With this volume, the author demonstrates how a collective goods approach to higher education research can alleviate problems of rising costs, declining resources, and growing concerns about undergraduate learning. In taking this approach, the author presents new tools of analysis—borrowed from cognitive science, economics, data analytics, education technology and measurement science—to investigate higher education’s place in society as a public or private good. By showing how these tools can be utilized to re-orient current research, this volume offers scholars and policy makers an argument for the large-scale use of scientific and economic approaches to higher education’s most pressing issues.

part I|50 pages

The Framework

chapter 1|7 pages


chapter 2|41 pages

The Framework

Pasteur’s Quadrant in Higher Education

part III|70 pages

The Rationale for Standardized Assessments in Higher Education

chapter 10|10 pages

Two Questions About Critical-Thinking Tests

chapter 11|12 pages


The Implications of Pasteur’s Quadrant for Research on Higher Education

chapter |8 pages


CLA+ Analytics: Making Data Relevant Through Data Mining in Real Time