Public Policy And Higher Education Strategies For Framing A Research Agenda

Conducting “policy relevant” research remains elusive yet important since evidence-based policymaking results in better public policy decisions. But how can this be done? What are some promising practices to help make academic scholarship more policy relevant? This monograph provides strategies that—when addressed—should improve the chances of a study becoming relevant to policy audiences. It provides: practical examples, theoretical perspectives, discussions of key stakeholders, and promising research strategies for framing work in policy relevant ways. By being more intentional about the policy relevance of our work and connecting research with emerging policy debates, we can increase the likelihood that future policy solutions will be evidence-based and informed by the most recent and rigorous research in our field. This the 2nd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

The creation of a sustainable and accessible higher education systems is a pivotal goal in modern society. Adopting strategic frameworks and innovative techniques allows institutions to achieve this objective. The Handbook of Research on Administration, Policy, and Leadership in Higher Education is an authoritative reference source for the latest scholarly research on contemporary management issues in educational institutions and presents best practices to improve policies and retain effective governance. Addressing the current state of higher education at an international level, this book is ideally designed for academicians, educational administrators, researchers, and professionals.

This textbook introduces graduate students in education and policy research to data and statistical methods in state-level higher education policy analysis. It also serves as a methodological guide to students, practitioners, and researchers who want a clear approach to conducting higher education policy analysis that involves the use of institutional- and state-level secondary data and quantitative methods ranging from descriptive to advanced statistical techniques. This book is unique in that it introduces readers to various types of data sources and quantitative methods utilized in policy research and in that it demonstrates how results of statistical analyses should be presented to higher education policy makers. It helps to bridge the gap between researchers, policy makers, and practitioners both within education policy and between other fields. Coverage includes identifying pertinent data sources, the creation and management of customized data sets, teaching beginning and advanced statistical methods and analyses, and the presentation of analyses for different audiences (including higher education policy makers).

The federal bureaucratic role -- The procedural process -- Policy actors' influence -- Strategies and powers of influence -- The role of policy actors' beliefs -- Higher education rulemaking in context -- The use and influence of technology

This book proposes a new paradigm of public scholarship for our time, one that shifts from the notion of the public intellectual to the model of the engaged scholar.The editors’ premise is that the work of public scholarship should be driven by a commitment to supporting a diverse democracy and promoting equity and social justice. The contributors to this volume present models that eschew the top-down framing of policy to advocate for practice that drives bottom-up change by arming the widest range of stakeholders -- especially members of marginalized communities -- with relevant research.They demonstrate how public scholarship in higher education can increase its impact on practice and policy and compellingly argue that public scholarship should be recognized as normative practice for all scholars and indeed integrated into the curriculum of graduate courses.The chapters describe multiple types of public scholarship and different strategies that move beyond informing policymakers, faculty, and administrators to engage publics such as students and parents, media, the general public, and particularly groups that may have had little or no access to research. Examples include partnering with a community agency to design a research project and disseminate results; writing for practitioner or policy venues and magazines outside the traditional academic journals; serving on boards for national groups that impact decisions related to your area of research; and the use of social media.Whether scholar, director of graduate education, or graduate student of higher education, this book opens up a new vision of how research can inform practice that promotes the public good.

Critical race theory (CRT) was introduced in 1995 and for almost twenty years, the theory has been used as a tool to examine People of Color’s experiences with racism in higher education. This monograph reviews the critical race literature with a focus on race and racism’s continued role and presence in higher education, including: • legal studies and history, • methodology and student development theory, • the use of storytelling and counterstories, and • the types of and research on microaggressions. The goal of the editors is to illuminate CRT as a theoretical framework, analytical tool, and research methodology in higher education. As part of critical race theory, scholars and educators are called upon to extend their commitment to social justice and to the eradication of racism and other forms of oppression. This is the 3rd issue of the 41st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Receiving a college education has perhaps never been more important than it is today. While its personal, societal, and overall economic benefits are well documented, too many college students fail to complete their postsecondary education. As colleges and universities are investing substantial resources into efforts to counter these attrition rates and increase retention, they are mostly unaware of the robust literature on student success that is often bounded in disciplinary silos. The purpose of this book is to bring together in a single volume the extensive knowledge on college student success. It includes seven chapters from authors who each synthesize the literature from their own field of study, or perspective. Each describes the theories, models, and concepts they use; summarizes the key findings from their research; and provides implications for practice, policy, and/or research. The disciplinary chapters offer perspectives from higher education, public policy, behavioral economics, social psychology, STEM, sociology, and critical and post-structural theory.