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Understanding Community College Faculty Perceptions Of Their Role In Student Retention
| Content Provider | Semantic Scholar |
|---|---|
| Author | Graham, Jennifer C. |
| Copyright Year | 2017 |
| Abstract | This phenomenological case study examined full-time community college faculty perceptions of their role in student retention. Eight participants were asked to reflect on their understanding and use of student retention strategies, as well as what motivated and deterred their participation in institutional retention initiatives. Interviews were conducted to add practitioner voices to the conversation on student retention in higher education. Three research questions guided the study: (1) How do full-time community college faculty members perceive and describe their role in student retention? (2) What experiences do faculty describe as motivating their participation in institutional retention initiatives? (3) What experiences do faculty describe as deterring their participation in institutional retention initiatives? Once the data were collected, member checks were conducted and data were analyzed using NVivo qualitative software. Four themes emerged during data analysis: (1) faculty perceive relationships as central to student retention; (2) student retention is complex and is influenced by multiple factors, some of which cannot be addressed by the institution; (3) faculty’s ability to retain students is impacted by institutional practices and climate; and (4) faculty describe motivation to retain students as being primarily intrinsic. The four themes contained 13 subthemes that provided deeper explanations of the participants’ experiences. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://dune.une.edu/cgi/viewcontent.cgi?article=1124&context=theses |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
