Project MUSE®: The Review of Higher Education - Latest Articles
https://muse.jhu.edu/journal/172
Project MUSE®: Latest articles in The Review of Higher Education.daily12026-05-16T00:00:00-05:00text/htmlen-USVol. 1 (1977) through current issueLatest Articles: The Review of Higher EducationTWOProject MUSE®The Review of Higher Education1090-70090162-5748Latest articles in The Review of Higher Education. Feed provided by Project MUSE®The Paradox of Marketability: Degree Utilization and Labor Market Outcomes by College Field of Study
https://muse.jhu.edu/article/984728
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A college degree no longer ensures a middle-class job in the United States as many graduates work in jobs that neither require degrees nor pay well (Garcia-Navarro, 2018; Moss-Pech et al., 2021). One strategy students pursue, and institutions facilitate, to avoid underemployment is enrollment in "practical arts" disciplines (Brint et al., 2005), fields matched to occupations (e.g., Engineering, Nursing). Though the term encompasses a range of disciplines, particularly salient are applied science (e.g., Engineering) and business majors. Graduates of these majors have lower unemployment rates, find jobs more quickly after graduation, enjoy higher salaries, and are more likely to find jobs matched to their degrees
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/172/image/coversmallThe Paradox of Marketability: Degree Utilization and Labor Market Outcomes by College Field of Study2026-03-10text/htmlen-USThe Paradox of Marketability: Degree Utilization and Labor Market Outcomes by College Field of Study2026-03-102026TWOProject MUSE®1752652026-05-16T00:00:00-05:002026-03-10Average and Differential Effects of Corequisite Math Reforms on Short-, Medium-, and Long-Term Outcomes
https://muse.jhu.edu/article/984729
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Community colleges—public two-year colleges that disproportionately serve students of color and students from low-income families—educate over 40% of college entrants in the United States (National Center for Education Statistics [NCES], 2023). Although community colleges democratize access to higher education, entering a community college with inadequate student support structures and byzantine course sequences can thwart students' educational attainment (Schudde & Goldrick-Rab, 2014). One structural hurdle faced by many community college entrants occurs when they do not meet college-readiness standards in math or English (Bailey et al., 2010). Such students have traditionally been required to take developmental
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/172/image/coversmallAverage and Differential Effects of Corequisite Math Reforms on Short-, Medium-, and Long-Term Outcomes2026-03-10text/htmlen-USAverage and Differential Effects of Corequisite Math Reforms on Short-, Medium-, and Long-Term Outcomes2026-03-102026TWOProject MUSE®1616542026-05-16T00:00:00-05:002026-03-10"I Don't Want to Die for This": Exploring Black Women Administrators' Workplace Wellbeing
https://muse.jhu.edu/article/984730
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Attrition among Higher Education and Student Affairs (HESA) professionals is often tied to health, self-care, and wellness (Anderson, 2015; Gee & Ford, 2011; Husband, 2016; Mullen et al., 2018; Smith, 2004). Nearly 75% professionals exit within a decade of beginning work in the field, with most leaving for work in non-profit and for-profit industries (ACPA Presidential Task Force on 21st Century Employment in Higher Education, 2022; Bichsel et al., 2022). During COVID-19, Bichsel et al. (2022) found an estimated 57% non-faculty HESA employees were "likely to look for new employment opportunities in the next year" (para. 27). While the retention of HESA professionals proved difficult before COVID-19, inflexibility
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/172/image/coversmall"I Don't Want to Die for This": Exploring Black Women Administrators' Workplace Wellbeing2026-03-10text/htmlen-US"I Don't Want to Die for This": Exploring Black Women Administrators' Workplace Wellbeing2026-03-102026TWOProject MUSE®1963862026-05-16T00:00:00-05:002026-03-10Does Advanced High School Coursework Enhance Community College Women's Pathways to Computing Degrees? Evidence from Florida
https://muse.jhu.edu/article/984731
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Significant advancements in higher education notwithstanding (Buchmann & DiPrete, 2006; Goldin et al., 2006; Vincent-Lancrin, 2008), women remain starkly underrepresented in computing fields, even at community colleges (Denner et al., 2014; Perez-Felkner et al., 2019). Underrepresentation in computing and other science, technology, engineering, and mathematics (STEM) fields exacerbates existing gender disparities in the labor market and subsequent earnings (Corbett & Hill, 2015; DiPrete & Buchmann, 2013). Despite their success in other STEM fields, and decades of research and interventions across the educational life course on gender equity in computing (Perez-Felkner et al., 2025; Singh, et al., 2007; Volman & Van
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/172/image/coversmallDoes Advanced High School Coursework Enhance Community College Women's Pathways to Computing Degrees? Evidence from Florida2026-03-10text/htmlen-USDoes Advanced High School Coursework Enhance Community College Women's Pathways to Computing Degrees? Evidence from Florida2026-03-102026TWOProject MUSE®2147052026-05-16T00:00:00-05:002026-03-10Creating the University of the Future: A Global View on Future Skills and Future Higher Education by Ulf-Daniel Ehlers and Laura Eigbrecht (review)
https://muse.jhu.edu/article/984732
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In a rapidly transforming world marked by digital acceleration, sociotechnical upheavals, and new moral imperatives for sustainability, Ulf-Daniel Ehlers and Laura Eigbrecht's Creating the University of the Future stands as both a scholarly manifesto and an empirical compendium. This open-access volume, part of the Creating the University of the Future, Zukunft der Hochschulbildung – Future Higher Education series, includes 30 chapters by global contributors—researchers, policy architects, and practitioners—engaged in what the editors call the "Future Skills Turn" (p. 4). The editors' central proposition—that higher education must shift from content transmission toward cultivating competences for navigating
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/172/image/coversmallCreating the University of the Future: A Global View on Future Skills and Future Higher Education by Ulf-Daniel Ehlers and Laura Eigbrecht (review)2026-03-10text/htmlen-USCreating the University of the Future: A Global View on Future Skills and Future Higher Education by Ulf-Daniel Ehlers and Laura Eigbrecht (review)2026-03-102026TWOProject MUSE®208652026-05-16T00:00:00-05:002026-03-10