Educational researchers have assumed that the concept of funds of knowledge is related to specific forms of capital. However, scholars have not examined if and how these theoretical frameworks can complement each other when attempting to understand educational opportunity for underrepresented students. In this article, we argue that a funds of knowledge approach should also be studied from a capital perspective. We claim that bridging funds of knowledge and capital has the potential to advance theory and to yield new insights and understandings of students' educational opportunities and experiences. Finally, we provide a discussion of key processes -(mis)recognition, transmission, conversion, and activation/mobilization -to which educational researchers need to pay closer attention when attempting to understand the attainment of goals in under-represented students' lives.

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Over the past several decades higher education scholars have conducted a significant amount of research aimed at understanding the implications of enhanced interactions between the academy and the private marketplace. Accordingly, a voluminous literature that includes conceptualizations and discussions of academic entrepreneurship has emerged. This paper used content analysis to examine how researchers have conceptualized entrepreneurship in five leading higher education journals. The analysis revealed notable patterns in the application of theoretical and conceptual frameworks of entrepreneurship to higher education phenomena, as well as observable distinctions in how entrepreneurial models are applied in specific organizational, institutional, and geographical contexts. Results suggest that there is a paucity of attention paid to the conceptual and theoretical underpinnings of entrepreneurship within higher education scholarship. We introduce a framework for strengthening the application of entrepreneurial models to higher education research that is grounded in the theoretical constructs of entrepreneurship as articulated in the economic and management literatures.

A few years ago, in 2007, Frances Stage edited a volume on critical quantitative inquiry to demonstrate the way quantitative researchers (like many of us) can use their skills to answer critical questions in higher education research. A very important characteristic of critical quantitative scholars, emphasized by all authors, is their ability to challenge the status quo by reframing research questions and challenging concepts, measures, and processes. In this brief commentary, I argue that the context of critical quantitative inquiry focused on educational equity in higher education has changed in the last decade requiring researchers to rethink and reimagine their scholarship. We now must conduct critical scholarship in the midst of more complex contexts: New technologies and ways of communication have emerged, and more interdisciplinary methodologies and conceptual frameworks have been developed. Also, equity-minded researchers in higher education are pressured to produce timely scholarship that is not only rigorous and multidisciplinary but also meaningful and relevant for policy and practice. The main point I want to make in this chapter is that, indeed, the research questions quantitative criticalists ask matter, but the way they go about answering these, the theories they use to interpret findings, and what they do with the findings matter too.My goal in this chapter is to provide a complementary framework to, hopefully, help other scholars in the field of higher education (whether quantitative or not) to be critical. The framework I discuss here is heavily informed by the scholarship of other criticalists who have impacted various fields (and my own research) in a profound way: Estela Bensimon, Sara Goldrick-Rab, Erin Leahey, and Frances Stage. After presenting the framework, I proceed to reflect and comment on each of the chapters presented NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, no. 158

The boundaries between on-line and "real-world" communities are rapidly deteriorating, particularly for the generation of young people whose lives are pervaded by social media. For this generation, social media exchanges are a primary means of communication, social engagement, information seeking, and possibly, a central component of their identity and community-building. Given these realities, postsecondary educators should begin to seriously explore the potential to intentionally and strategically harness the power of these revolutionary transformations in technology use to better serve the needs of students to enhance their success. Therefore, this review of books, academic journals, higher education news, research reports, individual blogs and other online media on the use of social media technology (SMT) in higher education provides a baseline sense of current uses nationally, providing a descriptive overview of the social media phenomenon. Additionally, the review clarifies how colleges and college students use SMT and also challenges assumptions in two areas: how institutions can best exploit social media's features and its impact on student outcomes. The review further provides a foundation to develop conceptual frameworks that would better capture the role and impact of SMT among colleges and college students, and community colleges in particular.The boundaries between on-line and "real-world" communities are rapidly deteriorating, particularly for the generation of young people whose lives are pervaded by social media. For this generation, social media exchanges are a primary means of communication, social engagement,