Abstract
The Carnegie classification system has served as a framework for research on colleges and universities for more than 30 years. Today, the system’s developers are exploring criteria that more effectively differentiate among institutions. One approach being considered is classifying institutions based on students’ educational experiences. This study explored whether it is possible to create a typology of institutions based on students’ experiences. Results indicated that such a typology could be created, and the types were somewhat independent of institutional mission (i.e., Carnegie classification)
Article PDF
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Avoid common mistakes on your manuscript.
References
D. A. Aaker V. Kumar G. S. Day (1998) Marketing Research EditionNumber6 Wiley New York
M. S. Aldenderfer R. K. Blashfield (1984) Cluster Analysis Sage Beverly Hills, CA
G. W. Allport (1954) The Nature of Prejudice Addison-Wesley CambridgeMA
A. W. Astin (1977) Four Critical Years Jossey-Bass San Francisco
A. W. Astin (1984) ArticleTitleStudent involvement: A developmental theory for higher education Journal of College Student Development 25 297–308
A. W. Astin (1985) ArticleTitleInvolvement: The cornerstone of excellence Change 17 IssueID4 35–39
A. W. Astin (1993) What Matters in College? Four Critical Years Revisited Jossey-Bass San Francisco
L. L. Baird (1976) Using Self-reports to Predict Student Performance The College Board New York
K. W. Bauer Q. Liang (2003) ArticleTitleThe effect of personality and precollege characteristics on first-year activities and academic performance Journal of College Student Development 44 277–290
R. Berdie (1971) ArticleTitleSelf-claimed and tested knowledge Educational and Psychological Measurement 31 629–636
N. M. Bradburn S. Sudman (1988) Polls and Surveys: Understanding What They Tell Us Jossey-Bass San Francisco
J. M. Braxton J. C. Smart W. S. Thieke (1991) ArticleTitlePeer groups of colleges and universities based on student outcomes Journal of College Student Development 32 302–309
C. L. Burt (1937) ArticleTitleCorrelations between persons British Journal of Psychology 28 56–96
R. M. Carini J. H. Hayek G. D. Kuh J. M. Kennedy J. A. Ouimet (2003) ArticleTitleCollege student responses to web and paper surveys: Does mode matter? Research in Higher Education 44 1–19
R. B. Cattell (1952) Factor Analysis: An Introduction and Manual for the Psychologist and Social Scientist Harper & Row New York
A. W. Chickering (1975) Commuting versus Resident Students: Overcoming the Educational Inequities of Living Off Campus Jossey-Bass San Francisco
J. M. Converse S. Presser (1989) Survey Questions: Handcrafting the Standardized Questionnaire Sage Newbury Park, CA
L. J. Cronbach G. C. Gleser H. Nanda N. Rajaratnam (1972) The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles Wiley New York
W. J. Dixon (1992) BMDP Statistical Software Manual University of California Press Berkeley, CA
J. J. Endo R. L. Harpel (1982) ArticleTitleThe effect of student-faculty interaction on students’ educational outcomes Research in Higher Education 16 115–137
K. A. Feldman T. Newcomb (1969) The Impact of College on Students Jossey-Bass San Francisco
A. Gellin (2003) ArticleTitleThe effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature1991–2000 Journal of College Student Development 44 746–762
J. Gershuny J. P. Robinson (1988) ArticleTitleHistorical changes in the household division of labor Demography 25 537–552
R. L. Gorsuch (1983) Factor Analysis EditionNumber2 Lawrence Erlbaum Associates HillsdaleNJ
W. H. Guertin (1971) ArticleTitleTyping ships with transpose factor analysis Educational and Psychological Measurement 31 397–405
S. Hu G. D. Kuh (2002) ArticleTitleBeing (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics Research in Higher Education 43 555–575
S. Hurtado E. L. Dey P. Y. Gurin G. Gurin (2003) College environments, diversity, and student learning J. C. Smart (Eds) Higher Education: Handbook of Theory and Research Kluwer Boston, MA 145–190
InstitutionalAuthorNameIndiana University Center for Postsecondary Research (2000) The NSSE 2000 Report: National Benchmarks of Effective Educational Practice Author Bloomington, IN
InstitutionalAuthorNameIndiana University Center for Postsecondary Research (2001) Improving the College Experience: National Benchmarks of Effective Educational Practice Author Bloomington, IN
InstitutionalAuthorNameIndiana University Center for Postsecondary Research (2002) From Promise to Progress: How Colleges and Universities are Using Student Engagement Results to Improve Collegiate Quality Author Bloomington, IN
B. K. Iverson E. T. Pascarella P. T. Terenzini (1984) ArticleTitleInformal faculty-student contact and commuter college freshmen Research in Higher Education 21 123–136
M. T. Kane G. M. Gillmore T. J. Crooks (1976) ArticleTitleStudent evaluations of teaching: The generalizability of class means Journal of Educational Measurement 13 171–183
J. B. Kruskal M. Wish (1978) Multidimensional Scaling Sage Beverly Hills, CA
G. D. Kuh (1981) Indices of Quality in the Undergraduate Experience American Association for Higher Education Washington, DC
G. D. Kuh (2001a) ArticleTitleAssessing what really matters to student learning: Inside the National Survey of Student Engagement Change 33 IssueID3 10–17
G. D. Kuh (2001b) The National Survey of Student Engagement: Conceptual Framework and Overview of Psychometric Properties Indiana University Center for Postsecondary Research Bloomington, IN
G. D. Kuh (2003) ArticleTitleWhat we’re learning about student engagement from NSSE Change 35 IssueID2 24–32
G. D. Kuh J. C. Hayek R. M. Carini J. A. Ouimet R. M. Gonyea J. Kennedy (2001) NSSE Technical and Norms Report Indiana University Center for Postsecondary Research and Planning Bloomington, IN
G. D. Kuh S. Hu N. Vesper (2000) ArticleTitle“They shall be known by what they do:” An activities-based typology of college students Journal of College Student Development 41 228–244
G. D. Kuh J. Kinzie J. H. Schuh E. J. Whitt InstitutionalAuthorNameAssociates (in press) Student Success Through Effective Educational Practice: Lessons from the Field Jossey-Bass and American Association for Higher Education San Francisco
G. D. Kuh C. R. Pace N. Vesper (1997) ArticleTitleThe development of process indicators to estimate student gains associated with good practices in undergraduate education Research in Higher Education 38 435–454
G. D. Kuh J. H. Schuh E. J. Whitt InstitutionalAuthorNameAssociates (1991) Involving Colleges: Encouraging Student Learning and Personal Development Through Out-of-Class Experiences Jossey-Bass San Francisco
G. D. Kuh M. J. Siegel (2000) College Student Experiences Questionnaire: Tentative Norms for the Fourth Edition Indiana University Center for Postsecondary Research Bloomington, IN
G. D. Kuh N. Vesper (1997) ArticleTitleA comparison of student experiences with good practices in undergraduate education between 1990 and 1994 Review of Higher Education 21 43–61
KuhG. D., WhittE. J., and StrangeC. C. (1989, March). The contributions of institutional agents to high quality out-of-class experiences for college students, Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
A. McCormick (2000) ArticleTitleBringing the Carnegie classification into the 21st century AAHE Bulletin 52 IssueID5 3–6
C. R. Pace (1984) Measuring the Quality of College Student Experiences Center for the Study of Evaluation University of California Los Angeles Los Angeles
C. R. Pace (1985) The Credibility of Student Self-reports Center for the Study of Evaluation, University of California Los Angeles Los Angeles
C. R. Pace (1990) The Undergraduates: A Report of their Activities and Progress in the 1980s Center for the Study of Evaluation University of California Los Angeles Los Angeles
E. T. Pascarella P. D. Duby P. T. Terenzini B. K. Iverson (1983) ArticleTitleStudent-faculty relationships and freshman year intellectual growth in a nonresidential setting Journal of College Student Development 24 395–402
E. Pascarella P. Terenzini (1991) How College Affects Students: Findings and Insights from Twenty Years of Research Jossey-Bass San Francisco
E. T. Pascarella E. J. Whitt A. Nora M. Edison L. S. Hagedorn P. T. Terenzini (1996) ArticleTitleWhat have we learned from the first year of the National Study of Student Learning? Journal of College Student Development 37 182–192
E. T. Pascarella G. C. Wolniak T. M. Cruce C. F. Blaich (2004) ArticleTitleDo liberal arts colleges really foster good practices in undergraduate education? Journal of College Student Development 45 57–74
G. R. Pike (1994) Applications of generalizability theory in higher education assessment research J. Smart (Eds) Higher Education: Handbook of Theory and Research Agathon New York 45–87
G. R. Pike (1995) ArticleTitleThe relationship between self reports of college experiences and achievement test scores Research in Higher Education 36 1–21
G. R. Pike (1999) ArticleTitleThe effects of residential learning communities and traditional residential living arrangements on educational gains during the first year of college Journal of College Student Development 40 269–284
G. R. Pike (2000) ArticleTitleThe influence of fraternity or sorority membership on students’ college experiences and cognitive development Research in Higher Education 41 117–139
G. R. Pike T. S. Killian (2001) ArticleTitleReported gains in student learning: Do academic disciplines make a difference? Research in Higher Education 42 429–454
G. R. Pike G. D. Kuh (in press). First- and second-generation college students: A comparison of their engagement and intellectual development Journal of Higher Education
G. R. Pike G. D. Kuh R. M. Gonyea (2003) ArticleTitleThe relationship between institutional mission and students’ involvement and educational outcomes Research in Higher Education 44 243–263
G. R. Pike C. C. Schroeder T. R. Berry (1997) ArticleTitleEnhancing the educational impact of residence halls: The relationship between residential learning communities and first-year college experiences and persistence Journal of College Student Development 38 609–621
J. Pohlmann D. Beggs (1974) ArticleTitleA study of the validity of self-reported measures of academic growth Journal of Educational Measurement 11 115–119
R. J. Rummel (1970) Applied Factor Analysis Northwestern University Press Evanston, IL
W. Stephenson (1953) The Study of Behavior University of Chicago Press Chicago
P. T. Terenzini E. T. Pascarella G. S. Blimling (1996) ArticleTitleStudents’ out-of-class experiences and their influence on learning and cognitive development: A literature review Journal of College Student Development 37 149–162
C. F. Turner E. Martin (Eds) (1984) Surveying Subjective Phenomena Russell Sage Foundation New York
UmbachP. D., and KuhG. D. (2003). Student experiences with diversity at liberal arts colleges: Another claim for distinctiveness, Paper presented at the annual meeting of the Association for Institutional ResearchTampaFL.
E. J. Wentland K. W. Smith (1993) Survey Responses: An Evaluation of their Validity Academic Press New York
C. Zhao G. D. Kuh (2004) ArticleTitleAdding value: Learning communities and student engagement Research in Higher Education 45 115–138
Author information
Authors and Affiliations
Corresponding author
Additional information
Paper presented at the annual meeting of the Association for Institutional Research, Boston, MA (May 2004)
Rights and permissions
About this article
Cite this article
Pike, G.R., Kuh, G.D. A Typology of Student Engagement for American Colleges and Universities. Res High Educ 46, 185–209 (2005). https://doi.org/10.1007/s11162-004-1599-0
Received:
Issue Date:
DOI: https://doi.org/10.1007/s11162-004-1599-0