Higher Education: Handbook of Theory and Research: Published under the Sponsorship of the Association for Institutional Research (AIR) and the Association for the Study of Higher Education (ASHE)

675 Pages·2017·7.83 MB·English

by  Michael B. Paulsen (eds.)

Michael B. Paulsen
Editor
Higher
Education:
Handbook
of Theory
and Research
Volume 32
123
Higher Education: Handbook of Theory
and Research
Volume XXXII
The Series Editor:
Michael B. Paulsen, Ph.D., Department of Educational Policy and Leadership Studies,
N491 Lindquist Center, The University of Iowa, Iowa City, IA 52242-1529, USA,
[email protected]
The Associate Editors:
John M. Braxton, Ph.D., Department of Leadership, Policy & Organization, Payne Hall,
Peabody #514, 230 Appleton Place, Vanderbilt University, Nashville, TN 37203-5721, USA,
[email protected]
(College Faculty)
Stephen L. DesJardins, Ph.D., School of Education, #2108D SEB, 610 E. University Avenue,
The University of Michigan, Ann Arbor, MI 48109-1259, USA, [email protected]
(Research Methodology)
Linda Eisenmann, Ph.D., Office of the Provost, Wheaton College, 26 E. Main Street, Norton,
MA 02766, USA, [email protected]
(History and Philosophy)
Linda Serra Hagedorn, Ph.D., Department of Educational Leadership Studies, Iowa State
University, N243 Lagomarcino Hall, Ames, IA 50011, USA, [email protected]
(Community Colleges)
Sylvia Hurtado, Ph.D., Higher Education Research Institute, 3005 Moore Hall, Box 951521,
University of California, Los Angeles, CA 90095, USA, [email protected]
(Diversity Issues)
Adrianna Kezar, Ph.D., Rossier School of Education, 3470 Trousdale Parkway, WPH 701,
University of Southern California, Los Angeles, CA 90089, USA, [email protected]
(Organization and Administration)
Laura W. Perna, Ph.D., Graduate School of Education, University of Pennsylvania, 3700
Walnut Street, Philadelphia, PA 19104, USA, [email protected]
(Policy)
Raymond D. Perry, Ph.D., Department of Psychology, 404 Duff Roblin Building, The
University of Manitoba, Winnipeg, Manitoba, Canada R3T 2N2, [email protected]
(Curriculum and Instruction)
Scott L. Thomas, Ph.D., School of Educational Studies, Claremont Graduate University, 150
E. Tenth Street, Claremont, CA 91711, USA, [email protected]
(College Students)
Marvin A. Titus, Ph.D., Department of Counseling, Higher Education & Special Education
Benjamin Bldg., 2200, University of Maryland, College Park, MD 20742, USA,
[email protected]
(Finance and Economics)
More information about this series at http://www.springer.com/series/6028
Michael B. Paulsen
Editor
Higher Education: Handbook
of Theory and Research
Published under the Sponsorship of the
Association for Institutional Research (AIR)
and the Association for the Study of Higher
Education (ASHE)
Volume 32
Editor
Michael B. Paulsen
Department of Educational Policy
and Leadership Studies
N491 Lindquist Center
The University of Iowa
Iowa City, IA, USA
ISSN 0882-4126 ISSN 2215-1664 (electronic)
Higher Education: Handbook of Theory and Research
ISBN 978-3-319-48982-7 ISBN 978-3-319-48983-4 (eBook)
DOI 10.1007/978-3-319-48983-4
Library of Congress Control Number: 2017930155
© Springer International Publishing AG 2017
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made.
Printed on acid-free paper
This Springer imprint is published by Springer Nature
The registered company is Springer International Publishing AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents
1 The Privileged Journey of Scholarship and Practice ........................... 1
Daryl G. Smith
2 Do Diversity Courses Make a Difference? A Critical
Examination of College Diversity Coursework
and Student Outcomes ............................................................................ 35
Nida Denson and Nicholas A. Bowman
3 The Impact of College Students’ Interactions
with Faculty: A Review of General and Conditional Effects .............. 85
Young K. Kim and Linda J. Sax
4 Finding Conceptual Coherence: Trends and Alignment
in the Scholarship on Noncognitive Skills and Their Role
in College Success and Career Readiness ............................................. 141
Heather T. Rowan-Kenyon, Mandy Savitz-Romer,
Maya Weilundemo Ott, Amy K. Swan, and Pei Pei Liu
5 Philanthropic Foundations’ Social Agendas and the Field
of Higher Education ................................................................................ 181
Cassie L. Barnhardt
6 Toward a Holistic Theoretical Model of Momentum
for Community College Student Success .............................................. 259
Xueli Wang
7 Conceptualizing State Policy Adoption and Diffusion ......................... 309
James C. Hearn, Michael K. McLendon, and Kristen C. Linthicum
8 Expanding Conceptualizations of Work/Life in Higher
Education: Looking Outside the Academy to Develop
a Better Understanding Within.............................................................. 355
Margaret Sallee and Jaime Lester
v
vi Contents
9 A Historiography of College Students 30 Years
After Helen Horowitz’s Campus Life ..................................................... 419
Michael S. Hevel
10 Peer Review: From “Sacred Ideals” to “Profane Realities” ............... 485
David R. Johnson and Joseph C. Hermanowicz
11 Geospatial Analysis in Higher Education Research ............................ 529
Nicholas W. Hillman
12 Towards a New Understanding of Labor
Market Alignment ................................................................................... 577
Jennifer Lenahan Cleary, Monica Reid Kerrigan,
and Michelle Van Noy
Author Index.................................................................................................... 631
Subject Index ................................................................................................... 659
Contents of Previous Volumes ........................................................................ 665
Contributors
Cassie L. Barnhardt Educational Policy and Leadership Studies, University of
Iowa, Iowa City, IA, USA
Nicholas A. Bowman University of Iowa, Iowa City, IA, USA
Jennifer Lenahan Cleary Rutgers University, Piscataway, NJ, USA
Nida Denson School of Social Sciences & Psychology, Western Sydney University,
Penrith, NSW, Australia
James C. Hearn Institute of Higher Education, University of Georgia, Athens,
GA, USA
Joseph C. Hermanowicz Department of Sociology, The University of Georgia,
Athens, GA, USA
Michael S. Hevel The University of Arkansas, Fayetteville, AR, USA
Nicholas W. Hillman University of Wisconsin-Madison, Madison, WI, USA
David R. Johnson College of Education, The University of Nevada – Reno, Reno,
NV, USA
Monica Reid Kerrigan Rowan University, Glassboro, NJ, USA
Young K. Kim Department of Higher Education, Azusa Pacific University, Azusa,
CA, USA
Jaime Lester George Mason University, Fairfax, VA, USA
Kristen C. Linthicum Institute of Higher Education, University of Georgia,
Athens, GA, USA
Pei Pei Liu Harvard Graduate School of Education, Cambridge, MA, USA
Michael K. McLendon School of Education, Baylor University, Waco, TX, USA
vii
viii Contributors
Maya Weilundemo Ott Harvard Graduate School of Education, Cambridge, MA,
USA
Heather T. Rowan-Kenyon Lynch School of Education, Boston College, Chestnut
Hill, MA, USA
Margaret Sallee University at Buffalo, Buffalo, NY, USA
Mandy Savitz-Romer Harvard Graduate School of Education, Cambridge, MA,
USA
Linda J. Sax Graduate School of Education & Information Studies, University of
California, Los Angeles, Los Angeles, CA, USA
Daryl G. Smith Claremont Graduate University, Claremont, CA, USA
Amy K. Swan George Mason University, Fairfax, VA, USA
Michelle Van Noy Rutgers University, Piscataway, NJ, USA
Xueli Wang Department of Educational Leadership and Policy Analysis, University
of Wisconsin-Madison, Madison, WI, USA
About the Authors
Cassie L. Barnhardt is assistant professor of higher education and student affairs
at the University of Iowa. She holds her Ph.D. in higher education from the
University of Michigan, a master’s degree in student affairs from Michigan State
University, and two bachelor’s degrees also from the University of Michigan.
Cassie’s research focuses on various aspects of civic and public engagement includ-
ing the multiple ways in which college students learn about and enact social respon-
sibility, as well as the ways that universities, as organizations, contribute to
democracy and civic life. Cassie has published in the Journal of Higher Education,
Research in Higher Education, the Journal of College Student Development, and the
Journal of Mixed Methods Research, among others. Some of her work has been
pursued with financial support from the John Templeton Foundation and the
Carnegie Corporation of New York. Cassie teaches graduate courses on the admin-
istration of student affairs, organizational behavior and management in postsecond-
ary institutions, and research methods.
Nicholas A. Bowman is an associate professor in the Department of Educational
Policy and Leadership Studies as well as the director of the Center for Research on
Undergraduate Education at the University of Iowa. His research interests include
college diversity, college student success, quantitative methodological issues, and
perceptions of student and institutional quality. He is an author of the third volume
of How College Affects Students, and he has written over 50 articles in peer-reviewed
journals, including Review of Educational Research, Educational Researcher,
Social Psychological and Personality Science, and Personality and Social
Psychology Bulletin.
Jennifer Lenahan Cleary is the associate director of the professional science mas-
ter’s (PSM) program at Rutgers University and a former senior researcher at the
Heldrich Center for Workforce Development. She specializes in research, program
development, and program evaluation that occurs at the nexus of higher education
and the labor market. Currently, she focuses on employer partnership development
and understanding labor market trends. Over 15 years at the Heldrich Center, she
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