Date Approved
6-9-2025
Embargo Period
6-9-2025
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
Monica Reid Kerrigan, Ed.D
Committee Member 1
Mary Beth Walpole, Ph.D.
Committee Member 2
James Coaxum, PhD
Keywords
Community College;Faculty;Faculty's Role;Institutional Agents;Retention;Retention Initiatives
Abstract
This qualitative study explored the role full-time faculty play in supporting student retention within the context of new administrative initiatives at a New Jersey community college. Grounded in the framework of faculty as institutional agents, the research investigated how faculty understood their role, engaged with retention efforts, and perceived their alignment with institutional goals. Data were collected through semi-structured interviews with full-time faculty involved in or impacted by retention initiatives. Thematic analysis revealed that while faculty were committed to student success, they experienced limited involvement in the development and communication of these initiatives. Participants expressed a need for consistent communication, improved collaboration, and better support structures that align faculty work with broader administrative initiatives. This study underscores the importance of recognizing faculty as essential partners in advancing retention goals. Findings suggest that enhancing communication and engagement between faculty and administration may strengthen morale, improve program effectiveness, and contribute to improved student outcomes.
Recommended Citation
Collins, Kenyatta, "The Role Full-Time Faculty Play in Retaining Students with New Initiatives Implemented by the Administration: A Qualitative Case Study" (2025). Theses and Dissertations. 3381.
https://rdw.rowan.edu/etd/3381
