scholarly journals Opportunity for all? The differential impacts of North Carolina’s revised comprehensive articulation agreement by race/ethnicity

2021 ◽  
Vol 29 ◽  
pp. 28
Author(s):  
Rachel E. Worsham ◽  
Melissa Whatley ◽  
Jonathan E. Loss

Transfer articulation agreements are employed by institutions of higher education and state legislatures alike to improve transfer efficiency between two-year and four-year institutions. These agreements often aim both to increase transfer rates and baccalaureate degree completion and to decrease time to degree. Studies exploring the efficacy of articulation agreements find that, despite being successful at decreasing the number of excess credits students earned at graduation and at increasing baccalaureate degree completion, these policies often increase time to degree. While there is considerable research on articulation agreements, few studies have examined the differential impact of these policies on students of Color who, prior literature has shown, experience barriers to realizing their baccalaureate degree aspirations. The purpose of this study was to examine whether the impact of North Carolina’s statewide articulation agreement varied by a student’s racial/ethnic identity when examining two-year post-transfer baccalaureate degree completion, time-to-degree completion, and excess credit accumulation.

Genus ◽  
2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Cristina Giudici ◽  
Eleonora Trappolini ◽  
Donatella Vicari

AbstractThis study investigates the demographic characteristics and academic performances of foreign students with an Italian educational background in a cohort of 1st-year Bachelor students enrolled at Sapienza University of Rome, in the a.y. 2012/2013, comparing them to Italian and to International students. First, we employed a discrete-time competing risk hazard model to analyse differences in academic performances between Italian, foreign students with an Italian educational background and foreign students with a foreign educational background. Second, we applied regression trees to investigate final grades and the time-to-degree completion of Bachelor’s degree holders. Results show differences in the academic performances of foreign students with an Italian educational background compared to Italian students. Policies are needed, these results suggest, that strengthen opportunities for students from a migrant background since high school.


2016 ◽  
Vol 19 (4) ◽  
pp. 362-380 ◽  
Author(s):  
William Knight ◽  
Roger D. Wessel ◽  
Larry Markle

The study sought to determine whether students with disabilities are disadvantaged because of state and institutional performance-based policies providing incentives for 4-year graduation. In a longitudinal study of 32,187 students at a Midwestern Research University, the retention and graduation rates, and mean years to graduation, of students with disabilities were compared with students without disabilities. This study demonstrated that the presence of a disability does not negatively influence eventual graduation, but that it does influence the amount of time to degree completion. However, as the transition to college for students with disabilities can be more difficult, it is important that the institution has interventions in place to assist students with disabilities to assimilate into college. The discussion focuses on policy and practice implications linked to performance-based outcomes related to students with disabilities.


10.28945/4529 ◽  
2020 ◽  
Vol 15 ◽  
pp. 181-198
Author(s):  
Juliann S McBrayer ◽  
Steven Tolman ◽  
Katherine Fallon

Aim/Purpose: The purpose of this study was to determine if there was a relationship between doctoral students’ candidacy examination scores and estimated time to degree completion, measured by dissertation progression. Background: Time to degree completion in doctoral programs continues to be an issue and reasons for high attrition rates for doctoral students are broad and include varied core components of the academic pathway such as challenges with critical thinking during coursework, stress about passing comprehensive examinations, poor academic writing, and lack of knowledge around scholarly practitioner research. Methodology: An ex post facto, correlational research design utilized quantitative data to determine whether a relationship existed between candidacy examination scores and time to doctoral degree completion. Contribution: If student’s ability to score higher on the candidacy examination increases their likelihood of dissertation activity, completion of specified benchmarks such as a pre-prospectus, prospectus, and final dissertation defenses, one year following the candidacy examination, programs have evidence-based support to retain a comprehensive examination. Findings: The findings denoted a weak to moderate relationship between candidacy examination score and dissertation progression (defending pre-prospectus and/or prospectus) within one year from taking the candidacy examination. Thus, the researchers believe this identification of this relationship warrants further research to continue to examine how candidacy examination scores impact progress to degree completion with a focus on academic writing and scholarly practitioner research. Recommendations for Practitioners: We recommend for practitioners the continued implementation of the candidacy examination for students to aid in addressing any issues or misunderstandings students may have prior to the bulk of their data collection and analysis by assessing students’ abilities in academic writing and scholarly practitioner research and in turn, improve time to degree completion. Recommendation for Researchers: We recommend that future research is conducted to gather a longitudinal understanding of the implications of administering a comprehensive examination followed by a pre-prospectus and prospectus defense will positively impact student’s progression through their research and result in the dissertation being completed in a more timely manner. Impact on Society: Doctoral programs need to provide support to avoid students who are progressing through a doctoral program and successfully completing coursework, being halted at the All But Dissertation (ABD) stage and as a result fail to complete these programs due to poor academic writing and lack of knowledge around scholarly practitioner research. Future Research: A longer analysis timeline and larger sample size would help in further understanding the true beneficial or potentially harmful implications this continued implementation of the candidacy examination has on individual students’ progression through to degree completion.


10.28945/4138 ◽  
2018 ◽  
Vol 13 ◽  
pp. 413-439 ◽  
Author(s):  
Juliann S McBrayer ◽  
Teri Denlea Melton ◽  
Daniel W Calhoun ◽  
Matthew Dunbar ◽  
Steven Tolman

Aim/Purpose: This study examined an Ed.D. program redesign to address time to degree completion. The aim was to emphasize the need to improve students’ academic writing and embody a scholarly practitioner approach to research. Background: Doctoral programs have the highest attrition of graduate programs, with almost half of the students taking six to seven years to complete. Methodology: An ex-post-facto correlational research design examined self-efficacy and educational leadership doctoral students perceived versus actual program progression. This was statistically determined through Pearson’s correlation coefficients and a t-test analysis. Contribution: This study provides other doctoral programs who are struggling with time to degree completion a model to consider as they contemplate a program redesign. Findings: Ed.D. students in the 2014 and 2015 cohorts reported high self-efficacy (3.62 and 3.57 respectively, out of 4.00). There was a statistically significant difference in the number of defenses completed per semester based on the program redesign. Recommendations for Practitioners: Ed.D. programs should consider using a scholarly practitioner approach. This focus may lead to faster rates of degree completion and better prepare students to solve problems of practice in their practitioner setting. Recommendation for Researchers: While the results are promising as to expediting time to degree completion, like most doctoral programs it does not seem to impact overall completion rates of the program as a whole, thus, warranting further research. Impact on Society: Expediting time-to-completion enables students to graduate sooner. This will yield cost savings to the student, free up faculty resources, and most importantly prepare students to sooner serve as scholarly practitioners. Future Research: Future research should continue to examine time to degree completion, as well as students’ lived experiences and examine how those shape doctoral students’ efforts and abilities in their Ed.D. work from start to program completion.


2011 ◽  
Vol 23 (2) ◽  
pp. 207-234 ◽  
Author(s):  
Jesse C. Robertson ◽  
Chad M. Stefaniak ◽  
Mary B. Curtis

ABSTRACT We investigate the effects of auditor-wrongdoer reputations for performance and likeability on fellow auditors' intentions to take action in response to a questionable audit act. We also use this context to explore auditor selection of reporting outlets, when they do choose to take action. In an experiment with 181 auditors, main effects suggest that likeability reputation is a significant determinant of intention to take action, while performance reputation is marginally significant. As expected, interaction results indicate that auditors have the greatest intention to take action against less likeable, poor performers. Contrary to expectations, intention to take action against a more likeable, good performer is no lower than the mixed conditions. Thus, the influence of the two dimensions of reputation is complex. Additionally, we find auditors are more likely to whistle-blow internally than externally, and through non-anonymous outlets than anonymous outlets. Our contributions include exploring the impact of reputation on the actions of third parties, and advancing prior literature by considering the influence of wrongdoer attributes on reporting decisions and auditors' reporting channel preferences. Data Availability: Data are available from the first author upon request.


2021 ◽  
Vol 13 (7) ◽  
pp. 3832
Author(s):  
Gao Wei ◽  
Wang Lin ◽  
Wu Yanxiong ◽  
Yan Jingdong ◽  
Sadik Yusuf Musse

Prior literature has largely addressed corporate social responsibility (CSR) from outcomes related to organizational themes. However, its importance for achieving consumer-related outcomes is something that has been largely ignored by contemporary researchers. Likewise, how CSR communication through social media can create positive emotions on the part of consumers has to date been under-explored. Hence, the present study aims to fill these gaps by investigating the impact of CSR communication of an organization through social media on consumer loyalty. The study also proposes electronic word of mouth (e-WOM) as a potential mediator between this relationship. The proposed model of the present study was tested in the banking sector of a developing country. The data were collected from a self-administered questionnaire and analyzed through the structural equation modeling technique (SEM). The results of the present study validated that CSR communication of a bank through social media directly and indirectly, through e-WOM, influences consumer loyalty in a positive manner. The results of the present study will be helpful for policymakers to better understand how well-planned CSR communication of an organization on social media can lead towards better consumer-related outcomes such as consumer loyalty and e-WOM.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Medhat Endrawes ◽  
Shane Leong ◽  
Kenan M. Matawie

Purpose This study aims to examine whether accountability and culture have an impact on auditors’ professional scepticism. It also examines whether culture moderates the effect of accountability on auditors’ professional scepticism. Design/methodology/approach Three of the Big 4 firms in Australia and Egypt participated in an audit judgement experiment, which required them to indicate their beliefs about the risk of fraud and error at the planning stage of a hypothetical audit and evaluate the truthfulness of explanations provided by the client management. The authors examined whether their professional scepticism was influenced by accountability. Findings The results indicate professional scepticism differs significantly between cultures in some situations. The fact that culture influences scepticism suggests that even when auditors use the same standards (such as ISA 240 and ISA 600), they are likely to be applied inconsistently, even within the same firm. The authors, therefore, recommend that international bodies issue additional guidance on cultural values and consider these cultural differences when designing or adopting auditing standards. Originality/value To the best of the authors’ knowledge, this is the first study that examines whether culture moderates the impact of accountability on auditors’ professional scepticism using Egyptian and Australian (Middle Eastern and Western) auditors. Prior literature suggests that individuals subject to accountability pressure increase their cognitive effort and vigilance to detect fraud and error. As the authors find evidence that culture moderates accountability pressure and as accountability affects scepticism, they add to the literature suggesting that culture can influence professional scepticism.


2021 ◽  
Author(s):  
◽  
Olivia Wills

<p>This dissertation contains three essays on the impact of unexpected adverse events on student outcomes. All three attempt to identify causal inference using plausibly exogenous shocks and econometric tools, applied to rich administrative data.  In Chapter 2, I present evidence of the causal effects of the 2011 Christchurch earthquake on tertiary enrolment and completion. Using the shock of the 2011 earthquake on high school students in the Canterbury region, I estimate the effect of the earthquake on a range of outcomes including tertiary enrolment, degree completion and wages. I find the earthquake causes a substantial increase in tertiary enrolment, particularly for low ability high school leavers from damaged schools. However, I find no evidence that low ability students induced by the earthquake complete a degree on time.  In Chapter 3, I identify the impact of repeat disaster exposure on university performance, by comparing outcomes for students who experience their first earthquake while in university, to outcomes for students with prior earthquake exposure. Using a triple-differences estimation strategy with individual-by-year fixed effects, I identify a precise null effect, suggesting that previous experience of earthquakes is not predictive of response to an additional shock two years later.  The final chapter investigates the impact of injuries sustained in university on academic performance and wages, using administrative data including no-fault insurance claims, emergency department attendance and hospital admissions, linked with tertiary enrolment. I find injuries, including minor injuries, have a negative effect on re-enrolment, degree completion and grades in university.</p>


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