Professor; Birkmaier Professor of Educational Leadership
Ph.D., Syracuse University, higher education administration; program evaluation
M.A., Colgate University, education
B.A., Kalamazoo College, psychology/biology/philosophy
310H Wulling Hall
86 Pleasant St S E
Areas of Interest
Education planning in developing countries
Government initiatives to influence practice at the school and classroom levels, with particular attention to developing countries
Role of information (and information systems) in policy formulation and education planning
International issues in higher education
During the last two decades I've worked in more than 55 developing countries, assisting national governments and international organizations in the areas of educational policy and planning, program design and evaluation. My work focuses on issues of education development for both K-12 and higher education. One of the aspects I most enjoy about my work is its interdisciplinary nature. Complex educational issues are interwoven with the larger social and economic issues facing a country - they don't exist in the abstract. This is one of the reasons I enjoy working closely with multifaceted organizations such as the World Bank, UNICEF, the United States Agency for International Development, and the Asian Development Bank.
Much of my research has focused on the quality of teacher work life and teacher incentives. I have looked at this issue in such diverse settings as Uganda, Laos, Ghana, Pakistan, Oman, and China. I also have a strong interest in the development of higher education systems. I led a seven-person team in an Asian Development Bank-sponsored study of higher education in Asia (2009-2012) and served as Team Leader for the UNESCO Institute of Statistics study of graduate education in Southeast Asia (2012-2014). During Spring 2014, I had a Fulbright Fellowship to work with the National Higher Education Research Institute at the Universiti Sains Malaysia in Penang, Malaysia. I currently co-direct a six year longitudinal study of the impact of entrepreneurship education on the lives of economically disadvantaged youth across three countries of East Africa, sponsored by the MasterCard Foundation, Canada. I am often able to include advanced doctoral students on these international projects.
Pellowski Wiger, N., Chapman, D. W., Baxter, A., & DeJaeghere, J. (in press). Context matter: A model of the factors associated with the effectiveness of youth entrepreneurship training. PROSPECTS: Quarterly Review of Comparative Education.
Chapman, D. W, & Sarvi, J. (in press). Widely recognized problems, controversial solutions: Issues and strategies for higher education development in East and Southeast Asia, In J. Mok (Ed.) Managing international connectivity and diversity of learning: East Asian perspective, Springer Series on Higher Education in East Asia: Quality, Excellence and Governance, New York: Springer.
Chapman, D. W., Pekol, A. & Wilson, E. (2015). Cross-border university networks as a development strategy: Lessons from three networks, International Review of Education, 60(5), 619-637.
Chapman, D. W. & Chien, C-L (2015). Expanding up after expanding out: Graduate education in Malaysia and Thailand. Higher Education Studies, 5(3). doi:10.5539/hes.v5n3p1
Kuzhabekova, A., Hendel, D. D., & Chapman, D. W. (2015). Mapping global research on international higher education. Research in Higher Education. doi: 10.1007/s11162-015-9371-1
Chapman, D. W. & Lindner, S. (2014). Degrees of integrity: The threat of corruption in higher education. Studies in Higher Education. doi: 10.1080/03075079.2014.927854
Baxter, A., Chapman, D. W., DeJaeghere, J., Pekol, A., & Weiss, T. (2014). How can entrepreneurship training offer an effective strategy for poverty reduction? A review of literature and international experience. In A. Weisman (Ed.), International education innovation and public sector entrepreneurship. Emerald Publishers.
Watson, C., Chapman, D. W., & Okurut, C. O. (2014). The experience of receiving and then losing a scholarship: a tracer study of secondary school scholarship recipients in Uganda. Educational Research and Evaluation: An International Journal on Theory and Practice, 20(6), 494-511. doi: 10.1080/13803611.2014.980431
Chapman, D. W., Al-Barwani, T., Al Maawali, F. & Jones. T. (2014). Similar paths, different destinations: Gender differences in teacher career paths in Oman. International Journal of Educational Reform, 23(1).
Chapman, D. W., Austin, A., Farah, S., Wilson, E.& Ridge, N. (2013). Academic Staff in the UAE: Unsettled Journey. Higher Education Policy, 1-21. doi:0952-8733/13
Chapman, D. W., Al-Barwani, T., Al Maawali, F. & Green, E. (2012). Ambivalent journey: Teacher career paths in Oman. International Review of Education, 58(3), 387-403.
Jami, F. A., Burton, L. & Chapman, D. W. (2012). Does increasing instructional time lead to higher student achievement? Evidence from India. Asian Education and Development Studies, 1(3), 208-221.
Shaw, M. A., Chapman, D. W. & Rumyantseva, N. L. (2011). Organizational culture in the adoption of the bologna process: A study of academic staff at a Ukrainian university. Studies in Higher Education, 1-15. doi:10.1080/03075079.2011.614336
Shaw, M. A., Chapman, D. W. & Rumyantseva, N. L. (2011). Caught in a double bind: the impacts of the Bologna Process on academic staff in Ukraine. Higher Education Management and Policy, 23(3), 71-91.
Chapman, D. W., Cummings, W. & Postiglione, G. (Eds.). (2010). Crossing borders and bridging minds in higher education. New York: Springer Publishing. [Named Best Book of the Year by the higher education SIG, Comparative and International Education Society.]
Updated September 25, 2015