Laura W. Perna - Higher Education: Handbook of Theory and Research: Volume 36

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

More information about this series at http://www.springer.com/series/6028

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Like the preceding volumes in this series, Vol. 36 of Higher Education: Handbook of Theory and Research offers an invaluable collection of thorough reviews of research on topics that are of critical importance to higher education policy, practice, and research. Each of the chapters in this volume represents an important contribution to knowledge. Individually and collectively, the chapters provide in-depth examinations of the state of knowledge on topics that are highly relevant in this current time. Together, these chapters offer important insights into current issues pertaining to: college students; faculty; diversity; organization and administration; community colleges; teaching, learning, and curriculum; economics and finance; policy; history and philosophy; and research methodology.

This annual publication would not be possible without the intellectual leadership of the excellent associate editors. For Vol. 36, these exceptionally talented scholars and research mentors are: Ann Austin, Nicholas Bowman, Linda Eisenmann, Pamela Eddy, Nicholas Hillman, Shouping Hu, Adrianna Kezar, Anna Neumann, Anne-Marie Nuez, and Marvin Titus. Over the course of a year or more, the associate editors and I each worked closely with an invited author to develop, produce, and refine the included chapters.

Chapters in this volume advance research-based knowledge of how to promote success for queer and trans college students (Jason Garvey and C.V. Dolan) and adult students in community colleges (Peter Bahr, Claire Boeck, and Phyllis Cummins). These chapters also establish the state of knowledge of student activism in higher education (Samuel Museus and Brenda Jimenez Sifuentez), college readiness policies (Christine Mokher), and performance funding policies (Amy Li). Chapters also offer a Black feminist critique of college choice theories and research (Channel McLewis), identify patterns in the study of academic learning in US higher education journals (Lisa Lattuca), provide an updated review of doctoral student socialization and professional development (James Antony and Tamara Schaps), offer a mid-career faculty agenda (Vicki Baker and Caroline Manning), propose an equity-driven framework for understanding internationalization of US higher education (Chrystal George Mwangi and Christina Yao), and assess the use of experimental analysis in higher education research (Brent Evans). Each chapter offers a comprehensive review of research findings on the selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and offers an agenda for future research that will further advance knowledge on the chosen topic.

Following the tradition of past volumes, this volume also includes an autobiographic essay by William Tierney, University Professor Emeritus, University of Southern California. In his essay, Professor Tierney offers a thoughtful and candid reflection on how he has approached academic life over the course of his distinguished career and raises questions for us to consider as we think about our own academic lives into the future. He also discusses issues that have been central to his academic work over time (organizations and culture, equity, theory and methodology, universities as organizations that advance democracy) and stresses the importance of considering what colleges and universities throughout the world can do to bolster democracy and defeat fascism.

Volume 36 builds on a long and strong history of outstanding scholarly contributions. The first volume in this series was published in 1985. John C. Smart served as editor of the series through Vol. 26, when Michael B. Paulsen joined him as co-editor. After co-editing Vols. 26 and 27 with John, Mike served as the sole editor through Vol. 33. I am deeply honored that Mike invited me to serve as co-editor with him for Vol. 34, and that I have the privilege of serving as sole editor beginning with Vol. 35.