Dr. Vince Nix

Vince Nix, Ph.D.

Assistant Professor of Education

Office: Harrington Academic Hall 316N
Email: jnix@wtamu.edu
Phone: 806-651-2687
Website: https://nixhome.com/
Linkedin: https://www.linkedin.com/in/nixhome/

Professional Profile

Dr. Vince Nix serves as a core research methodologist and assistant professor in the Ed. D. program with the Terry B. Rogers College of Education and Social Sciences. Vince worked in higher education administrative roles (VP over both academic and student affairs and interim president of a community college) for most of his career but also has extensive management and leadership experience in global advanced manufacturing facilities (Japan, Mexico, Thailand, China, US.). Vince served as an HRD/OD consultant for several global firms. Vince earned a B.A. in Sociology & Psychology from the University of Mississippi, a master's in Leadership and then a Ph. D. (student affairs/sociology) in higher education administration both from the Washington State University.

Teaching and Related Service

Dr. Nix teaches doctoral-level research coursework in the Educational Leadership program whilst serving as a core research methodologist. Nix has taught bachelor’s, master’s, and doctoral coursework in career management, globalization issues, human resources, leadership, organizational development, program evaluation, strategic planning, and welding. Nix maintains active membership and serves on boards of directors for national organizations.

Research and Creative Activity

Dr. Nix conducts practical multimethod research situated in an organizational institutionalism framework that draws from diverse academic fields including anthropology, economics, education, management, leadership, political science, psychology, and sociology. His broad research interests are formative assessment, affective domain learning, and organizational emotions. Nix has published four books and over 25 peer-reviewed manuscripts & book chapters while delivering over 60 peer-reviewed research and invited presentations regionally, nationally, and internationally. Dr. Nix chaired over 20 doctoral dissertations to completion and served as a methodologist for more than 20 additional doctoral research studies.

Selected Publications

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), Article 8. 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), Article 1. https://doi.org/10.33423/ajm.v23i1.5984

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. https://www.ijspe.com/vol-4-no-6-june-2022-1.pdf

Lindbeck, R., & Nix, V. (Eds.). (2025). Workplace Leadership (First). Cognella. https://titles.cognella.com/workplace-leadership-9781793568861

Nix, J. V., Lion, R. W., Michalak, M., & Christensen, A. (2015). Individualized, purposeful, and persistent: Successful transitions and retention of students at risk. Journal of Student Affairs Research and Practice, 52(1), 104–118. https://doi.org/10.1080/19496591.2015.995576

Nix, J. V., Shelton, V. K., & Song, L. M. (2022). Implementing affective learning outcomes through a meaning-centered curriculum. In E. Sengupta & P. Blessinger (Eds.), ICT and innovation in teaching learning methods in higher education (1st ed., Vol. 45, pp. 65–88). Emerald. https://doi.org/10.1108/S2055-364120220000045005

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

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.

Nix, J. V., Zhang, M., & Song, L. M. (2022). Glass ceilings & mindsets: Diversity, equity, and inclusiveness through an affective-learning lens. In K. Brown & R. Papa (Eds.), Recipes to Combat the Isms: Volume One: Equity (Vol. 1, pp. 115–126). ICPEL. https://books.google.com/books?id=izI5zwEACAAJ

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

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

West, C. A., Nix, J. V., & Hinerman, K. M. (2021). Game Changers: Business and Research Opportunities in K-12 eSports. In S. Andrews & S. M. Crawford (Eds.), Handbook of Research on Pathways and Opportunities Into the Business of Esports (1st ed., pp. 200–221). IGI Global.