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INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT

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Abstract

A common finding in the literature is that institutional structures have little to no impact on student engagement and development. I argue that theory suggests peer ability (as measured by selectivity), institutional density, the differentiation of the curriculum, and the research orientation of the institution should all affect student engagement. Using the nationally representative Beginning Post-secondary Student survey, a non-linear selection on observables correction for selection bias, and a multilevel modeling approach, I find that institutional structures do affect student engagement in predictable and substantively significant ways.

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  1. Department of Educational Leadership and Policy Studies, Iowa State University, Ames, IA, USA

    Stephen R. Porter

  2. Department of Educational Leadership and Policy Studies, Iowa State University, N243 Lagomarcino Hall, Ames, IA, 5001, USA

    Stephen R. Porter

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Porter, S.R. INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT. Res High Educ 47, 521–558 (2006). https://doi.org/10.1007/s11162-005-9006-z

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