Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Nancy Walters

Abstract

Student conduct is a critical element of student development. The problem investigated by this study was that monetary fines as a punitive sanction tend to be overly represented in the student attrition group at the study site. The purpose of this study was to investigate how students and student conduct administrators (SCAs) at the study site perceive monetary sanctions and explore possible consequences of monetary sanctions on holistic student development and student success. The conceptual framework that guided this study was the model of transformational change for moral action. This study utilized a basic qualitative research design with research questions that explore how student conduct participants perceive the consequences of punitive monetary sanctions and how they perceive monetary sanctions as promoting holistic student development and student success. This study utilized semistructured interviews with 12 total participants (n = 12) comprised of eight students and four SCAs. Thematic analysis of the interview transcripts were analyzed to discover codes, common themes, and patterns linked to the research questions. Four major themes were identified, revealing that punitive monetary sanctions hold no educational value, do not transform relationships with administration, do not promote holistic development, and create barriers for holistic student development and student success. The results of this project study led to a position paper elucidating study outcomes and recommendations for professional development and assessment programs for SCAs. These programs could lead to positive social change by increasing SCA awareness, advocacy, and accountability through transformational leadership, further solidifying the role of SCAs in holistic student development and student success.

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