Pub Date : 2023-01-02DOI: 10.1080/00091383.2023.2151797
S. Johnstone, Alvin J. Schexnider
In Short: The size and racial/ethnic mix of students coming to U.S. campuses is shifting rapidly. The growth of Latinx high school graduates is challenging traditionally white campuses and HBCUs. The stories from two states and the radical rethinking they went through are told. Shifting strategies in three states for HBCUs are outlined. Principles for planners for a sustainable future are reviewed.
{"title":"Higher Education’s Actual Responses to Shifting Demographics, So Far","authors":"S. Johnstone, Alvin J. Schexnider","doi":"10.1080/00091383.2023.2151797","DOIUrl":"https://doi.org/10.1080/00091383.2023.2151797","url":null,"abstract":"In Short: The size and racial/ethnic mix of students coming to U.S. campuses is shifting rapidly. The growth of Latinx high school graduates is challenging traditionally white campuses and HBCUs. The stories from two states and the radical rethinking they went through are told. Shifting strategies in three states for HBCUs are outlined. Principles for planners for a sustainable future are reviewed.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"5 - 16"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46787417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00091383.2023.2151808
J. Pizzolato, Jenny J. Lee
In Short Asian American students reported increasingly hostile racial climates, with misinformation and anti-Asian sentiments being spread on social media, other students physically shunning Asian students, and Asian internationals experiencing restrictions and fears of surveillance. Asian and Asian Americans remain on the fringe when it comes to higher education diversity, equity, and inclusion (DEI) discussions and efforts, under the stereotypical assumption that they are “model minorities.” Among the reasons there may be less attention on campus racial climates for Asian Americans is based a narrow and insufficient focus on compositional diversity—numerical representation of groups in higher education. A dynamic, multicontexual approach that incorporates faculty, staff, and students in better supporting Asian and Asian Americans in higher education is needed.
{"title":"Beyond the Numbers: How Focusing on Compositional Diversity Downplays Anti-Asian Racism","authors":"J. Pizzolato, Jenny J. Lee","doi":"10.1080/00091383.2023.2151808","DOIUrl":"https://doi.org/10.1080/00091383.2023.2151808","url":null,"abstract":"In Short Asian American students reported increasingly hostile racial climates, with misinformation and anti-Asian sentiments being spread on social media, other students physically shunning Asian students, and Asian internationals experiencing restrictions and fears of surveillance. Asian and Asian Americans remain on the fringe when it comes to higher education diversity, equity, and inclusion (DEI) discussions and efforts, under the stereotypical assumption that they are “model minorities.” Among the reasons there may be less attention on campus racial climates for Asian Americans is based a narrow and insufficient focus on compositional diversity—numerical representation of groups in higher education. A dynamic, multicontexual approach that incorporates faculty, staff, and students in better supporting Asian and Asian Americans in higher education is needed.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"47 - 53"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47126993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/00091383.2023.2151806
Adrianna Kezar, Elizabeth M. Holcombe, Jordan Harper, N. Ueda
In Short This article presents a model of shared equity leadership that helps transform campus cultures so that students, faculty, staff, and administrators from all backgrounds experience greater inclusion and ameliorates equity gaps. The key to success is the combination of personal- and organizational-level changes that create a critical mass of employees dedicated to the work of diversity, equity, and inclusion. The findings also showed that each faculty, staff and administrator must first turn inwards and do their own personal work in order to then turn outwards to transform their institutions. Organizational-level changes (such as hiring diverse leaders, revising reward and incentive structures, and expanding accountability systems to include a focus on DEI) were simultaneously enacted as campus change agents worked on their personal journeys.
{"title":"Culture Change Requires Personal and Organizational Changes: Lessons from the Shared Equity Leadership Model","authors":"Adrianna Kezar, Elizabeth M. Holcombe, Jordan Harper, N. Ueda","doi":"10.1080/00091383.2023.2151806","DOIUrl":"https://doi.org/10.1080/00091383.2023.2151806","url":null,"abstract":"In Short This article presents a model of shared equity leadership that helps transform campus cultures so that students, faculty, staff, and administrators from all backgrounds experience greater inclusion and ameliorates equity gaps. The key to success is the combination of personal- and organizational-level changes that create a critical mass of employees dedicated to the work of diversity, equity, and inclusion. The findings also showed that each faculty, staff and administrator must first turn inwards and do their own personal work in order to then turn outwards to transform their institutions. Organizational-level changes (such as hiring diverse leaders, revising reward and incentive structures, and expanding accountability systems to include a focus on DEI) were simultaneously enacted as campus change agents worked on their personal journeys.","PeriodicalId":77065,"journal":{"name":"Change","volume":"55 1","pages":"39 - 46"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45574416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00091383.2022.2128022
S. Grajek
Abstract In Short EDUCAUSE’s Top 10 IT issues identify and describe technology’s contributions to higher education’s most strategic opportunities and pressing priorities. In 2022, institutional leaders are developing a shared, technology-enabled transformational vision and strategy for the institution. Student success is another major area of attention and investment for technology and data in 2022. Institutions are embracing students as primary stakeholders and optimizing their offerings to meet students’ needs. The pandemic jump-started digital transformation in higher education. Institutions are using technology to reshape institutional business models and culture to anticipate and serve the current and emergent needs of learners, communities, and employers.
{"title":"The 2022 Top 10 IT Issues: The Higher Education We Deserve","authors":"S. Grajek","doi":"10.1080/00091383.2022.2128022","DOIUrl":"https://doi.org/10.1080/00091383.2022.2128022","url":null,"abstract":"Abstract In Short EDUCAUSE’s Top 10 IT issues identify and describe technology’s contributions to higher education’s most strategic opportunities and pressing priorities. In 2022, institutional leaders are developing a shared, technology-enabled transformational vision and strategy for the institution. Student success is another major area of attention and investment for technology and data in 2022. Institutions are embracing students as primary stakeholders and optimizing their offerings to meet students’ needs. The pandemic jump-started digital transformation in higher education. Institutions are using technology to reshape institutional business models and culture to anticipate and serve the current and emergent needs of learners, communities, and employers.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"33 - 39"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47456625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00091383.2022.2128013
Cecilia M. Orphan, Kevin R. McClure
of Higher Education at the University of Denver and Director of Partnerships for the Alliance for Research on Regional Colleges. Her research agenda and teaching are inspired by her experiences as a first-generation college student who attended a rural-serving community college and an urban regional public university. Kevin R. McClure is an Associate Professor of Higher Education at the University of North Carolina Wilmington and Director of Communication for the Alliance for Research on Regional Colleges. His research focuses on leadership, management, and finance in higher education, with a focus on regional public and broad-access institutions. By Cecilia M. Orphan and Kevin R. McClure
他是丹佛大学高等教育的主任，也是地区学院研究联盟的伙伴关系主任。她的研究议程和教学灵感来自于她作为第一代大学生的经历，她曾就读于一所服务农村的社区学院和一所城市地区公立大学。凯文·r·麦克卢尔(Kevin R. McClure)是北卡罗来纳大学威尔明顿分校的高等教育副教授，也是区域学院研究联盟的传播主任。他的研究主要集中在高等教育的领导力、管理和财务方面，重点关注地区公共和普及教育机构。作者:塞西莉亚·m·奥芬和凯文·r·麦克卢尔
{"title":"An Expanded Vision of the Value of Postsecondary Education: Regional Public Universities as Broadly Accessible Anchor Institutions","authors":"Cecilia M. Orphan, Kevin R. McClure","doi":"10.1080/00091383.2022.2128013","DOIUrl":"https://doi.org/10.1080/00091383.2022.2128013","url":null,"abstract":"of Higher Education at the University of Denver and Director of Partnerships for the Alliance for Research on Regional Colleges. Her research agenda and teaching are inspired by her experiences as a first-generation college student who attended a rural-serving community college and an urban regional public university. Kevin R. McClure is an Associate Professor of Higher Education at the University of North Carolina Wilmington and Director of Communication for the Alliance for Research on Regional Colleges. His research focuses on leadership, management, and finance in higher education, with a focus on regional public and broad-access institutions. By Cecilia M. Orphan and Kevin R. McClure","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"26 - 32"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48081232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00091383.2022.2127998
William G. Tierney
In Short The world is experiencing a democratic recession, and in the United States, core democratic beliefs are under attack. As a key social organization, academic institutions have a central role in the protection of democracy. Boards, presidents, faculty, and students have the ability—and responsibility—to protect and advance democracy. A course in American government that interrogates the underpinnings of democracy and the support of voting rights for everyone in the academic and local community is essential.
{"title":"The Role of Colleges and Universities in Defending and Preserving Democracy","authors":"William G. Tierney","doi":"10.1080/00091383.2022.2127998","DOIUrl":"https://doi.org/10.1080/00091383.2022.2127998","url":null,"abstract":"In Short The world is experiencing a democratic recession, and in the United States, core democratic beliefs are under attack. As a key social organization, academic institutions have a central role in the protection of democracy. Boards, presidents, faculty, and students have the ability—and responsibility—to protect and advance democracy. A course in American government that interrogates the underpinnings of democracy and the support of voting rights for everyone in the academic and local community is essential.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"5 - 12"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41603068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00091383.2022.2127995
Adrianna Kezar
One of my most recent activities as editor was to read back across all the articles in Change over the last 50 years to identify what Change readers are excited about. I wanted to share a couple of key trends. First, Change readers enjoy visionary and conceptual articles that describe a new way to think about higher education—real paradigm changing ideas. They also prefer articles on teaching and learning compared to most other topics and longer, featurelength articles compared to shorter columns. As a result, we will be continuing a trend started by previous editors to include a greater number of feature articles. This preference bucks current trends in other written media, where readers prefer ever-shorter articles. And Change readers enjoy editorials that engage in more perspectivetaking rather than summarizing and threading together the articles in that issue, especially as readers increasingly access Change online and not via the printed magazine, where all of the articles are physically bundled together. As a result, I will be moving towards more “editorialized” editorials, so that they respond to readers’ interests and mode of reading the magazine.
{"title":"Provocation 1: The Dire Need for Leadership in Higher Education","authors":"Adrianna Kezar","doi":"10.1080/00091383.2022.2127995","DOIUrl":"https://doi.org/10.1080/00091383.2022.2127995","url":null,"abstract":"One of my most recent activities as editor was to read back across all the articles in Change over the last 50 years to identify what Change readers are excited about. I wanted to share a couple of key trends. First, Change readers enjoy visionary and conceptual articles that describe a new way to think about higher education—real paradigm changing ideas. They also prefer articles on teaching and learning compared to most other topics and longer, featurelength articles compared to shorter columns. As a result, we will be continuing a trend started by previous editors to include a greater number of feature articles. This preference bucks current trends in other written media, where readers prefer ever-shorter articles. And Change readers enjoy editorials that engage in more perspectivetaking rather than summarizing and threading together the articles in that issue, especially as readers increasingly access Change online and not via the printed magazine, where all of the articles are physically bundled together. As a result, I will be moving towards more “editorialized” editorials, so that they respond to readers’ interests and mode of reading the magazine.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"2 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41369737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00091383.2022.2128060
M. Huber
Creating Space for Democracy: Dialogue and Deliberation in Higher Education, edited by Nicholas V. Longo and Timothy J. Shaffer. Stylus Press, 2019. 342 pages. $39.95(paperback). Also available as an e-book. Democracy is in the news—or, more precisely, threats to democracy are in the news, including the violence of Russia’s invasion of Ukraine in 2022 and the January 6, 2021 attack on the U.S. Capitol by rioters hoping to disrupt the counting of electoral votes from the 2020 presidential election. Commentators in the United States have long seen additional threats to democracy that are arising from our extreme political polarization, growing income inequality, and continuing racial injustice, which directly affect our colleges and universities as well. The message seems to be getting through: we are realizing that liberal democracy can no longer be taken for granted. But what can higher education do about it?
{"title":"Considering Higher Education’s Role in Democracy","authors":"M. Huber","doi":"10.1080/00091383.2022.2128060","DOIUrl":"https://doi.org/10.1080/00091383.2022.2128060","url":null,"abstract":"Creating Space for Democracy: Dialogue and Deliberation in Higher Education, edited by Nicholas V. Longo and Timothy J. Shaffer. Stylus Press, 2019. 342 pages. $39.95(paperback). Also available as an e-book. Democracy is in the news—or, more precisely, threats to democracy are in the news, including the violence of Russia’s invasion of Ukraine in 2022 and the January 6, 2021 attack on the U.S. Capitol by rioters hoping to disrupt the counting of electoral votes from the 2020 presidential election. Commentators in the United States have long seen additional threats to democracy that are arising from our extreme political polarization, growing income inequality, and continuing racial injustice, which directly affect our colleges and universities as well. The message seems to be getting through: we are realizing that liberal democracy can no longer be taken for granted. But what can higher education do about it?","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"47 - 52"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00091383.2022.2128012
Vasti Torres, B. McGowan, Adrianna Kezar
In Short The pandemic helped to reveal issues campuses should address, including inequities (e.g., lack of support for nontenure-track faculty) that campuses may not be focusing on due to being reactive to the crisis. Reflection on how the last 2 years shaped campuses can lead to campuses learning that they can change patterns of inequity that the pandemic revealed. Key areas of consideration include the value of faculty roles; importance of professional development; expanding responsibility for diversity, equity, and inclusion work to more groups on campus; increasing hybrid work; enhancing online learning and student support; addressing mental health issues; and attending to the emotional labor burden of faculty and staff of color.
{"title":"Reflecting on Two Years of Pandemic: What Should We Keep and What Should We Leave behind?","authors":"Vasti Torres, B. McGowan, Adrianna Kezar","doi":"10.1080/00091383.2022.2128012","DOIUrl":"https://doi.org/10.1080/00091383.2022.2128012","url":null,"abstract":"In Short The pandemic helped to reveal issues campuses should address, including inequities (e.g., lack of support for nontenure-track faculty) that campuses may not be focusing on due to being reactive to the crisis. Reflection on how the last 2 years shaped campuses can lead to campuses learning that they can change patterns of inequity that the pandemic revealed. Key areas of consideration include the value of faculty roles; importance of professional development; expanding responsibility for diversity, equity, and inclusion work to more groups on campus; increasing hybrid work; enhancing online learning and student support; addressing mental health issues; and attending to the emotional labor burden of faculty and staff of color.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"19 - 25"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48103819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00091383.2022.2128002
F. Alexander
currently serves as a Senior Faculty Fellow at the Education Policy Center at the University of Alabama and a Faculty Affiliate at the Cornell University Higher Education Research Institute. He has published widely in academic journals and contributed to many media sources including The Economist, Washington Post, Financial Times, Politico, Inside Higher Education, the Chronicle of Higher Education, and the Hechinger Report. By F. King Alexander
{"title":"The Unintended Consequences of Federal Direct Student Aid After Five Decades of Practice","authors":"F. Alexander","doi":"10.1080/00091383.2022.2128002","DOIUrl":"https://doi.org/10.1080/00091383.2022.2128002","url":null,"abstract":"currently serves as a Senior Faculty Fellow at the Education Policy Center at the University of Alabama and a Faculty Affiliate at the Cornell University Higher Education Research Institute. He has published widely in academic journals and contributed to many media sources including The Economist, Washington Post, Financial Times, Politico, Inside Higher Education, the Chronicle of Higher Education, and the Hechinger Report. By F. King Alexander","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"13 - 18"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41729949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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