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Evaluation and Decision Making in Higher Education

Toward Equitable Repertoires of Faculty Practice

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Higher Education: Handbook of Theory and Research

Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 35))

Abstract

In this chapter, we propose evaluation and decision-making as activities which, properly reconstructed from conventional norms, can be leveraged to change who and what receives access, opportunities, recognition, and status in higher education. We critically review seminal perspectives on faculty evaluation and decision-making, advance a new framework for equitable evaluation and decision-making in higher education, and consider the relevance of this framework in four functional areas of faculty practice: admission of graduate students, hiring, peer review, and curriculum and instruction.

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Notes

  1. 1.

    Fields are “arenas of production, circulation, and appropriation and exchange of goods, services, knowledge, or status, and the competitive positions held by actors in their struggle to accumulate, exchange, and monopolize different kinds of power resources” (Oxford 2019).

  2. 2.

    A related concept is legitimation, defined as the process of being accepted or deemed worthy according to existing norms and placed within a framework through which things are viewed as right (Tyler 2006). As a central and ongoing cultural activity, legitimation shapes both the cognitive and sociocultural functions of faculty, departments, and institutions (Gonzales 2013; Gonzales and Terosky 2016).

  3. 3.

    We conducted a targeted search for literature on undergraduate and graduate/professional admissions within the Proquest ERIC database, limited to English language, peer-reviewed journal articles, and the following search terms: “undergraduate admissions,” “college admissions,” “graduate admissions,” “doctoral admissions,” “masters admissions,” “professional school admissions,” “law school admissions,” “medical school admissions,” and “business school admissions.” These searches turned up 3387 overlapping results. Duplicates were removed. We reviewed titles and abstracts to ensure a focus on admissions in the USA, yielding 285 articles. The literature roughly fell into three areas, though not mutually exclusive: admissions criteria and efficacy for these items to predict academic performance, the ways admissions processes are carried out, and the impacts of enacting varying academic missions through criteria evaluation.

  4. 4.

    In a study of medical students, MCAT predicted 1st year success in clerkships of White students but did not predict performance of racially minoritized students (White et al. 2009). In another professional school setting, the GMAT was found to be a good predictor of GPA in business and management programs, especially for non-US students, (Koys 2005; Sireci and Talento-Miller 2006). However, the test also differentially and negatively predicted success for women and racially minoritized students (Hedlund et al. 2006). These results combined show that while standardized tests offer some degree of correlation with academic success for some students, they may not add much and over reliance on them can have detrimental impact on access for marginalized groups of students (Smith and Garrison 2005).

  5. 5.

    For studies of grades’ differential validity in predicting future success, see Culpepper and Davenport (2009), Halberstam and Redstone (2005) Lanham et al. (2011), and White et al. (2009). It was the best predictor of graduation at HBCUs in one study (Lanham et al. 2011), but another study found that its predictive power decreases as average SAT and selectivity at an institution increases (Kobrin and Patterson 2011; Sawyer 2013).

  6. 6.

    Researchers have paid less attention to other marginalized populations such as undocumented, LGBTQ, and Muslim students (Gildersleeve 2010; Marine 2017; Stegmeir 2017).

  7. 7.

    We conducted a targeted search of the literature on faculty hiring through the ProQuest ERIC database with the search terms “faculty hiring.” The parameters were limited to a single search term given the dearth of literature on the topic. Limiting the results to peer -reviewed journal articles yielded 58 results. Forty-four articles adequately represented our conditions; that is, they consisted of empirical evaluations of the faculty hiring process, and represented various theoretical or conceptual approaches to diversifying faculty hiring. Though limited in number, these articles provided various access points to the study of faculty hiring decision processes from search committees, to organizational structures, to institutionalized values, to various cultures of the academy.

  8. 8.

    We conducted a search of literature through the ProQuest ERIC database with the terms “peer review,” “peer review process,” “peer review bias,” “peer review + legitimate,” and “peer review + equity”. In limiting results to peer reviewed journal articles, the majority of the published scholarship centered peer review in the context of published scholarship. A smaller body of work discussed peer review in funding applications, thus our chapter centers peer review in the context of published scholarship.

  9. 9.

    We choose this language in order to include people who are agender.

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  1. University of Southern California, Los Angeles, CA, USA

    Julie Posselt

  2. University of Southern California, Los Angeles, CA, USA

    Theresa E. Hernandez, Cynthia D. Villarreal, Aireale J. Rodgers & Lauren N. Irwin

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Posselt, J., Hernandez, T.E., Villarreal, C.D., Rodgers, A.J., Irwin, L.N. (2020). Evaluation and Decision Making in Higher Education. In: Perna, L. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 35. Springer, Cham. https://doi.org/10.1007/978-3-030-31365-4_8

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