Risky Business: An Integrated Institutional Theory for Understanding High-Risk Decision Making in Higher Education

Autor/inn/en	Turner, Lauren A.; Angulo, A. J.
Titel	Risky Business: An Integrated Institutional Theory for Understanding High-Risk Decision Making in Higher Education
Quelle	In: Harvard Educational Review, 88 (2018) 1, S.53-80 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Risk; Decision Making; Higher Education; Trend Analysis; College Entrance Examinations; Strategic Planning; Models; Theories; Heuristics; Educational Trends; Institutional Characteristics; Standardized Tests; Access to Education; Entrepreneurship; Organizational Change; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Risiko; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Trendanalyse; Aufnahmeprüfung; Strategy; Planning; Strategie; Planung; Analogiemodell; Theory; Theorie; Heuristik; Bildungsentwicklung; Standadised tests; Standardisierter Test; Education; Access; Bildung; Zugang; Bildungszugang; Unternehmungsgeist; Organisationswandel
Abstract	Lauren A. Turner and A. J. Angulo explore how institutional theory can be applied to explain variance in higher education organizational strategies. Given strong regulatory, normative, and cultural-cognitive pressures to conform, they ask, why do some colleges engage in high-risk decision making? To answer this, they bring together classic and contemporary approaches to institutional theory and propose an integrated model for understanding outlier higher education strategies. The integrated model offers a heuristic for analyzing external and internal pressures that motivate colleges to implement nontraditional strategies. Through an analysis of recent trends among outlier colleges and their approaches to the Scholastic Aptitude Test, Turner and Angulo contextualize the model and consider its potential for understanding why higher education organizations adopt characteristics that differentiate them from their peers. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01