Hammond, Shane
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Hammond
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Shane
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Higher Education
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Publication Open Access Creating a Comprehensive Early Warning System to Further Student Success and Retention(2007-06-19) Hammond, Shane PStudent retention is critical to successful outcomes in higher education today. This completed project is about how to better track a student's performance and work with those struggling academically so that they are given the tools to better academic performance. This project reviewed the Academic Deficiency Report System at Greenfield Community College and identified flaws in the process that did not serve the students well. Based on the author's research of early warning models in the literature and best practices across the state of Massachusetts, an Early Progress Report and notification process was developed. This new version of the early warning model for GCC was found to be more encouraging and supportive to students in comparison to the Preliminary Report of Academic Deficiency. Those participating in the pilot study agreed that the new process is the right direction for GCC to proceed in their efforts to increase students success and retention and that the process promote better communication with students who struggle with their courses. Recommendations for future enhancements and best practices in early warning models are presented.Publication Open Access Criticality in international higher education research: A critical discourse analysis of higher education journals(2018-01-01) George Mwangi, Chrystal A.; Latafat, Sadaf; Hammond, Shane P; Kommers, Suzan; Thoma, Hanni; Berger, Joseph B; Blanco-Ramirez, GerardoThe purpose of this study is to critically and systematically examine current discourse within scholarship on the internationalization of higher education. Our study engages critical discourse analysis to review articles from four top-tier higher education academic journals published between 2000 and 2016. Findings across journals/articles demonstrate the absence of a clear definition of the concept of internationalization, a strong Western focus, and often inexplicit recommendations for practical application of research findings. Through critical discourse analysis, we explore the orientation of higher education research towards equity and inclusivity and challenge the perception of international higher education research and its distribution through academic journals as value-neutral. By continuing to recognize, articulate, and critique biases in research development and dissemination, higher education researchers and discourse may become more accountable and continue to develop a more critical lens for promoting globally inclusive scholarship. This study contributes to the ways in which discourse both shapes and is shaped by knowledge production in the higher education landscape, and future directions for this field.