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. (2019).  Administrative Response to Activism, in M. Miller & D. Tolliver (Eds.), Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism.  Hershey, PA: IGI Global.

Cooney, M. & Borland, K. (2018).  The next generation of community college presidents: Who they are, how they prepare, and how they lead; results from a national study.  Journal of Research on the College President, 2 (Fall) (14-29).

Borland, K. (2017)  Grounded practical theory to improve persistence-retention strategic enrollment management.  Journal of Research, Assessment, and Practice in Higher Education: 2:1 (December) (1-19), Article 4.  https://ecommons.udayton.edu/jraphe/vol2/iss1/4.

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).  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, Tenure Promotion Review Council

Boards: Journal for Research on the College Presidency, Editorial Board; Journal of Research, Assessment, and Practice in Higher Education, Editorial Board, and Ohio College Personnel Association, Executive Board

Awards

McGraw Hill Higher Education Distinguished Scholar Award (2019)  The Concurrent Conferences of the American Association of Behavioral & Social Sciences, Academic Research in Education, and Ethnographic & Qualitative Research

Outstanding Service Award (2009)  Act 101 Program for Excellence

Brigade Commander Medal (2008)  U.S. Army ROTC 2nd Liberty Brigade Army Cadet Command