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The purpose of this study was to describe factors influencing the decision to return to graduate school for a group of professional students. A causal model was proposed that included five variable sets: background characteristics, college characteristics, college experiences, work experiences, and attitudes toward graduate study. The sample was composed of 217 physical therapists who responded to a 1988 statewide survey on graduate education. The longstanding articulation of graduate education and vocational interests was confirmed. The overwhelming influence in this group was the desire to advance in clinical/technical skills. Career conditions of specialization and income further influenced the educational decision. Less influence was seen from the college experience. Cost factors that have been found to be predominant in many groups did not influence the decision.

Academic performance in higher education ultimately involves a complex interplay of student attributes and the educational environment. Although instruction is regarded as the major environmental factor affecting scholastic success, other factors can become more important when teaching does not produce the desired results. Attributional retraining is one alternative that shows considerable promise for enhancing students' motivation and achievement striving by changing how students think about their successes and failures. This paper reviews attributional retraining studies published since 1985 having a higher education focus. Their conceptual and methodological strengths and weaknesses are discussed in relation to Weiner's attribution theory. Within this context, attributional retraining is presented as a potentially viable and important intervention for improving college students' academic development, especially those students deemed to be at risk. In particular, attributional retraining is considered as an adjunct to, and possible aspect of, effective teaching.

Public funding to higher education has declined over the years and many states have experimented with policies to encourage private sector donations to public universities. Building on research that examines the intersection of state policy and philanthropy, we examine the influence of a state policy on endowment gifts to the University of Wyoming (UW). Wyoming sought to support institutional advancement efforts by matching private gifts that were at least $50,000 in value. We use synthetic control methods (SCM) to analyze data from the Integrated Postsecondary Data System (IPEDS) and test whether the policy increased endowment growth of the university between 2001 and 2018, relative to similar universities. We find limited evidence that the state policy led to long-term growth in UW’s endowment that was proportionally larger than a counterfactual synthetic control. We discuss implications for research, state policy, and higher education philanthropy.

The performance of 43 library work groups was assessed by means of supervisor's ratings. Characteristics of the groups' tasks, membership, leadership, structure, and process were measured by averaging their members' responses to factors of theWork Group Survey. Subsets of groups were formed by classifying the 43-group population into “professional” vs. “nonprofessional” samples. Correlates of group performance were determined for each. In the professional groups, the unique correlates of performance were (1) expertise, (2) mature interpersonal processes, and (3) task goal clarity. In contrast, the correlates of performance in the nonprofessional groups were (1) performance-contingent rewards, (2) member retention, (3) supervisory behavior, and (4) workflow efficiency. The implications of these findings for both organization theorists and change agents are discussed.

Expanding the Aboriginal and Torres Strait Islander Australian (hereafter respectfully Indigenous) talent pool to undertake valuable roles in business, health, education, academia, government, policy development and community development is critical for addressing current disparities between Indigenous and other Australians. Parity of access and engagement with education plays a key role in facilitating participation in these roles but has not yet been attained. This article provides an initial systematic review of literature on the state of the evidence regarding access/attraction, retention and completions for Indigenous Higher Degree Research (HDR) students. This article identifies the quantity (number examined), nature (e.g. focus of study), quality (peer reviewed and evidence of methodological rigour) and characteristics (e.g. publication type, authorship) of the limited publications. Using specific search strings (words or phrases of relevance to the topic), a systematic review methodology was employed to search nine databases and grey (non-peer reviewed) literature from 1995 to 2015. The resultant 12 publications were mined with quality assessed and a predetermined framework used to extract and synthesise the characteristics from individual publications. This research contributes to existing literature about Indigenous Peoples in HDR programs internationally in identifying significant cultural and institutional barriers and highlighting institutional enablers which can contribute to attraction, retention and completion. Building on the prior limited research reported in the review, the article highlights the need for further research and provides an initial agenda of directions for universities and government to redress the disparity in entry and completion of Indigenous Peoples in HDR programs.

In the United States, some states allow undocumented immigrants to benefit from in-state resident tuition policy at public colleges and universities, a benefit aimed at improving accessibility to higher education. Yet, undocumented immigrants face bureaucratic procedures and requirements that may discourage them from applying and delay or hamper their access to higher education. Building upon administrative burdens scholarship and using quantitative data from the examination of college application forms and surveys administered to undocumented immigrants, this article explores requirements representing learning, compliance, and psychological costs when this group applies for college. Findings suggest that variations in requirements may reflect states’ political leanings, patterns of immigration, alternate social constructions, and organizational factors. Undocumented immigrants’ perceptions show that factors associated with SSN, citizenship, residency, notarized affidavits, and lack of clear information and guidance from college websites and personnel substantially increase burdens when these individuals seek in-state tuition benefits. This study contributes to higher education scholarship by highlighting how bureaucratic procedures and administrative discretion can help achieve or prevent the attainment of policy goals.