Higher education institutions and the media are expressing concern about grade inflation. One strategy to address grade inflation is forced curving, which limits the percentage of students who can get certain grades; however, educators have raised concerns that forced curving increases stress and competition. Using Espeland and Sauder’s (2007) reactivity framework, we studied how a school-wide forced curve policy affected students’ academic strategies, perspectives, experiences, and outcomes, and the extent to which students’ reactions distorted the curve as a reflection of students’ effort. We interviewed a diverse sample of 67 undergraduates. Our findings show that students reacted to the curve by increasing, decreasing, and reallocating effort, creating socioacademic boundaries, and committing academic dishonesty. Participants described emphasizing grades over learning, and viewing other students as threats or competitors rather than collaborators. The competition for grades exacerbated systemic inequities in educational preparation and opportunities by race and socioeconomic status. Some students practiced resistance by holding true to their values rather than changing their behavior for the curve, even if that meant a lower GPA. We conclude that the forced curve changed students’ effort, rather than simply reflecting it, and was not conducive for learning. Implications for research and grading policies are discussed.
As the number of transfer students at four-year institutions continues to grow, questions remain about how their experiences vary once they arrive at four-year institutions. While previous research has documented the academic and social challenges transfer students face, less is known about how a student’s academic major shapes their transition, particularly their sense of belonging to the institution. This study explores how sense of belonging differs between transfer students and non-transfer students and whether this difference varies across majors. Using multilevel modeling and institutional survey data from graduating seniors, we found that transfer students reported lower levels of belonging than their non-transfer peers, though this effect varied across majors. Although differences in sense of belonging across majors were modest, some programs exhibited larger gaps between transfer and non-transfer students. These findings contribute to efforts to better understand how academic programs shape student experience and highlight the continued importance of supporting transfer student integration.
Faculty burnout is an accelerating crisis in U.S. higher education. Existing burnout frameworks were largely developed outside higher education and often miss the academy’s distinctive organizational ecology, where faculty experience their work as a calling through which personal purpose and institutional mission converge. This article introduces the Contributions–Impact Model (CIM) of faculty burnout, a context-specific framework for higher education. The CIM comprises interdependent dimensions: faculty contributions, the collegium as a mediating structure, impact and recognition, and a bidirectional Burnout–Vitality Continuum. It locates the cause of burnout in a breakdown of reciprocity: faculty contributions may fail to yield impact, or the collegium may withhold the recognition faculty are owed, a withholding faculty experience as a betrayal of trust. Either failure drives faculty toward burnout. Five propositions frame faculty contributions, including identity-based labor, as institutional assets rather than interchangeable inputs. The article concludes by calling for institutions to treat faculty vitality as a mission-critical precondition for transformative education.
The filibuster has escalated with partisan divide in U.S. politics. Similar delay tactics have come to impede social justice efforts in higher education. In this article, we will demonstrate how organizational filibustering and other delay strategies have become key barriers to social justice efforts in higher education by slowing down, tabling, and adding excessive procedure to attempts to make programmatic and institutional change. The literature on barriers to social justice in higher education will be reviewed to contextualize the obstacle of filibustering. Several case examples will be provided to illuminate the occurrence of these delay processes in student, faculty, and administrative relations. Case examples include: 1) a university-wide curriculum redesign project designed to integrate multicultural content; 2) a diversity strategic plan in a graduate program, 3) development of an undergraduate multicultural specialization, and 4) a name change of a feminist academic department to be inclusive of gender diversity. The rationale, susceptible projects, qualities, outcomes, and strategies to resolve and prevent filibustering will be identified.
Complex relational phenomena on campus, such as engagement or belonging, are often reduced to individualistic counts and averages, flattening the interpersonal richness of campus life and masking opportunities to build equitable learning environments. An “embedded” perspective on campus life offers a line of inquiry that provides a theoretical and practical way to examine and influence campus community that keeps students and their relationships at the analytic center. Embeddedness considers how students experience college campuses as situated within interpersonal networks that can be more specifically theorized, observed, and influenced. Generatively “neutral”, embeddedness offers a strategy to align existing theoretical social processes and practical observation methods that allow for explicitly structural analysis. An analysis of triads (groups of three students) can be used to magnify the dynamics of embeddedness that campus environments facilitate. Triadic theories involving transitivity, mutuality and balance, and power can be used to build classroom and co-curricular environments that support student success. I close with several illustrative examples to demonstrate how triadic analyses may be used to shed light on processes of transition, connection, and engagement. Understanding students' sense-making as embedded in campuses provides new avenues for considering how we shape environments to support student and community success.
This study used interviews with 20 Black graduate and undergraduate students, Critical Race Theory, and Calmore's Racialized Space Framework to investigate how historical and societal racial narratives shape the messages Black students receive about HBCUs and PWIs. It also explores how later experiences with these institutions impact students' pre-existing beliefs. Four notable findings emerge: (1) Black students often receive racialized and oppositional messages about HBCUs and PWIs that influence how they perceive these institutions and what they consider the ideal college experience; (2) these messages are particularly powerful when Black students have limited firsthand knowledge of these institutions. In such cases, their evaluations are often shaped by how they interpret the societal messages they receive about HBCUs and PWIs; (3) over time, subsequent experiences with or exposure to HBCUs and PWIs can challenge their existing perceptions and evaluations, thereby disrupting the default assumption of PWIs as the college standard; and (4) while PWIs are frequently treated as normative educational institutions, HBCUs are frequently absent, overlooked, or marginalized in college discussions because they are often perceived as racialized educational institutions. Implications for research and practice are discussed.
Despite decades of interest in teaching and learning (T L) innovations, many fail to become institutionalised. This paper addresses this persistent challenge by proposing a new conceptual model—the Innovation Institutionalisation Framework (IIF). Developed through an abductive synthesis of institutional theory constructs—namely, DiMaggio and Powell’s (1983) framework of macro-level isomorphic pressures and Cartel et al.’s (2019) framework of micro-level institutional work—the IIF offers a dynamic, theoretically coherent, and practically relevant perspective on how structural forces and agentic efforts can be aligned to facilitate the institutionalisation of innovative educational solutions. The IIF contributes to theory, policy, and the practice of individual innovators. Theoretically, it bridges macro- and micro-level analyses, extending the institutional theory toolkit in higher education research and offering a more integrated account of institutionalisation processes. It moves beyond approaches that treat these levels in isolation by conceptualising institutionalisation as a process of mutual reinforcement between system-level arrangements and localised action. For policymakers, the framework underscores the importance of fostering innovation-conducive institutional environments that integrate regulatory direction with sustained support infrastructures, professional development systems, and incentive mechanisms. For individual innovators, the IIF offers a roadmap for assessing and mobilising the resources needed to design, advance, and embed innovative T L models. Where macro-level support is limited, innovators may need to compensate for its absence through intensified institutional work. However, successful institutionalisation ultimately depends on the alignment between structural conditions and agentic efforts.
In light of political discourse around return-on-investment (ROI) of obtaining postsecondary degrees, one often overlooked outcome of a college education is students’ development of their civic engagement. We were concerned about whether specific degree programs targeted for elimination may enroll students with higher levels of civic engagement. We used the High School Longitudinal Study of 2009 (HSLS:09) from the National Council of Educational Statistics (NCES) to examine differences across academic major categories in several measures of civic engagement including 1) registered to vote in the U.S., 2) engagement in community service/volunteer work, 3) perceived importance of contributing to society, and 4) participating in a community-based project for a college course. Employing multinomial propensity score estimation, we found meaningful differences across majors in civic engagement. College majors often perceived as lower on ROI had higher levels of civic engagement on most measures. We discuss how the elimination of specific degree programs under political pressure may reduce progress towards a central aim of postsecondary institutions: To shape civically minded contributors toward a democratic society.
Despite attempts to equalize access to U.S. higher education for contemporary students from historically marginalized groups, structural obstacles persist within universities, particularly among students struggling to meet their basic needs. To understand how interlocking power relations (e.g., racism, classism) in systems of higher education impact contemporary students, we conducted a qualitative analysis of 11 focus groups with 58 students who utilized basic needs services across five University of California campuses. We identified three themes that characterize the experiences of contemporary students who are at intersectional positions (e.g., low-income, first generation to attend college): (1) they continue to face challenges navigating a system designed for traditional students; (2) students are challenged by the lack of access to the power and privilege that operate in student-related institutional operations and policies; and (3) university personnel’s lack of structural competency creates additional burdens for students. Our findings highlight the need to address structural obstacles and advocate for supportive policies in higher education to ensure that contemporary students from historically excluded groups achieve degree completion.
In modern emerging economies, university education steadily transcends national boundaries, reflecting a growing demand for innovative higher education that can compete globally. This strategic realignment reflects a broader shift toward value-driven higher education, where institutions prioritize creating positive student experiences. The study adopts a quantitative research design to examine the influence of internationalization on service quality dimensions (service interaction, service environment, psychosocial competence, and global competence), good university experience, and student satisfaction at the American University of Nigeria. The study is contextualized within a multi-stakeholder perspective, recognizing that student satisfaction is influenced not only by students but also has contributions from other institutional actors such as the faculty (lecturers), and staff. Structured questionnaire was used to collect data from 345 faculty, staff and student respondents. The data was analyzed using descriptive statistics and partial least square structural equation modeling (PLS-SEM). Though surprising, the results indicate that internationalizing a campus on its own does not influence students having a good university experience. However, internationalization contributes to the overall service quality dimensions, thus providing students with good university experience and satisfaction. These findings support university thinking of the fundamental question of how educational institutions should structure their programs toward educating the students for competence at the global stage.
Addressing the complex, integrated learning needs of students within current, transdisciplinary, real world contexts requires pedagogical approaches that transcend disciplinary boundaries. In this study, we develop and empirically test a novel theoretical Transdisciplinary Epistemic Practices (TEPs) framework for STEAM (science, technology, engineering, art, and mathematics) learning in higher education contexts. Grounded in socio-cultural perspectives on knowledge, epistemic practices are defined as discipline-specific ways of knowing and doing shaped by the dominant communities of practice, such as physicists in physics or digital artists in new media. Our TEP framework identifies and operationalizes eight TEPs, organized into three broad categories: exploring, meaning making, and critiquing. This project represents the first effort to define and apply such a framework within a higher education context. Methodologically, we employed a Delphi process within a Faculty Learning Community (FLC) composed of transdisciplinary teaching faculty who iteratively refined the framework based on pedagogical expertise and practice. We demonstrate the TEP framework’s utility through two in-depth case studies, each illustrating the use of a specific TEP in authentic instructional settings. Beyond informing course learning outcomes and assessment design, this work contributes to theory through providing a method for further developing integrated learning frameworks at the same or other disciplinary intersections.
Despite the importance of accreditation in U.S. higher education, scholarship examining faculty and administrators’ perspectives on it is limited, anecdotal, or institution specific. This Q methodology study investigates the subjective views of 54 faculty and administrators engaged in institutional accreditation work across the United States. Q methodology enables researchers to blend quantitative and qualitative approaches to reveal distinct and empirically grounded perspectives on important phenomena. We identified four perspectives on accreditation. Standards Strategists assert accreditation is clear and fair but disconnected from academic quality. Cost-Conscious Contrarians view accreditation as accountability that sacrifices autonomy. Effectiveness Enthusiasts believe accreditation promotes improvement but question its requirements, processes, and external value. Accreditation Advocates see its potential for institutions that devote significant time and energy to engaging in the process. Interpreted through Schein's espoused and enacted values framework, each perspective reflects a different mismatch between accreditation's stated aims and its experienced reality. These findings carry practical implications for institutional leaders seeking to strengthen stakeholder engagement and for accreditors seeking to align espoused values with institutional experience; recommendations for both audiences are offered.
Online higher education serves many non-traditional students whose trauma histories influence cognitive, emotional, and regulatory functioning. Yet little research examines how trauma-related regulation demands interact with digital course design and emerging technologies to shape persistence. This descriptive phenomenological study explores how 45 online undergraduates experience stress, self-regulation, resilience, belonging, and psychological safety, and how generative artificial intelligence (GenAI) functions as a conditional scaffold. Findings show trauma-related regulatory strain intensifies cognitive load associated with course navigation, pacing expectations, and limited instructional presence. Belonging and psychological safety mediated engagement, while GenAI provided short-term cognitive relief and task-initiation support during moments of overwhelm. Participants also expressed concerns about dependency and unclear ethical boundaries surrounding the use of GenAI for learning. The study introduces the Trauma-Informed AI Persistence (TIAIP) Model, integrating trauma science, online learning design, and guided GenAI use to conceptualize persistence as an institutional outcome. The model links trauma-informed pedagogy, digital course architecture, and GenAI integration to support persistence among non-traditional online learners.
As the Trump administration, MAGA-aligned actors, and right-wing organizations increasingly frame diversity, equity, and inclusion (DEI) as a catchall term for failing progressive initiatives, assessing liberal perspectives on DEI becomes critical, particularly in higher education where DEI programs face mounting political pressure. Grounded in institutional theory, Critical Race Theory and Critical Whiteness Studies, this paper moves beyond the partisan culture war binary to analyze fracturing liberal support for DEI. Methodologically, it uses Critical Discourse Analysis (CDA) to examine how readers of the New York Times (The Times) debated DEI’s goals and implementation in response to an August 2024 opinion piece on college DEI. Treating reader comments as a liberal-coded discursive site linked to higher education’s cultural legitimacy, the analysis reveals ambivalent liberal support for DEI. While 13
Industry engagement in curriculum development is increasingly recognized as essential for improving graduate employability and ensuring the relevance of higher education programmes. Industrial Advisory Committees (IACs) are commonly adopted mechanisms for facilitating industry–academia collaboration; however, their engagement often lacks structure and measurable impact. This study quantitatively examines the effectiveness of a structured Industry–Academia Collaborative Curriculum Review Model (IAC-CCRM) implemented within the Higher Education for Economic Transformation (HEET) Project. Using survey data from 312 academic staff, industry representatives, and academic administrators across HEET-participating universities, the study applies exploratory factor analysis and multiple regression techniques to evaluate the determinants and outcomes of IAC engagement in curriculum development. The results indicate that structured governance, phased industry participation, and continuous feedback mechanisms significantly predict curriculum relevance, industry satisfaction, and perceived graduate employability. The findings provide empirical support for embedding IACs within institutional quality assurance systems and offer a scalable, evidence-based model for strengthening industry–academia collaboration in higher education reform initiatives.
Although many universities have policies that pause/extend the pre-tenure probationary period when a faculty member’s family adds new children, many faculty members do not choose to use such policies. Drawing from the organizational science literature on family-friendly policies and supports, we propose that such choices may be affected by a perceived ‘flexibility stigma.’ We hypothesize that department / unit chairs’ engagement in family-supportive supervisor behavior (FSSB) relates to lower perceived stigma, which in turn relates to intent to use the policy. Furthermore, we hypothesize that this effect is moderated by gender, as well as whether one is in a position to potentially utilize the policy (i.e., pre-tenure vs. post-tenure). Using a sample of 136 tenured or tenure-track faculty, we examined both individual-level and shared (department-level) perceptions of FSSB, the perceived stigma associated with extending the probationary period for tenure (e.g., pausing the “tenure clock”), and hesitancy to use such a policy. Findings indicated that perceived stigma at both levels are correlated with hesitancy. FSSB relates to both stigma and hesitancy, although, depending on the level, the relationship is moderated differently by gender and tenure status.
Transdisciplinary curricula are gaining prominence in higher education for their potential to address complex, real-world challenges. Yet as more postsecondary institutions encourage faculty to adopt transdisciplinary teaching, little is known about how faculty experience and make meaning of this work in practice. This qualitative study examined the experiences of 17 faculty members from diverse disciplines who participated in a multi-year, NSF-funded transdisciplinary initiative across three postsecondary institutions. Drawing on theoretically informed thematic analysis guided by psychological empowerment (Spreitzer et al., 1999) and pedagogical design capacity (Brown, 2009), we explored how faculty perceived the professional and instructional impacts of implementing a sustainability-focused transdisciplinary curriculum. Findings indicate that faculty highly valued their participation, reporting enhanced professional fulfillment, stronger collaborative networks, and renewed purpose in their teaching – exercising creativity and agency in adapting the curriculum to their disciplinary contexts. Faculty thrived when the work felt meaningful, when they felt competent and autonomous, and when they moved beyond delivering materials toward actively reshaping them. While participants faced institutional barriers including time constraints, heavy workloads, and limited structural support, they consistently emphasized the lasting value of transdisciplinary teaching. These findings underscore the need for sustained institutional investment to support faculty engaged in transdisciplinary curriculum development and implementation. Concrete steps may include course-release time for curriculum adaptation, funding for course redesign, structured cross-disciplinary collaboration, and formal recognition of transdisciplinary teaching in promotion and tenure processes.
The study examines existing weaknesses in assessing the economic value of higher education from the perspective of the consumer, rooted in the lack of individualized pricing data. Despite decades of policy efforts aimed at improving tuition transparency, students and researchers remain constrained by publicly available institutional averages and opaque pricing structures that obscure the actual costs paid by individual students. To address this problem, a novel dataset is introduced comprising crowdsourced financial aid award letters and student demographic information, offering a rare and actionable view into real college prices. The paper offers an overview of the historical and conceptual underpinnings of tuition opacity; critiques the limitations in existing public data sources; and presents illustrative empirical insights from a case study of four universities within a single state. By comparing publicly reported prices with actual prices paid, findings reveal that publicly reported pricing metrics often misrepresent the true costs students face, with significant implications for equity, access, and decision-making. The paper calls for a new transparency paradigm that centers students’ unique contexts and argues that the absence of individualized pricing data is not merely a technical limitation but a fundamental barrier to evaluating affordability, equity, and return on investment in postsecondary education.
Given recent media attention and political narratives questioning the value of higher education, we survey young Americans about their attitudes towards college. We explore two dimensions of attitudes towards college – higher education as a private good and as a public good. We find most young people still believe most of their peers should go to college, and most want their children to go to college, although there are meaningful differences across demographic groups and different student experiences, with practical and political implications. We find evidence suggesting that exposure to higher education and providing students with adequate information during their own college search process may be meaningful predictors of young adults’ attitudes about college.
This study documents the financial characteristics of all ten federally designated work colleges using a decade of institutional data from the Integrated Postsecondary Education Data System (2014–2023). Work colleges are a small group of private, nonprofit institutions that require all residential students to participate in structured, compensated labor programs as a condition of enrollment, with the explicit goal of reducing reliance on tuition revenue. Using distributional benchmarks, longitudinal financial trajectories, institution-level profiles, and a lasso-selected logistic classification model, I characterize the financial distinctiveness of work colleges relative to approximately 1,600 comparable private, nonprofit, four-year institutions. Work colleges rely far less on tuition revenue (median tuition share of 25 percent versus 56 percent for comparators), draw substantially more from private gifts, and carry lower average federal loan burdens than peers. While work college institutional profiles vary, they maintain operating margins and net financial positions that are broadly comparable to, and in some cases stronger than, those of similar institutions. The lasso classification analysis identifies Pell recipient share, rural locale, and revenue composition as the institutional characteristics most consistently associated with work college status. These findings contribute to ongoing policy conversations about college costs, financial aid design, and the viability of alternative institutional operating models in higher education.
