Abstract This chapter summarizes the history of the engagement concept, the development of the National Survey of Student Engagement (NSSE), and its impact on institutional researchers.
New Directions for Institutional Research Template
Write in a clean editor, then format for New Directions for Institutional Research in one click — DocuGuru applies the official Wiley template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the New Directions for Institutional Research format
New Directions for Institutional Research is a peer-reviewed journal published by Wiley, covering Higher Education Research Studies, Higher Education Governance and Development, Evaluation and Performance Assessment.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." New Directions for Institutional Research 12 (3): 45–58.
Formats any DOI in New Directions for Institutional Research style. No sign-up. |
| Publishes research in | Higher Education Research Studies Higher Education Governance and Development Evaluation and Performance Assessment Evaluation of Teaching Practices Public Policy and Administration Research |
| ISSN | 0271-0579 |
| h-index | 68 |
| i10-index | 458 |
| Total citations | 25,326 |
| Top institutions publishing here | Centre for Higher Education |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in New Directions for Institutional Research per year
Citation impact of New Directions for Institutional Research by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in New Directions for Institutional Research
Abstract Intercultural competence and related global learning outcomes are increasingly becoming a priority for postsecondary institutions to assess. This chapter discusses the complexities of assessing this outcome.
Abstract This chapter reviews the literature on survey fatigue and summarizes a research project that indicates that administering multiple surveys in one academic year can significantly suppress response rates in later surveys.
Abstract A framework adapted from the National Black Male College Achievement Study is introduced in this chapter as a lens through which to explore the enablers of student achievement in STEM. The chapter places an emphasis on reframing deficit‐oriented research questions regarding students of color and their trajectories in STEM fields.
Abstract This chapter summarizes what we have learned regarding the process that students and their families undergo when making decisions about college. It also presents a comprehensive model synthesizing this literature.