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An increasing number of postsecondary institutions in the United States have introduced test-optional admissions policies primarily due to criticism of standardized admissions tests as potentially biased predictors of student success. However, the impact of the test-optional movement is largely unknown and continues to evolve amid the COVID-19 pandemic. Using institutional isomorphism as our theoretical framework, we update and extend existing research by broadening the number and type of test-optional institutions represented in the literature. We use 2x2 repeated measures multivariate analysis of variance (MANOVA) to examine change in applications received, acceptances, enrollment, and the racial and socioeconomic composition of the student body upon the implementation of a test-optional admissions policy. Findings demonstrate that test-optional policy implementation results in a statistically significant increase in applications and enrolled students. However, we find that test-optional policy adoption does not result in a statistically significant increase in the percentage of underrepresented racial minority students or Pell Grant recipients.

In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a "Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we illustrate how three participants with interests in teaching described what attracted them to the program, how the program supported their college and career aspirations, and their visions for careers in education.

Amid the COVID-19 pandemic, an unprecedented number of higher education institutions adopted test-optional admissions policies. The proliferation of these policies and the criticism of standardized admissions tests as unreliable predictors of applicants' postsecondary educational promise have prompted the reimagining of evaluative methodologies in college admissions. However, few institutions have designed and implemented new measures of applicants' potential for success, rather opting to redistribute the weight given to other variables such as high school course grades and high school GPA. We use multiple regression to investigate the predictive validity of a measure of non-cognitive, motivational-developmental dimensions implemented as part of a test-optional admissions policy at a large urban research university in the United States. The measure, composed of four short-answer essay questions, was developed based on the social-cognitive motivational and developmental-constructivist perspectives. Our findings suggest that scores derived from the measure make a statistically significant but small contribution to the prediction of undergraduate GPA and 4-year bachelor's degree completion. We also find that the measure does not make a statistically significant nor practical contribution to the prediction of 5-year graduation.

Annual rankings provide easily consumable quantitative information that prospective students and their families use to make decisions about applications and admissions offers. One popular ranking is Princeton Review's Party Schools, which receives national attention and condemnation by institutional leaders. We analyzed IPEDS and Clery Act data using Generalized Estimating Equations to examine institutional effects and changes in student behaviors associated with appearing in this ranking. We found that appearing in the Party School rankings is associated with several important changes in applications, admissions, and student behaviors. We offer explanations for institutional leaders to consider before taking actions they believe will help ensure their institution no longer appears in the Party Schools rankings.

Burnout is a state of physical or emotional exhaustion that also involves depersonalization and a sense of reduced accomplishment, stemming from chronic workplace stress (Maslach 2003). Some higher education professionals experience stressful workplace conditions such as extended business hours and increased responsibilities despite declining resources. Other factors such as unclear job expectations, limited opportunities for career advancement, and insufficient compensation may exacerbate burnout and increase an employee's intent to leave higher education (Lorden 1998; Marshall 2016; Mullen, et al. 2018). Throughout the COVID-19 pandemic, the American Association of Collegiate Registrars and Admissions Officers (AACRAO) surveyed its members about their experiences and institutional policies (Kilgore 2020b). As an extension of this work, the authors analyzed data from AACRAO's October 2020 survey (Kilgore 2020a) to better understand and document higher education working conditions during the pandemic and their potential impact on higher education. From this research and analysis of higher education professionals' experiences and perceptions across hundreds of institutions in the United States, the authors gleaned important lessons for leadership and institutional researchers to consider during the current pandemic and future campus emergencies. The work showed multiple ways to improve the experiences of higher education professionals including transparent decision-making, having an empathetic approach to leadership, and using institutional research in times of crisis. This article shares recommendations for higher education leaders to inform institutional practices designed to support the working conditions of higher education professionals during emergencies.

Graduate strategic enrollment management (SEM) professionals must become fluent in the mechanics of their institution's budget model in order to better understand how graduate enrollment headcount and tuition revenue translate into the resources that power the institution and fortify it to withstand a potentially uncertain future. This article provides a primer on common institutional budget models and the potential implications of these models on graduate SEM.

Responsibility Center Management (RCM) budget models are designed to create financial incentives that encourage expense reduction and revenue generation. This article--a primer on RCM--equips enrollment management leaders and other higher education professionals with the knowledge required to support the attainment of enrollment headcount and net tuition revenue goals.

The purpose of this qualitative case study is to gain insights into the activities and outcomes associated with participation in the Temple Education Scholars (TES) dual enrollment program, an initiative for seniors attending high school in a large city in the Northeast region of the United States. The objectives of this study are twofold: (1) to inform the design and implementation of dual enrollment programs as a model for facilitating students' transition from secondary to postsecondary education and supporting their future success in college; and (2) to describe the short-term impact of participation in a dual enrollment program on participants' choices about postsecondary education. Our analysis revealed the ways that participating in this dual enrollment program shaped students' attitudes, motivations, and perceptions about college knowledge, college readiness, and college opportunities. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The growth of festival and event tourism requires an understanding of what motivates people to attend events and the characteristics of their motivation to choose particular events to attend. The current study identified a measure to (1) accurately and reliably measure the motivations of beer tourists to attend a craft beer festival and (2) identify the different motivations among subsamples of beer tourists. An exploratory factor analysis (EFA) identified a nine-factor structure that accounted for 71.12% of the total variance. Three groups of beer tourists were also identified (i.e. frequent craft beer drinkers, casual craft beer drinkers and infrequent craft beer drinkers). A confirmatory factor analysis (CFA) and a structural equation model (SEM) confirmed the quality of the measure and different motivations among beer tourists. Results showed that frequent craft beer drinkers (people who drink craft beer more than once per month) demonstrated greater motivation to attend craft beer events to become intoxicated, compared to casual and infrequent craft beer drinkers. Frequent craft beer drinkers were also less motivated to attend craft beer events for the following reasons: to try new things, socialise, or attend an event that is novel/unique. [ABSTRACT FROM AUTHOR]

In response to the critical shortage of a diverse teacher workforce, Temple Education Scholars is a "Grow Your Own" dual enrollment program model designed to promote access to postsecondary education and educator diversity. Grow Your Own programs have frequently been cited as a promising and potentially sustainable model for addressing the disparity between the racial identifications of students and those of their teachers. Using social cognitive career theory, we explore how three participants in the Temple Education Scholars program develop academic and career interests in teaching and make educational choices related to their career aspirations. Following case study analysis, we illustrate how three participants with interests in teaching described what attracted them to the program, how the program supported their college and career aspirations, and their visions for careers in education. [ABSTRACT FROM AUTHOR]