Publications by Kevin Dougherty

This journal article analyzes how choice proliferation and information inequity in higher education join to produce and legitimate educational inequality, and it offers detailed recommendations on how to reduce this inegalitarian impact.

This paper examines how the process of making higher education choices in the U.S.—whether to enter higher education, attend a particular college, or follow a particular path through college—produces and legitimates social inequality.

This journal article explores similarities and dissimilarities of higher education policies in England and the United States with an eye to what each country can learn from the other regarding the reduction of social class and racial/ethnic differences in higher education access and success.

This article discusses the origins, implementation, and impacts of neoliberal policies by examining the case of performance-based funding for higher education in the United States, Europe, Canada, Australia, and elsewhere. It provides recommendations for how to improve performance funding and how to construct policy models that go behind the narrow imaginings of neoliberal theory. 

This paper, published in Social Sciences, examines the idealizations and illusions of student choice and marketization in higher education policy in England.

This paper released by the Centre for Global Higher Education at the University of London examines how the process of making higher education choices in the United States—whether to enter higher education, attend a particular college, or follow a particular route—reproduces and legitimates social inequality.

This paper discusses the organization, roles, and contributions of community colleges, and it analyzes reforms that have been proposed and enacted to meet ongoing challenges.

This book is the culmination of a three-year study of performance funding in Indiana, Ohio, and Tennessee. Based on interviews with state officials and staff at 18 public institutions, the book delves into the policy implications of performance funding, which ties state financial support of colleges and universities to institutional performance.

In addition to drawing on the existing body of research on performance funding, this journal article reports data from a study of the implementation of performance funding in three leading states (Indiana, Ohio, and Tennessee) and its impacts on three universities and three community colleges in each state.

In this book, the authors explore the various forces, actors, and motivations behind the adoption, discontinuation, and transformation of performance funding systems.

Based on interviews with over 200 college personnel in Indiana, Ohio, and Tennessee, this paper identifies and analyzes the deliberative structures used by colleges and universities to respond to performance funding demands.

This paper summarizes findings from a large study on the implementation and impacts of performance funding in three states that are regarded as leaders in that movement: Indiana, Ohio, and Tennessee.

This study examines the primary policy instruments through which state performance funding systems influence higher education institutions in Indiana, Ohio, and Tennessee.

This paper examines the ways that universities and community colleges in Indiana, Ohio, and Tennessee have altered their policies, practices, and programs to respond to the demands of performance funding programs.

This paper examines the major obstacles that hinder higher education institutions from responding effectively to the demands of performance funding programs in three states: Indiana, Ohio, and Tennessee.

This paper identifies and analyzes the types and numbers of unintended impacts—actual or potential—of state performance funding policies on higher education institutions in three states: Indiana, Ohio, and Tennessee.

This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding.

This paper examines the political forces supporting the enactment of performance funding 2.0 programs—in which performance funding is embedded into base state funding for higher education—in three leading states.

This study reviews the theories of action that advocates of performance funding have espoused for higher education in three states that are leaders in performance funding: Indiana, Ohio, and Tennessee.

This monograph reviews the national and state literature on the forms and impacts of performance funding, and it includes policy recommendations and suggestions for further research.

This article discusses political forces that shaped performance funding policies in eight states: Florida, Illinois, Missouri, South Carolina, Tennessee, Washington, California, and Nevada.

This paper reviews findings from studies on performance funding programs and provides policy recommendations for overcoming obstacles to the effective functioning of performance funding.

This report discusses political forces that shaped performance funding policies in eight states: Florida, Illinois, Missouri, South Carolina, Tennessee, Washington, California, and Nevada.

The experiences of three states that dropped performance funding (Missouri, Washington, and Florida) are contrasted with those of a fourth (Tennessee) that has retained it more than 30 years.

This report examines the origins of state performance funding in six states and concludes by drawing lessons for policymakers.

The eligibility of undocumented students to apply for in-state tuition varies by state. This article analyzes the political origins of divergent responses among states, drawing on the advocacy coalition framework and policy entrepreneurship theory of policymaking.

Part of the collected volume Colleges 2020, published by a U.K. think tank, this chapter provides an international comparison to British further education by discussing U.S. community colleges.

This paper examines how performance funding systems in two states with long-lasting systems have changed over time and what political and social conditions explain the changes.

This report discusses findings and implications of a study commissioned by the College Board to inform the development of the Voluntary Framework of Accountability for Community Colleges.

This article examines various commonalities and divergences between the English further education system and its nearest U.S. equivalent, the community college system.

To investigate the unstable institutionalization of performance funding in higher education, this paper examines the cessation of performance funding programs in Illinois, Washington, and Florida.

This report describes what policies all 50 states have in place with respect to key community college practices in three main areas: access, success, and performance accountability.

This special issue of New Directions for Community Colleges aims to stimulate community college leaders to reexamine their institution’s functional missions in the context of the community college’s societal missions.

This article explores the evolution of the workforce development role of the community college, its interactions with other missions of the college, and the current crisis facing workforce development.

This article describes how the missions of the community college have varied over time and across geographical regions, and examines how missions complement and conflict with one another.

This report provides an audit of state policies in Connecticut affecting access to, and success in, community colleges for students of color and low-income students.

This report provides an audit of state policies in Ohio affecting access to, and success in, community colleges for students of color and low-income students.

This article features findings from a commissioned audit of state policies on community college access, success, and accountability in seven states.

This report presents the findings of an audit of state policies affecting access to, and success in, community colleges in five states.

This article analyzes two nationally representative datasets to examine how the likelihood of transfer is affected by social background, precollege academic characteristics, external demands at college entrance, and experiences during college.

This book chapter describes the individual benefits of higher education, the individuals who have access to them, and how the benefits are conferred.

This policy brief contains an analysis of the impacts of performance accountability on community colleges in six states.

This book is a compilation and analysis of research on community colleges.

This journal article describes the uneven supply of contract training by community colleges.

This book chapter features an all-inclusive discussion of the role of community colleges in higher education.

This chapter discusses community college policy issues and provides readers with an in-depth discussion of research questions and methodological perspectives.

This book chapter, published in Education and Sociology: An Encyclopedia, focuses on the role of community colleges in education and society.

This book chapter offers a consummate account of the issues surrounding contradictory missions of the community college.

This paper analyzes the new economic role of the community college by examining its role in workforce development for five different industries.

This article analyzes the content, origins, and impact of the community college's growing involvement in contracting with employers to train current or prospective employees in job and academic skills.