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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Educational Planning for Success :/
其他題名:	Implementation of the Student Success and Support Act.
作者:	Davis, Howard N.
面頁冊數:	1 online resource (177 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
標題:	Community college education. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (177 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355855036Subjects--Topical Terms:

1179956
Community college education.
Index Terms--Genre/Form:

554714
Electronic books.

Educational Planning for Success : = Implementation of the Student Success and Support Act.
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520 $a 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.
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