ERIC Number: EJ1207679
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-877X
EISSN: N/A
Measuring the Impacts of Administrative Policies on Student Performance in Higher Education
Ellegood, William A.; Bernard Bracy, Jill; Sweeney, Donald C., II; Duncan, Mimi; Burns, Kathleen
Journal of Further and Higher Education, v43 n3 p418-433 2019
In this study, we investigate the joint impacts of class size, modality of content delivery and instructor workloads on 1078 student performances from 2010 through 2014 in a required College of Business Administration Information Systems (IS) course at a public Midwestern university, controlling for 11 demographic and other factors that might impact student performance. Class size, modality of delivery and instructor assignments are strategic college decisions affected by and subject to administrative policies that can impact the probabilities of student performance. Using the Akaike Information Criteria (AIC) and Chi-square significance tests, we construct a parsimonious binary logit model of individual student performance in the IS course and examine the effects of the administratively controllable factors on student performance. We find that the class size and the assignment of instructors to teach the course significantly impact student performance while modality of delivery does not. We offer and evaluate administrative policy recommendations likely to improve student performances.
Descriptors: Administrative Policy, Academic Achievement, Class Size, Faculty Workload, Business Administration Education, Information Systems, College Students, College Faculty, Intermode Differences, Online Courses
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A