The Relationship Between Institutional Mission and Students' Involvement and Educational Outcomes

By Gary R. Pike, George D. Kuh, Robert M. Gonyea. 2003

220 citations recorded by the source corpus.

Although institutional characteristics are assumed to influence student learning and intellectual development, this link has not been confirmed empirically. This study examined whether institutional mission, as represented by Carnegie classification, is related to student learning and development. After controlling for student background characteristics, no meaningful differences were found in students' perceptions of the college environment, levels of academic and social involvement, integration of information, or educational outcomes by Carnegie classification.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/ccb37df5f6eb40ba4d8953c1dec01ec4216c4bf7

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Citations in the corpus

Student engagement scale: development, reliability and validity1 (2015, background): “…life and social dimensions in integration make important contributions to the development of belonging, learning and student engagement (Blimling 1993; Bryson, Hardy, and Hand 2009; Jamieson 2003; Matthews, Andrews, and Adams 2011; Montgomery 2008; Pike and Kuh 2005; Pike, Kuh, and Gonyea 2003).”
College and character: Insights from the national survey of student engagement (2004, background): “…incorporating ideas from various sources into a paper, making use of diverse perspectives in class discussions or writing projects, and putting together ideas and concepts from different courses (National Survey of Student Engagement, 2003; Pike and Kuh, forthcoming ; Pike, Kuh, and Gonyea, 2003).”
If and When Money Matters: The Relationships Among Educational Expenditures, Student Engagement and Students’ Learning Outcomes (2011, background): “Research has provided strong, consistent support for this premise, finding that engagement is positively related to learning outcomes (Gellin 2003; Kuh et al. 2000; Pascarella et al. 1996; Pike and Kuh 2005; Pike et al. 2003).”
Coursework master’s programmes: the student’s experience of research and research supervision (2009, methodology): “Astin’s model has previously been used to measure the relationship between student characteristics, institutional characteristics and student outcomes at undergraduate level (Pike, Kuh, and Gonyea 2003 ).”
First- and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development (2005, methodology): “Random samples of 500 participants in each Carnegie classification were selected from the population of students who completed the CSEQ. Because students from the six types of institutions did not differ in systematic or significant ways in terms of their college experiences or learning outcomes ( P”
Validating NSSE Against Student Outcomes: Are They Related? (2008, background): “Pike et al. (2003) explored a specific and relatively untested effect that institutional mission—proxied by Carnegie classification—may have on engagement.”
Measuring Quality: A Comparison of U.S. News Rankings and NSSE Benchmarks (2004, background): “Research has shown, for example, that females, students living on campus, and second-generation students tend to be more involved in educationally purposeful activities than other students (Chickering, 1974; Pike et al., 2003 ).”
An Investigation of the Contingent Relationships Between Learning Community Participation and Student Engagement (2011, background): “Research has provided strong, consistent support for this premise, finding that engagement is positively related to learning outcomes (Gellin 2003; Kuh et al. 2000; Pascarella et al. 1996; Pike and Kuh 2005; Pike et al. 2003, in press ), academic achievement (Astin 1977, 1993; NSSE 2004), and stude”
Student engagement evidence summary (2010, background): “…Indiana University Center for Postsecondary Research, 2002; Iverson, Pascarella and Terenzini, 1984; Kuh et al., 2000; Pike, 1999, 2000; Pike and Killian, 2001; Pike et al., 1997), and the relationships that were found were very weak (Pike, 1999, 2000; Pike and Killian, 2001; Pike et al., 2003) .”
Educational expenditures and student engagement: When does money matter? (2006, unknown): “Research has provided consistent support for this assumption, indicating that engagement is positively related to test scores and self reports of student learning (Gellin, 2003; Kuh, Hu, and Vesper, 2000; Pascarella et al., 1996; Pike, 1999; Pike and Kuh, 2005; Pike, Kuh, and Gonyea, 2003 ).”