Date of Conferral

5-3-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Richard Hammett

Abstract

College academic success programs (ASP) frequently include both quantitative and qualitative key performance indicators (KPI). While the quantitative KPIs are typically programmed for evaluation within an ASP’s implementation, evaluating qualitative KPIs is resource intensive and therefore, sometimes overlooked. The problem addressed by this study was the need to evaluate the qualitative KPIs in a large community college system’s 2016 ASP (2016-2020). The purpose of this basic qualitative study was to conduct a summative evaluation to determine the extent to which the college achieved its ASP’s qualitative KPI objectives from the perspectives of students. The study was guided by Tinto’s involvement theory and student engagement principles from other theorists. The three research questions centered on the qualitative KPIs that sought to (a) integrate 21st-century skillsets into the curriculum, (b) provide exemplary customer service for students, and (c) provide guidance and feedback to facilitate the attainment of students’ career interests and goals. The purposive sampling process included a flyer that was displayed in public areas on the college system’s five campuses to recruit students who were enrolled during the 2016-2020 ASP. Open-ended semi-structured interview transcripts from 12 student interviews were analyzed using Saldaña's four-step coding process. The resulting three themes included (a) 21st-century skill development within the curriculum (with eight subthemes), (b) staff and faculty interpersonal skills for excellent customer service (with six subthemes), and (c) the importance of technology to facilitate providing guidance and feedback to students. The program evaluation report for the college’s leadership encourages positive social change by providing a model for the qualitative evaluation of future ASP initiatives.

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