Margaret M. Clements, Ph.D.
Education Policy Studies and Higher Education Administration
School of Library and Information Science
Indiana University, Bloomington, IN 47405
MARGARET M. CLEMENTS
Research and Creative Activity
My research involves four
substantive areas: (1) higher education
patenting and licensing activities; (2) higher education finance as it pertains
to student retention and access; (3) student development and mentor-protégé
relationships; and, (4) school policy research. What unites these research
domains is a theoretical agenda concerning access to educational
opportunity. Whether these issues involve
relational, financial, political, systemic or sociological characteristics, my
research examines the overarching issue of educational access from the
interaction of structure, systems, relations and background. Most recently, my research--funded by the National Science Foundation under project number 0925915*--has
focused on important trends in international scientific collaborations
involving higher education that indicate an expanding interconnectedness
between scientific researchers. These
trends have important ramifications for who is participating in the creation,
ownership, control and diffusion of knowledge. For
the purposes of this statement, I have organized a description of my research
endeavors in the topical areas of intellectual property, mentoring and student
development, higher education finance and school policy research. Finally, I describe my future goals with
regard to my research.
Global Networks of University Innovators. Currently, I have begun a global research project, funded by the National Science Foundation under grant number 0925915, which will analyze processes of knowledge diffusion through university patenting activities. This is a multi-year research endeavor involving multiple data sets. The goals of this longitudinal study are to demonstrate important relationships between academic inventors and inter-organizational networks around the globe; to study the complexity of preferential attachment is it pertains to knowledge diffusion; and to examine innovation through changing network features.
Patents and the University. In a chapter I recently co-authored for a series on globalization, my
research examined the cultural aspects of international research collaborations
between developing countries and the
Dissertation Research. My dissertation research studied the phenomenon that higher education
systems around the globe increasingly emulate the
Higher Education Finance
Student Loans and Grants. My higher education policy analysis has focused on the effects of prices, loans and grants in impacting choice and persistence at state, national and international levels. Initially, utilizing models developed by Edward P. St. John and Patricia Somers, I examined within-year persistence in four different academic years, by conducting a series of analyses to assess the effects of student aid on persistence. Later, I focused on the student loan industry from both domestic and international perspectives. I have presented at professional conferences on this subject and have prepared reports to the Indiana Commission on Higher Education on this subject. An element of my future research on intellectual property will include an analysis of the changing relationship between research funding, tuition discounting and institution based student grants.
Mentoring and Student Development
Mentoring and the Doctorate. As part of the Carnegie Initiative on the Doctorate, this study examined
doctoral programs in education at two research intensive institutions from the
perspectives of doctoral students, faculty and administrators.
Master Teachers and World Class Talent. I have collaborated with Dr. Robert Arnove in a long-term, on-going study that examines internationally renowned master teachers and coaches in several fields of endeavor such as the performing arts, athletics, chess and mathematics. In concert with this research on the development of world-class talent, we have focused on a sample of public school teachers who have been distinguished for their excellence in teaching. This study identifies characteristics shared by master teachers (located principally in universities and music conservatories) and extraordinary public school teachers. By focusing on the methods and approaches both groups of teachers employ to promote higher levels of learning and performance in their students, this study addresses how public school teachers achieve the personalized and intensive instruction that characterizes the development of world-class talent within the more bureaucratic structures of public school systems. A major premise of this study is that world-class performance and achievement in the arts, athletics and other fields is most commonly the outcome of extended, deliberate development directed by master teachers and coaches toward protégés during critical periods of development.
School Policy Research
Early Literacy Development. I
was a founding research team member of this study that examined the Indiana
Early Literacy Intervention Grant Program--a program that funded a total of 133
projects and served 9,685 students in its first year. The study incorporated an
analysis of existing databases, a systematic review of the research literature
on reading interventions, and the analysis of a survey of funded projects
(Reading Recovery®, Early Literacy Learning Initiative, full-day kindergarten,
and other early literacy interventions). Four research questions were
addressed: What is the early literacy challenge in
Working on this funded project has made me a better teacher educator and research practitioner. Likewise, this research helped me formulate a strong sense of the importance of a seamless K-22 educational experience. Additionally, it improved my comprehension of concrete forms of early exclusion from educational opportunity. Through my work with exceptional public school teachers, I utilized the insights I gained from this research to connect an Armstrong Teacher (a program I coordinated with Dr. Frank Lester for three years which integrated exceptional teacher practitioners into the school of education’s teacher education program) with a team of university experts on writing composition instruction. By working together, this high school teacher informed state curricular standards on writing at the same time the university team revised their curriculum through understanding the challenges public school teachers face in the classroom. Together, they published a textbook and a four-volume guide that helps high school students prepare for college composition and literature classes.
Public Opinions and Political Contexts of Education. This research examined the interrelationship between public opinion and policy contexts for educational improvement and reform. First, it reviewed trends in public opinions about education policy issues and compared them to educators’ opinions about similar issues. Next, it examined how the context for education policy decisions has changed over the past two decades. Then, it went on to consider different ways of viewing the interrelationship between public opinion and policy decisions within school districts and school buildings. Finally, it concluded with implications for public relations in schools with regard to current political conditions. This work is published in a textbook on public relations for school administrators. My research in this area has helped me in my teaching of future teachers.
My research draws on my broad base in both quantitative and qualitative analytical techniques. As a graduate student, my coursework included graduate level courses in bivariate, multivariate and logistic regression analyses, qualitative inquiry methods, and advanced program evaluation. This preparation gave me opportunities to work on a number of funded projects where I researched and analyzed education policy issues at all levels of education (pre-kindergarten through post-graduate studies). Having worked on funded research teams, I recognize the importance of funding to my own research goals as well as the opportunities such funding provides for graduate students to participate in research. One of the key roles I want to play as a faculty member is that I want to mentor students. My methodological preparation, my prior professional experience, and my research goals enable me to recognize that I will need to begin organizing student research teams early in my faculty career in order to pursue the scope and level of research I intend to accomplish.
During recent discussions with members of the European Union parliament, the National Science Foundation and various economic development initiatives around the country, I have a growing appreciation for the importance of my research in the service of knowledge diffusion process and international technology transfer. I have been encouraged to establish a center where my research could be furthered and disseminated. I am in the process of laying the groundwork for the establishment and location of such a center. Through this center, I will begin to achieve one of my most important professional goals: providing a good climate for graduate student development utilizing both quantitative and qualitative methods of analysis; dissemination of research findings to policy makers, university administrators and education practitioners; and informing both domestic and international education policy deliberations.