Advertisement

Evidence-Based Policy and Decision-Making at Liberal Arts Colleges: How Are They Measuring Up?

  • Toshiaki SasaoEmail author
Chapter
Part of the Education Innovation Series book series (EDIN)

Abstract

In the increasingly diverse and global world where young people and families struggle to find themselves optimal educational opportunities in schools, homes, and communities, researchers and practitioners have been hard-pressed to offer “evidence-based policy and decision-making” for accountability and efficacy of educational outcomes (e.g., National Institute for Educational Policy Research, 2012; Pascarella, Wolniak, Seifert, Cruce, & Blaich, 2005; Wandersman, Alia, Cook, Hsu, & Ramaswamy, 2016). In addition, the cultural landscape of our society has been constantly changing because of globalization and sociopolitical climates in the past decade or so. Much of the impetus for evidence-based practice and policy in education reflects our societal or governmental pressures, as well as the long tradition of objectivism in educational research (cf. Campbell, & Stanley, 1966), the preeminence of randomized controlled trials (RCT) in medicine, the age-old intuition, or the Divine truth (Bridges, Meyers, & Smith, 2009).

References

  1. Anders, G. (2017). You can do anything: The surprising power of a “useless” liberal arts education. New York: Little Brown and Company.Google Scholar
  2. Berns, R. M. (2016). Child, family, school, community: Socialization and support. Stamford, CT: Cengage Learning.Google Scholar
  3. Bridges, D., Smeyers, P., & Smith, R. (2009). Evidence-based education policy: What evidence? What basis? Whose policy? London: Blackwell.Google Scholar
  4. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.Google Scholar
  5. Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. New York: Sage.Google Scholar
  6. Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod meztrix. Psychological Bulletin, 56, 81–105.CrossRefGoogle Scholar
  7. Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for educational research. Chicago: Rand-McNally.Google Scholar
  8. Center of Inquiry in the Liberal Arts at Wabash College. (2006). Wabash National Study of Liberal Arts Education. Retrieved on 19 Sept 2017 from http://www.liberalarts.wabash.edu/nationalstudy
  9. Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47, 108–121.CrossRefGoogle Scholar
  10. Docking, J. R., & Curton, C. C. (2015). Crisis in higher education: A plan to save small liberal arts colleges in America. East Lansing, MI: Michigan State University Press.Google Scholar
  11. Eckles, J. E. (2010). Evaluating the efficiency of top liberal arts colleges. Research in Higher Education, 51, 266–293.CrossRefGoogle Scholar
  12. Jung, I., Nishimura, M., & Sasao, T. (Eds.). (2016). Liberal arts education and colleges in East Asia, higher education in Asia: Quality, excellence, and governance. Singapore, Singapore: Springer.Google Scholar
  13. National Institute for Educational Policy Research. (2012). Educational research and evidence. Tokyo: Akashi Books [in Japanese].Google Scholar
  14. Nelson Laird, T., Shoup, R., Kuh, G., & Schwartz, M. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49, 469–494.CrossRefGoogle Scholar
  15. Pacarella, E. T., Wang, J.-S., Trolian, T. L., & Blaich, C. (2013). How the instructional and learning environment as of liberal arts colleges enhance cognitive development. Higher Education, 66, 569–583.CrossRefGoogle Scholar
  16. Pascarella, E. T., Wolniak, G. C., Seifert, T. A. D., Cruse, T. M., & Blaich, C. F. (2005). Liberal arts colleges and liberal arts education: New evidence on impact (ASHE Higher Education Report, Volume 31, Number 3). San Francisco: Jossey-Bass.Google Scholar
  17. Shiraev, E. B., & Levy, D. B. (2016). Cross-cultural psychology: Critical theory and contemporary applications. London: Routledge.CrossRefGoogle Scholar
  18. Stross, R. (2017). A practical education: Why liberal arts major make great employees. Palo Alto, CA: Redwood Press.Google Scholar
  19. Tseng, V. (2016, March). Evidence at the crossroads pt. 11: The next generation of evidence-based policy. William T. Grant Foundation. Retrieved from http://wtgrantfoundation.org/evidence-crossraods-pt-11-nextgeneration-evidence-based-policy, December 15, 2016.
  20. Wandersman, A., Alia, K., Cook, B. S., Hsu, L. L., & Ramaswamy, R. (2016). Evidence-based interventions are necessary but not sufficient for achieving outcomes in each setting in a complex world: Empowerment evaluation, getting to outcome, and demonstrating accountability. American Journal of Evaluation, 37(4), 544–561.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.International Christian UniversityMitaka-shiJapan

Personalised recommendations