Victor Borden | Indiana University (original) (raw)

Papers by Victor Borden

Journal of Collective Bargaining in the Academy, Nov 15, 2012

Black Issues in Higher Education, 1998

According to the institutional data collections maintained by the National Center for Education S... more According to the institutional data collections maintained by the National Center for Education Statistics of the U.S. Department of Education, “Private for-profit” institutions are “private institutions in which the individual(s) or agency in control receives compensation other than wages, rent, or other expenses for the assumption of risk.” This definition comes from the Integrated Postsecondary Education Data System (IPEDS), through which the federal government has been tracking U.S. higher education activity since 1987. This chapter provides a descriptive analysis of “Private, for-profit” institutions within the full landscape of postsecondary institutions included in the “IPEDS Universe.” This universe currently numbers 7,737 “institutional entities,” among which 3,432 (44%) are in the For-Profit category.

Routledge eBooks, Jun 26, 2023

Social Science Research Network, 2016

This paper investigates the amount of academic service performed by female versus male faculty. W... more This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure-track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male-female differential is driven more by

New Directions for Higher Education, Sep 1, 2017

Analytics derived from the student learning environment provide new insights into the collegiate ... more Analytics derived from the student learning environment provide new insights into the collegiate experience; they can be used as a supplement to or, to some extent, in place of traditional surveys. To serve this purpose, however, greater attention must be paid to conceptual frameworks and to advancing institutional systems, activating new perspectives for practice.

A student engagement model is proposed to provide a conceptual framework for understanding the bo... more A student engagement model is proposed to provide a conceptual framework for understanding the bond between student and college. The impetus for developing this model originated from examining the literature on college student attrition; a literature that is diffuse and negative. The present model focuses attention away from attrition perse and toward a broader array of college outcomes. It also provides a rationale and a method for measuring student engagement. The validity of the model is examined in a study that tracks entering students through their first year in college. The model has two components. First, the engagement schema depicts students' psychological attachment to college. Second, the social context denotes social factors that influence psychological attachment. Four dimensions of engagement are described to facilitate measurement.

According to the institutional data collections maintained by the National Center for Education S... more According to the institutional data collections maintained by the National Center for Education Statistics of the U.S. Department of Education, “Private for-profit” institutions are “private institutions in which the individual(s) or agency in control receives compensation other than wages, rent, or other expenses for the assumption of risk.” This definition comes from the Integrated Postsecondary Education Data System (IPEDS), through which the federal government has been tracking U.S. higher education activity since 1987. This chapter provides a descriptive analysis of “Private, for-profit” institutions within the full landscape of postsecondary institutions included in the “IPEDS Universe.” This universe currently numbers 7,737 “institutional entities,” among which 3,432 (44%) are in the For-Profit category.

BRILL eBooks, May 26, 2022

New Directions for Higher Education, Sep 1, 2017

Studies in Higher Education, Jan 12, 2020

This study employs a quantitative method to understand the qualities of college experience that i... more This study employs a quantitative method to understand the qualities of college experience that impact timely degree attainment. We specifically focus on how low socioeconomic background students transition to and navigate the academic and social environment of a selective pubic research university. The study applies a longitudinal analysis to the institutional-level data from academic years 2006-2007 through 2012-2013 to examine college experiences germane to timely degree completion and level of academic performance. By focusing on student academic and social experiences transitioning into college, the study critically examines institutional policies and practices that influence degree attainment and the quality of further education outcomes. Implications of the results for institutional policies and practices are discussed.

Journal of College Student Retention: Research, Theory and Practice, Jan 19, 2018

Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (D... more Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (DC) programs, their efficacy remains unexplored. Drawing upon St. John's model as the conceptual framework, this study employed a discrete-time event history analysis to examine the interplay between forms of financial aid and persistence toward degree completion for students participating in DC and AP programs and enrolling in a large, multicampus, Midwestern, U.S. University. Firsttime, first-year baccalaureate degree-seeking students who began studies in Fall 2012 were tracked for 4 years. The findings suggest that many factors are significantly related to college success, including student demographics such as race (especially Latino identity), first-generation status, housing status, socioeconomic status, and dependency status; high school performance, AP/DC participation, and SAT or ACT scores; and financial aid, such as Pell and federal grant aid and institutional grant programs. Results suggest that receiving Pell and federal grant aid and institutional grant-in-aid consistently and significantly attenuated the risks of student departure. In relation to prematriculation college-level credits, AP participants were more likely

Journal of Collective Bargaining in the Academy, Nov 15, 2012

Black Issues in Higher Education, 1998

According to the institutional data collections maintained by the National Center for Education S... more According to the institutional data collections maintained by the National Center for Education Statistics of the U.S. Department of Education, “Private for-profit” institutions are “private institutions in which the individual(s) or agency in control receives compensation other than wages, rent, or other expenses for the assumption of risk.” This definition comes from the Integrated Postsecondary Education Data System (IPEDS), through which the federal government has been tracking U.S. higher education activity since 1987. This chapter provides a descriptive analysis of “Private, for-profit” institutions within the full landscape of postsecondary institutions included in the “IPEDS Universe.” This universe currently numbers 7,737 “institutional entities,” among which 3,432 (44%) are in the For-Profit category.

Routledge eBooks, Jun 26, 2023

Social Science Research Network, 2016

This paper investigates the amount of academic service performed by female versus male faculty. W... more This paper investigates the amount of academic service performed by female versus male faculty. We use 2014 data from a large national survey of faculty at more than 140 institutions as well as 2012 data from an online annual performance reporting system for tenured and tenure-track faculty at two campuses of a large public, Midwestern University. We find evidence in both data sources that, on average, women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male-female differential is driven more by

New Directions for Higher Education, Sep 1, 2017

Analytics derived from the student learning environment provide new insights into the collegiate ... more Analytics derived from the student learning environment provide new insights into the collegiate experience; they can be used as a supplement to or, to some extent, in place of traditional surveys. To serve this purpose, however, greater attention must be paid to conceptual frameworks and to advancing institutional systems, activating new perspectives for practice.

A student engagement model is proposed to provide a conceptual framework for understanding the bo... more A student engagement model is proposed to provide a conceptual framework for understanding the bond between student and college. The impetus for developing this model originated from examining the literature on college student attrition; a literature that is diffuse and negative. The present model focuses attention away from attrition perse and toward a broader array of college outcomes. It also provides a rationale and a method for measuring student engagement. The validity of the model is examined in a study that tracks entering students through their first year in college. The model has two components. First, the engagement schema depicts students' psychological attachment to college. Second, the social context denotes social factors that influence psychological attachment. Four dimensions of engagement are described to facilitate measurement.

According to the institutional data collections maintained by the National Center for Education S... more According to the institutional data collections maintained by the National Center for Education Statistics of the U.S. Department of Education, “Private for-profit” institutions are “private institutions in which the individual(s) or agency in control receives compensation other than wages, rent, or other expenses for the assumption of risk.” This definition comes from the Integrated Postsecondary Education Data System (IPEDS), through which the federal government has been tracking U.S. higher education activity since 1987. This chapter provides a descriptive analysis of “Private, for-profit” institutions within the full landscape of postsecondary institutions included in the “IPEDS Universe.” This universe currently numbers 7,737 “institutional entities,” among which 3,432 (44%) are in the For-Profit category.

BRILL eBooks, May 26, 2022

New Directions for Higher Education, Sep 1, 2017

Studies in Higher Education, Jan 12, 2020

This study employs a quantitative method to understand the qualities of college experience that i... more This study employs a quantitative method to understand the qualities of college experience that impact timely degree attainment. We specifically focus on how low socioeconomic background students transition to and navigate the academic and social environment of a selective pubic research university. The study applies a longitudinal analysis to the institutional-level data from academic years 2006-2007 through 2012-2013 to examine college experiences germane to timely degree completion and level of academic performance. By focusing on student academic and social experiences transitioning into college, the study critically examines institutional policies and practices that influence degree attainment and the quality of further education outcomes. Implications of the results for institutional policies and practices are discussed.

Journal of College Student Retention: Research, Theory and Practice, Jan 19, 2018

Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (D... more Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (DC) programs, their efficacy remains unexplored. Drawing upon St. John's model as the conceptual framework, this study employed a discrete-time event history analysis to examine the interplay between forms of financial aid and persistence toward degree completion for students participating in DC and AP programs and enrolling in a large, multicampus, Midwestern, U.S. University. Firsttime, first-year baccalaureate degree-seeking students who began studies in Fall 2012 were tracked for 4 years. The findings suggest that many factors are significantly related to college success, including student demographics such as race (especially Latino identity), first-generation status, housing status, socioeconomic status, and dependency status; high school performance, AP/DC participation, and SAT or ACT scores; and financial aid, such as Pell and federal grant aid and institutional grant programs. Results suggest that receiving Pell and federal grant aid and institutional grant-in-aid consistently and significantly attenuated the risks of student departure. In relation to prematriculation college-level credits, AP participants were more likely