Fulfilling an Institutional and Public Good Mission: A Case Study of Access

Authors

Renee F. Batman, University of Nebraska-LincolnFollow

Date of this Version

5-2013

Document Type

Article

Citation

Batman, R. F. (2013). Fulfilling an Institutional and Public Good Mission: A Case Study of Access. (Doctoral dissertation).

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies (Educational Leadership and Higher Education), Under the Supervision of Professor Brent Cejda and Rachelle Winkle-Wagner. Lincoln, Nebraska: May, 2013

Copyright (c) 2013 Renee F. Batman

Abstract

Access to higher education has been and remains a critical issue, yet research typically focuses on students and programs which may overlook the role of the faculty. Through an in-depth case study, the perspectives of tenured and tenure-track faculty at a predominately White, Midwestern land-grant, research institution are described as they relate to issues of student access to higher education. The context of the case was instrumental in understanding faculty perspectives of access and centered on the fundamental notion of education as public good and its association with institutional history and mission. The findings suggest that faculty members uphold the belief of higher education serving a greater purpose, or public good. However, faculty participants rarely saw themselves as actors in the issue of access.

The faculty held many expectations for students, some of which were reflected in the access literature and models, such as academic preparation and ability to navigate the university. Other expectations are absent in the access literature. Faculty members expect students to demonstrate a certain cultural capital and rewards students who demonstrate these skills, behaviors and knowledge. These expectations are often implicit and hidden from students. These finding suggests that some students or groups of students, especially those that face the biggest barriers to higher education, have the potential to be overlooked without advocacy and faculty buy-in. This study also advances the emerging theory of Academic Capital Formation (St. John et al., 2011) by presenting the faculty’s view of access.

Advisors: Brent Cejda and Rachelle Winkle-Wagner