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HALE Faculty Research

In the Higher, Adult, and Lifelong Education program, we understand that research is the backbone of our academic endeavor. Both teaching and learning, and outreach, draw from the pool of research generated by our own faculty as well as researchers from around the world. HALE prides itself on recruiting and retaining a cadre of world-class research specialists in areas relating to Higher Education. Here are just a few samples of current and recent research directions in which our faculty is engaged. Below you can browse HALE faculty research directions by area or by name.

Dr. Amey is currently the evaluation Co-PI with Dr. Patricia Farell for BEACON, an NSF funded project to study organizational development evaluation. HALE Ph.D. students working with Dr. Amey on the project include Ying Huang, Pam Roy, and Leanne Perry. Together with Dr. Pamela Eddy she will be publishing the culmination of 5 years of research on educational partnerships through Stylus Publisher entitled “Leading Strategic Partnerships” (forthcoming, 2012). She is also involved in research on the role of department chairs. Other recent publications include:

  • Kuk, L., Banning, R. & Amey, M. (2010). Designing Organizations for Sustainable Change. Stylus Publishers;
  • Amey, M. J., Eddy, P. L., & Campbell, T. G. (2010). “Crossing boundaries: Creating community college partnerships to promote educational transitions.” Community College Review, 37(4), 333-347.

AustinDr. Austin is an active and prolific researcher and writer. She has recently completed a major project funded by the Asian Development Bank on higher education issues in Southeast Asia. She is currently serving as Co-PI at the Center for the Integration of Research on Teaching and Learning (CIRTL) which has recently expanded its study from six to 25 universities. In addition, Dr. Austin serves as PI for a three-year study funded by the National Science Foundation entitled: “How do organizational change strategies support the success of women scholars in the STEM fields? An analysis of NSF ADVANCE programs.” Recent publications include:

  • Austin, A. E. (March, 2011). “Promoting evidence-based change in undergraduate science education,” Aa paper commissioned by the national Academies National Research Council Board on Science Education presented at the National Academies on March 15 (2011);
  • Austin, A. E. (2011). “The socialization of future faculty in a changing context: Traditions, challenges, and possibilities”, in J.C. Hermanowicz (Ed.), The American Profession: Transformaition in Contemporary Higher Education (Baltimore: Johns Hopkins University Press, pp. 145-167);
  • Austin, A. E. & Foxcroft, C. (2011). “Fostering organizational change and individual learning through “ground-up” inter-institutional cross-border collaboration,” in R. Sakamota and D. W. Chapman (Eds.), Cross-border partnerships in higher education: Strategies and issues (New York: Routledge, p. 115-132);
  • Austin, A. E. (2012). “Section I: Faculty,” in S. R. Harper and J. F. L. Jackson (Eds.), Introduction to American higher education (New York: Routledge, pp., 1-4).

Roger Baldwin is currently researching the challenges and opportunities of the late academic career by interviewing senior faculty in a research university context. He is also studying the evolving mission of the liberal arts college. Of special focus is the question whether liberal arts colleges are losing their core mission or just adapting to their changing context. Upcoming publications include:

  • Baldwin, R.G., & Zeig, M.J. (2012). Making emeritus matter. Change, September-October;
  • Baker, V., Baldwin, R. G., & Makker, S.  (2012). “Where are they now? Revisiting Breneman’s study of liberal arts colleges,” Liberal Education 98(3)
  • Baldwin, R.G., (2012). "Professors are from Mars; Trustees are from Venus," Trusteeship, 20(5).

Cantwell

Brendan’s research presently focuses on the organization of academic production. He is currently involved with two research projects. The first, which is supported by the AERA grant program, is a quantitative study (conducted in collaboration with Barrett J. Taylor) exploring the paths to scientific and professional independency among STEM postdocs. The second is a multi-university qualitative investigation into the laboratory management strategies used by science faculty members who direct research labs. Recent publications include:

  • Cantwell, B. (2012). “Postdocs and the Internationalization of Academic Labor,” International Higher Education.
  • Cantwell, B. & Mathies, Charles F. (2012). “Expanding Research Capacity in the U.S.: 1990 – 2005,” Higher Education Quarterly 66(3), 308 – 330;
  • Cantwell, B. & Slaughter, S. (2012). “Transatlantic Moves to the Market: United States and European Union” Higher Education, 63(5), 583 – 606;
  • Cantwell, B. (2011) “Transnational Mobility and International Academic Employment: Gatekeeping in an Academic Competition Arena,”Minerva, 49(4) 425 – 445;
  • Cantwell, B. (2011). "Academic In-sourcing: International Postdoctoral Employment and New Modes of Academic Production,” Journal of Higher Education Policy and Management 33(2), 101 – 114.

Jim Fairweather is currently engaged in research with the National Academy of the Sciences on improving undergraduate science and engineering education. He is also a contributer to a volume soon to be published by the NAS on disciplinary based research in STEM education.

ReituDr. Mabokela is currently involved in two research projects. The first focuses on women in science and technology in the developing countries of Ghana and South Africa. The second study examines the intersection of gender and access to education in Ghana. Her recent publications include:

  • Mabokela, R. (2011). “Gender and organizational change: Is it just a woman’s issue?” Journal of the Professoriate 4(2), pp. 47-69;
  • Mabokela, R. (forthcoming), “Negotiating race and identity in the knowledge age,” in B. Pusser et al. (Eds.), Universities in the public sphere: Knowledge creation and state building in the era of globalization (New York: Routledge).

She also served as Guest Editor for the special theme issue of the Journal of the Professoriate (2011, 4/2) entitled, The impact of globalization on the academic profession.

Dr. Kristen Renn, recently promoted to Full Professor, is currently serving as PI on a project funded by the Spencer Foundation to support the international study of women’s colleges and universities. She recently served as Co-PI on a project to improve student services at Azerbaijan Diplomatic Academy and as PI for the ASHE/Lumina Fellows Program to support fellowships and professional development for advanced doctoral students doing innovative scholarship on student access and success. In addition to being herself a prolific and award winning author, Dr. Renn is the Associate Editor for International Research and Scholarship for the Journal of College Student Development and serves on the editorial boards of the  Journal of Diversity in Higher Education, the Journal of Critical Mixed Race Studies, and the American Educational Research Journal. She is on the Governing Board of the American College Personnel Association (ACPA) and is the Program Chair for the 2013 Annual Meeting of the American Educational Research Association (AERA). Her publications, too many to mention here, include the following recent and upcoming contributions:

  • Renn, K. A., & Reason, R. D. (2012, December). College students in the United States: Characteristics, experiences, and outcomes. San Francisco: Jossey-Bass.
  • Renn, K. A., Brazelton, G. B., & Holmes, J. M. (in press). At the margins of internationalization: Trends in publishing on international issues related to college student experiences, development, and learning, 1998-2008. Accepted for publication in Journal of College Student Development.
  • Ozaki, C. C., & Renn, K. A. (in press). Biracial and multiracial students. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (2nd ed.). New York:Routledge.
  • Renn, K. A. (2011). The persistent role of identity centers in higher education.” In P. Magolda & M. B. Baxter Magolda (Eds.), Contested issues in student affairs (pp. 244-254). Sterling, VA: Stylus.
  • Renn, K. A. (2012). Creating and re-creating race: The emergence of racial identity as a critical element in psychological, sociological, and ecological perspectives on human development,” in C. L. Wijeyesinghe & B. W. Jackson, III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (2nd ed., pp. 11-32) New York: New York University Press.

Her website is http://www.msu.edu/~renn



RiyadDr. Shahjahan’s current research pursuits include the role of international organizations in global higher education policy, equity and social justice in higher education, and the role of anti-/post-colonial theory in higher education. His recent and upcoming publications include:

  • Shahjahan, R. A. (forthcoming). “The roles of international organizations (IOs) in globalizing higher education policy,” in J. Smart and M. Paulsen (Eds.), Higher education: Handbook of theory and research (27);
  • Shahjahan, R. A. (2011). “Decolonizing evidence-based education and policy movement: Revealing the colonial vestiges in educational policy, research, and neoliberal reform,” Journal of Education Policy 26(2), 181-206;
  • Shahjahan, R. A. (2010), “Toward a spiritual praxis: The role of spirituality among faculty of color teaching for social justice,” Review of Higher Education 33(4), 473-512;
  • Shahjahan, R. A. and Haverkos, K. (2011), “Revealing the secular fence of knowledge: Reimagining spiritual ways of knowing and being in the academy,” in G. J. S. Dei (Ed.), Indigenous philosophies and critical education: A reader (New York: Peter Lang, pp. 367-385).

Wawryzynski

Dr. Wawrzynski’s research focuses on the role of the college environment in student learning outcomes. He is currently the PI on a project that examines the benefits that student leaders derive from their experiences as student leaders. He is also involved in research on student engagement in South Africa. His recent and upcoming publications include:

  • Wawrzynski, M. (2011). “Student engagement in South African higher education,” Journal of College Student Development;
  • Wawrzynski, M., LoConte, C. L., and Straker, E. J. (2011). “Learning outcomes for peer educators: The National Peer Educator Sudy,” New Directions for Student Services, Special Issue: Emerging Issues and Practices in Peer Education (133), pp. 17-27;
  • Wawrzynski, M. (2012). “The influence of environment on honors student outcomes,” Journal of College Student Development;
  • Baldwin R. G., and Wawrzynski, M. (2011). “Contingent faculty as teachers: What we know, what we need to know,” American Behavioral Scientist.

He is also the Executive Editor for the Journal of Student Affairs Research and Practice.