When Football Programs Increase the Racial and Gender Diversity at Small, Private Colleges

This research examined if the addition of new small, private college football programs increased the diversity of enrollment on campus and provided opportunities for underrepresented minority students to earn a college degree. The researchers examined enrollment trends at 150 private small colleges: 50 that started new football programs between the years of 1990-2013, 50 that had existing football programs, and 50 without football programs during the same period. The study found that the percentage of small private colleges that experienced high increases in minorities and male students (5% or higher) was higher among the colleges that started a new football program than at institutions with existing football programs or institutions without football programs. The study’s findings provide valuable information for college administrators considering adding a new football program at their institution. The study also contributes new research that explores how adding a new football program impacts the diversity of student enrollment at small, private collegiate institutions. Enrollment management directors must become more aware of the need to hire diverse faculty and staff that can better relate to and serve a diverse student body. In addition, athletic leaders can approach college decision makers with information related to how the addition of a new football program will affect the diversity of student enrollment.

When Affirmative Action Disappears: Unexpected Patterns in Student Enrollments at Selective U.S. Institutions, 1990–2016

Discussions of U.S. affirmative action policy assume that considering race in undergraduate admissions increases Black and Latinx student enrollments. We show that this assumption that affirmative action is linked to Black and Latinx student enrollments holds true for higher-status colleges and universities, but not institutions across the field of higher education. We use fixed effects modeling to analyze the association between a stated affirmative action admissions policy and enrollment trends for first-year students of different racialized backgrounds between 1990 and 2016 at 1,127 selective institutions. We find that, at the most selective institutions, stated policy usage was associated with increased Black student enrollments. However, at less selective institutions, policy usage was associated with decreased Black student enrollments and increased Non-U.S. resident enrollments. We also identify close-to-zero estimates of this relationship for enrollment trends of additional demographic backgrounds. We use these findings to elaborate the role of field-level status dynamics in racialized organizations theory. Paradoxically, U.S. American higher education’s contemporary racialized status order roughly consists of higher-status institutions that consider race in admissions but do not enroll racially heterogeneous cohorts, middle-status institutions that do not consider race but enroll racially heterogeneous cohorts, and lower-status non-selective institutions that enroll disproportionately high numbers of Black, Indigenous, and Latinx students.

The Management and Coordination of Virtual Teams in Large Classes: Facilitating Experiential Learning

The management and coordination of classroom teaching continues to be a challenge, particularly as enrollment trends suggest that class sizes are growing. In the past, many faculty have divided their large classes into smaller groups to incorporate experiential exercises. In this article, we discuss the challenges of managing an experiential exercise featuring a large number of teams in a virtual setting. These challenges include (a) coordinating class communication with a large number of teams, (b) managing teams and facilitating team communication and trust, (c) managing virtual team performance and instructor feedback throughout the experiential exercise, and (d) managing and evaluating student engagement. We also provide practical suggestions for management educators on how to address each challenge based on insight gleaned from our years of experience using virtual teams in large classes. Finally, we highlight avenues for future research in the area of virtual teams and large class size teaching.

Eligibility for and Enrollment in Medicaid Among Nonelderly Adults After Implementation of the Affordable Care Act

The Affordable Care Act’s (ACA) Medicaid expansion resulted in substantial gains in coverage. However, little research has documented eligibility or participation rates among eligible adults in the post-ACA period in part because of the complexities involved in assigning eligibility status. We used simulation modeling to examine Medicaid eligibility and participation during 2014 to 2017. More than one in five adults were Medicaid eligible in expansion states in the post-ACA period. In contrast, about one in 30 adults were Medicaid eligible in nonexpansion states. While eligibility rates differed substantially by expansion status, participation rates among Medicaid-eligible adults were similar in both sets of states (44% to 46%). These estimates indicate that differences in eligibility rather than in participation rates explained differences in enrollment between expansion and nonexpansion states during the study period. Participation in Medicaid is expected to grow during the coronavirus pandemic. Our study provides baseline estimates for future analyses of enrollment trends.

Interdisciplinary Entrepreneurship Education: Exploring 10-Year Trends in Student Enrollment, Interest and Motivation

Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys ( n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.

Crisis in US Accounting Education

In 2001, Professors W. Steve Albrecht and Robert J. Sack wrote in their 2001 CPA Journal article that the accounting practice community perceived accounting education to be completely outdated. Fewer students majored in accounting, many accounting firms perceived accounting students higher educational training as outdated and hired fewer accounting majors. In 2021, these issues are still prevalent. This chapter discusses what has changed over the last 20 years and what issues are faced with current accounting graduates. A more agile accounting profession, a new CPA exam approach in 2024, and the use of more advanced analytical and technological tools in the profession only make the challenge to higher education even harder. The discussion then concludes with mitigating strategies to not only improve requisite skills that the profession demands, but also discusses strategies to curtail declining enrollment trends.

Understanding Participation in Secondary Music Classes: A Literature Review

Sustaining and increasing participation in secondary music classes has been a regular topic of discourse within the field of music education. Music researchers and professionals have recently addressed specific issues related to music participation such as access to music classes, policy initiatives, and student interest in the music curriculum. This review of literature is an exploration of student enrollment trends in secondary music classes and a broad examination of the many factors that influence student enrollment decisions. In this review of literature, I frame music participation as a complex issue where multiple factors influence enrollment in secondary music classes. Next, research on the structural, interpersonal, and intrapersonal factors that affect music participation are presented. Finally, I address how music teachers and advocacy leaders might direct their efforts to support and increase music participation.