Intellectual Craftsmanship | The Foundation of Credibility

My scholarly work and commitment to teaching are not separate from my leadership; they are its intellectual foundation and moral compass. As an avid reader of C. Wright Mills since my undergraduate days at Ole Miss, I have adopted his phrasing and try to instill in every graduate student that I mentor, the principals Mills (1952) set forth. This deliberate path was chosen to ensure that my executive decisions are informed by rigorous assessment, a dedication to fairness, and a profound respect for the teaching and learning processes.

The Deliberate Choice: From President to Professor

A Philosophy in Action: After serving in an interim presidency role, I made the conscious decision to pursue a tenure-track faculty position. This choice was driven by the belief that to lead an academic community with ultimate legitimacy, one must fully understand and participate in its central endeavors of scholarship, teaching, and service.
An Integrated Leader: This journey makes me not a college president who once taught, but will create a scholar-president. It ensures that in every decision—from resource allocation to strategic planning—I bring an intrinsic faculty perspective, a commitment to shared governance, and a credibility that can only be earned, not appointed. For specific coursework I teach and have taught, please see this page.

Research Focus

My publications and research investigate affective domain learning, learning outcomes assessment, and student retention—specifically, how to measure/evaluate and improve the non-cognitive factors that influence persistence and enhance belonging. I learn through practical multimethod research situated in an organizational institutionalism framework drawing from diverse academic fields including anthropology, economics, education, management, leadership, political science, psychology, and sociology. Three broad areas have thus far provided fertile ground for *my* intellectual craftsmanship (Mills, 1959): formative assessment of affective domain learning, student persistence & retention, and organizational emotions.

The “so what” for Leadership

My scholarship provides the evidence-driven framework for diagnosing gaps and building more effective student support systems. It ensures that initiatives aimed at “student success” are grounded in evidence, not just intuition.

Forthcoming (accepted, in press)

In, R. Delgado-Riley & S. Boren (Eds.) (2027). Human-centric approaches to student affairs assessment: Making people count. Routledge.

• Song, L. M. & Nix, V. (2027, forthcoming). Authentic Assessment Methods: Bridging Relationships. (Chapter 5).
• Nix, V., Antonen, J., & Song, L. M. (2027, forthcoming). Navigating Bureaucracy and Politics. (Chapter 15).
• Levy, J. & Nix, V. (2027, forthcoming). Scholarly Connections: Amplifying Impact Through Scholarship, Publication, and Networking. (Chapter 19).

Favela, D., & Nix, V. (2026, forthcoming). “The cost of caring”: How veterinary students navigate motivation, mentorship, and the NAVLE. Submitted to Journal of Management Policy and Practice, May 2026. Revisions June 26. Decision: forthcoming 27(2), 2026.

Under Review (submitted)

Gibbons, R. E., Hutson, B., Miller, W., Waggoner, K, & Nix, V. (TBA). Preliminary autopsy report: An exploratory qualitative content analysis of SACSCOC QEP impact reports. Submitted to RPA Journal: Research and Practice in Assessment, June 2026.

Completed (in publication)

Anderson, W. G., Song, L. M., & Nix, J. V. (2026). Paradoxical navigation: Leadership, challenges, and sustainability in rural east Texas schools. Journal of Leadership, Accountability and Ethics, 23(1),  https://doi.org/10.33423/sc09xe16 

Nix, J. V. (2026). [Review of the book Dialogic Methodology for Transdisciplinary Practice-Based Research, by E. Jayne White and
Mahtab Janfada]. Teachers College Record Book Review, https://doi.org/10.1353/pew.2023.a898089

Zhang, M., Song, L. M., Nix, J. V., Lindbeck, R., Carnes, B. H., & Christensen, A. (2025). A Multimethod evaluation of the Idaho Continuous Enrollment Initiative.  Journal of Higher Education Theory and Practice 25(5) pp. 73-85. https://doi.org/10.33423/jhetp.v25i5.7953  

Song, L. M., & Nix, J. V. (2025). A transformative mixed-methods study: Legitimizing affective learning outcomes assessment. Intersection: A Journal at the Intersection of Assessment and Learning, 6(2), 102–119. https://doi.org/10.61669/001c.143373 

Song, L. M., Nix, J. V., Brooks Nelson, E., Gibbons, R., Thomas, E., & Young, L. (2025). The 2023 landscape report: Practitioners’ perceptions on the field of student affairs assessment. Intersection: A Journal at the Intersection of Assessment and Learning, 6(2), 35–57. https://doi.org/10.61669/001c.143491  

Nix, J. V., Wu, Y.-C., Song, L. M., & Levy, J. D. (2024). Analyzing small sample sizes after disaggregation: Exploring observation oriented modeling for assessing learning outcomes. Research & Practice In Assessment, 19(1), 72–88

Lindbeck, R. L., & Nix, J. V. (Eds.), (2024). Workplace leadership (First edition), 270 pages. Cognella.

• Nix, J. V. (2024). Creating & sharing mission, vision, and values. In R. Lindbeck and V. Nix (Eds.) Workplace leadership, (First edition, pp. 161-174). Cognella
• Nix, J. V. (2024). Creating strategy. In R. Lindbeck and V. Nix (Eds.) Workplace leadership, (First edition, pp. 175-188). Cognella
• Nix, J. V. & Song, L. M. (2024. Political savviness. In R. Lindbeck and V. Nix (Eds.) Workplace leadership, (First edition, pp. 235-244). Cognella
• Nix, J. V. (2024). Conclusion. In R. Lindbeck and V. Nix (Eds.) Workplace leadership, (First edition, pp. 245-246). Cognella

Brooks, E. B., Gibbons, R., Nix, V., Thomas, E., & Young, L. (2024). The landscape report: The state of the field of student affairs assessment.  Technical report, Student Affairs Assessment Leaders Research on & Advancing Knowledge Committee http://dx.doi.org/10.13140/RG.2.2.31537.60001.

Lindbeck, R. & Nix, V. (Eds.). (2023).Workplace leadership (preliminary edition). Cognella.

• Nix, V. (2023). Creating and sharing vision, mission, and values. In R. Lindbeck & V. Nix (Eds.), Workplace leadership (preliminary edition, pp. 167-182). Cognella.
• Nix, V. (2023). Creating strategy. In R. Lindbeck & V. Nix (Eds.), Workplace leadership (preliminary edition, pp. 183-198). Cognella.
• Nix, V., & Song, M. (2023). Political savviness. In R. Lindbeck & V. Nix (Eds.), Workplace leadership (preliminary edition, pp. 243-252). Cognella.

Carnes, B. H., & Nix, J. V. (2023). A Mixed Methods Exploration of Postsecondary Education Students’ Environmental Awareness and Worldviews. Journal of Higher Education Theory and Practice, 23(8),  149-163, https://doi.org/10.33423/jhetp.v23i8.6073  

Deauquier-Sheridan, K., Hinerman, K., Nix, J. V., & Venta, E. R. (2023). Academic and Business Leaders Agree: Six Skills Essential for Effective Management. American Journal of Management, 23(1), pp. 90-98. https://doi.org/10.33423/ajm.v23i1.5984 

Nix, V., Farmer-Hanson, A., & Fleming, S. (2023). Student Affairs Assessment Leaders (SAAL) Needs Assessment. https://doi.org/10.13140/RG.2.2.17808.62725 

Nix, V., Shelton, K. and Song, M. (2022), “Implementing Affective Learning Outcomes Through a Meaning-centered Curriculum”, in Sengupta, E. and Blessinger, P. (Ed.) ICT and Innovation in Teaching Learning Methods in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 45), Emerald Publishing Limited, Bingley, pp. 65-88. https://doi.org/10.1108/S2055-364120220000045005

Lee, C. C., & Nix, J. V. (2022). A sequential mixed-methods study of preservice handwriting training and classroom handwriting instruction in Texas. International Journal of Social Policy and Education, 4(6), pp. 1-12.

Nix, J. V., Zhang, M., & Song, L. M. (2022). Co-regulated online learning: Formative assessment as learning. Intersection: A Journal at the Intersection of Assessment & Learning 3(2), 36297. 

Nix, V., Zhang, M., & Song, L. M. (2022). Glass ceilings and mindsets: Diversity, equity, and inclusiveness through an affective-learning lens. In Brown, K. & Papa, R. Recipes to combat the “isms”: Volume one – equity. ICPEL Publications, pp. 115-126. 

Song, L. M., Nix, J. V., & Levy, J. B. (2021). Assessing affective learning outcomes through a meaning-centered curriculum. Proceedings of the Association for Assessment of Learning in Higher Education (AALHE), June 7-11, 2021 Annual Conference, pp. 15-37.

Nix, J. V., Song, L. M., & Lindbeck, R. (2021). Affective learning outcomes assessment as a path to online dialogic student development. Journal of Organizational Psychology, 21(4), pp. 111-134. https://doi.org/10.33423/jop.v21i4.4548 

West, C. A., Nix, J. V., & Hinerman, K. (2021). Game Changers: Business and Research Opportunities in K-12 E-Sports. In Andrews, S., & Crawford, C. M. (Eds.), Handbook of research on pathways and opportunities into the business of Esports (pp. 200-221). IGI Global. https://doi:10.4018/978-1-7998-7300-6.ch010.

Tamim, S., Torres, K., Finch, M., Bartlett, J., Everson, K., Hemmer, L., Leach, L F., Lomotey, K., Nix, J. V., & Tolman, S. (2021). The Carnegie Project on the Education Doctorate and the dissertation in practice Principles. In Hafenstein, N. (Ed.) Perspectives in gifted education: Influences and impact of the Education Doctorate of gifted education II (Vol. 8). Office of the Daniel L. Ritchie Endowed Chair in Gifted Education, University of Denver, pp. 22-50.

Whidden, D., Brown, K., & Nix, J. V. (2020). Implementing strategic support for sexual minority youth and exploring the effects of social connectedness. School Leadership Review, 15(1) Article 9.

Nix, J. V., & Song, L. M., (2020). Affective assessment: Incorporating emotions into our work for social justice. Proceedings of the Association for Assessment of Learning in Higher Education (AALHE), 2020 Annual Conference.

Nix, J. Vincent, Lion, Robert W., Michalak, M., and Christensen, A. (2015). Individualized, purposeful, and persistent: Successful transitions and retention of students at risk. Journal of Student Affairs Research & Practice. 52(1) pp. 104-118.

Nix, J. V., and Shultz, B. (2014). White Paper: Guided Pathways to Success: A Report on the Idaho Continuous Enrollment Initiative Pilot, 2011-2013.

Nix, J. Vincent & Michalak, M. (2012). START! The successful transitions and retention track program: a comprehensive approach to supporting GED holders entering college. Journal of Adult Education, 41(2) pp. 65-67.

Nix, J. Vincent. Sino-U. S. transnational education—”buying” an American higher education program: A participant observation study. Washington State University, 2009, 269 pages; AAT 3416131. (Open publication, available here)

Nix, J. V., Duncan, H. M., & Duncan, C. (2005).  Acing the IELTS Speaking Test: Advanced Level, Haina Press.

Duncan, H. M., Nix, J. V., & Duncan, C. (2005). Acing the IELTS Speaking Test: Intermediate Level, Haina Press.

Nix, J. V. (2005). Effective Strategies for the IELTS Academic Writing Module, Haina Press.

Nix, J. V. (1997). Assessing the existence of social distance and factors that affect its magnitude at a southern university. Social Science Paper Publisher, (1)1997. (Archived here).

Underway (not submitted)

Song, L. M, & Nix, V. (TBA). The Teleos of the scholar-practitioner: How purpose organizes learning in the professional doctorates. Expected submission, Winter 2026, journal TBD.

Song, L. M., & Nix, V. (TBA). Faculty as qualitative practitioners: Recentering human expertise in the authentic assessment of student learning outcomes. Expected submission to Emerging Dialogues in Spring 2027.

Bauman Joseph, M., Song, L. M. & Nix, J. V. Predictors of post-secondary participation in neurodiverse young adults: An exploratory quantitative analysis. Analysis complete; manuscript preparation in progress, anticipated submission Summer 2027.

Gagliardi, J., Song, L. M., & Nix, J. V. Becoming and being a first-generation doctoral earner: An IPA study. Data analysis in progress.  Expected submission Fall 2027.

Song, L. M., Nix, J. V., Zhang, M., Lindbeck, R., & Christensen, A. Where are they now? A case study of the impact of a transition and retention program on students with at-risk characteristics. Research design complete; data-collection complete; data analysis expected summer/fall 2025. Anticipated submission,  Winter 2027.

Lai, T. N., Nix, J. V. & Song, L. M. An Exploratory Study of Teachable Soft Skills as Perceived by Elementary Teachers. Analysis complete; manuscript preparation in progress, anticipated submission Winter 2027.

Pannicia, A., Song, L. M., and Nix, J. V. Efficacy in Alternative Education: A Phenomenology. Data collection complete. Analysis underway. Expected submission Spring 2028

West, C. A. & Nix, J. V. E-sports sustainability challenges in the Texas Panhandle and Plains rural areas. IRB approved; interviews complete. Survey construction for stage II underway. Anticipated submission Summer/Fall 2028.

Lauka, B., Song, L. M., & Nix, J. V.  Title to be determined, (affective learning domain) manuscript preparation in progress. Expected submission Winter 2028.

Song, L. M., Nix, J. V., Lindbeck, R., & Geringer, S. Competencies for academic advising in a changing environment. Analysis underway; anticipated submission Spring 2029.

Pendarvis, L., & Nix, J. V. A Phenomenological Study of Rural Teacher-student Relationships and Student Success. TBA; manuscript preparation in progress, anticipated submission Fall/Winter 2029.

Rodriquez, M. A. & Nix, J. V. Exploring low-cost recruitment tools and their perceived effectiveness for increasing international student enrollment. Manuscript editing underway; expected submission Winter 2029.

Nix, J. V., Zhou, L., Zhang, M., & Song, L. M. Transnational Cohorts: A follow up study on Chinese students that earned degrees from Sino-U. S. transnational education ventures in mainland China. Questionnaire translation in progress. Anticipated data collection, Spring 2030.

Teaching: Mentoring the Next Generation of Leaders

Faculty Role: As a tenured professor in doctoral-level education programs, I mentor the next generation of college administrators and educational researchers.
The “so what?” for Leadership: This role keeps me directly connected to the **core mission** of higher and K12 education. Chairing doctoral studies, designing studies as a methodologist, and teaching current/future leaders ensures my executive leadership perspective remains grounded in academic values, pedagogical innovation, and the development of talent—the human capital essential to any institution’s future.

Dissertations Chaired (22) to Completion (served as methodologist on each study)

Anderson, W. G. (2019). Common Challenges to Rural School Sustainability: A Phenomenological Study of East Texas Campus Administrators [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2409675393/abstract/5DC2C7E4F4B4401BPQ/1

Andrus, D. A. (2021). Online Applied-Music Education: A Mixed-Data Needs Analysis of Teacher Perceptions [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2617310009/abstract/71C894FC77AF44E8PQ/1

Arceneaux Stroman, M. S. (2022). Educators’ Perceptions of Mental-Health Issues in Secondary Schools: A Mixed-Data Needs Analysis of an Alternative Campus [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2672999843/abstract/15392A73A2EB4FF4PQ/1

Barnes, B. W. (2020). Perceptions of Educators Implementing a Collaborative Teaching Framework to Support Special Education Students [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2479729257/abstract/5F62E03CC8394B75PQ/1

Barnes, D. (2020). An Exploratory Study of the Relationship Between the Collaborative Teaching Framework and the Perceived Academic Growth of English Learners [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2480874183/abstract/E3A36D3F59594D80PQ/1

Bauman Joseph, M. (2022). Predictors of Post-Secondary Participation of Neurodiverse Young Adults: A Quantitative Exploratory a Posteriori Study [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2672351203/abstract/483F4ED3B63B485BPQ/1

Buan, A. M. (2021). The Challenges of Recruiting High-Quality Teachers in the Core Subject and Special Education Areas: A Mixed-Data Needs Analysis [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2617274804/abstract/32803603B995427EPQ/1

Carnes, B. H. (2021). A Mixed Methods Exploration of Influencing Factors on Postsecondary Education Students’ Environmental Awareness and Worldviews [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2544892976/abstract/76CAC2C7EDD346ADPQ/1

Cleveland, S. (2021). The Influence of School Choice on Traditional Public School Leaders: A Mixed-Methods Needs-Analysis [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2617326672/abstract/3143E803047E4260PQ/1

Gardea, J. (2020). Latino English Language Learners: Perceived Cultural, Social, and Educational Factors that Influence Academic Achievement [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2447293893/abstract/8B687DB7F98A451BPQ/1

Griffin, C. L. (2022). Texas University Charter School Teachers: A Case Study on Teacher Place and School Legitimization [Ed.D., Lamar University – Beaumont]. https://www.proquest.com/docview/2715461226/abstract/3737EE646ADA4789PQ/2

Knox, M. (2020). How Can Design Thinking Enhance the T-Tess? A Phenomenological Study [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2431023981/abstract/4B08A947FCD14158PQ/1

Lai, T. N. (2021). An Exploratory Study of Teachable Soft Skills as Perceived by Elementary Teachers [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2550465001/abstract/AEDEAAE7D18E4041PQ/1

Lee, C. C. (2020). An Exploratory Study of Preservice Handwriting Training and Classroom Handwriting Instruction in Texas [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2480499030/abstract/37673F6AB1E54C02PQ/1

Paniccia, A. (2022). Efficacy in Alternative Education: A Phenomenological Study of Teachers’ Perceptions of Practices and Factors Impacting Student Outcomes [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2673571458/abstract/BF2440EE3DFC4C73PQ/1

Pendarvis, L. (2019). A Phenomenological Study of Teacher-student Relationships and Student Success [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2409662997/abstract/F6293AFAE16645C2PQ/1

*Reeves, K. D. (2021). Predictivity of Standards-Based Report Card Models for Standardized Test Scores: A Taxonomic Mixed Methods Study [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2617318405/abstract/9505D4032D0E4E3CPQ/1

Rodriguez, M. A. (2022). Exploring Low-Cost Recruitment Tools and Their Perceived Effectiveness for Increasing International Student [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2673005715/abstract/BE547B28BD124A53PQ/1

Skinner, A. (2019). Perceptions of Secondary School Administrators on Student Attendance Interventions [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2448130795/abstract/D6AD2882D5784829PQ/1

Tamayo, A. M. (2022). Returning to Normal in Education after COVID-19: A Transformational Mixed-Methods Ethnomethodological Study [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2673581777/abstract/C36832D2A24246ADPQ/1

Thorp, L. (2022). Teacher Perceptions of Financial Incentive Programs on Retention, Recruitment, and Student Achievement [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2673336614/abstract/76DB0EA143F347AAPQ/1

Tolar, M. L. (2021). The Relationships between Teacher Efficacy and Differentiated Learning for Gifted Students within Inclusion Settings: An Exploratory Study [Ed.D., Lamar University – Beaumont]. http://www.proquest.com/docview/2549282431/abstract/77FE8FFC5D51467CPQ/1

* AERA Division H Dissertation of the Year.

Methodology Work on Doctoral Committees (35) for Completed Studies I did not chair:

* West Texas A&M College of Education and Social Sciences’  “Study of Distinction”

Content Work on Doctoral Committees (9) for Completed Studies