Kenneth W. Borland


Dr. Kenneth Borland

Position: Professor
Phone: 419-372-9397
Address: 310D Education

HESA Faculty since 2011

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



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