Despite a body of evidence showing the vast benefits of practitioner engagement in higher education research, the literature suggests that many practitioners do not regularly engage in research activities due to three main barriers: the busyness of daily practice, perceived irrelevance of research to practice, and inadequate training to engage in research. This article reviews the literature on each of these three barriers, providing practitioners in higher education insight into how to overcome these barriers to successfully engage in regular research. Through an analysis of current literature, this article furthers the understanding of practitioner research engagement despite common barriers.
The present study used mixed-methods, retrospective causal-comparison research design to analyze the perceptions of 1,400 high school graduates who had been admitted to college, exploring the factors that students believed would impact their academic success in college. A qualitative analysis of narrative survey responses revealed six themes of perceived factors: academic interests, access to resources, learner identity, non-academic activities, personal factors, and social transition. Student perceptions differed significantly by demographic variables: first-generation status, gender, and second-year college retention. Suggestions for implementation of results into high school and first-year college programming are offered.
This descriptive study aimed to answer two research questions: (a) what are the assessment, evaluation, and research (AER) competencies necessary for three educator types (teachers, K-12 administrators, and higher education student affairs professionals); and (b) what are the similarities and differences in competencies by educator type? Current professional standards for each educator type were identified and coded for alignment with AER topics, then reviewed for similarities and differences. Results suggest that teacher competency standards focus heavily on assessment; administrator competencies focus on ethical decision making and continuous improvement; and student affairs professional standards focus on advocacy and supporting institutional mission. These results imply that education preparation programs may need to adjust AER course curriculum and instruction to align with distinct educator needs.
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