HIGHER EDUCATION: Handbook of Theory and Research Volume XX
Associate Editors William G. Tierney, University of Southern California (senior associate editor) Philip G. Altbach, Boston College (comparative and international) Alan E. Bayer, Virginia Polytechnic Institute and State University (faculty) Eric L. Dey, University of Michigan (students) David D. Dill, University of North Carolina at Chapel Hill (governance and planning) Corinna A. Ethington, The University of Memphis (research methodology) Carol E. Floyd, Education consultant (systems and organization) Yvonna S. Lincoln, Texas A&M University (social context) Michael B. Paulsen, University of New Orleans (finance and economics) Raymond P. Perry, University of Manitoba (curriculum and instruction)
HIGHER EDUCATION: Handbook of Theory and Research Volume XX Edited by John C. Smart University of Memp his Published under the sponsorship of The Association for Institutional Research (AIR) and The Association for the Study of Higher Education (ASHE) - Springer
A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN 1-4020-3277-3 (HB) ISBN 1-4020-3278-1 (PB) ISBN 1-4020-3279-X (e-book) Published by Springer PO Box 17, 3300 AA Dordrecht, The Netherlands Sold and distributed in North, Central and South America by Springer, 101 Philip Drive, Norwell, MA 02061, U.S.A. In all other countries, sold and distributed by Springer, PO Box 322, 3300 AH Dordrecht, The Netherlands Printed on acid-free paper All Rights Reserved 2005 Springer No part of this publication may be reproduced or utilized in any form or by any means, electronic, mechanical, including photocopying, recording or by any informations storage and retrieval system, without written permission from the copyright owner. Printed and bound in Great Britain by MPG Books Ltd., Bodmin, Cornwall.
TABLE OF CONTENTS CONTRIBUTORS VII 1. A SERENDIPITOUS SEARCH FOR A CAREER IN HIGHER 1 EDUCATION Marvin W. Peterson University of Michigan 2. PROFESSORS AS KNOWLEDGE WORKERS IN THE NEW, 55 GLOBAL ECONOMY Jenny J. Lee, John Cheslock, Alma Maldonado- Maldonado, and Gary Rhoades Center for the Study of Higher Education, University of Arizona 3. CONTRASTING PERSPECTIVES ON HIGHER EDUCATION 133 GOVERNANCE IN THE ARAB STATES André Elias Mazawi University of British Columbia, Vancouver, Canada 4. ARE STUDENTS REALLY RATIONAL? 191 THE DEVELOPMENT OF RATIONAL THOUGHT AND ITS APPLICATION TO STUDENT CHOICE Stephen L. DesJardins and Robert K. Toutkoushian 5. INVESTMENTS IN HUMAN CAPITAL: SOURCES OF 241 VARIATION IN THE RETURN TO COLLEGE QUALITY Liang Zhang and Scott L. Thomas Cornell University; University of Georgia 6. THE CAUSES AND CONSEQUENCES OF PUBLIC 307 COLLEGE TUITION INFLATION Michael Mumper and Melissa L. Freeman Ohio University 7. PERCEIVED (ACADEMIC) CONTROL AND SCHOLASTIC 363 ATTAINMENT IN HIGHER EDUCATION* Raymond P. Perry, Nathan C. Hall, and Joelle C. Ruthig University of Manitoba, Canada V
TABLE OF CONTENTS 8. CLUSTER ANALYSIS IN HIGHER EDUCATION RESEARCH 437 Carl J Huberty, E. Michael Jordan, and W. Christopher Brandt The University of Georgia; Georgia Southern University; Learning Point Associates 9. IDEAS OF A UNIVERSITY, FACULTY GOVERNANCE, AND 459 GOVERNMENTALITY Susan Talburt Georgia State University 10. COLLEGE ENVIRONMENTS AND CLIMATES: 507 ASSESSMENTS AND THEIR THEORETICAL ASSUMPTIONS Leonard L. Baird The Ohio State University 11. FOR-PROFIT DEGREE-GRANTING COLLEGES: WHO 539 ARE THESE GUYS AND WHAT DO THEY MEAN FOR STUDENTS, TRADITIONAL INSTITUTIONS, AND PUBLIC POLICY? Carol Everly Floyd Springfield, Illinois CONTENTS OF PREVIOUS VOLUMES 591 SUBJECT INDEX 601 AUTHOR INDEX 619 VI
CONTRIBUTORS MARVIN W. PETERSON is Professor of Higher Education and former director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. His primary scholarly interests have focused on organizational behavior, management and leadership; institutional research and planning; institutional and system change and transformation; and organizational research methods and issues. He has been President of the Association for the Study of Higher Education, the Association for Institutional Research and the Society for College and University Planning. He has received the outstanding career or professional contribution award in each of these associations. JENNY J. LEE is an Assistant Professor in the Center for the Study of Higher Education at the University of Arizona. Her research area encompasses institutional and system-wide change towards the goals of social justice. She has examined faculty, institutional, and disciplinary cultures as means of promoting students civic and moral engagement. Her work has been published in the Journal of Higher Education, the Review of Higher Education, and Research in Higher Education. JOHN CHESLOCK is an Assistant Professor in the Center for the Study of Higher Education at the University of Arizona. His research examines institutional policies regarding financial aid, intercollegiate athletics, and faculty and staff compensation. His work has appeared in leading Economics journals such as the American Economic Review and Economics of Education Review, and in leading Higher Education journals such as the Journal of Higher Education and the Review of Higher Education. ALMA MALDONADO-MALDONADO is an Assistant Professor in the Center for the Study of Higher Education at the University of Arizona. Her research concentrates on international organizations and their influence on higher education centers and policies in developing countries, as well as on systemic structures and student activism in comparative higher education. Her publications include a book (with Cao, Altbach, Levy and Zhu) Private Higher Education: The Research Trends and Bibliography (Boston College/University of Albany, 2004). GARY RHOADES is Professor and Director of the Center for the Study of Higher Education at the University of Arizona. His research focuses on the restructuring of academic organizations and professions. His latest books are Managed Professionals (SUNY, 1998), and Academic Capitalism and the New Economy (with Sheila Slaughter) (Johns Hopkins, 2004). ANDRÉ ELIAS MAZAWI is Assistant Professor in the Department of Educational Studies, Faculty of Education, University of British Columbia and a Research Associate at the Centre for Policy Studies in Higher Education and Training (CHET). His academic interests lie in the field of comparative political sociology of educational policies with particular reference to the Middle East and North Africa. He is also interested in teachers careers and the organization of the academic workplace. His work appeared, among several others, in the British Journal of Sociology, British Journal of Sociology of Education, Comparative Education Review, Higher Education, International Journal of Contemporary Sociology and Minerva. VII
CONTRIBUTORS STEPHEN L. DESJARDINS is Associate Professor in the Center for the Study of Higher and Postsecondary Education, School of Education, at the University of Michigan. His teaching and research interests include postsecondary education policy, strategic enrollment management issues, research methodology, and the economics of higher education. His work in these areas has been published in the Journal of Human Resources, Journal of Higher Education, Economics of Education Review, Research in Higher Education, Journal of College Student Retention, Journal of Student Financial Aid, the AIR Professional File and two previous volumes of Higher Education: Handbook of Theory and Research. ROBERT K. TOUTKOUSHIAN is as Associate Professor in the Educational Leadership and Policy Studies department at Indiana University, where he teaches courses on the economics of education and school finance. He earned a Ph.D. in economics from Indiana University, and specializes in the application of economics to K-12 and postsecondary education. His interests include the areas of faculty compensation, student choice, public school finances, the measurement of faculty and school-level outcomes, and the organizational behavior of schools and colleges. LIANG ZHANG is Assistant Professor in the Department of Educational Policy and Administration at the University of Minnesota. His research interests are in the area of economics and finance of higher education. His work examines issues of college access and equity, returns to postsecondary education and institutional quality, faculty compensation, and institutional behavior. SCOTT L. THOMAS is Associate Professor of Higher Education at the Institute of Higher Education at the University of Georgia. His current research is on issues of access and stratification in higher education, with a focus on economic outcomes and indebtedness related to college quality and choice of major. His writings have examined topics in the areas of the sociology of education, labor economics, and student persistence. MICHAEL MUMPER is Associate Provost for Graduate Studies and Professor of Political Science at Ohio University. His research focuses on public policy to improve access to public higher education. He is the author of Removing College Price Barriers: What Government Has Done and Why It Hasn t Worked (SUNY Press, 1996). His articles have appeared in the Journal of Higher Education, the Review of Higher Education, and a previous volume of Higher Education: Handbook of Theory and Research. MELISSA L. FREEMAN is a doctoral student in Higher Education at Ohio University. She is also a Research Associate and Project Manager with the Center for Higher Education at Ohio University, and heads the College of Education s Office of Research. Her research interests include access and affordability, articulation and transfer policy, and Appalachian issues. RAYMOND P. PERRY is Professor of Psychology and director of research for the Centre for Higher Education Research and Development at the University of Manitoba. He received his B.A. degree in psychology (1968) from the University of British Columbia and M.Sc. (1969) and Ph.D. (1971) degrees in social psychology from the University of Calgary. His research focuses on social cognition and achievement motivation in college students. He serves on the editorial boards of the Journal of Educational Psychology, Research in Higher Education, and Higher Education: Handbook of Theory and Research. NATHAN C. HALL is a doctoral candidate in the Department of Psychology at the University of Manitoba. He received his B.A. degree in psychology (1999) and M.A. degree in social psychology (2002) from the University of Manitoba. His research concerns the assessment and development of the theoretical implications and real-world applications of socio-cognitive paradigms, with a specific focus on the influence of attributions, perceived control, and metacognition on academic development. VIII
CONTRIBUTORS JOELLE C. RUTHIG currently holds a postdoctoral position in the Health, Leisure, and Human Performance Research Institute at the University of Manitoba. She received her B.A. degree in psychology (1997) and M.A. (2001) and Ph.D. degrees (2004) in social psychology from the University of Manitoba. Her research mainly concerns social cognition within the academic and health domains with a particular focus on the roles of perceived control and optimism in academic development, physical health, and psychological well-being. CARL J HUBERTY earned bachelor and master degrees in mathematics; Ph.D. in statistical methods from the University of Iowa. He taught high school and college mathematics for 8 years. Taught statistical methods in the Statistics and Educational Psychology departments at the University of Georgia, 1969 2002. He is the author of one book, 13 book chapters, 58 journal articles, and 6 book reviews. Presented 84 papers at national meetings, and 9 at foreign meetings. Conducted 36 national workshops, 4 in foreign countries. Sponsored 26 outside academicians, 21 from foreign countries. Major professor for 14 doctoral and 4 master students. Nineteen honorary professional memberships, and 22 recognition nominations. Currently a Fulbright Senior Specialist. E. MICHAEL JORDAN is Assistant Director of Assessment in the Office of Strategic Research and Analysis at Georgia Southern University. He completed his Ph.D. in Educational Psychology from The University of Georgia in 2004, where he concentrated on applying quantitative methods to the psychological study of creativity. Dr. Jordan is engaged in all aspects of quantitative assessment in higher education and is continuing research in applied statistics and creativity. W. CHRISTOPHER BRANDT is a Research Associate at Learning Point Associates (LPA). Dr. Brandt completed his Ph.D in Educational Psychology from The University of Georgia in May 2004, where he specialized in qualitative inquiry and evaluation. His research experience at The University of Georgia (UGA) included an ethnographic case study of an elementary school in transition, where a school-university-community partnership was developed to transform a traditional elementary school into a community-learning center. Through this long-term and concentrated project, Dr. Brandt developed extensive expertise in comprehensive school reform (CSR) implementation and the impact of federal, state, and local policy on the reform implementation process. In addition to his expertise in qualitative evaluation and CSR, Dr. Brandt provided technical assistance in quantitative data analysis and statistical interpretation as a consultant in UGA s Academic Computing Center. Currently, Dr. Brandt continues his research of comprehensive school reform as an evaluator of two state-level CSR initiatives at LPA, and he is pursuing new interests in school-wide technology integration initiatives. SUSAN TALBURT is associate professor of Educational Policy Studies and Director of the Women s Studies Institute at Georgia State University, where she teaches anthropology of education, curriculum studies, and feminist theory. She is author of Subject to Identity: Knowledge, Sexuality, and Academic Practices in Higher Education and co-editor of Youth and Sexualities: Pleasure, Subversion, and Insubordination in and out of Schools. Her recent work appears in the Journal of Higher Education and Theory into Practice. LEONARD L. BAIRD is professor of higher education at The Ohio State University and editor of the Journal of Higher Education. His chief research interests are the impact of college on students, college quality, and the social psychology of higher education. He has over thirty years experience assessing students and institutions in higher education, first as a researcher at the American College Testing Program and then at the Education Testing Service, conducting studies on a variety of aspects of higher education. CAROL EVERLY FLOYD is an education consultant in Springfield, Illinois. She previously held administratrative positions at the Illinois Board of Higher Education, University of Illinois at Springfield, and the Illinois Board of Regents. She earned the Ph.D. in Political Science at the IX
CONTRIBUTORS University of Illinois at Urbana-Champaign. She is a former board member of the Association for the Study of Higher Education and a founder of its Council on Public Policy in Higher Education. Her work has appeared in the ASHE Report series, the Review of Higher Education, Planning for Higher Education, the History of Higher Education Annual, and the Public Administration Review. X