Journal article
Participation in High-Impact Practices: Considering the Role of Institutional Context and a Person-Centered Approach
Research in higher education, Vol.64(4), pp.520-546
06/2023
DOI: 10.1007/s11162-022-09715-6
Abstract
Using data from the Wabash National Study of Liberal Arts Education (WNSLAE), this study considered institutions as "incubators," where institutions develop students by providing them with essential resources and services to thrive. This approach also recognizes the importance of institutional norms and identities in shaping students' social and cultural competencies. Moreover, we used a person-centered approach to identify students' participation patterns in high-impact practices (HIPs). Instead of examining relations among variables-as with variable-centered approaches-person-centered approaches find similarities in a collection of variables to identify distinct student types. This approach allows us to understand the interconnections between students and their college environment through their participation patterns in HIPs. We identified five student types based on their participation patterns in HIPs: nonparticipant, career focused, experiential learner, academically oriented, and active engager. Almost 23% of the variance in students' patterns in HIP participation lies across institutions. Controlling for a host of student-level characteristics and college experiences marginally accounted for this institution-level variance. Instead, institution type accounted for the largest share of the variance, which is consistent with an institutional identity and norms of liberal education.
Details
- Title: Subtitle
- Participation in High-Impact Practices: Considering the Role of Institutional Context and a Person-Centered Approach
- Creators
- Brian P. An - University of IowaChad N. Loes - Mt Mercy Univ, Warde 313, Cedar Rapids, IA 52402 USA
- Resource Type
- Journal article
- Publication Details
- Research in higher education, Vol.64(4), pp.520-546
- Publisher
- Springer Nature
- DOI
- 10.1007/s11162-022-09715-6
- ISSN
- 0361-0365
- eISSN
- 1573-188X
- Number of pages
- 27
- Grant note
- Center of Inquiry in the Liberal Arts at Wabash College
- Language
- English
- Electronic publication date
- 08/25/2022
- Date published
- 06/2023
- Academic Unit
- Educational Policy and Leadership Studies; Sociology and Criminology; Center for Social Science Innovation
- Record Identifier
- 9984306245402771
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