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Since 1973, the Carnegie Classification® has been the guiding framework for determining which U.S.-based higher education institutions are considered the top in the country. The complex and multi-layered calculation gives institutions the designation of labeled research one (R1) or research two (R2) institutions, requiring institutions to grant doctoral degrees. These designations are pivotal in determining which institutions obtain high-quality resources through ongoing decisions by many organizations, including federal agencies, private sector organizations, and philanthropists. Additionally, the designations are instrumental in crucial policy decisions that have the future, mobility, and overall sustainability of operations within institutions, including its various stakeholders (i.e., faculty, staff, and students) at its core. As of 2023, while none of the nation’s 101 historically black colleges and universities (HBCUs) have received the highest designation of R1 status, 11 hold the status of R2. Notably, over the past decade, several of those 11 institutions have made obtaining R1 status a top priority for their organization, with many embedding the goal in their critical strategic plans or key initiatives within their leadership teams’ organizational priorities. Despite such efforts, an integral ingredient to achieving R1 status – leadership – is under-researched in the field. Thus, our study aims to acknowledge the vital role of transformational and distributed leadership within HBCUs and their broader stakeholder community in achieving their goal of reaching R1 status. The goal of this research study is to (1) conduct an analysis of data available within the Carnegie Classification®, (2) provide a thorough review of the literature surrounding this phenomenon, (3) explain the role of engineering-related expenditures and engineering education within this phenomenon, (4) ascertain the capabilities of the institutional leadership and motivations towards R1 status, and (5) use that information, all inclusively, to determine who will be the first of the eleven R2 and three R3 HBCUs to receive the R1 designation. Thus, the research questions guiding this study are: (1) Which historically black college and/or university (HBCU) is most likely to obtain Carnegie Classification® R1: doctoral universities – very high research activity status first? (2) How do engineering-related expenditures and education impact or influence HBCUs' Research 1 status potential? Results explain which of the 14 R2 and R2 HBCUs will be the first and most likely to obtain the designation for the upcoming results and why. Implications for this research study and its results, recommendations for future research, and a concluding statement are provided.
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Diversity of HBCUs’ Institutional Human Capital: A Cross-Discipline, Longitudinal Analysis of Faculty Hiring and Placement at HBCUs
Abstract This study examines the diversity of institutional human capital at Historically Black Colleges and Universities (HBCUs) by analyzing faculty educational backgrounds using a large data set on faculty hiring and placement. The analysis includes approximately four thousand faculty members employed at 10 research-intensive R2 HBCUs between 2011 and 2020. The results reveal that the 10 R2 HBCUs primarily hired tenure-track faculty from predominantly White R1 institutions. In contrast, HBCUs hired approximately 20% of their own graduates, while less than 10% of hires came from other HBCUs. Regarding placement, about 60% of HBCU graduates sought employment at HBCUs, while only a small number found employment at R1 institutions. Notably, Howard University placed 30 graduates at R1 institutions. This downward placement pattern underscores a significant trend: most HBCU hires are from R1 institutions, while HBCU graduates primarily find employment at institutions with lower research intensity. Understanding these patterns is crucial for addressing disparities in faculty representation and supporting the growth of Black professionals in academia.
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- Award ID(s):
- 2122525
- PAR ID:
- 10561903
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Innovative Higher Education
- Volume:
- 50
- Issue:
- 3
- ISSN:
- 0742-5627
- Format(s):
- Medium: X Size: p. 1021-1039
- Size(s):
- p. 1021-1039
- Sponsoring Org:
- National Science Foundation
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