Dongbin Kim

Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects

Latinos’ college enrollment rates, particularly in four-year institutions, have not kept pace with their population growth in the United States. Using three-level hierarchical generalized linear modeling, this study analyzes data from the Educational Longitudinal Study (ELS) to examine the influence of high school and state contexts, in addition to student characteristics, on Latino students’ enrollment in four-year institutions. Results suggest that academic preparation, navigation of financial aid, levels of school resources, and teacher quality are among the important areas to target to promote Latino four-year college enrollment.

The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics

In 2003, the median accumulative federal loans for doctorates were

International Faculty: Experiences of Academic Life and Productivity in U.S. Universities

44,743, triple the amount of

Factors Predicting Community College Faculty Satisfaction with Instructional Autonomy.

14,927 in 1995. This increase was faster than other groups with associates, bachelors, or masters. Using Survey of Earned Doctorate data, this study clarifies the effects of loans on time to doctoral degree.

Building world class universities in China: exploring faculty’s perceptions, interpretations of and struggles with global forces in higher education

Using the 2003 Survey of Doctoral Recipients, we examined satisfaction and research productivity of international faculty as compared to U.S. faculty. The study found that foreign-born, foreign-educated faculty are significantly more productive than their U.S. counterparts after controlling for personal, professional, and institutional variables. No significant difference in the productivity was found between foreign-born U.S.-educated and U.S. faculty. The concentration of international scholars on a campus positively affects productivity for U.S. faculty but not for foreign-born, foreign-educated faculty.

To Stay or Not to Stay: A Decision to Make upon Completion of Doctoral Degrees Among Asian International Doctorates in U.S. Higher Education Institutions

In light of growing speculation that the autonomy of community college faculty members is eroding, this study draws on the 2004 National Study of Postsecondary Faculty to explore the institutional and personal variables that predict faculty satisfaction with authority to make decisions about content and methods in instructional activities. Results for full-time and part-time faculty members at community colleges are compared, as are the perceptions of community college faculty members with the perceptions of faculty members at 4-year institutions.

Understanding the College Choice Process of Asian International Students

Abstract Employing a glonacal (global, national and local) heuristic as a theoretical lens, and a qualitative analysis with interview data, this study highlights how Chinese faculty members interpret the definitions and implications of pursuing world class universities (WCUs) and struggle with the multiple dimensions of their academic lives across global, national and local dimensions. The findings indicate that faculty members believe that the quest to build WCUs in China has been narrowly defined by the government, which emphasises international/global dimensions, rather than national or local. Because of this, Chinese professors believe that there are growing gaps between administration and faculty. Yet they recognise significant advancement in hardware and facilities, especially in the fields of science, technology, engineering and mathematics. This study confirms that faculty’s academic lives are intricately interlinked across the glonacal economy and that faculty continue to navigate their roles across all dimensions.

Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns

Patterns of mobility of highly skilled workers and the factors that influence these patterns have changed in a number of ways over the last few decades. This study examines the stay versus return trends of Asian doctorate recipients from China, India, South Korea, and Taiwan who obtained their degree in the United States. Using logistic regression to analyze data from both the Integrated Postsecondary Education Data System (IPEDS) and the U.S. National Science Foundation’s Survey of Earned Doctorates (SED), individual background variables, institutional variables, and country of origin variables were examined in terms of their effect on an individual’s decision to stay in the United States after receiving a doctoral degree. Significantly different patterns of stay rates were found across the characteristics of individual, institutional, and countries of origin. Implications for policy and future research are discussed.

THE EFFECT OF FINANCIAL AID ON STUDENTS' COLLEGE CHOICE: Differences by Racial Groups

In the United States, many higher education institutions are experiencing decreasing enrollment due to shrinking numbers of traditional college-age students. From an international student perspective, the increasing competition among countries and higher education institutions means that they have more options to consider in their college choice process. This study seeks to develop a comprehensive college choice model uniquely suited for international students who have chosen American colleges and universities as their study destinations. Using a mixed methods case study methodology, this study reveals that the leading reasons for why international students begin to consider study abroad and finally choose their college destination were mainly explained by human capital theory and the concept of global cultural capital. The study also finds that the dynamic relationships among push and pull forces during the three-stage college choice model may significantly differ by students’ background characteristics (e.g., family income or parental education). This study has important policy and research implications for understanding the factors that influence international students that choose to study abroad in the United States.