Kenneth W. Borland

Borland

Dr. Kenneth Borland

Position: Professor
Phone: 419-372-9397
Email: kborlan@bgsu.edu
Address: 310D Education

HESA Faculty since 2011

Education
D.Ed., The Pennsylvania State University [1996], Adult and Higher Education
M.A., Southwestern Baptist Theological Seminary [1985], Education and Religion
B.S., Toccoa Falls College [1980], Theology

Research Interests
Leadership (executive and strategic, philosophy, planning, management, change) Governance & Policy, and Student Success

Teaching at BGSU
Organization and Governance in Higher Education
Administration in Higher Education
Foundations of Higher Education
Theory & Assessment of Educational Environments
Organizational Leadership, Management, and Administration in Student Affairs
Issues Courses:
    • Change in Higher Education
    • Strategic Environment Management
Supervised Field Experience in College Student Personnel

Recent Publications

Borland, K.  (2017).  Leading to individual and organizational resilience with “Grief,” “Stress,” and “Faith” stakeholders: The Humane Crisis Planning and Management Model.  Journal of Contingencies and Crisis Management, 25:3 (September) (188–193).

 

Borland, K. (2017).  Alive, survive, strive, thrive: A grounded conceptual sustainability taxonomy.  Journal of Sustainability Education, 12 (February).

 

Borland, K. (2016).  The 1st 100 day persistence-retention plan, critical for student and institution success.  Journal of Research, Assessment, and Practice in Higher Education, 1 (11-16).

 

Cooney, M. & Borland, K. (2016).  Student unrest: From historic infamy to humane inclusivity.  Journal of Research, Assessment, and Practice in Higher Education, 1 (1-5).

 

Borland, K. (2016).  “The Problem of College Readiness.”  Journal of College Student Development, 57(8), 1044-46.

 

Borland, K., Duberstein, A., Miller, M., Gilgour, J., & Warren, M. (2015).  From Remediation to Graduation: Directions for Research and Policy Practice in Developmental Education in P. Munsch (Ed.) The Importance of Developmental Education in Preserving Access and Opportunity to All Students.  DC: ACPA.

 

Borland, K. (2013).  “The Student Success Movement: A Past to Project Its Future” in G. McLaughlin et. al., Building Bridges for Student Success: A Sourcebook for Colleges and Universities. Stillwater OK: Consortium for Student Retention Data Exchange, University of Oklahoma:

 

Howard, R. & Borland, K. (2010).  The role of mixed method approaches in institutional research. In Howard, R., Watt, C., & Kennedy-Phillips, L. (Eds). Qualitative and quantitative research: A mixed methods approach in higher education (pp. 304-307). Pearson Custom Publishing: Boston, MA.

 

Borland, K., Howard, R., Sanders, C., & Gioglio, T.  (2009).  Accountability to athletics stakeholders.  In D. Kissinger & M. Miller (Eds.), College student athletes: Challenges, opportunities, and policy implications (pp. 219-233).  Charlotte: Information Age Publishing Inc.

 

Howard, R. & Borland, K.  (2007).  The role of mixed method approaches in institutional research.  In R. Howard (Ed.), Using mixed methods in institutional research. (pp. 2-7).  Tallahassee: Association for Institutional Research.

 

Borland, K.  (2004).  The relationship between faculty and academic administration in governance functions.  In M. Miller & J. A. Caplow (Eds.), Policy and university faculty governance (pp. 85-96).   Educational Policy in the 21st Century, B. A. Jones, Ed.  Greenwich: Information Age Publishing Inc.

 

Borland, K.  (2004).  Enrollment management issues.  In B. Jacobs, M. Miller, B. Lauren, & D. Nadler (Eds.), The college transfer student in America: The forgotten student (pp. 27-46).  Washington, DC: American Association of Collegiate Registrars and Admissions Officers.

 

Erickson, J., Howard, R., Borland, K., & Baker, L. (2004).  Full-time leaders/part-time learners: Doctoral programs for administrators with multiple priorities. Rowman & Littlefield Publications: Lanham, MD.

 

Borland, K.  (2001-2002).  Assessing retention: Six steps and four paradigms.  Journal of College Student Retention: Research, Theory & Practice, 3(4), 365-380.

 

Borland, K.  (2002).  Toward a culture of assessment.  In P. Schwartz & G. Webb (Eds.), Case studies on assessment in higher education (pp. 97-104).  London: Kogan Page.

 

Donnelly, D. & Borland, K.  (2002).  Undeclared students’ patterns of declaration: Practical and political implications for orientation and transition programs.  The Journal of College Orientation and Transition, 10(1), 5-13.

 

Borland, K. & Lockhart, M.  (2002).  Linking the defining, evaluating, and developing of great teaching.  Review for the Study of College Teaching, 1, 30-37.

 

Howard, R. & Borland, K., Eds.  (2001).  Balancing qualitative and quantitative information for effective decision support.  New Directions in Institutional Research.  San Francisco: Jossey-Bass Publishing.

 

Borland, K.  (2001).  Community liberation via the first two years’ curriculum.  In L. Hagedorn (Ed.), Sound instruction: Ready to use classroom practice (pp. 119-125).  Chattanooga: Rapid Intellect.

 

Borland, K.  (2001).  Qualitative and quantitative research: A complementary balance.  In R. Howard & K. Borland (Eds.) Balancing qualitative and quantitative information for effective decision support (pp. 5-13).  New Directions for Institutional Research, J. Volkwein, Ed.  San Francisco: Jossey-Bass.

 

Borland, K., Lockhart, M., & Howard, R.  (2001).  Assessing distance teaching and learning.  In L. Hagedorn (Ed.), Sound instruction: Ready to use classroom practice (pp. 2-7).  Chattanooga: Rapid Intellect.

 

Borland, K. & Lockhart, M.  (2001).  Incorporating diversity in ALL faculty/staff development programs … regardless of the content.  The Journal of Faculty Development, 18(2), 57-64.

 

Lockhart, M. & Borland, K.  (2001).  Critical thinking goals, outcomes, and pedagogy in senior capstone courses.  The Journal of Faculty Development, 18(1), 19-25.

 

Borland, K.  (2001).  What is assessment and its place in education?  Academic Exchange Quarterly, 5(1), 2-3.Selected Service to the Profession

University Executive;

Interim President

Senior Vice President and Provost

Associate Provost

 

University Governance;

Senate Presiding Officer

Faculty Senate Executive Committee

President’s Advisory Committee for Intercollegiate Athletics

Academic Honesty Committee

 

Boards;

Journal for Research on the College Presidency, Editorial Board

Journal of Research, Assessment, and Practice in Higher Education, Editorial Board

Ohio College Personnel Association, Executive Board