants, the purpose of this investigation is to explain the ways in which tertiary education practitioners conceptualize their “global responsibility” and how this concept aligns with the pursuit of a global social good agenda. Background: In many nations, at the domestic level, the pursuit of social good is considered a fundamental component of the university mission, but the same logic is not always applied internationally. Finland employs the concept of global responsibility to, presumably, address this mission. When social good is considered internationally, there is little direction on what this means or how to promote this goal. The ways in which practitioners actually define and navigate global social good at institutions of higher education is not researched. Methodology: This investigation is part of a larger research project funded by Fulbright Finland and the Lois Roth Endowment. Throughout the entirety of the investigation, I engaged in ten months of participant observation and collected interviews from actors within multiple Finnish institutions of higher education. Explorational interviews of other institutions of higher education allowed me to confirm that I had indeed selected a critical case. This investigation draws on 15 strategically selected interviews with higher education practitioners at the selected institution. Contribution: Unlike previous scholarship, this empirical work documents an example of an institution in which practitioners conceptualize internationalized higher education outside of the neoliberal hegemony. Although neoliberalism is certainly present, there is strong evidence of a critical/liberal foundation that enables resistance. Findings: This investigation defines and operationalizes global responsibility and explains the duplicitous definitions of global responsibility—the critical/liberal and the neoliberal. In doing so, the investigation provides an example of an institution attempting to purposefully enact globally social good initiatives, and highlights the ways in which neoliberalism impedes a global social good agenda. Recommendations for Practitioners: This research provides an empirical foundation for a non-neoliberal approach to internationalization from which to build higher education policy. Practitioners should consider pursuing the critical/liberal goals of global responsibility from within their own cultural context. Specific elements of importance elucidated by practitioner interviews in the Finnish context include need-based aid for international student tuition, international partnerships with non-affluent institutions, and open access publication. The ways in which neoliberal funding mechanisms distinctivize these global social good initiatives should also be considered. Recommendation for Researchers: Researchers should consider their own methodologically nationalist assumptions. Social good research that begins from the confies of the nation state selectively excludes most of the world’s most disadvantaged student populations. Within the national container, researchers limit their conception of global responsibility to the neoliberal. Impact on Society: This critical case demonstrates a disconcerting neoliberal creep that will likely lead to increasingly unjust internationalization. University internationalization efforts can and do contribute to global social inequality when policies are left unquestioned (Stein, 2016). Neoliberal global responsibility manifests many of the ethical perils of internationalization identified by neoliberal and critical internationalization scholars, such as assumptions of an equal playing field, win-win situations, nationalism, selective recognition of difference, and knowledge as universal (Harvey, 2007; Stein, 2016). The most salient examples documented here are the decision to charge international student tuition while offering only merit-based aid, as well as the decision to strategically partner with more economically advantaged institutions of higher education. In alignment with the theory of coloniality (Quijano, 2007), these decisions serve to reproduce global structural inequity by continuing to privilege those who have been historically privileged. Naming the action—neoliberal global responsibility—provides a platform from which to discuss, research, and resist this mechanism of global social injustice (Boris, 2005). Future Research: Future research should employ this operationalized frame of global responsibility (adapted for their own cultural context) to assess contributions and impedements to global social good at new institutions of higher education. http://www.informingscience.org/Publications/4425 social good internationalization higher education global responsibility Finland critical neoliberalism global university coloniality social justice practitioner eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-02 4 263 277 4433 article Eugene T. Parker eparker@ku.edu Aim/Purpose: Higher education has faced increasing perceptions, mainly by students, of unwelcoming campus racial and diversity climates. As a result, during the past decade, there has been a peak in the inaugurations of chief diversity officers. Yet, little is known about how these offices are established. Background: This study explores and describes the emergence of the chief diversity office at two research-intensive universities. Methodology: This study utilizes a qualitative case study to answer the research questions. Contribution: The study provides new knowledge about the impetuses that prompt the formation of chief diversity officers. Further, the findings inform the higher education community about the establishment of chief diversity offices at two universities that might help institutions inaugurate new offices. Findings: Findings illustrated that the formation of the chief diversity office at these research universities represented structural responses to cultural issues on campus. Recommendations for Practitioners: A recommendation for practitioners is to consider a thorough assessment of the campus climate as a means to prompt the formation of a chief diversity office. The structural attributes of the realized unit should be directly associated with the specific context of the respective campus. Recommendation for Researchers: Recommendations for researchers are to empirically address social identity when examining chief diversity officers and to further investigate job and work attitudes, such as organizational commitment or burnout, in these leaders. Impact on Society: Present day colleges and universities are the most diverse in history. Considering changing demographics, it is important to understand how institutions are structurally responding to diversity on campus. Future Research: Future research might investigate the nuanced ways in which institutions of higher education are inaugurating new offices and appointing new diversity leaders. Considering the distinct aspects of diversity, scholars might explore the salient skills or relevant background experiences that colleges and universities are seeking in these new leaders. http://www.informingscience.org/Publications/4433 diversity campus climate race CDO leadership higher education equity inclusion eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-10-23 4 279 280 4444 article Crystal R Chambers chambersc@ecu.edu Aim/Purpose: Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach Background: This text explores cases and concepts regarding multiculturalism, diversity, and inclusion in student affairs practice as guided by ACPA/ NASPA competencies. Methodology: Review Contribution: Review Findings: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendations for Practitioners: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendation for Researchers: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Impact on Society: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Future Research: See Review http://www.informingscience.org/Publications/4444 multiculturalism diversity inclusion student affairs eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-11-10 4 281 298 4453 article Gregory S Anderson ganderson@jibc.ca Kai Scott kai@transfocus.ca Rosemary Ricciardelli rricciardell@mun.ca Mary DeMarinis mdemarinis@jibc.ca Aim/Purpose: To inclusively consider the diversity within student gender-identification at post-secondary institutions, we investigate expanding gender self-identification options on admissions forms; often the first point of student contact with campuses. Background: Even if inspired and motivated by inclusion, many of the gender categories in use presently have challenges, including conflating gender identity with sex assigned at birth, providing too many response options giving rise to ethical issues, and using outdated or misunderstood terms. Methodology: We conducted a sequential mixed-methods exploratory research design that consisted of interviews (n=9) with administrators in post-secondary institutions, followed by a survey of said administrators (n=21), and finally a survey of students (n=45). Contribution: The data detail experiences and inform best practices for ensuring gender inclusivity, specifically concerning students who identify as transgender or non-binary, when filling out forms. Findings: Results indicate that moving beyond binary gender categories entails a balance between (1) institutional issues of data integrity for effective use of gender data, and (2) providing flexible and inclusive options for gender-identification that extend within and beyond the gender binary to ensure students are counted where historically they have been invisible. Recommendations for Practitioners: To balance inclusivity and data management institutions may consider a two-part question, first asking about gender (woman, man, non-binary), and then asking about gender-identification experiences (yes/no). Recommendation for Researchers: As a system, we must find a way to balance inclusion with data management, and transgender and non-binary students must be free of administrative burdens in order to exercise their voice and access post-secondary education. Impact on Society: Collecting expanded gender categories in the school system is only the beginning of a shift in how transgender and non-binary students feel welcomed and supported on campus. The shift is critical to the focus and wellbeing of these students. Future Research: Future researchers, we suggest, may wish to focus on gathering examples of implementation of expanded categories and illustrations of how these data are used to inform and shape changes to policy, practices, spaces, services, and programs. More in-depth exploration of the inclusion of Two Spirit identities in ways that allow their identity to remain intact rather than partially represented in response to the gender question. http://www.informingscience.org/Publications/4453 gender diversity gender categories gender data demographics education post-secondary students transgender non-binary eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-12-11 4 299 306 4469 article Russell Thacker thac2014@vandals.uidaho.edu Sydney Freeman Jr. hefseditor@gmail.com Daniel RL Campbell dcampbell@uidaho.edu Aim/Purpose: This paper establishes a research agenda for learning from global approaches to higher education as a field of study by encouraging research into new methods and practices in leadership development from emerging scholars and practitioners around the world. Background: Significant growth has occurred in the number of academic programs, research centers, and scholars serving in the field of higher education in the last two decades. This presents an opportunity to expand methods and practices in a new and global direction. Methodology: Conceptual essay Contribution: We identify the need to expand research on higher education as a field of study beyond national and Western constructs. Findings: Several specific initiatives, resources, and potential research areas for future scholars are discussed, including curricular, pedagogical, and programmatic best practices and internal and external leadership development programs in higher education. Recommendations for Practitioners: By adopting best practices in leadership development from other national or regional settings, faculty who prepare higher education leaders can inspire innovation in their leadership development programs and reach diverse audiences. Recommendation for Researchers: Researchers in the field of study of higher education can use recently available resources to access global perspectives on the study of leadership development in higher education. Impact on Society: The development of professional leaders in higher education is critical to the future of social and economic development. Understanding the innovative approaches utilized by other countries for higher education leadership development can improve leader preparation efforts everywhere. Future Research: A concise research agenda is set forward for future scholars and practitioners. http://www.informingscience.org/Publications/4469 higher education as a field of study leadership development international higher education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-12-20 4 307 318 4468 article Steven Schlegel schleg13@msu.edu Aim/Purpose: This paper encourages the reader to think about the role history, or foundations, plays in graduate programs in the field of higher education. In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs. Background: In many ways higher education programs have a complicated relationship with history. In some ways it can be seen as a central pursuit and in other ways it can be seen as a marginal scholarly activity. These two conflicting paradigms of central and marginal reflect a lack of scholarly discussion on what the field wants and expects from history. Methodology: This paper considers the scholarly discussion that has happened in three fields apart from higher education administration in an attempt to suggest ways that scholars in higher education programs might conceptualize the value and role that history should play in our graduate programs. Contribution: This paper invites scholars to think about what they want and expect students to gain from coursework on the history of higher education in comparison to what other fields have seen as the major reasons for including similar coursework. Findings: Despite a generalized commitment to teaching the foundations of higher education, the field has not been clear about what it expects students to gain from this type of coursework. Although it is easy to suggest that teaching foundations is important, there has been limited scholarly work that meaningfully grapples with questions about the value of foundations in higher education programs. Recommendations for Practitioners: As practitioners and researchers, we need to better articulate what we think foundations brings to graduate students in higher education programs and we need to do so in a manner that creates a single coherent paradigm for students. Recommendation for Researchers: (Included in Recommendations for Practitioners) http://www.informingscience.org/Publications/4468 higher education foundations graduate education higher education programs eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-02-10 3 . i iii 3957 article Sydney Freeman Jr. hefseditor@gmail.com Crystal R Chambers chambersc@ecu.edu Jessica L Samuels jlsamuels@uidaho.edu Table of Contents for Volume 3, 2018, of the Journal for the Study of Postsecondary and Tertiary Education http://www.informingscience.org/Publications/3957 Table of Contents JSPTE Journal for the Study of Postsecondary and Tertiary Education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-02-10 3 001 020 3950 article Elizabeth K Niehaus eniehaus@unl.edu Jillian Reading jreading@huskers.unl.edu Crystal E Garcia crystal.garcia@auburn.edu Aim/Purpose: Understanding how students develop a sense of efficacy as researchers can provide faculty members in higher education doctoral programs insight into how to be more effective teachers and mentors, necessitating discipline-specific research on how graduate programs are and can be fostering students’ research self-efficacy (RSE). Thus, the purpose of this study was to explore how doctoral programs and early research experiences contribute to the development of RSE in higher education scholars. Background: Participants identified elements of the formal and “hidden” curriculum that promoted and inhibited RSE development. Methodology: We employed multiple case study analysis of 17 individual early career scholars in higher education and student affairs. Contribution: Findings indicate that the development of RSE is complex, but that Bandura’s four main sources of efficacy are a useful way to understand the types of experiences that students are and should be having to promote RSE. Our findings also highlight the importance of the research training environment in RSE development. Findings: We found that the formal curriculum of participants’ doctoral programs – their research methods coursework and the process of writing their dissertations – were important facilitators of their RSE development. However, we also found that the “hidden curriculum” – the availability of extracurricular research opportunities, faculty and peer mentoring, and the overall research culture of the doctoral programs – were influential in participants’ development. Recommendations for Practitioners: Our findings point to a number of implications for higher education graduate programs seeking to improve students’ RSE. First, with regard to coursework, our findings point to the importance of recognizing the negative experiences students may bring with them to their doctoral programs, particularly related to quantitative methods, and of finding ways to help them see quantitative methods in different ways than they have before. Second, our findings suggest important implications for how faculty members as teachers, advisors, and men-tors can think about providing feedback. Finally, our findings suggest the importance of understanding the “hidden curriculum,” and how faculty members can influence students’ experiences outside of coursework and dissertations. http://www.informingscience.org/Publications/3950 graduate student socialization research self-efficacy research training eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-03-02 3 021 023 3967 article Amy M Anderson amymandersonart@gmail.com Aim/Purpose: Review of Beth Berila's book, Integrating Mindfulness Into Anti-Oppression Pedagogy: Social Justice in Higher Education Background: I am a Fine Arts instructor who integrates contemplative methods in my curriculum and is interested in mindfulness techniques. Beth Berila is Director of Women's Studies at St. Cloud University, as well as a 500-hour registered yoga teacher. Methodology: Integrating mindfulness techniques as tools for students to develop and/or deepen their levels of self-reflexivity and compassion. Contribution: A review of the book Findings: Lists benefits found in text and offers suggestions for further expansion Recommendations for Practitioners: Besides the helpful theory, Berila gives an example of practical application at the end of each chapter that can be used for self and/or tailored for the classroom. Recommendation for Researchers: A great reference list for separate, more in-depth, lines of inquiry Impact on Society: Another element adding to our attempts to fully embody knowledge Future Research: Narratives of practical application and effects thereof http://www.informingscience.org/Publications/3967 pedagogy mindfulness contemplative integrated social justice anti-oppression higher education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-03-29 3 025 040 3989 article MaryBeth Walpole walpole@rowan.edu Felicia Crockett crockettf6@students.rowan.edu Aim/Purpose: Service Learning is not used in graduate education to the extent it is in un-dergraduate education. This paper utilizes a developmental evaluation methodological approach and a strategic partnership conceptual framework in examining a service learning course in which higher education master students gain valuable experience they can use in their careers while assisting high school students as they apply to college. Background: Little research has been done on service learning at the graduate level. Moreover, although service learning is growing on campuses, master of higher education students may not have experience with it. Additionally, gaps in college access by socioeconomic status and race continue to exist, yet little research has been done on how service recipients experience service learning. This paper evaluates a service learning course and addresses the service recipients who were high school students at the time and the experiences of graduate students who were enrolled in the course. The research questions are the following. To what extent do high school recipients report an increase in college application behaviors from the beginning to the end of the service learning experience? How do high school recipients describe their experiences with the graduate students? How do Master of Higher Education students describe their knowledge of the college admission process as a result of their experiences with service learning? How do they describe their experiences with service learning? What skills, if any, do they report improved as a result of the service learning experience? Methodology: The paper uses developmental program evaluation methodological ap-proach, and data collection strategies include survey responses and inter-views with former high school students as well as document analysis of former graduate students’ reflective essays and interviews with them. Contribution: Little is documented regarding graduate student experiences with service learning, particularly Higher Education master programs. Additionally, little research exists on service recipients experiences. Findings: The service learning course was helpful to the high school students’ college application process, and students reported increases in college application behaviors as a result of the service learning project. The course also strengthened the higher education master students’ communication skills, interpersonal skills, and awareness of diversity and equity issues. Recommendations for Practitioners: Service learning experiences can be utilized to strengthen higher education master students’ skills, and detailed information regarding the process of creating a service learning course are provided in the paper. Recommendation for Researchers: The paper recommends additional research on service learning in graduate programs and additional research on the experiences of service recipients and community partners. Impact on Society: This paper impacts master students who plan to work on college campuses and strengthen their skills in several areas that should positively affect the future students with whom they work. Additionally, the course resulted in high school students reporting increased college application behaviors, such as taking admission tests, seeking letters of recommendation, and writing essays, and may increase the number of students from underrepresented backgrounds who successfully enroll in college. Future Research: Additional research on service learning in graduate programs and additional research on the experiences of service learning recipients should follow this study. http://www.informingscience.org/Publications/3989 service learning college admission graduate students eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-04-15 3 041 057 4014 article Rebecca A Palomo rebpalomo@gmail.com Tamara J Hinojosa tjade5@gmail.com Aim/Purpose: The purpose of this study was to explore how the professional development of two Mexican-American women post-secondary educators was impacted by the reflective literacy practices (RLPs) of their students and themselves. RLPs were defined as verbal and written dialogue that fosters reflection of their learning. Background: Research suggests that RLPs can be empowering for students, yet there is minimal research about the impact that RLPs may have on the post-secondary educators (PSEs) who assign or use them. Methodology: We used critical theory, to conduct a collaborative autoethnographic study exploring how the use of RLPs influenced our professional development as Mexican-American women PSEs. Specifically, we focused on the contrasting nature of three specific concepts related to professional development: (1) voice/silence, (2) masking/expressing of emotions, and (3) empowerment/disempowerment. Contribution: Findings suggest that RLPs help PSEs gain insight about their students and about themselves. These insights facilitate both voice/silence and expressing/masking of emotions within the classroom and during interactions with colleagues. These insights also enable PSEs to enhance their pedagogical voices and to create empowering post-secondary education settings for themselves and for their students. Findings: Two themes emerged in our study: Developing Pedagogical Voice and Becoming Empowered. The first theme had two sub-themes: (1) empowering class discussions and (2) personal experiences that guide our pedagogical voices. The second theme had four sub-themes: (1) dealing with other colleagues, (2) letting go of perfection, (3) 50:50 responsibility, and (4) vulnerability and heart. Recommendations for Practitioners: Our research supports the use of RLPs in post-secondary education settings. However, because our findings also demonstrate how RLPs can contribute to Mexican American PSEs feeling silenced, implications for professionals who work with Mexican American PSEs indicate providing culturally empowering environments that decrease silence. Culturally empowering environments may include research mentorship for Mexican American PSEs, networking opportunities, and diversity recruitment efforts to increase the number of Mexican American women as post-secondary educators. Future Research: Future research should focus on the use of specific types of RLPs, including how technology is changing RLPs. http://www.informingscience.org/Publications/4014 Mexican-American voice post-secondary reflective literacy practices eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-08-14 3 059 076 4096 article David Horton david.horton.jr@gmail.com Mary K Gathogo gathogo@illinois.edu Aim/Purpose: This qualitative study examines the discourse of study abroad (SA) electronic advertising and how it potentially constrains participation by students of color in education abroad using a critical race theory (CRT) perspective. Background: Through visual and text communication, SA advertisements define the SA participant as affluent and White and construct SA as opportunities for tourism and recreation, while down-playing academic engagement along with other intellectual benefits. These practices can play a major role in determining who studies abroad. Methodology: This qualitative study employed content and thematic analysis to examine and analyze advertisements for study abroad through a CRT lens. A review of online advertisements for study abroad made available on the selected institutions’ websites, and those of their affiliated third party provider (TPP) was conducted. A line-by-line reading of collected advertisements led to the creation of identified themes which served as categories for analysis. Contribution: Using documents from two institutions and two third party providers (TPP), the researchers explored the language and images used to advertise SA experiences in order to open discussions surrounding the issues related to current practices and the potential benefit addressing these practices could have on expanding SA experiences to more students of color. Findings: Four major themes emerged from this research: homogenization of the study abroad population, study abroad as recreation, study abroad as tourism, and de-accentuation of academic learning. The participant profile for study abroad is largely homogeneous, and advertising produced by SA offices and TPP often perpetuate this homogeneity. An analysis of electronic ads revealed an underlying assumption that SA participants are predominantly White students from affluent backgrounds, whose main objective for participating in SA is immersion in a “different” culture and to fulfill a thirst for adventure. From our analysis it was found that included images were overwhelmingly of non-Students of Color. Images found of students engaging in activities while abroad perpetuated wealth, class and Whiteness. The absence of images of Students of Color (SOC) was disturbingly conspicuous, while the heavy use of images of White students communicated to the researcher and to potential participants who view these ads, that the target population is middle to upper class, White students. Recommendations for Practitioners: SA is a costly undertaking and the challenge of paying for an overseas educational experience cannot be overemphasized. For SOC and their families, paying for SA can seem like an unnecessary expense in addition to the increasing cost of higher education. When SA ads depict the experience as an adventure and emphasize recreational activities at the expense of academic engagement, students and their families often question the rationale for spending money to go abroad for recreation. Excursions can serve as a very important part of SA, particularly in helping students engage with the local community. However, their value can only be realized when they are clearly linked to the academic goals of the program. Such connections should be made explicit in SA ads if institutions expect to attract minority students who might be apprehensive about the value of SA. Providing opportunities for SOC to see themselves as possible SA participants has the potential to not only enrich their college experiences but encourage future SOC to explore these valuable educational opportunities. Recommendation for Researchers: We recommend further study into the specific policy and practices used by institutions and TPPs to inform institutional community members of opportunities to study abroad beyond advertisements provided on websites. Additionally, further investigation is needed to better understand the specific feelings, emotions, and actions advertisements similar to the ones reviewed for this study develop within students of color and what can be done to advance study abroad as a more inclusive academic experience. Impact on Society: Ultimately, increasing the number of students of color participating in study abroad can have a dramatic impact on who and how future cohorts of students participate. The more SA experiences are viewed and valued as an educational experience by SOC and their families, opportunities for future students to participate will be expanded. Furthermore, it is imperative for institutions to support and encourage students from diverse backgrounds to engage in study abroad as a mechanism for better preparing students for an ever-increasing competitive global workforce. Future Research: Future research directed at better understanding the characteristics of SOCs that do choose to study abroad and insight into the added value these experiences have on students’ academic experiences and professional development is needed. There is a dearth of literature related to these areas of interest that could expand our knowledge and understanding related to SA participation and its benefits to all students. http://www.informingscience.org/Publications/4096 study abroad critical race theory students of color advertising eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-08-29 3 077 096 4105 article Sharon Stein steishar@isu.edu Aim/Purpose: This paper invites readers to engage with analyses that diagnose the racial-colonial foundations of US universities as the root cause of many contemporary higher education challenges. To do so, it traces the “underside” of violence that subsidized three moments in US higher education history: the colonial era; land-grant legislation; and the post-War “golden age.” I argue that confronting these foundational violences, and our complicity in them, is a necessary part of any effort to unravel the harmful inherited patterns of representation, relationship, and resource distribution that continue to shape the present. Methodology: This conceptual article reads mainstream histories of US higher education against the grain, and in conversation with critiques offered by decolonial and critical ethnic studies, in an effort to address the historical and ongoing racial-colonial conditions of possibility for our institutions. Contribution: This paper contributes to scholarship on the foundations of higher education by inviting engagements with often-disavowed dimensions of those foundations. Findings: Many of US higher education’s greatest achievements have not merely happened alongside, but have also been subsidized by racial-colonial dispossession. The fact that the higher education field rarely addresses these entangled histories may not be primarily due to a lack of information, but rather due to strong affective, material, and intellectual investments in the continuation of existing systems. Recommendations for Practitioners: In addition to pluralizing our analyses of higher education’s foundations, scholars and practitioners will need to grapple with the difficulties and discomforts of facing up to the contemporary implications of those foundations. Recommendation for Researchers: As for practitioners, in addition to pluralizing our analyses of higher education’s foundations, scholars and practitioners will need to grapple with the difficulties and discomforts of facing up to the contemporary implications of those foundations. Future Research: With regard to both the ethical imperatives and political efficacy of responding to contemporary challenges, further research is needed that traces both the continuities and disjunctures between the past and the present of higher education. http://www.informingscience.org/Publications/4105 higher education history foundations capitalism colonialism racism eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-10-03 3 097 116 4130 article Novell E. Tani novell.tani@famu.edu Akeem T Ray akeem1.ray@famu.edu Aim/Purpose: Using a sample of historically Black college/university (HBCU) students, the study examined (1) differences in academic self-esteem (ASE) levels when considering students’ performance on an academic task that was either easy (low in cognitive demand) or difficult (high in cognitive demand), (2) gender differences in ASE levels, and (3) variations in academic self-concepts, given baseline general self-esteem levels, GPA, academic performance (AP), and perceptions of task difficulty. Background: This study is the first to date which examines African American students' ASE differences as a result of academic performance and perceptions of task rigor. The optimal arousal theory serves as a framework for the study design; the study utilized a manipulation of the cognitive demand task condition as a means of investigating ASE. Given the mixed and limited literature on gender differences in African American/HBCU subjects, gender differences were explored. Methodology: Quantitative analyses of systematically-built surveys and assessments allowed for the examination of participants (n = 410 HBCU student; 303 females). Correlations, analyses of variance, and regression analyses were completed to address research aims. Contribution: A novel approach to examining ASE variants within African American students matriculating through an HBCU context is provided. Findings: Students in the Low Cognitive Demand task condition displayed significantly higher levels of academic self-esteem (ASE) than High Cognitive Demand task participants; males yielded marginally higher academic self-esteem levels than females (M = 54.21, M = 51.58; p = .04); and while academic performance marginally predicted ASE levels, most of the variance was attributed to baseline self-esteem levels and subjects’ perceptions of task rigor. Recommendations for Practitioners: Educational stakeholders, namely, teachers and administrators, are advised to contemplate the importance of students’ perceptions of task difficulty and feasibility and the possible impacts on academic self-concepts. Additionally, educators may consider students’ initial self-concepts when deciding how and when to provide feedback on academic performance. Recommendation for Researchers: Self-esteem levels are likely to vary as a result of other self-concepts (e.g., motivational, personal, and contextual factors) that were not examined. As such, the study findings provide clarity on varying ASE levels within the specific sample and should be taken with care. Impact on Society: Increasing our understanding of what negatively or positively impacts academic self-esteem levels in students will further aid our ability to foster stronger scholastic self-concepts in the generations to come. Future Research: Future research should examine ASE levels and the extent that perceptions of task rigor impact varying self-esteem levels in African American students enrolled at more racially-heterogenous higher educational contexts (e.g., primarily White institutions, Hispanic serving institutions). http://www.informingscience.org/Publications/4130 academic self-esteem perceptions of rigor academic achievement HBCU col-lege students eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2018-12-30 3 117 134 4167 article Kevin R McClure mcclurek@uncw.edu Aim/Purpose: The purpose of this qualitative study was to provide an appreciative re-telling of public regional universities (PRUs) to advance the study of postsecondary education. Background: Journalists, scholars, and policymakers frequently describe PRUs from a deficit perspective. The dominant narrative about PRUs influences how we prepare new higher education professionals, where faculty and staff members opt to apply (and stay), where students choose to study, how policymakers craft legislation, and where donors decide to give money. Methodology: Guided by principles of appreciative inquiry, the study features organizational narratives through interviews with 19 active presidents of PRUs. Contribution: This study underscores what is working well at PRUs—what appreciative inquiry calls the “positive core” of organizations. This positive core can be mined to advance these organizations and improve how we study postsecondary education, prepare new higher education professionals, and craft legislation. Findings: Presidents’ narratives revealed the positive core of public regional universities, which consisted of (1) serving marginalized student populations, (2) transforming lives through student success, (3) employing mission-driven teacher-scholars, (4) prioritizing low tuition and lean management, and (5) promoting the economic and cultural welfare of the region. Recommendations for Practitioners: This study sheds light on the need to study PRUs in higher education administration graduate programs. Additionally, re-telling the story of PRUs can influence the ways in which higher education faculty members and staff think and communicate about their institutions by identifying possible strengths they can showcase and on which they can build. Recommendation for Researchers: This study calls on researchers to critically evaluate the language they use to describe PRUs and the extent to which they perpetuate the dominant narrative about these institutions. It also recommends the use of appreciative inquiry as a way to understand and enhance postsecondary education institutions. Lastly, this study recommends additional scholarly attention on PRUs. Impact on Society: This study can elevate societal awareness of PRUs and increase public support for them. Additionally, this study can help to identify strengths at PRUs that can be leveraged to enhance these institutions and benefit the communities they serve. Future Research: This study reveals several fruitful avenues for future research, including how PRUs serve Minoritized, veteran, adult, low-income, and first-generation students, the ways in which these institutions contain costs and keep tuition low, and the role of PRUs in the geography of college opportunity. http://www.informingscience.org/Publications/4167 public regional comprehensive university opportunity narrative president qualitative appreciative eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2019-01-11 3 135 153 4170 article Jon L. McNaughtan jon.mcnaughtan@ttu.edu Elisabeth D McNaughtan liz.mcnaughtan@ttu.edu Aim/Purpose: Using the lens of critical theory, the authors of this study analyzed if institutions of varying institutional type acknowledged the role of the presidents’ spouses in presidential biographies and press releases. The purpose of this investigation was to establish to what extent institutions are transparent about the involvement of the presidential spouse. Background: Spouses of high profile leaders, including a university president’s spouse, are often expected to fill time-consuming roles for their spouses’ positions. Past research has found that spouses vary widely in their feelings towards this informal, yet oft-expected, role. While some thrive in the role, others feel taken for granted performing free work with little recognition or personal benefit. Methodology: Using a random stratified sample of current presidents at four types of institutions, a content analysis was performed on 200 presidential biographies and corresponding press releases announcing new presidents. Nominal data was collected and compared to existing data to illustrate in what manner and in what frequency institutions disclosed information about presidents’ spouses. Contribution: While the aspects of the spouse’s role at a university have been researched from the spouse’s perspective and the president’s perspective, the authors researched the role from an organizational perspective. Identifying how the spouse was discussed in organizational mediums and comparing to existing data established a baseline for understanding to what extent institutions are transparent about spousal contributions. Findings: The results of the content analysis indicate that organizational mediums mention spouses and their work at a low rate. There was also a difference between institutional types in how spouses are discussed, with two-year institutions discussing spouses the least. Additionally, spouses’ off-campus contributions were more likely to be mentioned than their on-campus contributions. Recommendations for Practitioners: The findings give reason for practitioners to consider the institution’s transparency of a spouse’s work, and to begin considering this issue during the hiring stage. Hiring committees may need to investigate their institutional culture and what changes may be realistically implemented to create a more egalitarian atmosphere for the president’s spouse. Recommendation for Researchers: Realizing that there is a discrepancy between a spouse’s involvement on campus and disclosure of that involvement to campus constituents, researchers may investigate best practices in how spouses are involved on campus and in the community and how they are recognized for that work. Researchers should also be considerate of how these results may differ by institutional type and gender of the spouse. Impact on Society: Because high profile leaders and their spouses are perceived to lead a life of privilege, the possibility of negative power dynamics within the arrangement is often overlooked. However, highly visible couples should be empowered to set an equitable standard, and this research illuminates one area in which improvement may be considered. Future Research: Future inquiry could seek a more intentional quantitative and qualitative understanding as to how the dynamics of a spouse’s involvement, representation, expectations, and satisfaction differ by institutions type. Future inquiry could also analyze how spouses’ experiences and expectations in their formal and informal roles differ by gender. http://www.informingscience.org/Publications/4170 college president presidential spouse content analysis organizational commu-nication critical theory eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-11-07 2 i iii 3601 article Sydney Freeman Jr. hefseditor@gmail.com Table of Contents for Volume 2, 2017, Journal for the Study of Postsecondary and Tertiary Education http://www.informingscience.org/Publications/3601 JSPTE postsecondary education tertiary education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-11-07 2 001 011 3559 article Patricia Bartholomew patricia@economicmodeling.com Aim/Purpose: The aim of this paper is to develop a unified methodology inclusive of the three primary areas of faculty responsibility (teaching, research, and service) to calculate departmental productivity that fills the gap in methodological bench-marking tools for overall faculty productivity. Background: A disproportionate number of departmental and faculty productivity indices in higher education rely solely on research. Productivity in other areas of faculty workload areas, like teaching and institutional and community service, are either measured separately or ignored all together – even when those activities are institutionally mandated. This does a disservice to those who work in those institutions and skews incentives. Methodology: This paper utilizes a unified methodology inclusive of the three primary areas of faculty responsibility (teaching, research, and service) to calculate depart-mental productivity in five disparate departments (English, Biology, Mathematics, Sociology, and Computer Science) common to two universities with differing missions (teaching and service). Findings: The results reveal the bias inherent in relying solely on research as a proxy for overall productivity in institutions that have differing missions. Recommendations for Practitioners: Utilizing better metrics informs higher education administrators, promotes better decision-making, and allows incentives to re-align with desired outcomes. Recommendation for Researchers: This paper recommends combing all aspects of faculty workload into a single benchmark index to better measure departmental productivity. Future Research: Further research into improving this simple index is warranted and would include how to account for quality and other facets of productivity. http://www.informingscience.org/Publications/3559 higher education departmental productivity faculty productivity productivity management methodology university mission accurate benchmarking eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-11-07 2 013 022 3565 article Carol A Carrier carrier@umn.edu Nancy Wilhelmson nanwilhelmson@gmail.com Aim/Purpose: Appointment systems in today’s universities must now accommodate not only traditional tenured/tenure track faculty (TTTF) but a broad array of other professionals who collectively, are often labeled “contingent faculty” and who share the university’s teaching responsibilities for both undergraduate and graduate courses. Background: Regardless of appointment type, providing institutional clarity on available appointment choices and their preferred use was meant to promote consistently across units and reduce confusion and misunderstanding. Methodology : This paper used a case study approach. Contribution: This paper detailed the process used to arrive at a system for classifying teaching personnel in a complex, multi campus system. It demonstrated how faculty and administration closely partnered to bring about this new system. Findings: A new classification system was implemented that brought more clarity to important roles that were formerly less well defined. Recommendations for Practitioners : Establish strong rationale for beginning this work on classification and then create a partnership between the administration and the faculty to work out the details of the new approach. Recommendation for Researchers: Once a system is created, follow up on the implementation of that new system from the perspective of the faculty incumbents in the system but also those who administer the system. Impact on Society: Higher education systems prepare our future scientists, educators, writers, medical personnel, along with many other professionals. Creating systems that adequately attract, retain and reward the individuals who teach in these systems, regardless of their titles, will be essential to sustaining that future workforce. Future Research: Examine the trends in staffing structures across major universities to discern similarities and differences. http://www.informingscience.org/Publications/3565 tenured faculty tenure track faculty contingent faculty instructional staff appointment systems eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-11-29 2 023 041 3616 article Ramona Meraz Lewis ramona.lewis@wmich.edu Ginny Jones Boss gmjones@msu.edu Ayanna T. McConnell ayannam@umich.edu Aim/Purpose The purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background Increasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology This qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings The findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research Our research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of student affairs professionals who teach in discipline specific areas. http://www.informingscience.org/Publications/3616 student affairs professionals teaching classroom practitioner scholarship of teaching college teaching eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-01-04 2 043 058 3623 article Elizabeth K Niehaus eniehaus@unl.edu Jillian Reading reading.jillian@gmail.com Crystal E Garcia crystalgarcia815@gmail.com Aim/Purpose: To explore how early career faculty in the field of higher education administration develop and enact their personal and professional identities. Background: Participants sought to understand themselves, to understand their environments and the “rules” of the academic “game,” and to reconcile conflicts between their own values and identities and the expectations and culture of their environments. Methodology: In-depth case studies of seventeen early career scholars in the field. Contribution: The participants’ experiences underscore important implications for mentoring and socialization that takes into consideration the unique motivation and identity development of aspiring and new faculty members. Findings: Identifies the early career period as one where new faculty are working to develop a strong internal foundation upon which they can manage the many challenges of their personal and professional lives. Recommendations: The findings point to implications for practice, both in graduate education and in departments hiring new faculty members. http://www.informingscience.org/Publications/3623 early career faculty graduate students professional identity development men-toring socialization eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-02-14 2 059 075 3664 article Susan K. Gardner susan.k.gardner@maine.edu Amy Blackstone amy.blackstone@maine.edu Aim/Purpose: In the United States, faculty who wish to pursue promotion to the rank of professor do so without clear guidance or structure. Even the timing of such a process is nebulous. As such, an individual engages in agentic action to pursue the rank. Background: This study examined the experiences of faculty members who chose to pursue the application process to be promoted to professor but were rejected or dissuaded. Methodology: Utilizing a case study of one institutional setting, we conducted 10 in-depth qualitative interviews. Contribution: Very little is known about the process of promotion to full professor in the U.S. and even less empirical research exists. This study advances knowledge of the process and the experiences of those undertaking it. Findings: We learned that cues from the social context greatly influenced these faculty members’ sense of agency. http://www.informingscience.org/Publications/3664 promotion faculty rank agency eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-07-03 2 077 093 3782 article Jon L. McNaughtan jon.mcnaughtan@ttu.edu Aim/Purpose : The role of college presidents has become increasingly critical, yet their tenure as institutional leaders have decreased over the last half century, leading to institutional instability and an expensive search process for new presidents. Scholars have sought to understand this phenomenon by focusing on either presidential characteristics, or institutional characteristics, with few approaches that examine both. Contribution: This article posits that our understanding of presidential departure and selection is in need of a more holistic and theoretically sound approach. This paper presents a structured literature review college presidential turnover that illustrates the limited approaches taken to understand this challenge. Recommendations for Practitioners : The conceptual framework presented here provides practitioners with specific areas to focus on when seeking to measure fit with their current/ future presidents. This is beneficial as it leads to intentional defining of goals, values, skills, and experiences desired in a new president and clarifies expectations for the incoming leader. In addition, this article argues that such models could enhance presidential evaluations. Recommendation for Researchers: This model can help illuminate underlying causes of presidential turnover, and offers a theoretically robust model for building on past research in a cohesive way. Further, researchers should seek to apply this model in to many professions in higher education as a way to both understand challenges created by employee is fit, and the benefits of strong fit on efficiency and effectiveness. http://www.informingscience.org/Publications/3782 college presidents turnover presidential tenure person-organization fit eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-07-10 2 095 113 3783 article Genia M. Bettencourt gbettenc@umass.edu Victoria K. Malaney vmalaney@educ.umass.edu Caitlin J. Kidder ckidder@umass.edu Chrystal A. George Mwangi chrystal@umass.edu Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution: This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholar-practitioner identity. Findings: Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners: Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Recommendation for Researchers: Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society: Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research: A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development. http://www.informingscience.org/Publications/3783 Scholar-Practitioner Student Affairs Graduate Preparation Communities of Practice eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 115 119 3929 article Sydney Freeman Jr. hefseditor@gmail.com Crystal R Chambers chambersc@ecu.edu Aim/Purpose: The purpose of the present special series is to move conversations about people we treat as “other” within our field from the margins of higher education as a field of study to the center. For this spe-cial series we invited established scholars within the field of higher education to illuminate issues confronting the field that are often left to the margins. http://www.informingscience.org/Publications/3929 higher education graduate programs eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-11-29 2 121 126 3886 article Caroline S. Turner csturner@csus.edu Background: Looking up the terms center and margin, synonyms found for center are “the middle, nucleus, heart, core, hub” and synonyms for margin are “the border, edge, boundary, fringe, periphery.” These terms and their synonyms prompt me to ask questions about the concepts of “margin” and “center” as related to higher education. Questions such as: What are the challenges and benefits of being at the margins in the academy? What are the risks and benefits of moving to center? Can faculty of color move to center and continue to remain forces for change in the academy? Are there ways in which one can remain at the margin and in the center simultaneously? http://www.informingscience.org/Publications/3886 faculty of color eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 127 145 3884 article Pamela L Eddy pamela.eddy@wm.edu Regina L Garza Mitchell regina.garzamitchell@wmich.edu Aim/Purpose: This article reviews the leadership development literature and posits that a learning centered approach will best support the development of community college leaders. But, it is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Background: American community colleges have received a great deal of attention over the last decade as institutions poised to contribute to the education of the workforce and to increase the number of citizens who possess a certificate or degree. Concurrently, community colleges also received attention due to the warnings about a pending presidential leadership crisis in the sector. As more and more sitting leaders retire, the demands of the job increase, and fewer individuals seek out top-level leadership positions, it is important to address how to develop community college leaders. Contribution: The review of leadership development literature provides the backdrop for creating new programs to develop community college leaders. A multi-faceted approach is required in which succession planning occurs, graduate programs are revamped, and both individuals and organizations engage in the development of community college leaders. Findings: It is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Graduate doctoral programs targeting community college leadership and national training programs can help prepare leaders, but they need curricular and program alignment targeting development of authentic leadership and ways to bridge theory with practice. Establishing succession planning can build a robust leadership pipeline that supports networked leadership and nurtures contextual competencies. Impact on Society: Understanding better how to prepare leaders to face the challenges now facing community colleges requires questioning current practices and building different leadership development programs. http://www.informingscience.org/Publications/3884 community colleges leadership leadership development leaders networks eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 147 163 3888 article Jennifer L Lebron jlebron@gmu.edu Jaime Lester jlester2@gmu.edu Aim/Purpose: This article argues that given the isomorphic pressures on both community colleges and four-year institutions, historic divisions between community college leadership programs and general higher education programs are no longer serving the needs of new scholars and practitioners in the field. Graduate programs of higher education should integrate an understanding of community colleges and institutional diversity in meaningful ways throughout a graduate curriculum now focused on four-year institutions. Background: Community colleges and four-year institutions are engaging in isomorphic change which is weakening traditional boundaries between these sectors to create a more integrated system of higher education. Methodology: Using a framework of institutional isomorphism, this article reviews recent literature on changes within community colleges and four-year institutions and provides recommendations for infusing this isomorphism into graduate higher education programs. Contribution: By infusing an understanding of institutional diversity into all graduate course-work, educators can prepare future scholars and practitioners for a changing higher education landscape and expand beyond reductive representations of the higher education field. http://www.informingscience.org/Publications/3888 community colleges graduate higher education curriculum isomorphism eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 165 179 3859 article Kathryn S Jaekel kjaekel@niu.edu Z Nicolazzo znicolazzo@niu.edu Aim/Purpose: The purpose of this article is to outline a pedagogical framework we as trans* educators utilize to center trans* identities and epistemologies in classrooms alongside graduate students. Background: Little has been written about the experiences of trans* educators in classroom spaces, in particular how gender mediates pedagogical approaches. Methodology : This article is conceptual in nature, and as such, does not draw on any particular methodology. Instead, we draw from our ongoing experiences as trans* educators in the classroom. Contribution: Due to the lack of theorizing or empirical work about trans* educators in classroom spaces, this article serves as an entry point into thinking what we as authors describe as ‘teaching trans*.” Findings: This article is broken into three theoretical components: teaching as trans*, teaching about trans*, and teaching with trans* epistemologies. Recommendations for Practitioners: Through this article, we as authors encourage practitioners to be aware of how gender is always already present in all spaces, including in classrooms. Thus, it becomes incumbent upon practitioners to use expansive notions of gender through pedagogical strategies, materials, and praxis. Recommendation for Researchers: This article promotes a deeper understanding of how one’s gender identity, expression, and/or embodiment mediates and can enhance classroom teaching. While this article starts to address an under-theorized and under-researched area of study, more should be done to address how gender influences pedagogy. Impact on Society: Due to the omnipresence of gender binary thinking, this article has implications not just for classroom spaces, but for student affairs graduate preparation programs, as well as society writ large. Future Research: This article opens the door for further research into student resistance to trans* and gender nonconforming educators’ pedagogy. http://www.informingscience.org/Publications/3859 gender trans* pedagogy higher education student affairs classroom eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 181 193 3900 article Michelle C Lizotte mlizotte@uidaho.edu Stacy C. Simplican Stacy.a.clifford.simplican@Vanderbilt.edu Aim/Purpose: Doctoral students with disabilities represent 5 to 10 percent of the graduate student population and, yet, research seldom documents their experiences. We propose a research agenda and methodological approaches that circumvent these limitations, including a substantive focus on universal design to measure graduate program’s awareness of disability, experimental methods to minimize response bias, and ways to redefine disability to improve recruitment of potential research subjects. Background: Research suggests that doctoral students with disabilities face different challenges than undergraduate students with disabilities and that graduate advisers are pivotal to their success. Existing literature has several limitations, including small sample sizes, a reliance on survey and interview data, little attention to issues of diversity within doctoral students with disabilities, and difficulty defining disability. Methodology: This article utilizes a systemic literature review (SLR) in order to describe the current state of both the research and the practice of doctoral students with disabilities. Contribution: This paper defines major gaps in the existing literature and addresses potential ways to address these gaps through research and practice. Findings: There are barriers for doctoral students with disabilities at every level of the process, which is not being addressed or remediated resulting in greater disadvantages and decreased successful outcomes. Recommendations for Practitioners: In this context, practitioners will refer to professionals employed at university disability centers and university faculty. Recommendations include disability awareness and resource training for university faculty and staff. Faculty can maintain open lines of communication with their students and advisees related to disability and accommodations as well as increasing program flexibility. Recommendation for Researchers: Research is critically needed regarding the experiences, needs, and outcomes of doctoral students with disabilities. This research needs to come from both the individuals, faculty, and systemic level of higher education. Impact on Society: Individuals with disabilities are the largest minority group in the United States. However, this population rarely receives the research, funding, services, and social attention paid to other marginalized groups. Future Research: Future research needs to utilize larger scale quantitative studies to obtain reliable data. Longitudinal information would greatly improve the information regarding outcomes for doctoral students with disabilities. http://www.informingscience.org/Publications/3900 graduate programs doctoral students disability diversity eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 195 205 3892 article Crystal R Chambers chambersc@ecu.edu Aim/Purpose: The purpose of this manuscript is to bring communities of learners before Solerno, Bologna, and Paris from the margin to the center of history of higher education discourse. Background: Most history of higher education coursework in the global west begins with institutions of higher learning in western Europe – Solerno, Bologna, and Paris. However, this tradition discounts the histories of higher education particularly of institutions in the global east, which predate European models Methodology: The author brings these communities of learners from the margins to the center of higher education histories by way of historical overview. Contribution: In so doing, the author informs scholar instructors of ancient higher education from a more globalized perspective. Findings: The major finding of this work is that there is a history of higher education prior to the rise of institutions in the global west. Recommendations for Practitioners: From this work, history of higher education coursework in the global west should be adjusted to include acknowledgement as well as greater exploration of ancient higher education institutions as part of our collective global under-standing of the history of higher education. Future Research: This work more broadly identifies for open exploration of ancient higher education institutions. http://www.informingscience.org/Publications/3892 history of higher education ancient history global history eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 207 209 3902 article James D. Anderson janders@illinois.edu Aim/Purpose: Book review http://www.informingscience.org/Publications/3902 book review higher education social justice law eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2017-12-24 2 211 214 3901 article Mary F Howard-Hamilton mary.howard-hamilton@indstate.edu Kandace G Hinton kandace.hinton@indstate.edu Aim/Purpose: The book, Advancing Higher Education as a Field of Study: In Quest of Doctoral Degree Guidelines – Commemorating 120 Years of Excellence by Sydney Freeman, Jr., Linda Serra Hagedorn, Lester F. Goodchild, and Dianne A. Wright (Editors), Sterling, VA: Stylus, 2014, 340 pages, $49.95 (softcover) is reviewed and recommended for faculty and administrators who have a graduate program in higher education at their respective institution or may need information on how a program can be created using standardized curriculum guidelines. http://www.informingscience.org/Publications/3901 higher education doctoral programs master's programs accreditation eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-14 1 i iii 2351 article Journal for the Study of Postsecondary and Tertiary Education, Volume 1, Table of Contents http://www.informingscience.org/Publications/2351 JSPTE postsecondary education tertiary education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-14 1 001 008 2349 article Sydney Freeman Jr. hefseditor@gmail.com Introduction to the Journal for the Study of Postsecondary and Tertiary Education (JPSTE). Pages 1-71 comprise the inaugural series of papers. http://www.informingscience.org/Publications/2349 introduction JSPTE postsecondary education tertiary education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-14 1 009 012 2314 article Marybeth Gasman mgasman@upenn.edu In this essay, I touch upon three themes. First, I discuss the field of higher education and my views on the scholarship that we are producing within the field. Second, I discuss higher education graduate education and what contributes to sound training of doctoral students. And third, I provide commentary on how I’d like to see the field move forward. http://www.informingscience.org/Publications/2314 Higher education doctoral students activism writing postsecondary education tertiary education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-14 1 013 034 2336 article Crystal R Chambers chambersc@ecu.edu Hellen Ransom ransomh@ecu.edu Ethics content within higher education graduate programs can help higher education students as emerging leaders become more thoughtful about the decision making process. The purpose of the present manuscript is to explore one vehicle through which current and future higher education leaders can actively contemplate their values and how their values influence their actions when faced with an ethical challenge. The Values – Issue – Action (VIA) Model for Ethical Decision Making is a tool for both classroom use and professional reflection through which one can reflect on their values (V) and how those values shape how they perceive issues (I), and in turn shape their actions (A). Implications for teaching, learning, and practice are discussed. http://www.informingscience.org/Publications/2336 Ethics Graduate Education Professional Programs Leadership eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-14 1 035 052 2344 article Rosemary J Perez rjperez@iastate.edu Prior research exploring professional socialization in student affairs has been grounded in models that do not fully capture the distinct features of the field. Moreover, these studies have primarily focused on the transition into full-time work positions, and they have captured what happens to new professionals rather than how individuals understand their socialization experiences. With these gaps in mind, this conceptual paper presents a new model of professional socialization in student affairs graduate preparation programs that draws upon literature in the helping professions (i.e., nursing, social work), research on doctoral students and pre-tenure faculty, and the theoretical frameworks of sensemaking and self-authorship to highlight the dynamic relationship between individuals and organizations during the socialization process. Specifically, this model attempts to illuminate the cognitive mechanisms that undergird how individuals interpret their professional socialization. In doing so, the model proposes different ways individuals may make sense of their student affairs graduate training experiences based on (a) whether or not they encounter discrepancies and (b) their developmental capacity for self-authorship. The conceptual model presented here has implications for shaping graduate level coursework and fieldwork within student affairs preparation programs. http://www.informingscience.org/Publications/2344 Professional socialization graduate students graduate education student affairs new professionals eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-14 1 053 065 2342 article Amy B Wilson wilsonab@buffalostate.edu Jeremy B. Hall hallj@geneseo.edu Amanda Alba albaa@ecc.edu This quantitative descriptive study examined the job placement success and challenges of graduate students in a higher education and student affairs professional preparation program at a mid-size public institution in the U.S. Specifically, this study investigated the impact of curricular standards in the form of supervised practice (i.e., internships and graduate assistantships) on the job placement rate of recent alumni. In addition, perceived barriers in the job search process were investigated and examined comparatively by gender. Findings suggest that current curricular standards may not be sufficient for successful placement and that men and women do not differ significantly with respect to perceived barriers in their job search process. Implications for practice include a re-evaluation of curricular standards for student affairs professional preparation programs and a greater understanding of what factors and barriers contribute to successful graduate student placement. http://www.informingscience.org/Publications/2342 graduate students professional preparation job placement student affairs higher education administration eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-14 1 067 071 2350 article Dianne A. Wright dwright@fau.edu Book Review for Inaugural Series http://www.informingscience.org/Publications/2350 Higher Education Administration Inventory Worldwide Book Review eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-18 1 073 079 2337 article Florian Kaiser florian.kaiser@gaps-education.org Graeme Atherton Graeme.Atherton@gaps-education.org Catherine Millett cmillett@ets.org Mary Tupan-Wenno mary@echo-net.nl Diana Wickham wickhamdiana@gmail.com In September 2015, the United Nations adopted the 2030 agenda including sustainable development goals, for the first time addressing access to all levels of education. This essay has two aims. Firstly, it will illustrate why access to post-secondary education is emerging as a major global concern and provide examples of access gaps. The second is to describe a young global initiative for access to post-secondary education, which could help to realize the United Nations’ vision for lifelong learning. http://www.informingscience.org/Publications/2337 Access Access to Post-Secondary Education Access to Higher Education GAPS Education Policy Social Movement Global Access to Higher Education Widening Higher Education Access for Underrepresented Groups Diversity & Inclusion in Higher Education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-18 1 081 084 2346 article Natasha M Worthington worthingtonn04@students.ecu.edu In her book, Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice, and Liberation, author, educator, and Fetzer Institute Fellowship alumnus Laura I. Rendón lays the framework and provides the rationalization for the need for higher education professionals to embrace and integrate the concepts of “wholeness, consonance, social justice, and liberation” in teaching and learning. http://www.informingscience.org/Publications/2346 JSPTE postsecondary education tertiary education book review eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-01-21 1 085 102 2341 article Laura M Bernhard lmbernhard@gmail.com Siduri J Haslerig haslerig@ou.edu Derek Houston dahousto@illinois.edu Kristina Navarro kmnavarro@wisc.edu Intercollegiate athletic departments are complex organizations in need of individuals with specialized training and experience—credentials that aspiring practitioners have increasingly sought through graduate education. Despite the growing prevalence of graduate credentials, little is known about the motivations or choice processes of those seeking an advanced degree. Focusing on individuals enrolled in intercollegiate athletics administration graduate programs, this study employed an online survey to explore students’ motivation to: (a) pursue graduate school; and (b) choose their specific program. In addition, this study explored how these program choices aligned with their career aspirations. A mixed methods approach, framed by Social Cognitive Career Theory, found that students pursue graduate education as a form of credentialing and to gain skills; respondents cited the program’s nesting in the education department as a main factor in their choice and were purposeful in pursuing graduate education as a way to advance their career. Findings shed light on a sub-population (aspiring athletics professionals) and decision-making process (graduate program choice) that are not well understood, pointing to implications for graduate programs and athletic departments alike. http://www.informingscience.org/Publications/2341 College choice graduate students graduate education intercollegiate athletics Social Cognitive Career Theory eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-03-28 1 103 120 3431 article Peggy M. Delmas pdelmas@southalabama.edu Adrienne E. Hyle adrienne.hyle@me.com Bernita L. Krumm bernita.krumm@okstate.edu Using Feminist Phase Theory (FPT) as our analytical framework, we studied the status of gender awareness and influence in higher education leadership development trends in four premier higher education journals for the years 2008, 2011, and 2014. Our analysis was accomplished through the review of articles and book reviews published in two US and two international journals: Higher Education (Netherlands), Higher Education Quarterly (UK), Journal of Higher Education (US), and The Review of Higher Education (US). Study results indicated progress toward a multifocal set of perspectives in which gender was not an issue; rather other concerns such as social justice or diversity were the focus. Data also indicated that while gender was no longer a specific focus of the literature, it was still an underlying concern. Gender and leadership are still being examined, intentionally or not. An additional finding revealed through the study of these journals is a lack of research about leadership in higher education, particularly in the US. A focus on understanding leadership does not appear to be a priority among this higher education community. http://www.informingscience.org/Publications/3431 Feminist Phase Theory gender higher education administration higher education leadership leadership eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-03-30 1 121 151 3429 article Min Young Cha cha.minyoung@gmail.com Carol A Carrier carrier@umn.edu This research examines contingent faculty’s perception of organizational support, workplace attitudes, and Student Ratings of Teaching (SRT) in a large public research university to investigate their employee-organization relationship. According to t-tests and regression analyses for samples of 2,229 faculty and instructional staff who answered the survey and had SRT data (tenured and tenure-track faculty: 1,708, 76.6% of total; contingent faculty: 521, 23.4% of total), employment relationship of contingent faculty in this institution was closer to a combined economic and social exchange model than to a pure economic exchange model or underinvestment model. Contingent faculty’s satisfaction with work, satisfaction with coworkers, perception of being supported at work, and affective organizational commitment were higher than tenured and tenure-track faculty at a statistically significant level. In addition, contingent faculty had higher SRT mean results in all areas of SRT items in medium-size (10-30) classes and in ‘class presentation,’ ‘feedback,’ ‘deeper understanding,’ and ‘interest stimulated’ in large-size (30-50) classes than Tenured and Tenure-track Faculty. These results not only refute the misconception that contingent faculty have too little time to provide students with feedback but also support that they provide students with good teaching, at least in medium-size and large-size classes. Whereas these results might be partially attributable to the relatively stable status of contingent faculty in this study (who work for more than 50 percent FTE), they indicate that, as a collective, contingent faculty also represent a significant contributor to the university, who are satisfied with their work, enjoy the community they are in, and are committed to their institution. http://www.informingscience.org/Publications/3429 contingent faculty public research university employee-organization relationship perceived organizational support workplace attitudes student ratings of teaching eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-04-16 1 153 175 3446 article Brian P. An bpan06@gmail.com Eugene T. Parker eparker@ku.edu Teniell L. Trolian teniell-trolian@uiowa.edu Dustin D. Weeden dustin.weeden@ncsl.org Many higher education administrators and researchers have considered certain “good practices” of institutions as an instrumental way to improve student outcomes. Chickering and Gamson’s (1987) seven principles of good practice has been particularly salient in defining these practices. Often, prior studies only select some of the seven principles for their analysis. Even studies that consider several principles of good practice on student outcomes typically examine the net effect of each principle instead of assessing how these principles holistically influence student outcomes. Using structural equation modeling, we test a basic conceptual framework where we investigate the contribution of the seven principles on a global measure of good practices (GP), as well as the influence of GP on a multitude of student outcomes. We further test whether liberal arts colleges promote an institutional ethos of good practices as compared to non-liberal arts colleges. Overall, the majority (but not all) of the principles affect GP. Moreover, we find partial evidence that liberal arts colleges foster an institutional ethos of good practices. Although a commitment to foster good practices may create a supportive environment that influences student outcomes, this commitment may lead to unintended consequences for those with little exposure to these good practices. http://www.informingscience.org/Publications/3446 good practices learning outcomes student experiences liberal arts colleges liberal arts education Wabash National Study eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-05-01 1 177 180 3447 article Laura B. Holyoke holyoke@uidaho.edu Book Review http://www.informingscience.org/Publications/3447 Academic Leadership Book Review eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-05-30 1 181 196 3506 article Chad N. Loes chadloes@yahoo.com Kem Saichaie kemsaichaie@ucdavis.edu Technology permeates higher education, yet less is known about the use of established technologies, such as email and other electronic communication mediums (e.g., discussion boards, listservs) for instructional purposes on important student outcomes such as cognitive development. In this study, we use data from the Wabash National Study to estimate the effects of email and other electronic medium use for academic purposes on three measures of cognitive development over four years of college. To investigate this, we regress each measure of cognitive development on email and electronic medium use, while simultaneously controlling for a wide array of potential confounding influences. Net of these influences, we find that email and electronic medium use are positively associated with gains in students’ Need for Cognition. These same technologies fail to have more than a chance influence on students’ critical thinking skills, however. Lastly, email use is associated with gains in the Positive Attitudes Toward Literacy measure for Whites and females, whereas electronic medium use leads to gains in the same outcome for racial and ethnic minorities. While institutions consider newer technologies for instructional purposes, our findings suggest established technologies can play a powerful role in the development of students’ cognitive skills. http://www.informingscience.org/Publications/3506 Effective college teaching pedagogy technology cognitive development critical thinking eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-05-30 1 197 214 3489 article Christina W. Yao cyao@unl.edu Louise M Vital louisemichellevital@gmail.com Although internationalization is often touted as a priority in higher education, little attention is given to infusing international perspectives into the formalities of doctoral education. Further, limited attention is given towards doctoral student training for conducting international research. This qualitative study provides insight on how 21 U.S. doctoral students in higher education programs perceive their preparation as emerging international researchers. Implications for practice include fostering cross-departmental collaborations and supporting co-curricular international opportunities. http://www.informingscience.org/Publications/3489 Doctoral preparation international higher education researcher development international research graduate education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-07-12 1 215 232 3530 article Susan B. Marine marines@merrimack.edu Z Nicolazzo znicolazzo@niu.edu In this duoethnography, we interrogate our roles as critical pedagogues in designing and teaching a graduate level course focused on the history of U.S. higher education. Throughout this dialogue, we surface tensions around what it means to enact critical pedagogy. Rather than just espousing a critical stance, we wrestle with how external pressures such as limited time, the need and desire to convey certain information to students, and neoliberalism influence the doing of critical pedagogy. We also discuss how our social identities, as well as those of the students alongside whom we teach and learn, affect the learning process. We conclude our paper by drawing upon our experiences and dialogue to consider what it means to do—rather than just espouse—a critical pedagogical style in the study of higher education. http://www.informingscience.org/Publications/3530 Critical pedagogy history of higher education graduate education eng Informing Science Institute Journal for the Study of Postsecondary and Tertiary Education (JSPTE) 2378-5497 2378-5500 2016-07-23 1 233 252 3537 article Meghan J. Pifer mjpifer@widener.edu Vicki L. Baker vbaker@albion.edu Laura Gail Lunsford lglunsfo@email.arizona.edu The academic department remains understudied as a context of faculty work, particularly in institutional settings beyond the research university. In this article, we report findings from a study of faculty experiences within academic departments in liberal arts colleges, through analysis of interviews with 55 faculty members representing a 13-member consortium of liberal arts institutions in the mid-western U.S. Through inductive analysis and deductive coding from existing models, we identified five functions of departments in liberal arts colleges, including: (a) faculty hiring, retention, and promotion; (b) new faculty socialization; (c) informal interactions, mentoring, and network-building; (d) establishing and communicating institutional and departmental policies, practices, and procedures; and (e) the structuring of academic work. Findings suggest that departmental functions in liberal arts colleges are generally the same as those in other institution types, but play out differently and thus have different consequences for academic careers. Across functions, liberal arts colleges seem to be undergoing an evolution, or perhaps revolution, that has implications for academic work in such contexts. http://www.informingscience.org/Publications/3537 liberal arts colleges academic departments faculty careers professoriate