- I take a social psychological approach to researching issues in American higher education, with an interest in how th... moreI take a social psychological approach to researching issues in American higher education, with an interest in how the presence of others affects educational outcomes such as achievement, motivation, and social development. I research international students, academic work, and publicly engaged scholarship.edit
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With the rapid expansion of higher education around the world there is a need for access to resources about effective teaching strategies and contextualized administrative procedures. However existing forms of cross-border partnerships... more
With the rapid expansion of higher education around the world there is a need for access to resources about effective teaching strategies and contextualized administrative procedures. However existing forms of cross-border partnerships don't fully address this challenge. This ...
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This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may... more
This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates’ learning, development, and perception of campus climate. The study uses multiple regression analysis of a stratified random sample of international student respondents to the Global Perspective Inventory (GPI; n = 437). The results suggest that international students who participate in leadership programs, interact with others from their own culture, and take courses where professors facilitate intergroup dialogue, report more positive perceptions of campus climate. International students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report greater levels of learning and development.
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Research on international faculty mobility has been relatively limited, and the authors in this volume add critical perspectives to understanding the growing population of faculty members. Data on international faculty mobility between... more
Research on international faculty mobility has been relatively limited, and the authors in this volume add critical perspectives to understanding the growing population of faculty members. Data on international faculty mobility between countries remains, with different definitions and data collection systems from country to country. More than half of the faculty at many of the top-ranked English-speaking world-class universities (WCUs) are foreign-born, and this trend is expected to continue (Marginson, 2018).
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To achieve Higher Education Act Title V funding goals, policymakers must reconsider approaches, respond to Hispanic-Serving Institution (HSI) diversity, and prioritize servingness. This study investigated HSI heterogeneity across... more
To achieve Higher Education Act Title V funding goals, policymakers must reconsider approaches, respond to Hispanic-Serving Institution (HSI) diversity, and prioritize servingness. This study investigated HSI heterogeneity across traditional performance metrics and student-engagement indicators using data sources previously only examined independently. A multi-step TwoStep cluster analysis revealed six clusters of HSIs. The two most important predictors of cluster membership were years with an HSI designation (transitioning and established) and institution type (associate, bachelor, and special focus). Key quantitative metrics may be useful for policy actors seeking an equity-minded Title V award strategy that considers HSI heterogeneity and prioritizes HEA Title V policy aims.
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This editorial provides context for the articles that appear in this special issue and brings them together thematically. We first examine how special issue authors chose to define the term ‘virtual exchange’ in their work and then... more
This editorial provides context for the articles that appear in this special issue and brings them together thematically. We first examine how special issue authors chose to define the term ‘virtual exchange’ in their work and then explore key take-aways from each article in three thematic groups: access; outcomes; and programmatic concerns. Together, the articles in this special issue speak to key issues in virtual international exchange that will be important for researchers and practitioners alike to contend with as the field develops.
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Drawing on frameworks from marketing research literature, this study indicates that educational service augmenters (e.g., academic advising, writing support services, immigration advising, etc.) are significantly related to international... more
Drawing on frameworks from marketing research literature, this study indicates that educational service augmenters (e.g., academic advising, writing support services, immigration advising, etc.) are significantly related to international students’ academic adjustment. The results indicate educational, campus, and social support services explained an additional 38% of variance in international students’ academic adjustment, beyond traditional predictors of academic adjustment alone, i.e., language proficiency, friendships, and welcoming campus attitude, for a combined 69% of the total variance in academic adjustment. The results highlight the university’s responsibility in international student integration into local communities and how educational service augmenters and traditional predictors act as complementary, yet distinct, predictors of academic and social adjustment.
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With the development of Thailand 4.0, it is critical for engaged scholars to address the role of higher education in Thailand’s social and economic development with an understanding of how local histories (local) and economic... more
With the development of Thailand 4.0, it is critical for engaged scholars to address the role of higher education in Thailand’s social and economic development with an understanding of how local histories (local) and economic globalization (global) shape their work. The empirical analysis in this article is based on an international partnership designed to prepare graduate students as engaged scholars in a newly industrialized country. We discuss the Thai context for community engagement, then describe the purpose and learning goals for the Global Citizenship and Civic Engagement initiative. We describe the methodological approach to gathering data about the impact of the initiative and discuss findings. The findings contribute valuable international perspectives to the literature on graduate student education by focusing on the development of graduate student identities as engaged scholars through an international partnership with a US university. The GCCE initiative encourages the...
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This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be... more
This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates ’ learning, development, and perception of campus climate. The study uses multiple regression analysis of a stratified random sample of international student respondents to the Global Perspective Inventory (GPI; n = 437). The results suggest that international students who participate in leadership programs, interact with others from their own culture, and take courses where professors facilitate intergroup dialogue, report more positive perceptions of campus climate. International students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report gre...
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This article explores the academic trajectories of transnational postgraduates. We draw upon interrelated theories of globalization and transnational social fields to frame the globalizing social and educational contexts in which... more
This article explores the academic trajectories of transnational postgraduates. We draw upon interrelated theories of globalization and transnational social fields to frame the globalizing social and educational contexts in which international students navigate their lives and careers after earning doctoral degrees. We draw on in-depth interviews where transnational postgraduates’ voices are placed at the center of the findings, and we explore how their background, journey, and environment simultaneously shaped them as well as transformed the spaces they inhabited. We highlight how the movement of transnational postgraduates is not simply a transfer from one physical location to another, but rather that the movement itself constitutes and structures a new space of identification and of belonging and global imagination.
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This study examined political, economic, and social factors influencing students’ mobility intentions, comparing factors based on students’ home country gross national income (GNI) per capita. Researchers analyzed data from the Graduate... more
This study examined political, economic, and social factors influencing students’ mobility intentions, comparing factors based on students’ home country gross national income (GNI) per capita. Researchers analyzed data from the Graduate Students in Science Survey administered to STEM students at ten U.S. research universities. Results suggest that economic push-pull factors influence intent to stay in the U.S., while political, social, socioeconomic, and sociopolitical reverse push-pull factors influence intent to return to their home country. Differences in push-pull factors were found based on home country GNI category. The discussion considers implications on global workforce development, higher education, and immigration policy.
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This chapter argues that increasing human capital through a combination of university and community college education promotes greater economic growth in developing countries.
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ABSTRACT Developing countries have significantly expanded efforts to import more flexible short-cycle institutions based on the United States community college model. The U.S. community college model addresses human capital needs of the... more
ABSTRACT Developing countries have significantly expanded efforts to import more flexible short-cycle institutions based on the United States community college model. The U.S. community college model addresses human capital needs of the labor market in developing countries by increasing access to an affordable education. However, there is limited research on the effects of importing the U.S. community college model on economic growth. This study addressed this gap by examining the effects of importing the U.S. community college model on macroeconomic growth in developing countries that have engaged in partnerships via the Community College for International Development (CCID). A longitudinal analysis of macroeconomic growth of 176 countries from 1995–2014 was conducted. The results provide evidence for the positive economic impact of community college capacity development in developing countries, as well as a comparative advantage of labor for developing countries that have engaged in partnerships. Implications for policy and research are discussed.
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ABSTRACT The chapter examines the effectiveness and long-term viability of reform efforts designed to advance education for personal and social responsibility.
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ABSTRACT This study examined the extent to which recreation participation, intercultural friendship, and adaptation to college in the U.S. vary by an international student's region of origin. Researchers analyzed data from a... more
ABSTRACT This study examined the extent to which recreation participation, intercultural friendship, and adaptation to college in the U.S. vary by an international student's region of origin. Researchers analyzed data from a quantitative cross-sectional survey instrument (n = 298) using measures from the Ethnicity and Public Recreation Participation (EPRP) Model and the Student Adaptation to College Questionnaire (SACQ). Results indicate constraints to active participation in recreation and leisure activities exist, and are a prominent aspect of intercultural friendship formation and adaptation to college. As expected, constraints to recreation were negatively associated with friendships with host national peers and all measures of student adaptation to college. Constraints to recreation existed for non-European international students, and Eastern/Southeastern Asia reported more constraints than students from Southern Asia and the Middle East/North Africa. Students from non-European countries reported more friendships with co-national peers and fewer friendships with host national peers. Students from non-European countries reported less social adaptation and attachment to college than students from European countries. Results affirm that an international student's region of origin may moderate access to the informal culture of an institution through recreation participation, thus affecting patterns of intercultural friendship formation and adaptation to college. Researchers discuss implications for further research and propose interventions to enhance international students’ social and academic adaptation to college.
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This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be... more
This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates’ learning, development, and perception of campus climate. The study uses multiple regression analysis of a stratified random sample of international student respondents to the Global Perspective Inventory (GPI; n = 437). The results suggest that international students who participate in leadership programs, interact with others from their own culture, and take courses where professors facilitate intergroup dialogue, report more positive perceptions of campus climate. International students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report grea...
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This study examines campus organization involvement as a mechanism for social capital development. Researchers used analysis of variance (ANOVA) to examine variations in network size, strength, and composition for international students... more
This study examines campus organization involvement as a mechanism for social capital development. Researchers used analysis of variance (ANOVA) to examine variations in network size, strength, and composition for international students involved in different types of campus organizations. The researchers also examined the relationship of campus organization involvement to international students’ sense of attachment to the university. Students who participated in major-based organizations or leadership programs had larger, less dense, more diverse networks that lead to social networks which are particularly advantageous to social mobility. Students who participated in campus organizations related to their own cultural heritage had networks built of friends from all cultures, creating a greater sense of belonging and attachment to the university. Implications of social capital for practice and future research are discussed.
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Across higher education, we lack a common under-standing of the language of public service. A confusing myriad of terms has arisen, and the rhetoric of public service is not clear to everyone.... [T]he lack of clear
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Numerous microeconomic studies demonstrate the significant individual returns to tertiary education; however, little empirical evidence exists regarding the effects of higher education massification and diversification agendas on... more
Numerous microeconomic studies demonstrate the significant individual returns to tertiary education; however, little empirical evidence exists regarding the effects of higher education massification and diversification agendas on long-term macroeconomic growth. The researchers used the Uzawa-Lucas endogenous growth model to tertiary education massification and diversification agendas in 176 countries using World Bank, EdStats, and UIS data from, 1995-2014. The long-run propensity of economic growth to tertiary education enrollments was found to be positive and significant. Thus, the empirical findings suggest that massification of tertiary education has a significant effect on long-run economic growth when diversification policies complement massification initiatives.
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While a growing body of scholarship has focused on the per sonal, professional, and organizational factors that influence faculty members’ involvement in publicly engaged scholarship, the nature and scope of faculty publicly engaged... more
While a growing body of scholarship has focused on the per sonal, professional, and organizational factors that influence faculty members’ involvement in publicly engaged scholarship, the nature and scope of faculty publicly engaged scholarship itself has remained largely unexplored. What types of activities are faculty members involved in as publicly engaged scholar ship? How does their involvement vary by demographic, type of faculty appointment, or college grouping? To explore these questions, researchers conducted a quantitative content analysis of 173 promotion and tenure documents from a research-inten sive, land-grant, Carnegie Classified Community Engagement university and found statistically significant differences for the variables age, number of years at the institution, faculty rank, Extension appointment, joint appointment, and college grouping. Recommendations for future research are discussed as well as implications for institutional leadership, faculty development pr...
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Despite significant institutional rhetoric about engaged scholarship,scant empirical research focuses on the activities that constitutepublicly engaged scholarship from the faculty perspective. This study's purpose was to develop a... more
Despite significant institutional rhetoric about engaged scholarship,scant empirical research focuses on the activities that constitutepublicly engaged scholarship from the faculty perspective. This study's purpose was to develop a typology of publicly engaged scholarship based upon faculty descriptions of their scholarly work. An interdisciplinary research team conducted an interpretive content analysis of 173 promotion and tenure forms provided by successful tenure-track faculty at a research-intensive, land-grant, Carnegie Classifed Community Engagement institution. The 14-category typology that emerged from the data and literature comprises four types of publicly engaged research and creative activities, five types of publicly engaged instruction, four types of publicly engaged service, and one type of publicly engaged commercialized activity. The typology may be useful as a basis for cross-institutional comparisons, institutional responses to public accountability, more eff...
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First generation international students are a harbinger for the coming wave of globally mobile students. This article describes trends in the 4 D’s shaping the future of global student mobility: demographics, drivers, directions, and... more
First generation international students are a harbinger for the coming wave of globally mobile students. This article describes trends in the 4 D’s shaping the future of global student mobility: demographics, drivers, directions, and delivery. Authors use analysis of the National Survey of College Graduates (NSCG, 2015) to illustrate these trends in first-generation international students.
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Abstract The present study compared the effects of synchronicity and medium on online computer-mediated versions of the cooperative learning procedure, constructive controversy, randomly assigning 83 undergraduates to a 2 (synchronicity:... more
Abstract The present study compared the effects of synchronicity and medium on online computer-mediated versions of the cooperative learning procedure, constructive controversy, randomly assigning 83 undergraduates to a 2 (synchronicity: synchronous, asynchronous) x 3 (medium: video, audio, text) experimental factorial design. For academic achievement, only 62% of asynchronous online students completed the procedure compared to 100% of synchronous online students. Results also showed that, compared ...
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This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances... more
This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward. Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates' entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forwa...
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This article explores the academic trajectories of transnational postgraduates. We draw upon interrelated theories of globalization and transnational social fields to frame the globalizing social and educational contexts in which... more
This article explores the academic trajectories of transnational postgraduates. We draw upon interrelated theories of globalization and transnational social fields to frame the globalizing social and educational contexts in which international students navigate their lives and careers after earning doctoral degrees. We draw on in-depth interviews where transnational postgraduates’ voices are placed at the center of the findings, and we explore how their background, journey, and environment simultaneously shaped them as well as transformed the spaces they inhabited. We highlight how the movement of transnational postgraduates is not simply a transfer from one physical location to another, but rather that the movement itself constitutes and structures a new space of identification and of belonging and global imagination.
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How should research be presented in order to reach and be understood by practitioners and policy makers? What are the possible venues for communicating research findings to practitioners and policy makers? How can you tell if your... more
How should research be presented in order to reach and be understood by practitioners and policy makers? What are the possible venues for communicating research findings to practitioners and policy makers? How can you tell if your research is having an impact?