Dual enrollment (DE) programs provide high school students the opportunity to earn credit for college coursework completed while still in high school and help smooth the transition from high school to college by making the unfamiliar familiar—a valuable experience for students from a wide range of economic and academic backgrounds. Yet, the value of DE is largely undermined when students who have completed college credits do not enroll in college after high school graduation. Therefore, this study examined student demographics and academic metrics of Virginia DE students to explore potential patterns between student habitus and college enrollment, providing prototypical profiles of Virginia DE students who immediately enrolled in college, delayed enrollment, or did not enroll. Overall, the data demonstrated that participants of Virginia DE experienced high enrollments in college, but the majority of these students were non-minority, non-first generation, academically high performers, and/or from families with higher income. African American students, Hispanic students, and first generation college students participated in Virginia DE and enrolled in postsecondary education at rates lower than expected given their representation in higher education today, revealing the need to improve policy and practice to better attract and retain these students in DE. This study underscores the need for policymakers and educators to better leverage DE programs to prepare a broader range of students for success in college rather than simply providing courses to those students already primed to attend college and succeed.

In response to public sector criticism, higher education reform in Ecuador over the past decade has created a nation-wide transformation of faculty roles. The literature from researchers in Ecuador concerning reform and the role of faculty discusses the desired impact of these new expectations; however, very little is known regarding the substantive reality of faculty navigating new roles and work. This study explored faculty sense making of national reforms relating to their role and work at universities and sought to understand how faculty are navigating both policy and implementation of new work expectations ten years after government top-down reform efforts. The qualitative, cross-case comparison was framed through the perspective of the model of policy reaction. Interviews were conducted with 15 full-time Ecuadorian faculty participants representing hard and social sciences from five case universities located throughout the country. Data analysis resulted in five major findings: a) faculty negotiating uncertainty around work expectations and policy implementation; b) faculty building networks in order to meet expectations and develop research capacity; c) faculty understanding practices to legitimize their work as distrustful and inefficient; d) faculty perceiving policies as constraints to their academic autonomy, and; e) faculty making sense of themselves as a transitional generation building capacity and sustainability for future university stakeholders. The findings for this study will assist future policy-makers and university authorities in planning and managing change efforts to ensure that faculty stakeholders are involved in the policy-making and implementation processes.

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The purpose of this historical study was to ascertain several academic and administrative issues associated with regular faculty who engage in off-campus, paid consulting activities. Using data collected from five, public, higher educational institutions in Virginia, the author examined the academic profiles, motives, and consequences of consulting on the faculty, as well as the institutional policies governing paid consulting.;Thirty-one faculty members and five administrators from the Virginia institutions participated in an instrumented semistructured interview designed to gather information relative to faculty involvement as paid consultants in a centralized training and development program during the decade of the 1970's. The data were analyzed according to the motivation and degree of involvement of faculty, the type of faculty who were involved, the professional consequences and importance of faculty participation, and the attitudes toward institutional policies which governed faculty consulting engagements.;It was found that (1) more established faculty of professional school affiliation were involved as paid consultants, (2) recognition, personal development, and community service were key motivators for consulting and remuneration and/or reward system recognition were important, (3) consulting faculty maintained and enhanced their academic responsibilities in research, on-campus service, and teaching, and (4) institutional consulting policies were preferred at the departmental level, where prior approval agreements and time limitations could be monitored by the faculty.;It was concluded that paid faculty consulting is a legitimate professional activity for academics, that benefits faculty members, students, and the institution. Also, rewards for consulting need to exist either in the form of personal remuneration or institutional reward system recognition, or both. Finally, the most effective administration of regulations governing paid consulting is that which can be linked with the professional responsibilities of the faculty to monitor their own behaviors and ethical obligations.;Further study is needed to evaluate the specific and measurable effects of consulting on research and teaching. In addition, administrative studies to develop models that will involve a broader range of faculty disciplines in consulting are needed.

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The purpose of this study was to examine the relationship between changes in the administrative organizational structure in community colleges and the workload of division chairmen. Changes in administrative organizational structures were characterized by structural complexity variables, primarily horizontal and vertical differentiation. Division chairman workload was analyzed, and division chairmen were described by demographic characteristics and employment patterns.;The division chairman has been identified in the literature to be a critical middle management position whose increasing workload is an issue. Reflecting a time of change in higher education in general, organizational changes have been taking place in community colleges in Virginia, particularly in the direction of consolidation, that were hypothesized to impact on this crucial position. The three year period from 1981-82 to 1984-85 was identified for study. The entire population of division chairmen in Virginia's Community College System was surveyed by a mail questionnaire in January 1985 to determine what changes in administrative organizational structures they perceived contributed to change in their workload.;Using non-parametric statistical tests to analyze the data, it was concluded that changes in community colleges in Virginia had occurred which decreased complexity in the college organizational structure but increased complexity at the divisional level. In examining the division chairman cohort in Virginia's community colleges over a ten year period, it was found that the division chairmen were stable in the position and tended toward increasing education and academic rank as well as prior experience in the two-year college.;There are implications from the study to suggest a further look at the nature of the division chairman position, particularly in Virginia, and preservice training for an applicant pool that is increasingly drawn from within the teaching faculty, with special attention to the female and minority representation. The level of involvement of division chairmen in the decision making process when changes in administrative organizational structure are made is an issue also raised by this study.;Finally, the question of whether the division chairman is primarily a faculty role, "first among peers," or is an administrative role continues to be an issue in collective bargaining. (Abstract shortened with permission of author.).