Darrell A Lovell

I have focused my research on addressing the intersection of theories of policy diffusion theory, organizational communication, and street-level bureaucracy within higher and K-12 education. My overall goal is to offer research insight into how education, specifically faculty/teachers and administrators, fit into the bureaucratic landscape. 

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My research spans three major areas:

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Name, image, & likeness (NIL) policy 

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My current work examines the administrative and implementation impacts of NIL policy on higher education. My work, including those with Dan Mallinson, shows that NIL policy has expanded rapidly in the U.S. causing significant implementation challenges. My current research frames NIL as a neoliberal policy that has specific connections to sports capitalism and has significant impacts on administrators and students. My work in his area is under review at several Q1 journals and is leading to a book that is under contract with Routledge Publishing and slated for a spring 2024 release. Currently, I am conducting research that looks at the role of NIL collectives and the impact of NIL on student willingness to exercise their freedom of speech. 

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Faculty roles in higher education public management

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A second stream of my work examines the role of faculty within the higher education administrative structure. I have focused on expanding our understanding of the faculty role by applying street-level bureaucracy and the theory of prosocial rule breaking to their actions. My work makes the case that faculty need to be examined within this light more specifically as states pass more restrictive laws regarding academic freedom and tenure protections. My current project in this area uses interview data to assess how faculty view these roles and how it translates to their administrative discretion, autonomy, and willingness to take ethical chances (PSRB). 

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Pedagogy and imposter syndrome

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I am currently a PI on a seven-site study on imposter syndrome and how it applies to MPA students. MPA programs often have non-traditional students who enter graduate school after long layoffs and struggle with finding their worth and overcoming personal barriers. This work is a pilot study on these feelings and their relationship to how faculty engage students. This research will lead to expanded studies regarding social equity and imposter syndrome beyond the MPA level. 

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In my work I use quantitative, qualitative, and mixed-methods. These are very distinct fields - especially mixed-methods. I recently completed a certification course through the University of Michigan in mixed-methods research. My goal is to use these methods as they are all valuable and teach that value to my students. 

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I received the 2023 award for Outstanding Intellectual Contribution in the Terry B. Rogers College of Education and Social Sciences, which recognizes the college's outstanding researcher. 

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See below for a list of publications (with links) and my current research. 

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