References
- Allen, D. & Dadgar, M. (2012). Does dual enrollment increase students’ success in college? Evidence from a quasi-experimental analysis of dual enrollment in New York City. New Directions for Higher Education, 2012(158), 11–19. https://doi.org/10.1002/he.20010
- Baik, C., Haylor, R., & Arkoudis, S. (2015). The first year experience in Australian universities: Findings from two decades, 1994-2014. Melbourne Centre of Higher Education. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0016/1513123/FYE-2014-FULL-report-FINAL-web.pdf
- Barry, K. M., Woods, M., Warnecke, E., Stirling, C., & Martin, A. (2018). Psychological health of doctoral candidates, study-related challenges and perceived performance. Higher Education Research & Development, 37(3), 468–483. https://doi.org/10.1080/07294360.2018.1425979
- Becker, A. & Wood, D. (2017, August). The state of dual credit after policy changes to faculty qualification in Illinois. In Center for the study of education policy. Illinois State University. https://education.illinoisstate.edu
- Creswell, J. W. & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
- Duncheon, J. C. & Relles, S. R. (2020). “We’re caught in between two systems”: Exploring the complexity of dual credit implementation. The Review of Higher Education, 43(4), 989–1016. https://doi.org/10.1353/rhe.2020.0028
- Education Commission of the States. (2019). Dual/Concurrent enrollment policies 2019: Definition or title of program. https://reports.ecs.org/comparisons/dual-concurrent-enrollment-policies-2019-02
- Higher Learning Commission. (2016a, December 19). Letter to Indiana commission for higher education. https://www.in.gov/che/files/ExtensionApprovalLetter_HLC.pdf
- Higher Learning Commission. (2016b, December 19). Letter to Minnesota state college and university system. https://www.smsu.edu/resources/webspaces/academics/collegenow/hlc-approval-for-5-year-extension.pdf
- Higher Learning Commission. (2020, September). Determining qualified faculty through HLC’s criteria for accreditation and assumed practices. https://download.hlcommission.org/FacultyGuidelines_OPB.pdf
- Higher Learning Commission. (2022, July). June board actions. https://www.hlcommission.org/Publications/Leaflet/July-2022/june-board-actions.html#msdynttrid=hOYi_Pr4UYl0jViiZ3wp9V6d_CDSjZ0lDTJGH2ssuls
- Horn, A., Reinert, L., Sung, T. J., & Zinth, J. (2016). Faculty qualification policies and strategies relevant to dual enrollment programs: An analysis of states and regional accreditation agencies. Midwestern Higher Education Compact. https://www.ecs.org/wp-content/uploads/Faculty-Qualification-Policies-and-Strategies-Relevant-to-Dual-Enrollment-Programs-An-Analysis-of-States-and-Regional-Accreditation-Agencies-2.pdf
- Johnson, R. & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). Sage.
- Kowalczuk-Walędziak, M., Lopes, A., Menezes, I., & Tormenta, N. (2017). Teachers pursuing a doctoral degree: Motivation and perceived impact. Educational Research, 59(3), 335–352. https://doi.org/10.1080/00131881.2017.1345287
- Lane, J. (2012). Agency theory in higher education organizations. In M. Bastedo (Ed.), The organization of higher education (pp. 278–303). The Johns Hopkins University Press.
- Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: Guided by information power. Qualitative Health Research, 26(13), 1753–1760. https://doi.org/10.1177/1049732315617444
- Merriam, S. & Tisdell, E. (2016). Qualitative research: A guide to design and implementation. Jossey- Bass.
- Midwestern Higher Education Compact. (2017, November). Number of dual credit teachers by faculty qualifications – 2017. https://www.mhec.org/sites/default/files/resources/Innovations_and_Initiatives_Panel_Discussion_51818.pdf
- Minnesota State Board of Trustees. (2016, November). Concurrent enrollment. [ PowerPoint slides]. https://www.smsu.edu/resources/webspaces/academics/collegenow/mnscu-board-of-trustees-presentation-on-concurrent-enrollment.pdf
- Moe, T. (1984). The new economics of organization. American Journal of Political Science, 28(4), 739–777. https://doi.org/10.2307/2110997
- The National Alliance of Concurrent Enrollment Partnerships. (2020). NACEP accreditation guide. https://nacep.org/docs/accreditation/Accreditation%20Guide-%20College%20Provided%20Faculty%20Model%20For%20Peer%20Reviewers%20and%20Applicants3.27.2020-FINAL.pdf
- O’Meara, K., Griffin, K. A., Kuvaeva, A., Nyunt, G., & Robinson, T. N. (2017). Sense of belonging and its contributing factors in graduate education. International Journal of Doctoral Studies, 12, 251–279. https://doi.org/10.28945/3903
- Parks, J. & Williams, A. (2021). Responses to concurrent enrollment teacher credentialing crisis [Conference presentation]. Higher Learning Commission: 2021 Annual Conference. https://www.mhec.org/sites/default/files/resources/20210407HLC_Annual_Conference_Presentation_0.pdf
- Schneider, M., Lopez-Malagon, R., & Lambert, T. (2022). TransferIN: State initiatives and infrastructure supporting Ivy Tech students [Conference presentation]. NACEP: 2022 Annual Conference. Minneapolis, MN.
- Smith, A. A. (2017, November 17). Scramble for dual-credit certification. Inside Higher Ed. https://www.insidehighered.com/news/2017/11/27/institutions-grapple-accreditors-changes-dual-credit-instruction
- Taylor, J., Ozuna Allen, T., An, B., Denecker, C., Edmunds, J., Frik, J., Giani, M., Hodara, M., Hu, X., Tobolowsky, B., & Chen, W. (2022). Research priorities for advancing equitable dual enrollment policy and practice. University of Utah.
- Turner, H. (2023). Exploring motivation and satisfaction in part-time PhD students. Studies in Graduate and Postdoctoral Education, ahead-of-print(ahead–of–print). https://doi.org/10.1108/SGPE-12-2021-0088
- van der Haert, M., Arias Ortiz, E., Emplit, P., Halloin, V., & Dehon, C. (2014). Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research? Studies in Higher Education, 39(10), 1885–1909. https://doi.org/10.1080/03075079.2013.806458
- van Rooij, E., Fokkens-Bruinsma, M., & Jansen, E. (2021). Factors that influence PhD candidates’ success: The importance of PhD project characteristics. Studies in Continuing Education, 43(1), 48–67. https://doi.org/10.1080/0158037X.2019.1652158
- West, I., Gokalp, G., Pena, E., Fischer, L., & Gupton, J. (2011). Exploring effective support practices for doctoral students’ degree completion. College Student Journal, 45(2), 310–323.
- Yusuf, J. E., Saitgalina, M., & Chapman, D. (2020). Work-life balance and well-being of graduate students. Journal of Public Affairs Education, 26(4), 458–483. https://doi.org/10.1080/15236803.2020.1771990