Participation in High-Impact Practices: Considering the Role of Institutional Context and a Person-Centered Approach

Autor/inn/en	An, Brian P.; Loes, Chad N.
Titel	Participation in High-Impact Practices: Considering the Role of Institutional Context and a Person-Centered Approach
Quelle	In: Research in Higher Education, 64 (2023) 4, S.520-546 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (An, Brian P.) ORCID (Loes, Chad N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-022-09715-6
Schlagwörter	Liberal Arts; Higher Education; Educational Practices; College Students; Interpersonal Competence; Student Characteristics; Profiles; Student Experience + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Collegestudent; Interpersonale Kompetenz; Charakterisierung; Profilanalyse; Studienerfahrung
Abstract	Using data from the Wabash National Study of Liberal Arts Education (WNSLAE), this study considered institutions as "incubators," where institutions develop students by providing them with essential resources and services to thrive. This approach also recognizes the importance of institutional norms and identities in shaping students' social and cultural competencies. Moreover, we used a person-centered approach to identify students' participation patterns in high-impact practices (HIPs). Instead of examining relations among variables--as with variable-centered approaches--person-centered approaches find similarities in a collection of variables to identify distinct student types. This approach allows us to understand the interconnections between students and their college environment through their participation patterns in HIPs. We identified five student types based on their participation patterns in HIPs: nonparticipant, career focused, experiential learner, academically oriented, and active engager. Almost 23% of the variance in students' patterns in HIP participation lies across institutions. Controlling for a host of student-level characteristics and college experiences marginally accounted for this institution-level variance. Instead, institution type accounted for the largest share of the variance, which is consistent with an institutional identity and norms of liberal education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01