Melissa Whatley's research while affiliated with The Graduate Institute and other places

... Admittedly, however, the United States is overrepresented geographically in these studies. Hinshaw et al. (2022) speak to virtual exchange in primary and secondary education while Whatley et al. (2022) address the twoyear, public (community college) postsecondary sector. Poe (2022) draws from data representing historically marginalized student virtual exchange participants in the four-year postsecondary sector. ...

... The significance level for this study was a ¼ 0.05. In statistical analysis t tests are used when comparing two group means, a one-way ANOVA analysis is used to compare means of more than two groups, and a chisquare test is used to explore the relationship between two categorical variables (Whatley 2022). ...

... In this mission statement the college system prioritizes a global education. A recent study was conducted that examined the international activities of the community colleges in North Carolina (Whatley, 2020). A survey was sent to the fifty-eight community colleges to gauge the international activities on the campuses. ...

... A significant area of emphasis in higher education is financial literacy. An essential component of national financial literacy initiatives is guaranteeing that college students have a proper degree of financial literacy [29,30]. ...

... To date, several studies have also examined responses to COVID-19 at specific institutions, such as branch campuses (Zhang and Zhu 2022) and community colleges (Whatley and Fischer 2022). How institutions and programs can capitalise on the mobility restrictions to create more resilient and innovative structures for both international and domestic students has been studied (LeBeau and Zhang 2022; Liu and Zou 2022). ...

... Inequity in internationalization is not only reflected in the students who do or do not participate, but also in the representation of approaches to internationalization within broader, field-level dialogues. In this study, we also explore the extent to which a recent typology intended to "help practitioners and scholars understand what types of exchanges exist, how they are created, and what is required for implementation" (Stevens Initiative, 2021, p. 2) represents virtual exchange programs offered at US community colleges, an institutional type that is often absent from conversations about international education (Whatley & González Canché, 2022). ...

... Beyond quantitizing, educational researchers also applied other forms of transforming integration in mixed methods research. Whatley and Stich (2021) conducted a network analysis of qualitative codes based on higher education institutions' websites and information sharing practices related to study abroad programs. This study demonstrated how network analysis can be used to validate findings from earlier phases of a mixed methods study. ...

... Other states should consider how their flagship and research universities could follow suit to offer more robust initiatives centering vertical transfer. Moreover, public colleges and universities have traditionally created transfer pathways for community college students through established articulation agreements (Roksa, 2009), and there is a growing body of research showing that these statewide agreements can effectively improve rates of transfer and post-transfer outcomes (Boatman & Soliz, 2018;Worsham et al., 2021). Through such efforts, selective, public institutions can use their resources to eliminate admissions barriers for many low-SES students and work towards advancing more equitable transfer outcomes. ...

... acute, individual-level disruptions such as abuse, homelessness, and the foster care system) prior to entering college (Wolniak et al., 2021;Wolniak & Rekoutis, 2016). For all intents and purposes, these students would not be expected to study abroad given prior research showing that students from low socioeconomic backgrounds are much less likely to do so (Amani & Kim, 2018;Whatley, 2017Whatley, , 2021Whatley & Clayton, 2020). However, students from adverse backgrounds who managed to overcome barriers and successfully enter higher education bring a level of resilience that may ultimately stimulate an interest in study abroad, though we are aware of no prior research examining this premise. ...

... More recently, research has also challenged the notion that a long-duration program of a semester or year is a necessity for intercultural competency development. Study abroad programs as short as 2 weeks have been found to yield measurable growth in intercultural effectiveness (Nguyen, 2017), intercultural competence (Yngve, 2018), and/or global awareness (Schellhase et al., 2021;Whatley, 2019). A recent review of research about effective intercultural development (in study abroad contexts), suggests strongly that, rather than duration or other programmatic structures, guided reflection is the key to students' development; without such support, instrumentalism, colonialism and cultural backlash are just as likely to occur as more positive outcomes (Johnstone et al., 2020). ...