This paper focuses on the status of student participation in university governance. Analyses utilize data from two separate questionnaires sent to all department heads and committe chairs in a large multi-campus system. Findings indicate that students now have a much greater voice in academic matters than they did a decade ago. Students are actively involved and are generally regarded as effective contributors at the department level as well as the college and administrative levels, but less so at the academic senate level. A major implication for effective student participation in governance revolves around its educational potential. Future improvement of student particpation depends on developing new organizational structures that build trust and promote a sense of common enterprise.

The Biglan Studies of Differences Among Academic Areas

As distance-independent technologies increase the flexibility with which students may participate in higher education, they may decrease the opportunities for peer interactions. This report explores electronic conferences as a medium in which community can develop among students. It examines a conference that was set up by graduate professional school students for their own use. Questionnaire data were gathered 9 months and 27 months after the conference was initiated, and the conference content for two corresponding 9-month periods were analyzed using a coding dictionary derived from the literature of professional socialization. Research questions addressed student perceptions of the conference as a communication environment, the role of the conference in the professional school experience, and the differences between individuals who posted entries to the conference and the conference lurkers. The results indicate that students used the conference environment to extend their educational community, with stronger effect for posters than lurkers.

Conversation and community: the potential of electronic conferences for creating intellectual proximity in distributed learning environments

The purposes of this study were to identify factors of midlevel student affairs administrators’ professional identity and to examine the association of those factors to career commitment, career entrenchment, and demographic characteristics. Principal axis factor analysis derived 3 dimensions of professional identity: career contentment, community connection, and values congruence with the profession. Regression analyses conducted on 377 survey responses revealed that 3 of 4 demographic characteristics, all 3 career commitment subscales, and all 3 career entrenchment subscales were significantly associated with at least 1 of the professional identity subscales. Implications for research and practice are discussed.

/pdf/professional-identity-career-commitment-and-career-1l3v6szhcx.pdf

Professional Identity, Career Commitment, and Career Entrenchment of Midlevel Student Affairs Professionals

This article is the second of a two-part series that examines the utility of higher education research to help guide campus-based interventions to enhance institutional effectiveness. This second article outlines programmatic efforts undertaken to enhance the quality of the first-year experience for new students. It also describes the impact of these interventions on the first-year student experience. The article closes with a summary of the lessons learned from these efforts and delineates a series of recommendations for higher education administrators interested in using the research literature to enhance institutional effectiveness.

Finding (more) fruit on the vines: Using higher education research and institutional research to guide institutional policies and strategies (Part II)

This article explores the perceptions held by 2 stakeholder groups regarding the usefulness of work-integrated learning (WIL) in the hotel industry as part of tourism and hospitality students’ overseas studies. The 2 stakeholder groups are Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university and managers working in the Chinese hotel industry. The findings from 31 interviews suggest that both groups have clear perceptions of the outcomes of the WIL component, including the ability of such experiences to bridge theory and practice and to develop the graduate attributes needed for employability in China. The study also explores themes regarding the particular university’s role in investigating and securing work placements within the Australian and Chinese contexts. The article recommends that internship programs be embedded in the tourism and hospitality degrees at the particular university and that engagement with the Chinese hotel industry be enhanced.

Benefits of Work-Integrated Learning: Perceptions Held by Chinese International Students Enrolled in an Australian University and Managers in the Chinese Hotel Industry

/pdf/the-socialization-process-in-higher-education-eric-higher-4dqacr9psq.pdf

The Socialization Process in Higher Education. ERIC/Higher Education Research Report No. 7.

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The Socialization Process in Higher Education. ERIC/Higher Education Research Report No. 7.