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Administrative Burden in the Classroom: An Embedded Mixed Methods Study of How External Pressure Impacts the Burden of Student Success at the Community College Level
This study examines how administrative burden is evolving in college classrooms to meet external pressures focused on student success. Through a mixed methods analysis of data from a 2018 survey, this work tests how faculty and administrators view ownership of the responsibility to meet these mandates and whether it is affecting classroom approaches. The survey asked community college administrators and faculty in Texas about their views of the student's role in student success and how external pressure affects classroom dynamics. Results suggest a shift of burden for student success from the student (citizen) to faculty (bureaucrat) resulting in part from external pressure. This could cause negative consequences with the potential for negative ramifications that create conflictual relationships in the classroom and institution. These views create a higher education administrative landscape where the bureaucrat (faculty) sees the citizen (students) in a negative light, causing resentment and overall negative administrative behavior. ; Education
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Review of Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success
In: Journal of political science education, Band 17, Heft 2, S. 332-333
ISSN: 1551-2177
Promoting Original Research: Designing a Course to Produce Quality Undergraduate Political Science Research in the Community College Setting
In: Journal of political science education, Band 15, Heft 3, S. 392-398
ISSN: 1551-2177
Do Early Simulations Work? Simulations in Gateway Political Science Courses at Community Colleges
In: Journal of political science education, Band 17, Heft 1, S. 139-148
ISSN: 1551-2177
Name, image, and likeness policies: institutional impact and states responses
In: Routledge research in public administration and public policy
"This book examines the path that name, image, and likeness (NIL) has taken in the first years of the policy, how the expansion has led to differing approaches across state and universities, and how administrators in selected states are dealing with the rulemaking power they have. After an introduction contextualising how NIL policies have impacted the administrative approach at institutions, the remaining chapters focus on how NIL has altered the role of compliance offices and administrators tasked with monitoring academic and financial activity in athletic departments. Chapters leverage theories of policy diffusion and implementation to offer context on the topics from administrative and policy perspectives, whilst also examining how entrepreneurs are both using the policies to advance the status of the athletic arms of their institutions while dealing with these compliance struggles. The authors conclude with a discussion of an unsettled policy landscape and whether stricter guidelines are on the horizon. Name, Image, and Likeness Policies will appeal to both scholars studying sport and law, public policy, public administration, state politics, and governance, as well as readers seeking to better understand what impacts NIL is having on the college system, and students connected to major sports such as college football and basketball. Darrell Lovell is an Assistant Professor of Political Science at West Texas A&M University and serves as the director of the Master of Public Administration (MPA) program. His research focuses on the intersection of education and policy and administration theory. Particularly, he has focused on policy diffusion in education policy as well as the application of street-level bureaucracy and public management to education systems. His most recent work on organizational public communication has been published in Administration & Society and the International Journal of Educational Reform. He is the co-author of Lone Star Politics with Patrick Gilbert, which is published by Cognella Publishing. Daniel J. Mallinson is an Assistant Professor of Public Policy and Administration at Penn State Harrisburg. His primary research interests include policy process theory (particularly policy diffusion and punctuated equilibrium), state government, drug policy, mental health policy, and energy policy. He has previously co-edited the Palgrave Handbook of Political Research Pedagogy (2021) and Strategies for Navigating Graduate School and Beyond (2022). He has forthcoming books on cannabis policy with A. Lee Hannah"--
How NIL and student athletes are prompting changes in higher education administration
In: Administrative theory & praxis: ATP ; a quarterly journal of dialogue in public administration theory, S. 1-22
ISSN: 1949-0461
Race to the top and the diffusion of state education intervention policy in the American states
In: Politics & policy, Band 50, Heft 6, S. 1221-1240
ISSN: 1747-1346
AbstractThis study aims to explain the adoption and spread of school turnaround legislation in the American states. While turnaround policy started in New Jersey in 1989, it did not spread rapidly or widely until the eras of No Child Left Behind and Race to the Top (RTTT). We specifically address how RTTT leveraged a coercive federalism that helped propel policies like school turnarounds. Using data on turnaround adoptions from 1989 to 2019 and applying diffusion of innovations theory, we find evidence that ideological learning and RTTT competition relate to the policy's spread among the states, though there is stronger evidence for a horizontal diffusion than a vertical one. The findings build on a growing literature regarding the dynamics of federal oversight in policy diffusion and contribute to understanding how competitive incentives like RTTT can have ripple effects on nonwinning states.Related ArticlesButz, Adam M., Michael P. Fix, and Joshua L. Mitchell. 2015. "Policy Learning and the Diffusion of Stand‐Your‐Ground Laws." Politics & Policy 43(3): 347–77. https://doi.org/10.1111/polp.12116.Maranto, Robert, Julie Trivitt, Malachi Nichols, and Angela Watson. 2017. "No Contractual Obligation to Improve Education: School Boards and Their Superintendents." Politics & Policy 45(6): 1003–23. https://doi.org/10.1111/polp.12216.Satterthwaite, Shad. 2002. "State Charter School Adoptions: A Probit Regression Model." Politics & Policy 30(1): 32–9. https://doi.org/10.1111/j.1747‐1346.2002.tb00633.x.
Examining Public Organization Communication Misalignments During COVID-19 Through the Lens of Higher Education
In: Administration & society, Band 54, Heft 2, S. 212-247
ISSN: 1552-3039
COVID-19 is forcing alterations to administrative communication. Higher education institutions transitioning online during the pandemic offers a fertile ground to analyze what happens to organizational communication within administration when the mode is primarily remote. Using a content analysis of emails and participant interviews, this work finds that while administrators intend to communicate empathy, messages fall short of fostering connection with faculty due to failing to cultivate buyin through quality feedback channels. The takeaways of this study of remote communication is that despite its mode, communication must be two way, and the authenticity of organizational communication becomes more important under pressure-filled circumstances.
The role of empathy in organizational communication during times of crisis
In: Administrative theory & praxis: ATP ; a quarterly journal of dialogue in public administration theory, Band 43, Heft 3, S. 366-375
ISSN: 1949-0461