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Educational Planning for Success: Im...

Davis, Howard N.

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Educational Planning for Success: Implementation of the Student Success and Support Act.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educational Planning for Success: Implementation of the Student Success and Support Act./
作者:	Davis, Howard N.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	177 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784311
ISBN:	9780355855036

Educational Planning for Success: Implementation of the Student Success and Support Act.
Davis, Howard N.

Educational Planning for Success: Implementation of the Student Success and Support Act. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 177 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--California Lutheran University, 2018.

California community colleges, viewed by many as the nation's most democratic collegiate institution for providing higher education inexpensively and abundantly, suffers from a completion deficit in that it sees fewer than half of its students complete a degree, certificate, or transfer, thereby threatening the state's future economic status. State lawmakers have attempted to address this problem by enacting the Student Success and Support Act of 2012 (SSSA), which mandates that colleges deliver orientation, assessment, and educational planning services to all students. Past research indicates that although all three services are important, the educational plan has the greatest impact on student success (Astin, 1993; Bean & Eaton, 2000; Kuh et al., 2005; Light, 2001; Martinez, 2010; O'Banion, 1989; Schuh & Whitt, 2005, Tinto, 1997, 1999). Policy research clearly indicates that employees should be able to identify with any policy they are charged to execute (Ewalt & Jennings, 2004; May & Winter, 2009). Tummers's (2010) policy alienation of professionals framework was used to investigate (a) how one college implemented the SSSA, (b) how employees perceived SSSA implementation at the college, and (c) what role campus leadership played in advancing the goals of SSSA. This qualitative single case study conducted a focus group interview with seven paraprofessional staff members and one-on-one interviews with five counselors and the dean over counseling. An analysis of these interviews indicates that paraprofessionals and professionals in higher education are incentivized to implement policies as intended if that policy offers meaning to society and students. The findings indicate that Tummers's theory extends to higher education employees. Implications for policy makers to obtain desired results are (a) to create policy that provides value to society and students, and (b) provide adequate funding with performance incentives. Implications for managers to have employees identify with the policy and implement as intended are (a) create or emphasize meaning to society and students when introducing, and (b) grant employees autonomy, input and collaboration.

ISBN: 9780355855036Subjects--Topical Terms:

2122836
Community college education.

Educational Planning for Success: Implementation of the Student Success and Support Act.
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