Date of Conferral
5-5-2025
Date of Award
May 2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Sydney Parent
Abstract
The problem addressed in this study is the challenges of retaining faculty in the workforce training program division at a higher education center in the southern United States. The purpose of this basic qualitative study was to explore faculty perceptions regarding challenges to faculty retention in the workforce training program division at a higher education center in the southern United States and their recommendations for improved faculty retention. The conceptual framework that supported the study was Maslow’s hierarchy of needs theory. Data were collected through semistructured interviews with eight full-time workforce training faculty members who had been employed with the institution for at least 1 year. Audio-recorded interviews were transcribed and analyzed using open and axial coding to identify emerging themes. Themes included lack of clear onboarding process for new faculty members, lack of leadership support and consideration of faculty members, low morale in the work environment, and more competitive benefits in higher education than industry. The findings led to the development of a policy recommendations paper to provide the study site with actionable items to improve faculty retention. This study may contribute to positive social change by helping leadership understand the challenges to faculty retention and identify improvements that may motivate retained faculty to better meet the needs of the higher education center, their students, and the community.
Recommended Citation
Terry, Brea, "Faculty Perceptions of Challenges to Faculty Retention in Workforce Training Programs at a Higher Education Center in the Southern United States" (2025). Walden Dissertations and Doctoral Studies. 17718.
https://scholarworks.waldenu.edu/dissertations/17718
