J. Vincent Nix
Educator | Researcher | Disruptor | Optimizing Individual Performance. Maximizing Organizational Potential.® Dr. Vince Nix serves as a core research methodologist and assistant professor in the Ed. D. program with the Terry B. Rogers College of Education and Social Sciences. Vince worked in higher education administrative roles (VP over both academic and student affairs and interim president of a community college) for most of his career but also has extensive management and leadership experience in global advanced manufacturing facilities (Japan, Mexico, Thailand, China, US.). Vince served as an HRD/OD consultant for several global firms. Vince earned a B.A. in Sociology & Psychology from the University of Mississippi, a master's in Leadership and then a Ph. D. (student affairs/sociology) in higher education administration both from the Washington State University.
Phone: 7205792287
Address: Amarillo, TX
Phone: 7205792287
Address: Amarillo, TX
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One underexplored area is whether a co-regulated environment in which the learners are also expected to evaluate the instructor can lead to better outcomes. The authors designed doctoral-level online courses with the explicit intent of using student feedback to improve the curricula, and this study demonstrates that incorporating those assessments seemed to markedly improve enrollees’ ratings of course-design elements and their mastery of the subject matter.
Non-traditional students—unemployed workers, alternative high school students, young single parents and dropouts—face work schedule conflicts, family obligations and geographic and financial barriers to higher education.
Statistically, more than half of students who enter a two-year certificate or degree program in Idaho drop out in the second year, often debt-ridden.
The pilot project, funded by the J.A. and Kathryn Albertson Foundation, used nationally proven best practices designed to lower barriers and develop resilience. Schools delivered enhanced advising, mentoring and remediation techniques; monitored student progress; and created support groups for almost 500 non-traditional students.
Six questions provided the focus for this study: (1) What are the organizational dynamics of the TNE program? (2) How do social, political, economic, and cultural dimensions influence program operation? (3) How do Chinese government policies influence program operation and quality? (4) Does the program reflect standards outlined by professional associations that monitor TNE program quality? (5) What satisfactions and dissatisfactions do TNE students report? (6) What satisfactions and dissatisfactions do TNE instructors report?
In the U.S., “Northeast College” a private, four-year institution initiated the TNE program, partnering with five Chinese universities. In China, the Director of Northeast China Programs, International (NCPI)—a private, for-profit company—administered the program. Data were gathered at two of the five universities while the researcher was an NCPI-hired
instructor during 2007-2008. Data consisted of observational field notes, TNE program documents, correspondence with NCPI staff, and semi-structured interviews with students and instructors.
Four key findings emerged from this case study : (1) Chinese government policies appear to foster “academic capitalism” and to encourage “buying” higher educations programs from developed countries; in turn, institutions such as Northeast College appear willing to “sell” their educational program; (2) the TNE program lacks transparency and accountability measures that
characterize the vast majority of U.S. colleges and universities; (3) the primary goal for this TNE program is profit ($10 million gross in 2008),—at best, student learning is a secondary goal; and (4) the Director of NCPI relied on the Chinese cultural concepts of guanxi (a complex network of interpersonal connections, in which favors or service for others are reciprocated) to establish the program and “face” (sense of worth and perceived status) to market the program to students
and their parents.
The study concludes with nine policy recommendations to diminish the negative consequences of buying, selling, and trading higher education programs in a global market.
One underexplored area is whether a co-regulated environment in which the learners are also expected to evaluate the instructor can lead to better outcomes. The authors designed doctoral-level online courses with the explicit intent of using student feedback to improve the curricula, and this study demonstrates that incorporating those assessments seemed to markedly improve enrollees’ ratings of course-design elements and their mastery of the subject matter.
Non-traditional students—unemployed workers, alternative high school students, young single parents and dropouts—face work schedule conflicts, family obligations and geographic and financial barriers to higher education.
Statistically, more than half of students who enter a two-year certificate or degree program in Idaho drop out in the second year, often debt-ridden.
The pilot project, funded by the J.A. and Kathryn Albertson Foundation, used nationally proven best practices designed to lower barriers and develop resilience. Schools delivered enhanced advising, mentoring and remediation techniques; monitored student progress; and created support groups for almost 500 non-traditional students.
Six questions provided the focus for this study: (1) What are the organizational dynamics of the TNE program? (2) How do social, political, economic, and cultural dimensions influence program operation? (3) How do Chinese government policies influence program operation and quality? (4) Does the program reflect standards outlined by professional associations that monitor TNE program quality? (5) What satisfactions and dissatisfactions do TNE students report? (6) What satisfactions and dissatisfactions do TNE instructors report?
In the U.S., “Northeast College” a private, four-year institution initiated the TNE program, partnering with five Chinese universities. In China, the Director of Northeast China Programs, International (NCPI)—a private, for-profit company—administered the program. Data were gathered at two of the five universities while the researcher was an NCPI-hired
instructor during 2007-2008. Data consisted of observational field notes, TNE program documents, correspondence with NCPI staff, and semi-structured interviews with students and instructors.
Four key findings emerged from this case study : (1) Chinese government policies appear to foster “academic capitalism” and to encourage “buying” higher educations programs from developed countries; in turn, institutions such as Northeast College appear willing to “sell” their educational program; (2) the TNE program lacks transparency and accountability measures that
characterize the vast majority of U.S. colleges and universities; (3) the primary goal for this TNE program is profit ($10 million gross in 2008),—at best, student learning is a secondary goal; and (4) the Director of NCPI relied on the Chinese cultural concepts of guanxi (a complex network of interpersonal connections, in which favors or service for others are reciprocated) to establish the program and “face” (sense of worth and perceived status) to market the program to students
and their parents.
The study concludes with nine policy recommendations to diminish the negative consequences of buying, selling, and trading higher education programs in a global market.