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Advancing retention strategies at a historically Black university
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Running head: ADVANCING RETENTION STRATEGIES AT AN HBCU 1
ADVANCING RETENTION STRATEGIES AT A HISTORICALLY BLACK UNIVERSITY
by
Charles Brett Whitley Prince, Jr.
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2018
Copyright 2018 Charles Brett Whitley Prince, Jr.
ADVANCING RETENTION STRATEGIES AT AN HBCU 2
ADVANCING RETENTION STRATEGIES AT A HISTORICALLY BLACK UNIVERSITY
by
Charles Brett Whitley Prince, Jr.
A Dissertation Presented
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
2018
APPROVED:
_________________________
Cathy Sloane Krop, Ph.D.
Committee Chair
_________________________
Lawrence O. Picus, Ph.D.
Committee Member
_________________________
Scott Jackson Dantley, Ph.D.
Committee Member
ADVANCING RETENTION STRATEGIES AT AN HBCU 3
ABSTRACT
One of the most significant student-focused issues facing higher education institutions
today is retaining students and ensuring they graduate in a timely fashion (Dumbrigue, Moxley,
& Najor-Durack, 2013). Particularly, Historically Black Colleges and Universities (HBCUs)
must focus on this issue as they have some of the lowest rates of retention in the U.S. with
populations that are especially impacted by this outcome. The purpose of this project was to
conduct a gap analysis to examine the root knowledge, motivation, and organizational causes of
the organizational problem described above, retention and 6-year undergraduate graduation rates
at Prince University (PU), a HBCU. The conceptual and methodological framework of
this dissertation used the systematic and analytical gap analysis approach (Clark & Estes, 2008).
Data collection was accomplished through utilizing surveys and interviews to ensure that data
were robust, comprehensive, and well developed. Through this data collection process, it was
evident that the Office of Undergraduate Studies (OUS) has the knowledge to achieve their goals
and objectives of increasing retention and graduation rates. In addition, in terms of motivation,
the majority of the assumed motivation needs were not validated, except staff being given
opportunities to get the professional and personal goal setting they need to feel that they can
achieve the organization’s goal. The data collected suggests that the use of technology,
accountability, and an overarching student success strategy are needed so that OUS can drive
organizational change towards increasing their retention and graduation rates. The data
also shows that there is a significant need for higher education institutions to take on self-
assessments that provide more insight into how institutions can improve student engagement.
Overall, what is learned from the dissertation experience is the need for organizations, like the
Office of Undergraduate Studies (OUS), to be examined and undergo external evaluations of
their progress to their goals and objectives.
ADVANCING RETENTION STRATEGIES AT AN HBCU 4
ACKNOWLEDGMENTS
TO MY FAMILY: You all made this possible! You have loved, supported, and prayed
for me throughout my life and you are more important to me than anything. I couldn’t have
accomplished this without you being by my side. You all dreamed this for me before I knew
what I wanted my future to look like. This is a representation of what our family’s love and
support throughout the years can create.
TO MY WIFE & SON: Thank you for allowing me to miss dinners, play dates, family
trips and other milestones to travel and finish this degree. You kept me motivated to continue,
you stuck with me while we moved to the U.K. and stayed up late while I was writing. My heart
will always love you both and cannot wait to see what the future holds for us.
TO MY COHORT 5 (C5): Even though I am the youngest among us, you treated me with
the same level of respect professionally and intellectually as your peers. Our relationship goes
beyond this program. The hard work begins now! We must FIGHT ON to ensure that we are
fulfilling our mandate to build better organizations and change the lives of those
underrepresented in order to achieve an equitable society.
ADVANCING RETENTION STRATEGIES AT AN HBCU 5
Table of Contents
List of Tables 8
List of Figures 9
Chapter One: Introduction 10
Background of the Problem 13
Importance of Addressing the Problem 21
Organizational Context and Mission 22
Organizational Performance Goal 24
Organizational Performance Status 26
Description of Stakeholder Groups 28
Purpose of the Project and Questions 30
Conceptual and Methodological Framework 30
Definitions 31
Organization of the Project 32
Chapter Two: Review of the Literature 33
Historically Black Colleges and Universities 33
Historically Black Colleges and Universities in the Historical Perspective 34
The Current State of Historically Black Colleges and Universities 36
Looking to Effective Policies and Practices at Higher Education Institutions to Increase
Undergraduate Retention and Graduation Rates 41
Increasing Persistence, Retention and Graduation Rates at HBCUs 45
Student-Focused Initiatives at HBCUs to Enhance Persistence, Retention and
Graduation Rates 45
Faculty-Driven Initiatives at HBCUs to Enhance Persistence, Retention and
Graduation Rates 47
Organizational Initiatives at HBCUs to Enhance Persistence, Retention and
Graduation Rates 48
Building Knowledge, Motivation, and Organizational Capacity Within PU to Raise
the Six-Year Undergraduate Graduation Rate 50
Knowledge Influences 51
Motivation Influences 52
Organizational Influences 53
Conclusion 54
Chapter Three: Methodology 56
Stakeholder of Focus Goal and Critical Behaviors 56
Methodological Framework 57
Assumed Performance Causes 58
Preliminary Scanning Data 60
Summary of Assumed Influences 64
Participating Stakeholders 64
Data Collection 67
Surveys 69
Interviews 69
Validation of the Performance Issues 70
Data Analysis 70
ADVANCING RETENTION STRATEGIES AT AN HBCU 6
Trustworthiness of Data 71
Role of Investigator 71
Limitations and Delimitations 72
Chapter Four: Results and Findings 74
Data Presentation 76
Findings for Assumed Knowledge Needs 77
Assumed Knowledge Influence 1: OUS Staff Needs to Know How to Assess Academic
and Student Support Services in the Schools and Colleges 79
Assumed Knowledge Influence 2: OUS Staff Needs Knowledge of How to Effectively
Communicate Goals and Objectives to Multiple Stakeholder Groups 82
Assumed Knowledge Influence 3: OUS Staff Needs to Have Knowledge of Other
University, Including HBCUs, Efforts to Effectively Support Graduation Goals 84
Assumed Knowledge Influence 4: OUS Staff Needs to Understand the Potential Role of
Centralized Academic and Student Support Services to Student Success 85
Assumed Knowledge Influence 5: OUS Manager Need to Know how to Disseminate
Successes and Lessons Learned to Other key Stakeholders Within the Organization 88
Assumed Knowledge Influence 6: OUS Staff Needs to Know How to Support Students
to Build Self-Efficacy, Motivation and Academic Achievement 89
Summary of Assumed Knowledge Needs 90
Results and Findings for Assumed Motivation Needs 91
Assumed Motivation Influence 1: OUS Staff Needs to See the Value of Policies,
Practices and Procedures Being Aligned More Efficiently 92
Assumed Motivation Influence 2: OUS Staff Must Value the Goal of Increasing
Retention and Graduation Rates 94
Assumed Motivation Influence 3: OUS Staff Needs to Be Empowered in Engaging
Other Internal Partners to Take Ownership of Specific Retention and Graduation
Initiatives 96
Assumed Motivation Influence 4: OUS Staff Needs to Set Professional Achievement Goals
in Order to Personally Connect With the Work and the Students Being Served 97
Summary of Assumed Motivation Influence 99
Results and Findings for Assumed Organizational Needs 100
Assumed Organization Influence 1. OUS Staff Needs a Plan for Redistributing of
Resources 101
Assumed Organization Influence 2. OUS Staff Needs Clearly Defined Goals to Align
Policies, Practices and Procedures With the University’s Academic Strategy and
Strategic Plan 102
Assumed Organization Influence 3: OUS Staff Needs to Engage With the Wider
Professional Community Who Are Also Collaborating to Improve Retention Policies,
Practices, and Procedures 104
Assumed Organization Influence 5. OUS Staff Needs Leadership’s Long-term
Commitment to the Design of Policies, Practices and Procedures to Implement to
Increase Graduation Rates 107
Assumed Organization Influence 6. OUS Staff Needs to Incorporate Software
Capability That Works to Achieve Organizational Goals and Objectives 108
Assumed Organization Influence 7. OUS Staff Needs to Incorporate Predictive
Analytics (Data) into Policy and Program Development 110
ADVANCING RETENTION STRATEGIES AT AN HBCU 7
Summary of Assumed Organization Influences 111
Findings Summary 112
Chapter Five: Solutions, Implementation, and Evaluation 114
Solutions 114
Solution 1. An Internal System for Staff Development and Recognition 115
Solution 2. Centralization of Services: Consultation Launch 116
Solution 3. OUS Strategic/Action Plan or Student Success Strategy 117
Solution 4. Embedding Predictive/Data/Learning Analytics 118
Solution 5. OUS Software Development Plan 119
Implementation Plan and Resource Requirements 120
Solution 1: An Internal System for Staff Development and Recognition 120
Solution 2. Centralization of Services: Consultation Launch; Solution 3. OUS
Strategic/Action Plan or Student Success Strategy 122
Solution 4. OUS Software Development Plan 124
Solution 5. Embedding Predictive/Data/Learning Analytics 126
Evaluation Plan 128
Solution 1. An Internal System for Staff Development & Recognition 129
Solution 2. Centralization Consultation Process 130
Solution 3. OUS Strategic/Action Plan or Student Success Strategy 132
Solution 4. OUS Software Development Plan 133
Solution 5. Embedding Predictive Analytics 135
Limitations 137
Areas for Future Research 138
Conclusion 139
References 141
Appendix A: Figure & Table Sources 162
Appendix B: Data Collection Tools & Protocols 163
Appendix C: Overview of Survey Results 176
ADVANCING RETENTION STRATEGIES AT AN HBCU 8
LIST OF TABLES
Table 1: Organizational Mission, Organizational Performance Goal, and Stakeholder
Performance Goals 29
Table 2: HBCU Graduation Rates (four years), 2014 41
Table 3: Summary Table of Assumed Influences on Performance 59
Table 4: Summary of Validation Methods of Assumed Needs 70
Table 5: Assumed Knowledge Causes Validated and Not Validated 79
Table 6: Assumed Motivation Causes Validated and Not Validated 92
Table 7: Assumed Organization Causes Validated and Not Validated 100
Table 8: Summary of Validated Needs Aligned with Proposed Solutions 115
Table 9: Proposed Implementation Strategy for Solution 1 120
Table 10: Proposed Implementation Strategy for Solutions 2 and 3 122
Table 11: Proposed Implementation Strategy for Solution 4 124
Table 12: Proposed Implementation Strategy for Solution 5 126
Table 13: Evaluation Plan for Solution 1 129
Table 14: Evaluation Plan for Solution 2 130
Table 15: Evaluation Plan for Solution 3 132
Table 16: Evaluation Plan for Solution 4 134
Table 17: Evaluation Plan for Solution 5 136
ADVANCING RETENTION STRATEGIES AT AN HBCU 9
LIST OF FIGURES
Figure 1: Retention rate (%) of U.S. higher education 2008 – 2016. 11
Figure 2: Graduation rates of HBCUs. 13
Figure 3: Tinto’s model of institutional department. 15
Figure 4: Student engagement lifecycle/customer journey (iCloudEMS, 2018). 17
Figure 5: Research on graduation rate improvement & high performers. 27
Figure 6: Various research on where Blacks are enrolling in higher education. 37
Figure 7: Black enrollment at HBCUs since 1976 – 2014. 40
Figure 8: Gap analysis process. 58
Figure 9: OUS organizational chart & internal stakeholders. 65
Figure 10: Demographic information from survey. 66
Figure 11: Demographic information from survey. 66
Figure 12: Timeline of data collection. 68
Figure 13: Respondents view on ability to effectively communicate goals and objectives. 83
Figure 14: Motivation responses on aligning policies, practices and procedures. 93
Figure 15: Motivation responses from respondents on student success and engagement. 95
Figure 16: Motivation responses on individual F being recognized by OUS. 98
Figure 17: Organization responses to allocation of resources to meet goals. 101
Figure 18: Organization responses on being supported to engage with professional
community. 104
Figure 19: Organization responses to accountability system. 106
Figure 20: Organization response to software available to me allows me to better serve
students. 109
Figure 21: Organization response to tools and systems grounded in data analytics. 111
ADVANCING RETENTION STRATEGIES AT AN HBCU 10
CHAPTER ONE: INTRODUCTION
One of the most significant student-focused issues facing higher education institutions
today is retaining students and ensuring they graduate in a timely fashion (Dumbrigue, Moxley,
& Najor-Durack, 2013). According to the National Center for Education Statistics (2013), the
United States retention rate of first time in college (full-time) undergraduate students was 71.8%
out of the 2.27 million students who entered in the academic year of 2011–2012. Therefore,
approximately three out of every 10 students did not return to college the following academic
year. While the retention rate has increased very little nationally from 71% in 2007, see Figure 1,
the number of students who have enrolled has also increased. Therefore, even more students are
entering college but are not returning for the following academic year. An institution’s ability to
implement interventions at critical times throughout a student’s academic experience is crucial in
addressing retention. The number of students entering the first-year class should be retained or
close to the same number as the graduation class. This topic of retention has been discussed in
the field of higher education for over 20 years and is the subject of extensive research (Le,
Robbins, & Westrick, 2014; Wille, Tracey, Feys, & De Fruyt, 2014). Institutions must find ways
to utilize this research to impact student retention and graduation rates.
ADVANCING RETENTION STRATEGIES AT AN HBCU 11
Figure 1. Retention rate (%) of U.S. higher education 2008 – 2016.
Historically black colleges and universities (HBCUs) are dealing with growing problems
in the number of students enrolling who are not completing their degrees (Richards & Awokoya,
2012), which is also shown in Figure 2. As mentioned previously, there has been little overall
change in retention and graduation rates across all US higher education institutions. HBCUs, in
general have relatively low graduation rates and have seen reductions in their retention and
graduation rates. Graduation rates are an indicator of retention rates. For example, according to
the Journal of Blacks in Higher Education that publishes graduation rates, there are institutions
similar to North Carolina A & T. From 2006 to 2011 and 2008 to 2013, NC A&T has seen only a
4% decrease or loss in their retention/graduation rate. In 2014, they saw an additional 1% drop.
This performance can be compared to institutions with more drastic changes such as Mississippi
Valley State that has experienced a 19% decrease or loss in retention over time. In 2014, they
saw an additional drop. This issue has significant implications for these institutions and, more
broadly, the American economy. Moreover, the need to address this issue is quite pressing. A
0
10
20
30
40
50
60
70
80
Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016
Retention Rate % of U.S. Higher Education
4-Year 2-year 4-year For Profit
ADVANCING RETENTION STRATEGIES AT AN HBCU 12
student’s pre-college preparation, socioeconomic background, status as a first-generation student,
and a host of other factors are predictors of college success (Richards & Awokoya, 2012).
Because of these unique factors that are largely inherent in HBCU students, HBCUs must find
ways to address these issues. The institutional response must be calculated, impactful, and
student-focused. Ultimately, HBCU institutions will need to effectively improve the 4-year
graduation rate for their students by making changes to their knowledge, motivational, and
organizational performance.
ADVANCING RETENTION STRATEGIES AT AN HBCU 13
Figure 2. Graduation rates of HBCUs.
Background of the Problem
The focus on student retention in higher education institutions became a national priority
largely beginning in the 1970s (Rendón, Jalomo, & Nora, 2000). Retention has become a
national priority because of the number of students who have dropped out from college. These
numbers not only are affected by the country’s economic marketplace, but also by major society
shifts (i.e. civil rights, job placement, income potential and high stakes testing). Before the
1980s, the literature on retention was generally framed as understanding the student dropout rate.
ADVANCING RETENTION STRATEGIES AT AN HBCU 14
In other words, research was focused on answering the question of why students who were
attending college were not completing college (Astin, 1964; Bean, 1980; Spady, 1970; Tinto,
1975). The research suggested that college students who drop out usually do so by the time they
finish their first year (Levitz, Noel, & Saluri, 1985). A more recent focus includes not just
understanding why students drop out, but also how institutions can better retain students once
they enter a higher education institution. Research on increasing retention and tangible responses
thereto has dominated the literature as it has a clear goal of success.
One influential contribution to student retention topics in higher education is Tinto’s
(2006) model of institutional departure, first published in 1987. In this work, Tinto concludes
that it is the institution’s lack of engagement towards students that most influences students
dropping out of college. In Figure 3, the model shows what Tinto described as the decision to
drop out which is a combination of social, environmental, and academic experiences. Through
Figure 3, it is clear that the student’s background as well as the institution’s response and
responsibility play significant roles in the final decision to drop out. However, this research was
limited in terms of a lack of multiple institutions being investigated as well as the inclusion of
students with diverse backgrounds. Research publications “were drawn from quantitative studies
of largely residential universities and students of major backgrounds” (Tinto, 2006, p. 3).
ADVANCING RETENTION STRATEGIES AT AN HBCU 15
Figure 3. Tinto’s model of institutional department.
Over the years, Tinto’s model has served as a foundational reference while other models
have expanded current understanding. More research was published to diversify the body of
literature by including diverse populations, and all types of postsecondary institutions (Allen,
1992; Bennett & Okinaka, 1990; Clewell & Ficklen, 1986; Fleming, 1985; Hernandez, 2000;
Hurtado, 1994; Hurtado & Carter, 1996; Johnson, et al., 2005; Murguia, Padilla, & Pavel, 1991;
Nora, 1987; Rendón, 1994; Richardson, 1987; Solórzano, Ceja, & Yosso, 2000; Thayer, 2000;
Thompson & Fretz, 1991; Torres, 2003; Zurita, 2004). The issue of student retention has been
explored via multiple methodologies and has progressed substantially from individual research
projects to large-scale programs that expand into the international arena. Not only were the
populations studied diversified, but also the multiple theoretical approaches to gaining a better
understanding of this topic (Bean, 1980; Braxton & Brier, 1989; Braxton & Hirschy, 2005;
Cabrera, Castaneda, Nora, & Hengstler, 1992; Nora, 2001; Tierney, 2000; Tinto, 1993, 2006).
ADVANCING RETENTION STRATEGIES AT AN HBCU 16
Ultimately, the focus on retention has garnered significant discussion and has fully engaged both
the research community and the practicing community.
A comprehensive examination of the student is necessary for institutions to make
adequate institutional decisions regarding student retention, see Figure 4. The figure represented
shows the student engagement lifecycle from application to alumni. This is an important
representation of the student’s journey in higher education. The student engagement lifecycle is
important to understand the response institutions must implement to have a positive impact on
student retention and graduation rates. The institution’s response to students is dependent upon
where the student is in their university experience. Not only do institutions need to find out when
students are not progressing at the institution, they also need to get a better sense of who is being
admitted. While the opportunity to attend college is a significant accomplishment, many students
enter without the necessary skills to succeed at this high performing level (Kuh, Kinzie, Schuh,
& Whitt, 2011). This should begin with institutions examining their admission policies and
procedures. Institutions need to have a sense of the kind of student that is successful at the
appropriate level (Allen & Jewell, 2002; Jewell, 2002). This includes looking at the strategies
that are employed in recruiting students and the requirements for entrance (Howe & Strauss,
2003). True retention strategies include a focus on the student coming into the institution.
Therefore, addressing the problem starts very early in the transition process from high school to
college.
ADVANCING RETENTION STRATEGIES AT AN HBCU 17
Figure 4. Student engagement lifecycle/customer journey (Cloud Next Visions, 2018).
The very basic knowledge of a student’s transition is important because this has a direct
relationship with retention (Braxton, Hirschy, & McClendon, 2004; Connor & Colton, 1999;
Fidler, 1991; Tinto, 1993). This is also shown in Figure 4. Transitioning to college can be
stressful. The need to acculturate or assimilate to a new environment can be a challenge. It is a
challenge because new students have yet to acquire the norms and patterns of behavior
appropriate to integrate into the new communities of the college (Tinto, 1988). Therefore,
finding their “footing” at the university may take time and, in some cases, more time than one
semester would allow. This transition can be hard for students, and therefore the institution must
respond in a way that helps alleviate those issues that arise when transitioning to college (Bailey
& Karp, 2003; Choy, Horn, Nuñez, & Chen, 2000; Terenzini et al., 1994).
Higher education institutions have now started to begin the transition process not only by
examining the academic level of the student interested in the institution but also by trying to
understand the reasons particular students are interested in that institution (Freeman, 2002). The
transition process starts at the student’s level of interest in an institution. For HBCUs, this
information is particularly important because of the reputation of these institutions and the
ADVANCING RETENTION STRATEGIES AT AN HBCU 18
changing landscape of access for students. In a study conducted in 2002 entitled Black Colleges
and College Choice: Characteristics of Students Who Choose HBCUs, two professors from
Dillard University (an HBU) in New Orleans, Louisiana, examined the reasons why students
were attending HBCUs in general. They suggested certain characteristics of the student and the
school that are driving these decisions. The researchers concluded that there are several reasons
why students want to go to HBCUs. First, students are influenced by peers, family, and mentors.
They are also influenced by race, society, class, and culture. Finally, the researchers found a
correlation between race and society and the perception of these students regarding their high
school education curriculum (p. 354). Students felt that the lack of their Afrocentric education
was overshadowed by their Eurocentric education. HBCUs portray to give a more Afrocentric,
culturally sensitive curriculum that is not infused in the basic education curriculum. Ultimately,
related to student retention, it is important for HBCUs and other institutions to examine the
student’s interest to attend their institution.
Once institutions have assessed the student academically and personally, the next step in
retention is the transition into college life. Research suggests that institutions need to implement
programming that will support students’ academic experience (Tinto, 1999; Upcraft, Gardner, &
Barefoot, 2004; Zepke, 2013). These interventions are important “to ease the student’s transition
from high school to college (and) help students adjust to their new learning and living
environment” (Lau, 2003, p. 128). There are several programs that institutions can implement to
have a direct impact on retention. Some of these programs that have shown success at increasing
retention rates include learning centers, first-year experience programs, honors programs and
career centers (Astin, 1977, 1993; Kuh et al., 1991, 2005; Pascarella & Terenzini, 1991, 2005;
Tinto, 2000). For example, most universities have summer programs, Orientation or New
ADVANCING RETENTION STRATEGIES AT AN HBCU 19
Student Programs, with unique names but their main premise is to orient students to the
institution. These kinds of programs engage students to support the transition from summer to
the beginning of the semester. Creating an environment that supports the student academically is
just as important as supporting the student socially.
In the transition spectrum, institutions would do well to look at courses offered that might
have a negative impact on retention and graduation rates. Many institutions go through academic
renewal processes that engage the campus community about the changes that need to be made to
enhance the institution’s academic reputation and rigor. They get to this decision by collecting
data on the performance of student’s courses. Student achievement drives the conversation.
Students tend to lack the skills to be prepared for the college academic rigor. When changes are
made to these courses, institutions must find ways to increase success. The internal evaluation of
these offerings is important because the student academic experience is tied to the degree. There
is a direct correlation between the major a student declares and whether that student will be
retained (Nguyen, Williams, & Ludwikowski, 2016). For example, natural science degrees, (i.e.,
biology, chemistry, physics), have lower retention rates because they include precursory
“gateway” courses. These are courses that serve as the gateway to more content specific courses.
A student will take genetics in biology as a gateway course to other higher-level courses like
plant biology or molecular biology. The genetic biology course is designed to “weed out”
students. That is, the course tends to target the “serious” students versus the “non-serious”
students. The “non-serious” students must leave the institution, find another major they may not
be interested in or repeat the course because of not passing the first time. These decisions will
have an impact on their retention and graduation rate. Ultimately, examining the required
academic courses is essential due to its major impact on retention.
ADVANCING RETENTION STRATEGIES AT AN HBCU 20
When a student’s effort declines, so does the student’s engagement. Students must
consistently work with the institution to stay engaged, receive good grades, stay in school, and
communicate the necessary issues they experience so that the institution can respond in an
appropriate manner (Lau, 2003). Research suggests that self-efficacy training and guidance is
important to ensure students are in control of their educational experience and, ultimately, a
predictor of their success (DeWitz, Woolsey, & Walsh, 2009). This includes setting goals,
understanding expectations and working with their peers and finding the resources they need to
meet their needs. If the previous strategies are not engrained into the educational experience,
there will be a negative impact on student retention.
Finally, research also suggests that faculty are key partners in efforts to improve retention
and graduation rates (Nagda, Gregerman, Jonides, von Hippel, & Lerner, & 1998; Patton,
Morelon, Whitehead, & Hossler, 2006; Sydow & Sandel, 1998; Styron, 2010; Lillis, 2011).
Because their role is crucial, they must have the knowledge and skills to incorporate a litany of
methodologies and teaching approaches that enhance the student academic experience (Lau,
2003). The use of technology, teaching and learning theories, lab experiences, and cooperative
learning are critical tools for student retention (Wilmer, 2008). Students spend a significant
amount of time in the classroom and on assignments. Therefore, how faculty engages students is
directly related to the way students perceive academic rigor and engage in academic
programming and support (Tinto, 2006).
Retention research and initiatives exist because students leave. Students leave because
institutions have not implemented the necessary policies, practices, and procedures that are
directly geared towards the holistic student (Kift, Nelson, & Clarke, 2010). Student retention and
timely graduation in higher education institutions are a growing concern due to issues of student
ADVANCING RETENTION STRATEGIES AT AN HBCU 21
debt, student employment opportunities, and the societal benefits of an educated population.
Research and higher education institutions are putting an increased focus on programs, policies,
and practices aimed at increasing student retention and increasing 4-year undergraduate
graduation rates. As discussed above, HBCUs must take a more forceful approach to solve this
issue. An improved implementation of the aforementioned tools need to be adopted by
institutions to help better retention and graduation rates.
Importance of Addressing the Problem
It is important that HBCUs address issues of retention and graduation rates, for students,
institutions, and society. Not addressing this issue is of higher stakes for HBCUs than it is for
other institutions (Prince & Ford, 2016a). There are a number of reasons why HBCUs need to
address the importance of retention and graduation rates at their institution. Students are at the
focal point of this argument. Institutions are businesses that function on the tuition dollars of
students. Particularly for HBCUs that typically attract underrepresented and underprepared
groups of students entering into college, the need to develop clear strategies that will increase
their retention and graduation rates is essential to their survival (Prince & Ford, 2016b). One of
the reasons that HBCUs need to address this issue is because of accountability. Many HBCUs
receive federal funding that supports operations and programs that are designed to support the
student experience. These funds, like Title IV, are heavily relied upon by HBCUs and come with
requirements for the institution to track and report their graduation rates (Cook & Pullaro, 2010).
Therefore, the need to increase retention rates so that they can report increasing graduation rates
is a benefit to the institution and its funder. This accountability metric enforces the institutional
accountability measures.
ADVANCING RETENTION STRATEGIES AT AN HBCU 22
Secondly, graduating their unique student populations is important for the country and for
society. When students complete their college education, this influences the American economy.
The local, state, and federal governments in the United States have taken a very keen interest in
retention and graduation rates (Berger, Ramírez, & Lyons, 2005; Seidman, 2005; Tinto, 2002;
Yorke & Longden, 2004). It is important that HBCUs capture their role in the overall higher
education graduation picture. It was researched by the Association of Governing Boards that
“HBCUs make-up a very small fraction (about three percent) of all higher education institutions,
yet collectively they graduate a significant number of all African American college students
(about 25 percent)” (Hodge-Clark & Daniels, 2014, p. 5). This position in the overall higher
education profile shows that, if HBCUs improve, so does the outlook of the number of African
American graduates entering the economy every year.
Finally, improving retention rates of HBCU students directly correlates to a graduate’s
financial stability. HBCUs educate a large proportion of Pell Grant students, students who need
large federal loans and low-income students. The National Center for Education Statistics,
Integrated Postsecondary Education Data System (2011) calculated that these students enrolled
at HBCUs accounted for 71% who qualified for the federal funding. These students will be
graduating with debt. Due to current retention rates on average, a large portion of these students
will not graduate but still have the debt. Retaining and graduating HBCUs students increase the
probability that these students will be employable and ultimately more financially stable.
Organizational Context and Mission
Prince University (PU) is a historically Black university in a metropolitan city in the
United States with the mission to: “provide an educational experience of exceptional quality at
ADVANCING RETENTION STRATEGIES AT AN HBCU 23
the undergraduate, graduate and professional levels to students of high academic standing and
potential, with particular emphasis on educational opportunities for Black students.”
It was one of many founded in the 18
th
Century as a university that was meant to educate
free former slaves. The private, research university has an estimated total of 10,000 students,
with 6,500 undergraduate students. 98% of students are African Americans while the other 2%
are a combination of other ethnic groups. Typically, 60% of students are Pell Grant eligible. Pell
Grant eligibility means that students have an expected family contribution of $0. These students
fit the model of being at high risk of dropping out of college. In addition to these domestic
students, the institution also has a small percentage of international students. The total number of
international students accounts for about 12% of the population from over 50 countries. These
students are high performers but come from low-income backgrounds. The cost of attendance,
the most a student might pay in one year, is currently estimated at $55,412. The typical tuition
cost is around $24,500 per year. These variables impact their students in various ways, which
result in the fluctuation of retention and graduation rates.
The institution engaged in a university-wide academic renewal assessment from 2012-
2013 entitled the Presidential Committee on Academic Renewal. The purpose of this university-
wide exercise was to review and assess the university’s academic programs and portfolio.
Through various committees that looked at undergraduate education, graduate education,
professional education, and health science education, the recommendations were meant to ensure
that the university would have programs that will ensure its sustainability. There were several
recommendations that were given to the president and board of trustees to consider and
implement. One of the recommendations was the development of a Center for Academic
Excellence (CAE) which further developed into the expansion of the OUS. CAE was meant to
ADVANCING RETENTION STRATEGIES AT AN HBCU 24
centralize many of the academic support offices and educational advisory centers across the
undergraduate schools. In addition to the education support mandate, it was also recommended
that CAE would focus its attention on the first-year experience and specific learning outcomes.
Through these coordinated efforts, the outcome was meant to ensure that more students are being
retained and continuing to their second-year experience. While that may have been the
recommendation, the new OUS leadership decided to take a different approach that would build
a coalition of centers that would support the work of OUS and CAE. OUS is tasked with working
with the schools and colleges to find ways that will impact the institution’s retention and
graduation rates. Since its inception in 2014, the office has worked diligently to examine the
institution’s systems, processes, policies, and programming that are hindering the success of
students, and through its efforts, to improve student retention and graduation rates.
Organizational Performance Goal
Prince University’s goal is that by Spring 2020, the organization will increase its 6-year
undergraduate graduation rate from 62% to 90% or better. To put this in context, the average 6-
year undergraduate graduation rate for similar institutions is less than 45% (U.S. News & World
Report, 2016). PU is one of 10 institutions with the highest first to second-year retention and 6-
year graduation rates amongst other HBCUs. The performance goal is to find ways to improve
the 6-year graduation rate further by looking at retention initiatives that will help in achieving
this goal. The organization was rated in their 2015–2016 academic year, performing with 82%
retention rate from first-year to second-year students. By the time the entering student population
graduates, the rate is 62%. The institution has internally set the 6-year undergraduate graduation
performance goal to be at 90% or better. These rates are expected to be realized within the next 5
to 7 years from the start of the 2016–2017 academic year. While the rates are the ultimate
ADVANCING RETENTION STRATEGIES AT AN HBCU 25
outcome, OUS must implement systematic processes and policies that can be sustained and
achieve the same high-level impact year after year. This more robust system will guarantee
consistent achievement. This was also a collective agreement with senior leadership as it pertains
to the institution’s competition with similar schools and colleges as well as for accreditation
purposes. For the institution to be competitive in its recruitment efforts, improving its national
and international rankings as well as positioning itself as a leading expert in serving this
population of students, it must set a goal this aggressively because of the benefits this would
have for the institution and students it serves.
To ensure that these measures are achieved, the following benchmarks have been put into
place. Each semester, persistence is measured to project retention rates. Persistence is measured
semester by semester. Educators use the formula: The total number of students, based upon their
classification, that enters in the fall semester divided by the number of students who have
enrolled in the following semester. This persistence rate is then evaluated at over one academic
year.
Persistence = X(Total Number of Students Fall Semester)/Y(Total Number of Students
Entering Spring Semester)
The number of students based upon that classification, who have returned for their second
year (assuming the first cohort are freshman students) is considered retention. Retention is
calculated year to year, where persistence is calculated semester to semester.
Retention = X(Total Number of Student First-Year Classification)/Y(Total Number of
Students Second-Year Classification; Completed One Academic Year)
Next, the graduation rate is projected by the retention rate since the first semester of the
graduating class. The final graduation rate is calculated at the time of conferred degrees.
ADVANCING RETENTION STRATEGIES AT AN HBCU 26
Graduation Rate = X(Total Number of Students First-year Classification)/Y(Total
Number of Students with Graduation Status; Completed Four or Six Academic Years)
By using these calculations, OUS will be able to track progress for interventions and
success.
Organizational Performance Status
The performance problem this dissertation is focusing on is PU’s administrative response
to increasing first- to second-year retention (82%) and 6-year graduation (62%) rates of African
American, underrepresented and economically disadvantaged students. This problem affects the
organization’s mission by preventing PU from retaining and graduating a significant number of
students who need a “culturally diverse, comprehensive, research intensive [university] that
provides an educational experience of exceptional quality at the undergraduate level” (PU,
2016). While the organization has improved its retention (first to second year) and graduation (6-
year) rate over time, it isn’t comparable to other institutions that are graduating Black students at
a much higher rate. Other comparable institutions, like Predominantly White Institutions, achieve
higher retention and graduation rates of African American students, such as Case Western
University (94%, 79%), Vanderbilt University (97%, 92%) and Emory University (94%, 89%)
(U.S. News & World Report, 2016).
ADVANCING RETENTION STRATEGIES AT AN HBCU 27
Figure 5. Research on graduation rate improvement & high performers.
This problem represents the national gap between HBCUs’ undergraduates and the
institution’s competitors, such as Case Western, Vanderbilt University and Emery University, at
the identified Predominantly White Institutions (National Center for Education Statistics, 2016).
Even though PU performs better than other HBCUs, African Americans are more likely to be
retained and graduate at a predominantly White institution than at HBCUs. This problem needs
to be addressed to ensure the future of HBCUs and the role they play in educating African
American students. The more students attend HBCUs, the likelier opportunity for “higher
intellectual gains and [for] more favorable psychological adjustment, more positive self-images,
stronger racial pride, and higher aspirations” (Freeman, 2005).
ADVANCING RETENTION STRATEGIES AT AN HBCU 28
Description of Stakeholder Groups
There are several stakeholders who are responsible for the goal of increasing the 6-year
undergraduate graduation rate at PU from 62% to 90% or better by Spring 2020.First and
foremost, the student is the single most important stakeholder in this equation. It is the student’s
responsibility to ensure that they exert the effort necessary to achieve academic success. When
services are offered, students must actively take advantage of what is available to them so that
they can build self-efficacy. This approach is essential because students can benefit from the
programs and services that are provided to support them. Ultimately, engaging students allows
them to excel in their experiences and keeps them enrolled in school.
The next stakeholder is the faculty. Faculty plays a key role in efforts towards retention.
The faculty is essential in providing academic integration and learning support, both proven
strategies for institutional efforts (Astin, 1993; Tinto, 1993, 1998). Students spend a large
amount of time in the classroom or engaged in academic learning. Therefore, the faculty,
“keepers of the knowledge,” must utilize their classroom, lessons, and assignments to support
retention efforts (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Styron, 2010; Vogt, 2008).
Through these efforts, they bring a perspective that provides insight into the content’s flexibility
to support institutional initiatives and they control at the local level.
Another stakeholder is the OUS. This department was tasked with the main responsibility
to find ways, at the institutional level, to improve retention and graduation rates. The office was
expanded through an increased investment by the university and with expansion of staff to
support the work. The office must demonstrate through action, programs, and deliverables how
important it is to understand the different effects that academic and non-academic factors have
ADVANCING RETENTION STRATEGIES AT AN HBCU 29
on college retention and performance (Lotkowski, Robbins, & Noeth, 2004) while at the same
time implementing strategies in response to this information.
Table 1
Organizational Mission, Organizational Performance Goal, and Stakeholder Performance Goals
Organizational Mission
Prince University is a culturally diverse institution where all students can and will learn through
academic and social experiences that prepares them to be global citizens for the 21
st
Century.
Organizational Performance Goal
By Spring 2022, the organization will increase its 6-year undergraduate graduation rate from 62%
to 90% or better.
Students The Office of Undergraduate
Studies
Faculty
Students will, by Fall 2020,
demonstrate academic, socio-
emotional and financial skills
needed to graduate in four years.
By Fall 2019, OUS will
implement policies, practices,
and procedures to support the
increase in student retention
and the 6-year graduation rate.
At least three faculty
members in each
department will design,
implement and evaluate
retention and graduation
programs that focus on
their departmental students
by Fall 2020.
Stakeholder Group for the Study
The stakeholder group for the study will be the OUS. The main group that will be
focused upon will be OUS and those staff members associated with the office. When OUS was
formed, it was a university-wide initiative that included all university stakeholders. The faculty,
staff, and students are subset groups that are stakeholders but not the focus of this dissertation.
While the focus of the data collection was OUS staff. Each of these stakeholders is important
because they have all had a part in setting the institutional goals. The office will need to engage
the internal stakeholders that are not a part of the population but do play a significant role in the
organization’s success. The main reason for looking specifically at OUS in this study is that their
ADVANCING RETENTION STRATEGIES AT AN HBCU 30
main responsibility is to focus on improving retention and graduation rates by implementing
policies, practices and procedures that will take effect by Fall 2019.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the root causes of
the organizational problem described above, retention and 6-year undergraduate graduation rates
at PU. A complete gap analysis would focus on all three PU stakeholders listed in the above
stakeholder's section. However, for the purpose of this project, the main stakeholder was the
OUS. This administrative office has the main responsibility to ensure improvements are made to
the retention and graduation rate for the institution. The analysis will begin by generating a list of
possible or assumed influences that will be examined systematically to focus on actual or
validated causes. As such, the questions that guide this study are the following:
1. What is the OUS staff’s knowledge and motivation to establish effective policies and
practices related to Prince University’s goal of increasing the 6-year graduation rate?
2. What is the interaction between organizational culture and context and OUS staff
knowledge and motivation?
3. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Conceptual and Methodological Framework
The conceptual and methodological framework of this dissertation will use the systematic
and analytical gap analysis approach (Clark & Estes, 2008). This gap analysis approach will
identify gaps between the actual performance level and the preferred performance level within
PU. Through this lens, the assumed knowledge, motivation and organizational influences of this
gap will be generated based on professional knowledge and a complete literature review. These
ADVANCING RETENTION STRATEGIES AT AN HBCU 31
influences will be assessed using a mixed-methods approach as well as a robust literature review
and content analysis. Based on the validation of assumed influences, final recommendations will
be generated that are comprehensive and research-driven.
Definitions
Graduation – number of students who have completed their degree in four years and 6-year
segments. Graduation is calculated as the number of students who have entered fall semester “x”
and in four or six academic years have been approved as completed degree requirements. Fall
Semester X Total Number of Entering Students/Spring Semester X Total Number of Graduating
Students = Graduation Rate in Percentage.
Historically Black Colleges & Universities (HBCU) – institutions that were granted this
designation by the US Government in the late 1800s. There are currently 105 institutions with
this designation.
Office of Undergraduate Studies (OUS) – office serving as the main organizational department
tasked with focusing on improving the institution's retention and graduation rates.
Persistence – total number of students at the beginning each semester divided by the total
number of students from the previous semester.
Retention – number of students who have returned after has completed a year of attendance at the
institution. The rate is calculated using the total number of students (cohort) entering their first
semester divided by the number of the students from that cohort who have returned. Fall
Semester Y1 Total Number of Students/Fall Semester Y2 Total Number of Graduating Students
= Retention Rate.
ADVANCING RETENTION STRATEGIES AT AN HBCU 32
Organization of the Project
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about persistence, retention, and
graduation at HBCUs. The organization’s mission, goals, and stakeholders as well as the initial
concepts of gap analysis were introduced. Chapter Two provides a review of the current
literature surrounding the scope of the study. Topics of HBCUs, retention and graduation
initiatives and the case for determining organizational development and structure as key
strategies are discussed. Chapter Three details the assumed knowledge, motivation and
organizational influences affecting performance as well as a methodology for choosing of
participants, data collection, and analysis. In Chapter Four, the data and results are assessed and
analyzed. Chapter Five provides solutions, based on data and literature, for closing the perceived
gaps as well as recommendations for an implementation and evaluation plan for the solutions.
ADVANCING RETENTION STRATEGIES AT AN HBCU 33
CHAPTER TWO: REVIEW OF THE LITERATURE
Chapter two will structure the literature review through a logical, organized manner and
industry specific with a specific organizational approach. This approach is used to ensure that
information is presented from a strategic level, HBCUs, to the specific strategy level,
organizational development of retention implementation. The format is presented in a way that
will provide literature specific to the goals and objectives of the organization being examined.
Overall, the history and context of HBCUs shapes the framework for the importance of these
institutions and why researching them is important to the field of higher education. Since PU is
an HBCU, comparing their work in student retention with the work of the rest of the higher
education institutions in the United States is necessary. This is especially important for
institutions that are not HBCUs but have a significant number of similar students as HBCUs.
Therefore, the research presented will suggest strategies that transcend more than just HBCUs.
These are strategies that are geared towards the same groups of individuals that tend to dominate
at-risk populations. However, there are strategies that will be addressed here to improve student
retention that are specific to the context of HBCUs. These strategies are separated to look at the
student-focused approaches, faculty-driven approaches, and organizational initiatives. Finally,
the chapter will explore the assumed influences and the theoretical framework that provides the
foundation for the assumed influences on stakeholder performance related to student graduation
rates. These assumed influences will be grounded in the theoretical frameworks that shape the
knowledge, motivation and organizational theories.
Historically Black Colleges and Universities
Historically Black colleges and universities (HBCUs) were established in 1837 to serve
predominantly the African American population in the United States (Evans, Evans, & Evans,
ADVANCING RETENTION STRATEGIES AT AN HBCU 34
2002; Betsey, 2011). Some of these institutions started out as colleges while others started in
other forms. Many of them have connections with the church as their founding or partnerships
are strongly connected with religious institutions (Jackson & Nunn, 2003). These institutions
have served the community by providing access to higher education (Palmer & Gasman, 2008).
Historically Black Colleges and Universities in the Historical Perspective
Historically Black colleges and universities have always played an intimate role in
America by a distinct mission of positioning, preparing, and empowering African American
students to succeed in what many perceive to be a hostile society (Brown & Davis, 2001). This
role in American society has been to focus on educating the African American population.
Historically institutions in the United States have been quite exclusive. The need to provide
newly freed slaves with an education could not have happened in the mainstream. HBCUs began
to develop in support of educating a new population of people who would need the education to
have better lives. What had existed were “dual collegiate structures of public education, most of
which operated exclusively for Caucasians in one system and African Americans in the other”
(Brown & Hendrickson, 1997, p.96).
Federal policies have also made HBCUs what they are today. Policies that were
developed attempted to provide access to higher education in equitable ways. Two of the most
prominent policies that were developed are the Morrill Acts of 1862 & 1890. These acts were
very important because they formally provided funding for “equal and just” support from
Congress and the states as well as federally claimed land. The first Morrill Act of 1862 provided
funding for industrial and military education and land for institutions to build their physical
presence on. The second Morrill Act of 1890 required that most southern states drop their race-
based admissions policy or allocate their appropriate federal lands to the development of more
ADVANCING RETENTION STRATEGIES AT AN HBCU 35
institutions. The development of these policies increased the opportunity for more African
Americans to get an education (Harper, Patton, & Wooden, 2009; Hurtado, Clayton-Pedersen,
Allen, & Milem, 1998). Almost a half-century later, the Higher Education Act of 1965 and the
Civil Rights Act of 1964 opened opportunities for HBCUs to receive support for the survival of
these institutions (Drewry, Doermann, & Anderson, 2001; Forest & Kinser, 2002). Federal funds
and lands were given to HBCUs so that they could improve institutional services that have a
direct impact on student engagement and satisfaction.
These particular policies also opened access to institutions that were once not open to
African American students (Harper et al., 2009). This had a negative consequence to HBCUs
because African Americans went to predominately White institutions (PWIs) instead of HBCUs.
The U.S. Department of Education reported that by 2004 PWIs enrolled 88.1% of African
Americans who were in higher education. This was up from18.4% in 1976. Therefore, the status
of HBCUs in America has declined because more opportunities have been opened to African
Americans. This results in lower enrollment, financial instability, and lower branding appeal.
Lastly, HBCUs have had to deal with state pressures that were argued on the national
stage in the U.S. Supreme Court. The United States v. Fordice (1992) looked at how the State of
Mississippi was not providing equal support for their eight public institutions and did not do all
within the state’s power to end segregation. Even though Mississippi had developed laws to open
access to their PWIs, they were not providing other means of adequate support. Even though
Mississippi was at the center of the case, The U.S. Supreme Court decided that this was the basis
for all states to administer. Since that time, no HBCUs have been closed based upon state
funding (Outcalt & Skewes-Cox, 2002). It did, however, have an impact on the way HBCUs
developed their admission policies and mission statements that would end their segregation
ADVANCING RETENTION STRATEGIES AT AN HBCU 36
(Outcalt, et. al. In other words, they had to find another way to increase their numbers of non-
African Americans attending their institution. Ultimately, HBCUs have had to deal with positive
and negative consequences to be in their current state.
The Current State of Historically Black Colleges and Universities
Currently, there are 104 HBCUs in the United States of America (Gaston & Harris,
2015). Since their inception in the late 1800s, 11 have permanently closed. The list contains
public, private, and community colleges. There are 40 4-year public institutions, 49 4-year
private institutions, 11 2-year public institutions, and 5 2-year private institutions. Out of all
the HBCUs in the United States, only one of them is on the West Coast and the other ones are
located in the South (Texas, Louisiana, Georgia, Florida, etc.) and along the Midwest and East
Coast (Ohio, New York, North Carolina, etc.). According to the National Center for Education
Statistics (2017), HBCUs have historically enrolled approximately two-hundred thousand
students a year. However, more Black students are attending higher education but are not
attending HBCUs (Figure 6). The most recently published data of 2016, out of the 20 million
students that were enrolled in degree-granting institutions, HBCUs accounted for 3% of the
enrolled population. In addition to their enrollment population, they also account for an average
11% of the students that graduate with degrees.
ADVANCING RETENTION STRATEGIES AT AN HBCU 37
Figure 6. Various research on where Blacks are enrolling in higher education.
This dissertation focused on HBCUs because of their sustainability and impact to the
future of American society. The current state of HBCUs has focused more on diversifying the
student population (Brown, Ricard, & Donahoo, 2004). Historically, HBCUs have and will
always be open to the African America population (Harper et al., 2009). However, they need to
broaden their student population by accepting a more diverse pool of individuals. While some
argue that HBCUs should stay true to their tradition of educating Black students, diversifying the
ADVANCING RETENTION STRATEGIES AT AN HBCU 38
student population expands the profile of HBCUs into the national higher education landscape
(Brown & Ricard, 2007). Therefore, the need to find ways to recruit a more diverse pool of
students can ensure their success and find important allies and friends (Willie, 1994).
However, there is a need for HBCUs to be cautious about the possibility and possible
reality of diversifying due to critics interpreting the funding privileges that get based on their
classification. For example, Butrymowicz (2014) provided the critics’ response that, if HBCUs
were to diversify or become more White than Black, as in the case of West Virginia State
College, there may not be enough merit for HBCUs to get special funding as the mainstream of
institutions are taking the same approach. It is also perceived that instead of special funding that
is legislatively based upon the historical mission, it should be based upon present realities. If this
was the case, then HBCUs would find even more pressures without support based upon their
historical context.
Like other institutions of higher education, HBCUs have had mounting pressure to
increase retention and graduation rates due to several internal and external pressures (Richards &
Awokoya, 2012). The most basic reason for why it is difficult for students to retain and graduate
is that students come to college with different skills, personalities, abilities, motivation and
external commitments (Tinto, 1993). With so many competing priorities for each student,
individualized attention is not often achievable. One of these priorities is the constantly rising
cost of tuition (Richards & Awokoya, 2012) which makes it hard for students to afford to take
loans out to cover. Another barrier is the fact that students are underprepared, and primary and
secondary education is not doing enough to prepare students to where they need to be for college
success (Brock, 2010; Horn, Berger, & Carroll, 2004). At the same time, some students face
other challenges and barriers to complete their degrees in a timely fashion (Richards &
ADVANCING RETENTION STRATEGIES AT AN HBCU 39
Awokoya, 2012), such as, not taking enough credits, failing core courses, or unexpected life
situations that take precedent over a college degree (i.e. death in the family, parent job loss, etc.).
Amongst other reasons, student drop out can be attributed in part to the lack of guidance
counselors that institutions employ in providing for students (Bok, 2015; Hersh & Merrow,
2015). Depending on the policies and procedures governing funding requirements, many
institutions cannot invest in training counselors, a challenge that also exists in primary and
secondary education schools (Ravitch, 2016).
While there are student barriers, there are also institutional barriers that exist with the
current state of HBCUs. Some of these barriers include low enrollment, underprepared students,
performance-based funding formulas, retention, graduation, and alumni giving. For example, if
institutions built systems for alumni to give and engage them to give, then HBCUs could raise
money to support scholarships, programs and invest in the support to ensure success for their
students (Lee & Keys, 2013). In addition to these barriers, they also “face considerable obstacles,
such as discriminatory public funding, the hostility of the White power structure, low church
support, [and] minimal response from the White philanthropic community and foundations”
(Wilson, 1994, p. 198). These barriers dominate the conversation of HBCUs and must be
addressed to change the state of play in the higher education sector.
In addition, HBCUs are not exempt to larger trends and themes that are affecting higher
education as an industry. Higher education institutions are seeing changes in their student
populations related to HBCUs as shown in Figure 7. One of these is the rise in African American
students going to PWIs while an increase in Caucasian (and other ethnicities) students is
attending HBCUs (Allen, Jewell, Griffin, & Wolf, 2007; Brown, 2002; Provasnik, Shafer, &
Snyder, 2004).
ADVANCING RETENTION STRATEGIES AT AN HBCU 40
Figure 7. Black enrollment at HBCUs since 1976 – 2014.
There is also a need to ensure that students are completing their degree. The new wave of
completion to a degree is dominating the higher education market and policy conversations
(John, Daun-Barnett, & Moronski-Chapman, 2012). A more aggressive approach to keep these
institutions accountable through legislation and funding formulas is forcing HBCUs and other
higher education institutions to focus on their completion rates (Table 2). This is encouraging
institutions to take a hard look at their academic offerings and student experiences. They are
having to improve their student experience through measures that may include increasing the
intellectual and stimulating environments, a student experience with more interactions with
support services as well as with faculty (Seifert, Drummond, & Pascarella, 2006). These stated
trends are important because they will have an impact on the way that certain departments and
offices provide services.
0
50000
100000
150000
200000
250000
300000
350000
1976 1980 1986 1990 1995 2000 2005 2010 2014
Black Male Black Female Total Male Total Female Total Enrollment
ADVANCING RETENTION STRATEGIES AT AN HBCU 41
Table 2
HBCU Graduation Rates (four years), 2014
HBCU Name State Graduation Rate
Spelman College GA 69
Howard University DC 65
Hampton University VA 59
Morehouse College GA 55
Fisk University TN 52
Fort Valley State
University
GA 48
Xavier University LA 47
Looking to Effective Policies and Practices at Higher Education Institutions to Increase
Undergraduate Retention and Graduation Rates
To improve retention and graduation rates, institutions must set clear goals, develop
related policies, and implement best practices (Lotkowski et al., 2004). The topic of student
success and engagement has grown in importance. Institutions have taken a much harder look at
the programs, policies and practices that are designed to impact student engagement and
retention and have found different points in the student experience that can have an impact on
student retention (Carini, Kuh, & Klein, 2006; Kuh, 2009a, 2009b; Kuh et al., 2008). A study by
Hosch (2008) of Central Connecticut State University, for example, suggests a strong correlation
between the first-year academic performance, 4-year and 6-year graduation rates. The better a
student performs in their first year, the more likely they will perform throughout the rest of their
academic experience. An additional study by Oakland University’s Institutional Research Office
(2003) found that full-time, first-year students who took at least 16 credits were more likely to
persist and graduate compared to those that did not. Overall, these studies suggest that when
institutions decide to engage early with students, the more likely students will perform at the
level of expectations set by the institution.
ADVANCING RETENTION STRATEGIES AT AN HBCU 42
Institutions must determine an effective style of engagement for their policies and
practices to make an impact. The institution’s engagement style affects how the policies,
practices and even procedures may impact student persistence and graduation (Pike & Kuh,
2005a, 2005b). A body of literature directly acknowledges the types of engagement that
institutions must undertake if they want to make a significant impact on student’s retention. Pre-
college engagement is a key component to institutions’ effective procedures and practices. Pre-
college engagement is the time between a student’s accepting the institution’s offer to attend to
their arrival on campus or the first day of class. The time period usually falls between May and
August of each calendar year. The period of engagement is where the institution directly
communicates with incoming students about preparing for college, attending programs and
events and reminding them of important deadlines (Zepke & Leach, 2010; Edwards, 2003). This
approach is engrained into the experience students can expect from institutions that are not only
recruiting them but to also have them feel a part of the campus community (Astin, 1993; Naretto,
1995; Tinto, 1993). This can take on many forms. Typically, institutions will implement
orientation programs that are designed to provide short-term engagement for students to get
acclimated to campus. Other programs will be academically focused which are called bridging
programs. Whether they are social or academic, students get an early opportunity to engage with
campus culture and community through different avenues.
Policies that give students a more significant role in their learning also play a role in
improving retention and graduation rates (Bean, 2005; Crosling, Heagney, & Thomas, 2009;
Tinto, 2006). This includes students playing a role in the development of policy and in
institutional governance. By doing this, students are actively involved in the university’s
development that can provide them with the opportunity to have an impact on students and the
ADVANCING RETENTION STRATEGIES AT AN HBCU 43
institution (Lizzo & Wilson, 2009). Institutions are increasingly finding opportunities to allow
this to happen while at the same time, students are increasingly demanding this involvement
(Tinto, 1998). Students engaging with the institution by providing invaluable input allows
students to have a greater level of responsibility for learning, campus engagement and campus
life (Magolda, 2005). As a result, students will be retained and graduate because the institution is
engaging them through a variety of its organizational structures (Reason, 2009).
Another example of engagement is the emergence of students serving on the Board of
Trustees for institutions and on other high-profile committees that are affecting institutional
culture through policy (Lizzo & Wilson, 2009; Ratsoy & Bing, 1999). The need to ensure that
students are engaged aligns with the research that says engagement on committees is highly
impactful (Kuh et al., 2011). High-profile or high-impact committees and opportunities are
important to find participation with students. Student participation in places where they will have
a direct impact on current students is an opportunity to encourage retention of students. The more
opportunities students have on making a change to institutional culture is another form of
engagement that can have an impact on retention (Tinto, 2008). Therefore, institutions must look
at the way students are engaged with campus culture either in pre-college or institutional
engagement.
Through careful analysis of retention and graduation data, institutions can determine if
the engagement is producing positive results (Van Barneveld, Arnold, & Campbell, 2012).
Predictive analytics is a powerful tool in higher education related to increasing retention and
graduation (Baepler & Murdoch, 2010; Norris, Baer, Leonard, Pugliese, & LeFrere, 2008).
Predictive analytics is a tool that examines the behavior of previous students to then apply the
algorithm of continuation and non-continuation to predict the likelihood of current students in
ADVANCING RETENTION STRATEGIES AT AN HBCU 44
continuing and non-continuing. This informs the institution of the probability of persistence and
retention of students based on the performance of students. The use of this method has allowed
institutions to target their work so that they are retaining students who previously lacked
sufficient engagement and academic success (Van Barneveld et al., 2012). The use of powerful
predictors supports the design of very specific and targeted interventions and initiatives as the
example of Oregon State University suggests (Murtaugh, Burns, & Schuster, 1999).
One example of how predictive analytics is being applied in the field is through the
experience of Oregon State University. The institution used predictive analytics to determine
which students are more likely to continue compared to those students who would not. The data
ranges over four academic years where n = 8,293 students. Through predictive analytics, the
institution realized that a targeted approach to their programming could make a difference in
their retention rates of students in their first-year. The results from predictive analytics were that
their minority students (Blacks, Hispanics, and American-Indians) were more likely to withdraw
within their first year versus their White counterparts. This was less so when students were
compared to like GPA and SAT scores as predictors. The differences between the groups of
students were then non-existent. Their approach was to look at the behaviors of these students
within their first year. From the data, they could look at their offerings to see what they could do
to deter the students from withdrawing. Therefore, they started with orienting new students into
their university. They revised their Freshman Orientation Program by incorporating targeted
programs based upon student characteristics. The targeted groups’ characteristics were out-of-
state students and minority students. Specific orientation programs were geared towards these
populations because they were more likely to not continue than to continue (Murtaugh et al.,
ADVANCING RETENTION STRATEGIES AT AN HBCU 45
1999). Predictive analytics empowers institutions to make those adjustments so that students can
be successful and engaged (Murtaugh, Burns, & Schuster, 2012).
Increasing Persistence, Retention and Graduation Rates at HBCUs
Retaining and graduating students in higher education institutions is of great concern to
many administrators, specifically those who are focused on minority populations (Lang, 2001).
HBCUs are one of the institutions in this classification. HBCUs have been proven to successfully
engage with the unprepared and most financially challenged students (Swail, 2003). Therefore,
the need to ensure that students are not only being recruited but being retained at HBCUs is of
high importance. The following sections will explore the current literature that addresses how
HBCUs have worked to increase persistence, retention and graduation rates.
Student-Focused Initiatives at HBCUs to Enhance Persistence, Retention and Graduation
Rates
Student-focused initiatives must find ways that look to ensure that the whole student is
addressed (Kuh, 2009a, 2009c; Kuh et al., 2011). The students that HBCUs recruit are majority
low-income, first-generation, and Pell Grant eligible (Mercer & Stedman, 2008). Research
suggests that Pell Grant eligible students are more likely to have low retention numbers and low
graduation rates (Kantrowitz, 2009; Tebbs & Turner, 2005; Turner, 2014). Student-focused
initiatives enhance persistence, retention and graduation rates when the approach is focused on
aspects of student life for only specific students rather than the entire student population (Tinto,
2002). For example, targeted students can be categorized by subject. In a study conducted in
2009 by Jary and Lebeau, sociology students’ “greater commonality of experience and outcome
across institutions than extreme polarization of institutional experiences and outcomes
sometimes suggest…. stronger disciplinary framing of the curriculum” (p. 771). This targeted
approach focuses on the context being learned as it becomes specific to student interest. Targeted
ADVANCING RETENTION STRATEGIES AT AN HBCU 46
approaches to student engagement are necessary for having an impact on student persistence and
retention (Rendón et al., 2000; Kuh, 2009; Zhao & Kuh, 2004). Another example that can be
used to show how the literature has explored this issue is through the development of Black Male
Initiatives. This targeting of students addresses the commonality of gender and race that is more
geared towards the student’s characteristics.
Black male initiatives. The need to address Black males, specifically at HBCUs, is the
fact that many of them have unique challenges that are barriers to access for the tools needed to
be successful in college (Polite & Davis, 1999). Black male initiatives are ones where Black men
can get together and share their college experiences. Dillard University provides an example of
this type of initiative. Dillard University last reported that their gender makeup is 27% male and
73% female (U.S. News & World Report, 2017). The 100 Black Men of America is a non-profit
organization that established chapters on various HBCU campuses. These chapters support the
development of Black men by engaging them in various activities to become better citizens on
campus and in the community. Black male initiatives are more so targeted to the needs of these
individuals so that self-esteem, psychosocial development, productive racial and ethnic identity
formation are realized by participants (Harper, 2004; Harper & Quaye, 2007; Trowler, 2010).
Other colleges have found benefit in this approach and have replicated it. Institutions like
Morehouse and Philander Smith have decided to have particular initiatives that engage the entire
campus to develop the whole students socially and academically (Harper & Harris, 2012; Harper,
2012) while at the same time support Black males to cope with being in college and understand
their role as a male on a college campus. These initiatives share a theme that requires an
assessment of the campus’s environment and resources so that they are more welcoming to Black
male students over the term of their time at the institution with multiple stakeholders (Harper &
ADVANCING RETENTION STRATEGIES AT AN HBCU 47
Harris, 2012; Harper, 2012). Regardless of the approach, as suggested by the research, these
initiatives are aimed at addressing the problem at the heart of retention and graduation of groups
rather than developing insufficient engaging opportunities that do not support students to develop
as they should (Harper & Harris, 2012).
In general, first-generation and low-income students are groups that historically have had
relatively low retention and graduate rates (Thayer, 2000). The programs that are particularly
effective at HBCUs are developed to target student outcomes using students’ characteristic as the
predictive analysis for program development (Harper & Harris, 2012). This suggests the need to
develop student-focused initiatives that are targeted on characteristics.
Faculty-Driven Initiatives at HBCUs to Enhance Persistence, Retention and Graduation
Rates
Faculty involvement in efforts to impact student retention is connected to the need for
students to rely on them to support learning and academic progress. Students who engage with a
faculty member show a greater success in completing college than those that do not (Roberts &
Styron, 2009). Faculty have the most access to students and have the opportunity to shape the
mindset of students. Through the curriculum and classroom instruction, students’ retention is
based upon their academic expectations and experience (Barefoot, 2000; Chickering & Gamson,
1987; Tinto, 1998). Faculty must become educators to effectively implement student engagement
and retention programs (Tinto, 2004). Faculty, as key internal stakeholders, should be utilized to
support retention initiatives.
Faculty involvement at the local/departmental level is essential to student retention
(Kramer, 2005; Campbell, 2007; Wade, 2010). For example, at North Carolina A & T
University, faculty from the Electronics, Computer and Information Technology department
decided to build a retention strategy. The strategy was related to research on retention and
ADVANCING RETENTION STRATEGIES AT AN HBCU 48
employability that suggests it is important to connect students with employment opportunities
that not only increase their aspirations but also increase their marketability (Hargrove & Rollins,
2008). Through this implementation strategy, students can be “inspired to better apply
themselves in the classroom which will translate to higher retention and their increase overall
employability” (Hargrove & Rollins, 2008, pg. 5). This approach is how retention happens on a
larger scale as well. The engagement of faculty for students about their subject area allows for
retention initiatives that are initiated university-wide and can have a greater impact on the
local/departmental level (Cook & Rushton, 2008; Radloff, 2008; Wade, 2010).
Organizational Initiatives at HBCUs to Enhance Persistence, Retention and Graduation
Rates
The need to examine an institution’s resources as they relate to persistence, retention and
graduation rates is vast (Love, 1993; Hurtado et al, 1998; Harper, 2012). Organizational
initiatives usually start from the top, or management, where there becomes a need for the
institution to engage various campus stakeholders in buying into a new strategy for success
(Love, Trammell, & Cartner, 2010). Student retention and graduation initiatives require
institutional buy-in that works on university-wide engagement and support. The institution at the
heart of this study is a key example of the top-down approach that was initiated to change the
outcomes of the students they serve.
In organizational initiatives, institutions must deploy new business strategies that will
ultimately enhance the student experience but must also ensure that profitability is consistent or
increases (Ackerman & Schibrowsky, 2007). Ackerman and Schibrowsky looked to the
corporate sector to apply examples of those business strategies that might help institutions to
better improve their student retention. In Ackerman and Schibrowsky’ s conclusion, the
outcomes of these new business strategies have an impact on increased retention of students just
ADVANCING RETENTION STRATEGIES AT AN HBCU 49
as businesses see increased customer retention. HBCUs must examine a range of resources from
finances to facilities, academics to faculty and programs to course offerings in efforts to affect
student retention and graduation (Lotkowski et al., 2004).
Applying this strategy was done through PU’s academic strategy. PU conducted an
organizational initiative with the same ideology. The university had multiple degree programs
that were over 120 credits to complete. Through this process, outcomes of certain programs had
to either be stripped of their approval as a department offering courses for majors; for example,
Foreign Language Department. Some of their language programs were only offered as minors to
students. Low enrollment, high faculty salaries, student tuition income and faculty to staff ratios
contributed to the reduction in the department’s offering to students. Other courses, like Classics,
were only left to offer courses for the general education requirements as they were also scaled
back due to the same reasons. This approach provided the institution to focus on the areas that
had an overwhelming number of student/customer interest. Therefore, leadership decided that all
schools and colleges needed to reduce their programs to have a 120-credit completion
requirement. This meant that students would only need to take 15 credits per semester for four
years and could spend more time being involved in their interested subjects.
An example of another organizational initiative that was designed to impact student
engagement and retention was the United Negro College Fund (UNCF). UNCF conducted an
Institute for Capacity Building – Enrollment Management project with private member HBCUs
that would look at their enrollment management process within the institutions to have an impact
on student retention and graduation. They entitled the model as Strategic Recruitment,
Enrollment, Engagement and Assessment. The ultimate goal was to offer an “enrollment
management roadmap for student success in higher education” (Carey-Butler, 2010) which
ADVANCING RETENTION STRATEGIES AT AN HBCU 50
implemented new strategies that would have an impact on the organization’s policies, practices,
and procedures. The population they focused on were African American males. One of the ways
to impact retention is through the enrollment management process. UNCF identified 4 HBCUs to
participate in a program that would improve the process for recruiting the most appropriate
students to have better graduation rates (Carey-Butler, 2010). Through these institutions, they
examined one area of their organization that would have an impact on their recruitment and
enrollment process. By implementing this project, institutions saw a 13% increase in their
enrollment numbers with an increase, particularly in African American males and a better
customer experience for applicants (Carey-Butler, 2010). Through this organizational initiative,
these institutions looked at the student characteristic that will better match their institutional
offerings and therefore can respond to students that will have an impact on student retention and
graduation.
Building Knowledge, Motivation, and Organizational Capacity Within PU to Raise the Six-
Year Undergraduate Graduation Rate
Prince University is an institution that still has a significant amount of work to be done to
make significant strides in improving the undergraduate 4- and 6-year graduation rate. By Fall
2019, OUS will implement policies, practices, and procedures to support the increase in student
retention and the 6-year graduation rate. Therefore, it is important for the OUS to serve as the
central support unit to work with the university stakeholders to increase graduation rates.
Building capacity at PU requires the examination of knowledge, motivation and organizational
needs of the staff of OUS to positively affect 6-year graduation rates. Therefore, exploring
knowledge, motivation and organizational theory brings a grounded understanding of the
assumed stakeholder needs displayed in Chapter Three.
ADVANCING RETENTION STRATEGIES AT AN HBCU 51
Knowledge Influences
The knowledge influences that are described below and documented in Chapter Three are
grounded in Anderson, Krathwohl, Airsain, Cruikshank, Mayer, Pintrich, & Wittrock’s (2001)
revision of Bloom’s taxonomy. Both authors of the revised structure have stated that the six
knowledge dimensions are remember, understand, apply, analyze, evaluate and create. The
influences are first grounded in one of the six dimensions and then through the cognitive
processes. Through the knowledge influences, Anderson and Krathwohl added additional layers
to acknowledge that Factual, conceptual, procedural and metacognitive knowledge are additional
cognitive processes needed to achieve the organizational goal. Through the knowledge
influences, it is clear that these knowledge influences are more than just acknowledgments of the
influences but look deeply at the skills, beliefs, attitudes and other factors needed to accomplish
an organization’s goals. Therefore, the influences needed to reach the goal needs to be holistic to
develop clear assessment tools and stronger recommendations.
Prince University’s OUS will need to have a clear understanding of what is happening at
the school and college (local) level in terms of retention and graduation initiatives. OUS as the
stakeholder is using the cognitive process so that they can gather relevant information to properly
inform their decisions on the policies, practices, and procedures to meet their performance goal.
It also ensures that new policies and practices are implemented with being informed by the needs
of internal stakeholders. Institutional policies, practices, and procedures need to be informed by
information on how to allocate appropriate resources to affect long-term change (Hanover
Research, 2014). In the same vein, as OUS must work to assess the current services at PU, the
schools and colleges must also support the centralized approach to student retention as well.
Research shows that HBCUs are engaged in retention activities but are creating modest to
ADVANCING RETENTION STRATEGIES AT AN HBCU 52
minimal organizational structures that support these initiatives (College Board, 2009).
Communication is highly important for OUS to use as a resource to make a change. The
communication tools necessary are important to garner support and provide information in goal
setting and achievements. Bartram (2005) conceptualized the eight competencies of an
organization that are key to the communication plan that OUS will need to develop. These
competencies are the following: Leading and deciding, support and cooperating, interacting and
presenting, analyzing and interpreting, creating and conceptualizing, organizing and executing,
adaptive and coping, and enterprising and performing. These competencies will need to be
learned by the staff and then implemented in their work; especially in their oral and written
communication. This interaction between OUS and the rest of the university is key to the success
of implementing policies, practices and procedures to improve retention. Finally, through all the
knowledge that must be acquired to effectively understand the problem, the OUS staff and
internal stakeholders will have to understand the role of centralized academic and student
support services that support student success (Pitkethly & Prosser, 2001). This conceptual
knowledge approach relies on the experiences of individual stakeholders to reflect on the
processes that have been taken to establish the office and analyze the data so that the strategy
will support the structure pertinent to impacting the student experience.
Motivation Influences
In addition to knowledge being acquired by the OUS staff, OUS staff and internal
stakeholders will need to have a belief in themselves to accomplish the task ahead (Bandura,
1977) while at the same time ensuring that those involved feel as though psychological and self-
fulfillment needs are being met (Maslow, 1943). The assumed influences for motivation are
grounded in Bandura’s theory that to achieve the organization’s goals, individuals within OUS
ADVANCING RETENTION STRATEGIES AT AN HBCU 53
and OUS as a collective team must have the confidence in their skills and abilities to do the
work. For the organization to achieve their goal, OUS must rely on individual experiences that
are informing the need to be employed by PU but to also value the role of OUS to align its
services with having a greater impact on student engagement and retention. By achieving this,
OUS staff will need to engage with the wider professional community to improve their skills and
understanding of their role as professionals. When they begin to learn from other members of the
same professional community, they will become better at doing their jobs (Argote, Gruenfeld, &
Naquin, 2001; Boone, Ganeshan, & Hicks, 2008). This entails not only learning and engaging
with others to see the value but to also recognize the value from the environment they work in as
well as the ownership of their role in student retention and engagement (Mann, 2001). OUS must
use the five principles Mann (2001) states that must be owned and implemented by individual
staff: solidarity, hospitality, safety, redistribution of power and criticality. These principles will
shift power from the stakeholder to the student and back. The most important of these principles
is the criticality which allows for questioning and examination for OUS staff to build the
confidence and self-efficacy needed to perform at the level necessary to reach the organizational
goal. As a result, this will better inform policy, and practices but also allow OUS to realize that
through these processes increased motivation is actualized. Ultimately, motivating staff to not
only value but to gain the confidence that the alignment of these policies, practices, and
procedures are achievable within the timeframe of Fall 2020.
Organizational Influences
According to Gallimore and Goldenberg (2001), it is important that OUS works
collaboratively with various internal stakeholders that will work to achieve the value of new
policies, practices and procedures towards improving the institution’s retention and graduation
ADVANCING RETENTION STRATEGIES AT AN HBCU 54
rate. It is about building the appropriate structures that are designed to increase student retention
and graduation rates by gathering data on student needs and responding to those needs (Coates,
2010). There are benefits to the organization when OUS decides to implement proper systems
that allow them to be more effective at having an impact on students. With more data on student
engagement, OUS can plan and allocate resources that provide them with the most accurate
information on the student to better make informed decisions on institutional improvements
(Kuh, 2009). Overall, OUS needs to track the data that can inform OUS staff and their internal
stakeholders about the student lifecycle, i.e. recruitment, learning outcomes, the possibility of
continuation and non-continuation, etc. (Krause & Coates, 2008). These decisions that would be
made to align policies, practices and procedures increase the level of accountability because
OUS will need to find mechanisms that allow them to not only collect the data but to also ensure
that as decisions are being made, transparency is a key component in the process (Lizzo &
Wilson, 2009; Sabin & Daniels, 2001). Through these processes, it is important that OUS is
aware of how institutional culture might be changed or transformed by this process and could
have a ripple effect across the institution that improves institutional efficiency and engagement
with key internal stakeholders (Pascarella, Seifert, & Blaich, 2010) so that all processes are
aligned with the intuition’s priorities and goals.
Conclusion
Ultimately, the purpose of this study was to examine the policies, practices, and
procedures needed to have an impact on retention and graduation rates at a historically Black
college and university, specifically PU. The literature review examined ways institutions and
HBCUs have looked to use these tools to have an impact on these rates. For PU to have its own
institutional impact, the exploration of influences that are hindering PU to fulfill its
ADVANCING RETENTION STRATEGIES AT AN HBCU 55
organizational goal is a top priority. The following chapter, Chapter Three, states the
methodological approach to examine the stakeholder knowledge, motivation, and organizational
needs to close PU’s gap between their current state and their organizational goal.
ADVANCING RETENTION STRATEGIES AT AN HBCU 56
CHAPTER THREE: METHODOLOGY
The overall purpose of the project was to examine how higher education institutions,
particularly, PU, which is a historically Black university, can better serve students with the goal
of increasing student retention and graduation rates. Specifically, the purpose of this study was to
conduct a gap analysis in the areas of knowledge and skills, motivation and organizational
resources necessary to reach PU’s performance goal of by Spring 2020, the organization will
increase its 6-year undergraduate graduation rate from 62% to 90% or better. While there are a
plethora of theories, best practices, and other lessons to be learned regarding student retention
and graduation, this study specifically examined the knowledge, motivation and organizational
needs of the OUS staff, who provide academic and student support services at PU, to implement
policies, practices and procedures to improve student retention and graduation rates. As such,
three questions guided this study:
1. What is the OUS staff’s knowledge and motivation to establish effective policies,
practices, and procedures related to Prince University’s goal of increasing the 6-year
graduation rate?
2. What is the interaction between organizational culture and context and OUS staff
knowledge and motivation?
3. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Stakeholder of Focus Goal and Critical Behaviors
The stakeholder, OUS at PU, serves as the singular office on the university campus that is
structured to support students academically. Therefore, the stakeholder serves as the project lead
in the implementation of the organizational goal to increase 6-year graduation rates to 90% by
ADVANCING RETENTION STRATEGIES AT AN HBCU 57
2020. For OUS at PU to implement policies, practices, and procedures that increase student
engagement and the 6-year graduation rate by Fall 2020, they will need to have three critical
behaviors. The first is to design policies that have a direct impact on student engagement and
satisfaction. Secondly, they will need to build a collaborative environment (physically or
virtually) that supports student engagement and knowledge transfer. Finally, they will need to
implement a process for student tracking and evaluation of progress that informs leadership and
Key Performance Indexes. Stakeholder knowledge, motivation and organizational needs to
address these critical behaviors and reach the institution’s performance goal, were examined
through this study.
Methodological Framework
The methodological framework for this dissertation of practice was a gap analysis as
defined by Clark and Estes (2008). This gap analysis process was used to examine the current
state of PU and assess the key stakeholders to gain an understanding of how to improve for their
desired state. With a systematic approach, the gap analysis process includes various stages, as
shown in Figure 8. The stages are used to accomplish specific tasks:
1. Provide better clarity to the stated organizational goal(s).
2. Identify and articulate the gap(s) that exist between the current performance level and the
stated goal(s).
3. Effectively categorize the assumed knowledge, motivation and organizational causes that
directly affect attainment of those goals.
4. Validate the knowledge, motivation and organizational root causes affecting
performance.
5. Develop research-based solutions to validated causes.
ADVANCING RETENTION STRATEGIES AT AN HBCU 58
6. Implement and evaluate those solutions and revisit goals.
Figure 8. Gap analysis process.
Clark and Estes (2008) defined knowledge as the “how, along with the when, what, why,
where and who to attain their stated goals” (p. 44). Motivation is what “gets us going, keeps us
moving, and tells us how much effort to spend” (Clark & Estes, 2008, p. 81). Finally,
organizational performance is loosely defined as the barriers that are imposed by the greater
organizational structure. Organizational performance can be separated into three smaller
categories of work processes, material resources and value chains and streams (Clark & Estes,
2008, p. 104–105). Clark and Estes’ process was used to examine the knowledge, motivation and
organizational needs of OUS to improve student retention at PU and develop innovative
solutions to address the validated needs.
Assumed Performance Causes
Organizational success is measured in a group’s ability to self-assess and correct
shortcomings or as Clark and Estes (2008) assert, “to close the performance gap” (p. 42). In an
effort to maintain a competitive edge, many organizations self-diagnose their perceived
performance gaps quickly, often assuming unproven conclusions in the hopes of solving their
issues, which address only the symptoms of probable issues. One way to eliminate organizational
ADVANCING RETENTION STRATEGIES AT AN HBCU 59
gaps, as suggested by Clark and Estes (2008), is a systematic, performance-based approach that
generates assumed knowledge, motivation and organizational causes for the organizational
performance gap. A thorough investigation of organizational performance should include three
components: informal scanning data, learning, motivation, and organization/culture theories, and
a review of related literature to the topic. Assumed influences from the related literature and
from learning, motivation and organizational theories were discussed in Chapter Two. The
following is a discussion of the assumed knowledge, motivation and organizational barriers
based on preliminary scanning data. Table 3 presents the assumed knowledge, motivation and
organizational assumed causes from each of these three components.
Table 3
Summary Table of Assumed Influences on Performance
Sources Knowledge Motivation Organization
Preliminary
Scanning Data
OUS staff needs to
know how to assess
the current academic
and student support
services in the
schools and
colleges.
OUS staff needs to see the
value of practices, policies,
and procedures being
aligned more efficiently.
OUS staff needs a plan
from the university for
redistribution of
resources/funding.
OUS staff needs clearly
defined goals from the
university to align
policies, practices and
procedures with the
university’s academic
strategy and strategic
plan.
OUS staff needs to
engage with the wider
professional community
who are also
collaborative to improve
retention, policies,
practices and
procedures.
ADVANCING RETENTION STRATEGIES AT AN HBCU 60
Table 3, continued
Sources Knowledge Motivation Organization
Learning,
Motivation and
Organizational
Theory
OUS staff needs
knowledge of how
to effectively
communicate goals
and objectives to
multiple stakeholder
groups.
OUS staff needs to
have knowledge of
other universities’,
including HBCUs,
efforts to effectively
support graduation
goals
OUS staff needs to
understand the
potential role of
centralized academic
and student support
services to student
success.
OUS staff must value the
goal of increasing retention
and graduation rates
OUS staff needs to be
empowered in engaging
other internal partners to
take ownership of specific
retention and graduation
initiatives.
OUS staff needs to value
the HBCU context of
Prince University in
increasing the retention and
graduation rates.
OUS staff needs an
adequate system of
accountability to
validate the
implementation of
goals.
OUS staff needs
leadership’s long-term
commitment to the
design of policies,
practices and
procedures to
implement to increase
graduation rates.
Related Literature OUS managers need
to know how to
disseminate success
and lessons learned
to other key
stakeholders within
the organization.
OUS staff needs to
know how to
support students to
build self-efficacy,
motivation, and
academic
achievement.
OUS staff needs to set
professional achievement
goals in order to personally
connect with the work and
the students being served.
OUS staff needs to
incorporate predictive
analytics (data) into
program, practices and
policy development.
OUS staff needs to
incorporate software
capabilities that work to
achieve organizational
goals and objectives.
Preliminary Scanning Data
Prince University is still developing policies, practices and procedures that will have an
impact on persistence, retention and graduation rates. The university took on an extensive review
process of their academic programs and portfolio in 2009. Since the report’s publication, OUS
was redeployed to meet the goals and objectives of that report. Therefore, the assumed influences
ADVANCING RETENTION STRATEGIES AT AN HBCU 61
address the continuous improvement needs for OUS to meet performance metrics that are
aligned with its objectives. Due to recent changes in leadership and staff turnover, as well as five
years since the last review was completed, there needs to be an institutional review of those
objectives and a realignment of new goals and objectives. Due to the lack of a university
strategic plan and an academic strategy report, OUS will need to provide the university with an
overall action plan that will garner additional support from internal stakeholders as well as from
students. The university-wide collaboration for this effort is necessary and must engage the
institution to galvanize around a central theme and objectives. This will require OUS to ensure
that they are leading the organization to achieve the retention and graduation rates they are
expecting by improving the policies, practices, and procedures that will assist them.
Knowledge. For OUS to have an impact, they must build their knowledge and the
knowledge of their internal stakeholders so that information is shared appropriately. They need
to inform those that will have a direct impact on their work and will need to understand the
current environment at PU. This will then inform their work on what other institutions are doing
to address their current situations. The application of best practices that have already been done
is helpful for OUS to become more informed about the possibilities to make changes. By
building a repository of information, internal stakeholders can also become knowledgeable about
what is taking place in the field, and they might find useful to apply in their own context. This
also helps with developing the overall goals and objectives OUS will put forth in their action
plan. The plan not only informs but keeps stakeholders accountable to its success. This
centralized approach is a first step in working to understand the work that is needed to drive such
an initiative from central administration.
ADVANCING RETENTION STRATEGIES AT AN HBCU 62
OUS is working to increase their knowledge of the internal infrastructure. It is also
important that they develop staff to take on the work to serve in the capacity of partners and
advocates. Not only are the directors and management team fulfilling the work, so are the
support staff in the office. They also serve in capacities that represent the office across the
institution and should have the adequate knowledge and skills to communicate the goals and
objectives effectively. Moreover, they should have the adequate knowledge to implement
practices that align with the action plan. Finally, all the members within OUS and their internal
stakeholders will need to ensure that their knowledge is directly connected with student
achievement, self-efficacy, and motivation. The main recipients of this work are the students. It
is important that all stakeholders involved are aware of the task that is needed to understand the
impact of policies, practices, and procedures as it pertains to students. Ultimately, the knowledge
needed to inform OUS staff and internal stakeholders are important for the work to be
accomplished.
Motivation. OUS must coach staff and internal stakeholders to motivate them to be
engaged in this process. Motivation is key because those that are demotivated are less likely to
participate in this process. Therefore, OUS will need to use the benefits of this work to ensure
that staff value the importance of improving retention and graduation rates. First and foremost,
training staff to effectively deliver the changes that ensure clear ownership of success can help to
motivate OUS staff and internal stakeholders. The connection between skills, implementation,
and success might increase the level of engagement from the partnership. Also, motivation will
increase when staff has external partners from the professional community to participate, as well.
This pathway to employability for students and their success will only translate into more
success for the institution. There is a lot that is in it for the institution when success is a result of
ADVANCING RETENTION STRATEGIES AT AN HBCU 63
the changes to policies, practices, and procedures. The success can provide an acknowledgment
to those that have seen the biggest improvements in the work as well as the possible increase in
alumni activity to advance the work. This is most important when there are some monetary or
non-monetary gifts attached to the success through professional development reviews. The staff
must recognize that they have the capacity to design, implement, and evaluate the changes to
policies, practices, and procedures while at the same time benefiting from demonstrating self-
efficacy. All of this coupled together could increase motivation.
Organization. Finally, OUS will need to develop and navigate the institution’s resources.
The organization must be aware of the resources that are either a barrier or essential to their
success. The most important resource is leadership. Since the inception of the office, there have
been a number of leadership changes from senior management of the university to the school
level. Therefore, ensuring that leaders in these important positions are engaged in the process of
student retention and graduation will be important. Secondly, the organization will have to
implement software packages that give tools to the staff to work more efficiently. One of these
tools is predictive analytics software that is helping institutions to predict the success of students
based upon the similar behavior of previous students. This software will support OUS’s work to
provide targeted support depending on the predictability of the student. In addition to the
software, OUS will also need to develop a formal action plan that aligns these goals and
objectives for internal and external consumption. Once a plan has been developed, then can OUS
build an accountability system that reports on the progress and impact on retention and
graduation rates. Ultimately, all of this means that allocation of resources and funding will
determine some, if not all, of the decisions made at each level. The need for OUS to use these
resources effectively will determine the level of motivation and knowledge staff and internal
ADVANCING RETENTION STRATEGIES AT AN HBCU 64
stakeholders will have to execute the improvement of policies, practices, and procedures to
increase the 6-year graduation rate.
Summary of Assumed Influences
The assumed influences serve as the initial guidance for this dissertation. Each assumed
influence is grounded in the knowledge, motivation and organizational framework that provides
a holistic approach to collecting the most appropriate information on the institution’s
performance problem. Improving the institution’s performance goal through these methods
ensures that the research questions and the data collected will provide a rich understanding of the
recommendations that are tangible for implementation. Throughout the rest of this chapter, the
methodology is important in not only the questions being asked but also how the data will be
collected. The sections to follow will explain in detail the data collection process.
Participating Stakeholders
The population of this study was 28 full-time staff in the OUS at PU, which is expressed
in Figure 9. These key individuals are most directly involved with designing, implementing, and
assessing retention initiatives. In the setting of the institution, they provided a unique perspective
to the problem of practice of this dissertation. The members of OUS vary in their years of
experience as professionals and working for PU. Therefore, their participation was essential due
to the wealth of knowledge that could come from their insights. In dialogue with the stakeholder
group’s senior manager, the importance that most, if not all, staff members participate in the
research was expressed as it would inform additional designing of new policies, protocols and
procedures that are currently being developed amongst managers. Figure 9 shows the
organizational structure of the unit. Overall, this holistic approach with the participants provides
additional data collection for Chapter Four and stronger recommendations for Chapter Five.
ADVANCING RETENTION STRATEGIES AT AN HBCU 65
Figure 9. OUS organizational chart & internal stakeholders.
Out of the 28 OUS staff members who were sent the survey, 17 (N) responded. The
response rate equals 61%. In addition to the survey, interviews were conducted with 7 (N) of the
eight senior and mid-managers. On average, the interviews lasted between 30 – 45 minutes to
over 1 hour. The response rate was 88%. The data were collected over a one-month period, from
mid-October to mid-November 2017. All participants were informed of the voluntary and
anonymous nature of the survey.
Demographic information was collected as well. It was important to know the make-up of
the participants. This was important data to collect because OUS was formed 3 years ago through
a centralized process which has brought on opportunities and challenges with staff recruitment.
The data were used in correlation with some of the analyses in Chapter Four. The rationale for
the demographic information is to see if there are any relationships between the length of time
someone has spent at the institution or in their current role and responses to the questions.
The first question on the survey was, “How long have you been at the institution?” Based
on the responses, most participants have spent more than five years at PU. There was an even
Provost
Faculty Advisory
Committee
Associate
Provost
Director,
Academic
Support Services
Academic
Support Staff
Director, Center
for Academic
Excellence
Professional
Academic
Advisors
Director, Honors
and Sholars
Program
Program
Manager
Director,
Student Success
and Transition
ADVANCING RETENTION STRATEGIES AT AN HBCU 66
number of participants (four responses) that have been with PU less than 12 months and between
1-3 years.
Figure 10. Demographic information from survey.
There was a follow-up question that asked how long they have been serving in their role.
In an office like OUS, a mixture of individuals who are new to the institution and new to the
office brings a different perspective than those who have been at PU in various offices and now
are with OUS.
Figure 11. Demographic information from survey.
The mid-management and senior leaders who were interviewed have more than 50 years’
experience in the field of higher education. The majority of the managers have been in their role
longer than three years with a few new additions over the last academic year. They bring a
breadth of knowledge to OUS.
How long have you been at the
institution?
Less than 12 months
1 - 3 years
3 - 5 years
More than 5 years
How long have you served in
your current role?
Less than 12 months
1 - 3 years
3 -5 years
More than 5 years
ADVANCING RETENTION STRATEGIES AT AN HBCU 67
Data Collection
Data collection went through a rigorous process to ensure its authenticity and its impact
on the project. It was collected through a mixed-methods approach, with both quantitative and
qualitative methods used. The participants were full-time staff members within the OUS. This
dissertation is intended to support the institution to make informed decisions about impacting
student retention and graduation rates. The results could have bearing on organizational
structures, work responsibilities, and strategic initiatives moving forward. The researcher took all
necessary steps to ensure confidentiality and anonymity of respondents. The data collection
process was reviewed and approved by the institutional review board of the University of
Southern California and the involved HBU.
The mixed-methods approach used a survey and interviews which can be seen in
Appendix B. The survey was delivered online through PU’s evaluation system Qualtrics. The
questions were structured within the Likert scale format. Participants chose between strongly
agree to strongly disagree without a “neutral” option. Questions were separated into sections that
focused on knowledge, motivation, and organizational needs. The survey responses informed
how the interview questions were structured and provided a more strategic conversation with
leadership about the responses that were received. Therefore, following up with open-ended
questions allowed for additional information to be gained that supports possible
recommendations for OUS to improve the policies, practices, and procedures that are targeted
towards retention and graduation initiatives.
Once the survey data were processed, follow-up questions were asked of seven of the
eight senior management team members within OUS. These interview questions allowed
participants to express their professional opinion about institutional approaches to retention
ADVANCING RETENTION STRATEGIES AT AN HBCU 68
policies, practices, and procedures. The interview questions were asked to allow for correlation
between their response and the Likert scale responses to more thoroughly validate assumed
influences on performance and support recommendations given in Chapter Five. Through this
method, data were examined to see if the quantitative data from the surveys aligned with the
qualitative data from the interviews. Also, the open-ended survey data were examined to see
what words were used most frequently, especially for the areas that had high “strongly agree”
and “strongly disagree” percentages on the survey. All participant responses were kept
anonymous and confidential. Additionally, all data presented to senior leadership and to
managers was presented in aggregate form.
Figure 12. Timeline of data collection.
Overall, participants were able to contact the interviewer and the interviewer's
institutional point of contact for questions. Data were stored on a password-protected computer
not affiliated with the university. After two years from the time of the publication of the
dissertation, the data will be destroyed. If a need arises to address the study questions further,
additional research will need to be conducted. The synopsis of data will be provided as a
foundation, but new data will need to be collected.
Data Collection and Analysis
The data collection
and analysis process
started at approval of
dissertation topic; July
2017
Surveys
Survey was sent to
participants with a
personalized email
from Doctoral Student
and Associate Provost
of PU; October 2017
Interview
Interviews were
conducted with
participants in
conjunction with the
Associate Provost of
PU involved;
December 2017
ADVANCING RETENTION STRATEGIES AT AN HBCU 69
Surveys
Survey questions were first initiated to the participants in fall 2017. These survey
questions allowed the participants to choose between strongly agree, agree, disagree or strongly
disagree. The number of participants who completed the survey was 17(N). The survey was
administered to only the 28 OUS support staff and managers. The online survey was sent through
the Qualtrics system that is used by PU. There were specific questions that examined the
assumed influences separated into categories of knowledge, motivation, and organization. The
survey questions were formatted into a Likert scale of strongly agree to strongly disagree with
the exclusion of neutral. In one sitting, the survey would take up to 20-25 minutes to complete.
Participants needed to complete the survey in one attempt and could not return to the survey if
they stopped or did not finish. The survey instrument can be found in Appendix B.
Interviews
Interviews were conducted after the surveys were administered. The interview questions
served to allow for follow-up questions after the survey questions gathered the pulse of the
participants. By doing this, the interview questions allowed for more discussion about the topics
covered and the collection of more data to thoroughly validate or not validate assumed
knowledge, motivation, and organizational influences on performance to strengthen the eventual
recommendations. Interviews were conducted over approximately 30-45 minutes and took place
over the phone or in-person. The interviewees were identified based upon their position as
“manager” or management responsibility and were given the option to not participate in the
process. The interview protocol and questions are available for review in Appendix B.
ADVANCING RETENTION STRATEGIES AT AN HBCU 70
Validation of the Performance Issues
Validation methods were utilized to ensure the assumed knowledge, motivation and
organization issues were examined thoroughly with the appropriate tools. This approach included
surveys and interviews. The goal of the mixed methodology was to successfully determine the
root causes of the performance problem to implement policies, practices and procedures in OUS
that support the increase in retention and graduation rates at the HBCU. A validated need means
that the assumption is true, while the not validated need means that the assumption was
unfounded by the data collected. A summary of how each assumed need was validated is
included in Table 4.
Table 4
Summary of Validation Methods of Assumed Needs
Assumed Needs Survey Interviews
Knowledge Needs X X
Motivation Needs X X
Organizational Needs X X
Data Analysis
There were two components to the data analysis process. Data were collected in two
ways: online and in-person. The first component to the process was to administer the online
survey. Using the Bristol Online Surveys platform, data analysis focused on providing
frequencies of the survey responses for each question. After the surveys had been analyzed, the
researcher conducted interviews over the phone and in-person with selected staff in the OUS.
The interview responses were coded to see what themes in the categories of knowledge,
motivation and organizational needs appeared. The researchers used text analysis software to
ADVANCING RETENTION STRATEGIES AT AN HBCU 71
analyze the data for themes and recurring phrases or words. This data was correlated with the
aggregate data of the online surveys that were sent before the interview questions.
Trustworthiness of Data
Data collection was accomplished through utilizing surveys and interviews to ensure that
data were robust, comprehensive, and well developed. In addition, by using two means to assess
the same issue, the goal of this study was to capture multiple dimensions of the retention and
graduation performance gap as described earlier. The survey instruments were examined by
fellow peers and the dissertation committee, and approval was given by USC’s Institutional
Review Board. Assurance of anonymity and confidentiality was guaranteed through the proper
electronic safeguarding and protection of all acquired data (as described earlier in the chapter). In
addition to the trustworthiness of the data, all processes and procedures that have been presented
were agreed upon by the stakeholders in the study. Member checks were accomplished as the
initial part of the survey and all pursuant accepted data and interviewees were selected based on
pre-designated criteria. Non-surveyed participants from other higher education institutions
reviewed the questions to ensure that the questions were understandable and would lead to
answers aligned with the study. Finally, close observation of community accepted standards and
practices when conducting surveys and interviews were followed.
Role of Investigator
The investigator is the director of the Centre for Student Success at the University of East
London (UEL) in the United Kingdom. Before joining UEL, the investigator was the former
director of the center for student success and transition at PU. Therefore, there are working
relationships with the participants of the study. The connection between the investigator and the
participants is not subordinate. The investigator made relationships with participants while an
ADVANCING RETENTION STRATEGIES AT AN HBCU 72
employee and used that rapport to encourage participation in the study. Initial communication
began through online engagement and one-time in-person interviews. The investigator and the
participants communicate to each other about the project through the length of the project until
all findings and solutions were agreed upon. A final approval was given by the organization to
the dissertation chair in order to ratify the process to completion. Some participants already had a
familiarity with the investigator that built the participant’s trust and confidence in the project.
Data on the participants’ demographics and work experience were documented; however, data
were not shared with anyone outside of the project investigator. The investigator made it clear
that all information would be collected voluntarily and in confidence.
Limitations and Delimitations
The investigator has tried to eliminate as many limitations as possible. However,
limitations still exist with this study. The first limitation is that this study only engaged one
stakeholder group. As mentioned before, retention is an institutional effort. Therefore, more
stakeholders will be needed for buy-in and therefore, an assessment on those stakeholders is key.
This dissertation looks at only one aspect and recommendations cannot be implemented until
other key stakeholders have been engaged. Secondly, this study was limited in the instrument
being used. In a study like this one, there are more questions that need to be added for further
probing of this subject. With the limited time of the data collection and analysis, the survey tool
is only scratching the surface of the topic. Lastly, the time constraints of the study are also noted.
The data collection only lasted four months and another four months for data analysis while the
investigator still had other major responsibilities. Eliminating some of these constraints could
provide a richer data set and quality of data reporting.
ADVANCING RETENTION STRATEGIES AT AN HBCU 73
The delimitations of the study were determined by the investigator. It was clear that
deciding only on knowledge, motivation and organizational barriers should be a focus as it is a
topic that is not highly discussed. Additionally, there is a plethora of literature that speaks to a
series of issues to retention and how to address them. The need to address organizational goals
and barriers will enhance the literature produced rather than another regurgitation of possibly the
same data. Secondly, the methodology used cannot provide rich enough data and data reporting
if it were qualitative or quantitative. Blending the two approaches provided a more enriching
experience.
ADVANCING RETENTION STRATEGIES AT AN HBCU 74
CHAPTER FOUR: RESULTS AND FINDINGS
This chapter presents data and findings to inform the first two of three research questions guiding
this study:
1. What is the OUS staff’s knowledge and motivation to establish effective policies,
practices and procedures related to Prince University’s goal of increasing the 6-year
graduation rate?
2. What is the interaction between organizational culture and context and OUS staff’s
knowledge and motivation?
Over a one-month period, the 28 OUS staff members were asked to respond to survey
questions related to their knowledge, motivation and organizational needs to improve 6-year
graduation rates. Of these, 17 completed the survey, a response rate of 61%. A breakdown of
question asked and responses is provided in Appendix B. Seven mid- and senior management
officers of OUS were then interviewed to provide a deeper context and examples based on the
results of the survey. The aggregate survey results are presented below to keep the participants
anonymous. There were 30 questions on the survey tool that was sent by email to participants
through a secure online survey form. The 25 interview questions were conducted during a face-
to-face visit with seven managers after the survey period had closed and the data was preliminary
analyzed with the senior leadership team of OUS. The managers were chosen because they have
the authority to implement changes and explain in further detail how the assumed knowledge,
motivation and organizational influences on performance might be validated or not validated.
The data were provided to them by email and during the interview in aggregate form to protect
anonymity. The importance of showing the aggregate data is to show how staff responded to the
questions so that more context would be provided by the managers. This approach provided the
ADVANCING RETENTION STRATEGIES AT AN HBCU 75
study with data as a foundation to the recommendations presented in Chapter Five. Throughout
this chapter, the data are presented in a linear fashion based on the knowledge, motivation and
organization assumed needs affecting stakeholder performance that were presented in Chapter
Three.
Each assumption is presented as a need. This “need” signifies that OUS must do this
particular task in order to build their department so that they can reach their organizational goal.
The need is presented in the form of an assumption. Once the assumption has been presented,
then each section will explore the survey data question-by-question to see if that need is
validated. A validated need suggests that the organization still has additional work to do in that
area to reach the organizational performance goal related to the 6-year undergraduate graduation
rate. In other words, a recommendation is needed in that area to improve performance, as
presented in Chapter 5. A need that is not validated suggests that the organization does not need
additional attention in the area to reach the organizational performance goal. The organization
already has the knowledge, motivation, and organizational supports in that area to reach the 6-
year graduation rate performance goal. Each survey question was aligned with a particular
assumed need when the data began to be collected. Once the survey data is presented, then the
interview data will be presented in the same format. Each interview question that was asked is
presented with the corresponding responses from the managers. This approach provides the
holistic picture of the data that was collected. Once all the data were collected and analyzed, a
final determination was made whether the assumption was validated, or the assumption was not
validated. It is important to note that these assumptions were developed in conjunction with the
organization.
ADVANCING RETENTION STRATEGIES AT AN HBCU 76
Appendix B shows how the survey and interview questions were aligned with the
assumed stakeholder knowledge, motivation and organizational influences on performance. The
following sections will provide the results and the validation or lack of validation of each of the
assumed knowledge, motivation and organization needs for OUS staff to improve 6-year
undergraduate graduation rates.
Data Presentation
For each assumed knowledge, motivation, and organizational need presented below, the
survey data are presented first followed by the interview data. Through a quantitative analysis,
the survey data will be shown as it was collected. Particular charts and visualizations are
provided on specific areas of the assumed needs due to importance of the assumptions or based
upon their variance in responses. Most of the figures focus on those survey questions that
generated a large number of responses that disagreed with the statement and may be of particular
interest in terms of recommendations offered or areas for further research in Chapter Five. The
interviews, however, take a different approach. For the interview data presented in Chapter Four,
general observations of the interviews are presented and select, representative responses are
provided. The interview data presented are “poignant and/or most representative of the research
findings” (Anderson, 2010, p. 3). This is important for presenting responses to “juxtapose the
data with descriptions, explanations, analysis, or commentaries” (Chenail, 1995, p. 5).
Validation of the assumed needs is based on both the interview and survey data that were
collected. When an assumed need is validated, this means that the assumption made based upon
on Preliminary Scanning Data, Research Literature, or the Learning, Motivation and
Organizational Theory has been found to be a need worth exploring. In other words, the
author’s/researcher’s assumption was founded through the collection of survey and interview
ADVANCING RETENTION STRATEGIES AT AN HBCU 77
data. If the assumption was found to be true, then a statement of “this assumed need is validated”
will be used to ensure clarity. If the assumed need was not validated, then this means that the
assumption from the Preliminary Scanning Data, Research Literature, or the Learning,
Motivation and Organizational Theory has not been found. Therefore, this assumption was not
validated. If the assumption was not found to be validated or false assumption, a statement will
describe it by stating “this assumed need is not validated”. Appendix C will provide data coded
based on the questions asked and the responses collected.
Findings for Assumed Knowledge Needs
Knowledge is needed for OUS to align policies, practices, and procedures to support a 6-
year undergraduate graduation rate. The assumed knowledge needs seek to understand the
various types of knowledge needs of the staff members of OUS to execute the goal of improving
retention and graduation rates. Table 5 outlines the assumed knowledge needs and shows which
assumed knowledge needs were validated or not validated. The confirmation of validating or not
validating an assumed need was determined based on all the data collected. Where appropriate,
interview data were weighed more heavily than survey data because the foundation of validating
knowledge is to demonstrate knowledge acquisition. In determining knowledge needs, compared
to the others, knowledge is about the demonstration of knowledge in these areas rather than just
an acknowledgement from staff in an agree or disagree response. Due to the structure of the
survey questions, they were used to garner a sense of staff’s feeling towards these questions. It
was through the interviews with mid-management and senior managers that a more detailed
context for the survey data collected was provided. The actual demonstration that knowledge was
not only there but being acted upon was important to determine in terms of validation or non-
validation of these assumptions.
ADVANCING RETENTION STRATEGIES AT AN HBCU 78
Table 5 shows each of the assumed knowledge needs and if it was validated (the need is
not currently being met) or not (the need is being met). The table shows, overall, the assumed
knowledge needs were not validated as OUS staff members and mid- and senior management
have the knowledge needed to increase 6-year undergraduate graduation rates.
ADVANCING RETENTION STRATEGIES AT AN HBCU 79
Table 5
Assumed Knowledge Causes Validated and Not Validated
Knowledge
Sources Assumed Causes Validated
Not
Validated
Preliminary
Scanning Data
OUS staff needs to know how
to assess the current academic
and student support services
in the schools and colleges.
X
Learning,
Motivation and
Organizational
Theory
OUS staff needs knowledge
of how to effectively
communicate goals and
objectives to multiple
stakeholder groups.
X
OUS staff needs to have
knowledge of other
universities’, including
HBCUs, efforts to effectively
support graduation goals.
X
OUS staff needs to understand
the potential role of
centralized academic and
student support services to
student success.
X
Related Literature OUS managers needs to know
how to disseminate success
and lessons learned to other
key stakeholders within the
organization.
X
OUS staff needs to know how
to support students to build
self-efficacy, motivation and
academic achievement.
X
Assumed Knowledge Influence 1: OUS Staff Needs to Know How to Assess Academic and
Student Support Services in the Schools and Colleges
The status of OUS is not a centralized model, but a hybrid approach where OUS and the
schools and colleges share the responsibility of providing academic, advising and career support
to students. This hybrid approach may limit the ability of OUS staff to coordinate and assess
academic and student support services in the schools and colleges and provide effective services
ADVANCING RETENTION STRATEGIES AT AN HBCU 80
through OUS. This assumed need examined whether or not OUS staff has the knowledge to
assess academic and student support services in the schools and colleges.
Survey. There were two survey questions asked of the OUS staff about their knowledge
to assess academic and student support services in the schools and colleges. The first question
asked of participants, “I am aware of the retention policies, practices and procedures being
designed and implemented in the schools and colleges within PU.” The purpose of the question
was to understand whether staff knows about the kinds of support being given to students in the
schools and colleges. In the current structure, some services are centralized while there are others
that still reside in the schools and colleges under the supervision of the Deans. If OUS staff are
not aware of the initiatives the schools and colleges are implementing, then assessing the impact
cannot be done effectively. Participants responded with four strongly agreeing and eight agreeing
that they are aware of retention policies, practices and procedures being designed and
implemented in the schools and colleges. In total, 12 out of the 17 respondents identified in the
affirmative while five participants disagreed, and none strongly disagreed with this statement.
This survey question suggests that the majority of the OUS staff have knowledge of the student
retention policies, practices, and procedures that are being designed and implemented in the
schools and colleges of PU.
As a follow-up to the previous question, the survey asked, “I am aware of the policies,
practices and procedures being designed and implemented by the office of undergraduate
studies.” The purpose of the question was to check whether or not staff within OUS are aware,
engaged or possibly involved in the development of OUS’s policies, practices and procedures. It
is one thing to know what is going on in the schools, as question 1 asked, but it is another to
build the connection between the school’s approach and OUS’s approach. Participants responded
ADVANCING RETENTION STRATEGIES AT AN HBCU 81
with nine agreeing, six strongly agreeing and two disagreeing. Participants responded that they
are more knowledgeable of the current support and academic services to students within OUS
than in the schools and colleges. Based upon the responses, they are knowledgeable through the
survey because staff responded that they are aware of the policies, practices and procedures
within the schools and colleges and OUS. They aware of the policies, practices and procedures
being implemented for assessment.
Interviews. Participants were asked “what kind of assessment system would support
OUS in getting adequate information from schools and colleges to make an impact on the
retention and graduation policies, practices and procedures.” This question looked for managers
to point to specific ways they have the knowledge or not to assess academic and student support
services in the schools and colleges. Those interviewed demonstrated their knowledge of this
assumed need of assessing academic and student support services through direct engagement
(day-to-day responsibility) with these key stakeholders. Leadership made it clear that assessment
of the current academic and student support services of the schools and colleges takes place in a
variety of ways. This was noted by Interviewee 2 who stated, “I actively am assigned particular
schools I work with to ensure that our collaboration is strong, and information is being shared.”
In addition to the school appoint, other managers discussed their way of assessing these services
through formal engagements implemented by OUS. It was stated through Interviewee 5 that,
“Since my time at PU, OUS has provided avenues through the advisory boards (Faculty &
Students) to ensure that OUS staff are providing sound judgment and advice to support retention
efforts.” Interview participants discussed their specific appointments to the schools and colleges
as “experts” of their partnership. As further evidence that OUS managers know how to assess the
current academic and student support services in the schools and colleges, OUS Manager 4
ADVANCING RETENTION STRATEGIES AT AN HBCU 82
stated, “My work is essential that I support colleagues in the schools and colleges through
orientation and graduation clearance” which is a demonstration that their assessment can be
driven by specific projects or initiatives. The specific ways that OUS assesses the current
academic and student support services of the schools and colleges was explained through the lens
of the managers. There was a clear connection of how OUS has the knowledge to assess
academic and student support services in the schools and colleges between the survey data and
the interview data collected.
Overall, based on the survey and interview data, this assumed need to know how to
assess academic and student support services in the schools and colleges was not validated.
Assumed Knowledge Influence 2: OUS Staff Needs Knowledge of How to Effectively
Communicate Goals and Objectives to Multiple Stakeholder Groups
A key area in the organization is whether staff knows how to effectively communicate the
goals and objectives to multiple stakeholders. OUS will need to ensure that students, faculty and
staff understand their organizational goals and objectives. This is essential as persistence and
retention policies, practices and procedures must be embedded in the day-to-day operations of
these key stakeholders. The assumption was used to examine if OUS has developed the tools to
share necessary information that supports their success.
Survey. Participants were asked, “I am informed about goals and expectations on student
satisfaction.” This preliminary question looked to examine if staff first know about the goals and
expectations to improve student satisfaction. Participants responded with overall agreement with
this statement, six stating they strongly agreed and nine agreed, while only two disagreed. What
then brings this question into focus is the second question that stated, “I am informed about how
my role supports the key performance indicators to achieve the goal of improving retention and
graduation rates.” This question focused on the participants’ attention on their specific
ADVANCING RETENTION STRATEGIES AT AN HBCU 83
understanding of their responsibilities and how that aligns with the goals and objectives of
improving the retention and graduation rates. Seven respondents strongly agreed and nine agreed
while one disagreed.
Figure 13. Respondents view on ability to effectively communicate goals and objectives.
The final question in this series explored if the staff “can effectively communicate the
goals and objectives of the institution’s retention and graduation initiatives.” Figure 13 shows
that participants overwhelming “agree” with 12 responses and “strongly agree” with four
responses. Only one participant disagreed. This question directly suggests that while staff are
informed about the goals and objectives and know how their roles support the key performance
indicators, they can also communicate the goals and objectives of OUS.
Interviews. Managers were asked about “the ways they communicate with multiple
stakeholders.” The purpose of this question was to understand what managers are doing to ensure
that key stakeholders are being informed and gaining the appropriate knowledge about OUS’s
goals, objectives, policies, practices, and procedures. Managers had similar responses as in
earlier questions about direct engagement with schools and colleges. One manager gave a
specific example of the approach they use to communicate with stakeholders. As one respondent
stated, “OUS Newsletter and committee meetings is our most effective way to communicate with
key stakeholders.” (Interviewee 1). Additional methods are being used by staff as well which
I can effectively communicate the goals and
objectives of the institution's retention and
graduation initiatives
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 84
was stated by Interviewee 5, “I think the most effective way has been when the associate provost
makes visit to various SMT meetings and can directly ensure delivery of services.” Not only do
they communicate with them through various mediums, they also have a dedicated
communication specialist that supports this work. One of the respondents discussed the hiring of
a new communications specialist, “The hiring of our new communications coordinator, we have
been able to use various mediums to engage all stakeholders about OUS.” (Interviewee 3). The
team has shown that they have the knowledge to communicate to their stakeholders by the
demonstration of implementing processes that affirm their knowledge in this assumption.
Overall, based on the survey and interview data, this assumed need was not validated.
Assumed Knowledge Influence 3: OUS Staff Needs to Have Knowledge of Other
University, Including HBCUs, Efforts to Effectively Support Graduation Goals
Do staff have knowledge of the wider higher education field and specifically the field of
HBCUs in terms of supporting graduation goals? The purpose for this assumed need was to
gauge the knowledge of staff in collecting best practices and gathering ideas that come from
other institutions that are similar to PU. There is a need to examine whether the staff look outside
of PU to improve their knowledge about retention and graduation initiatives that could support
their goal attainment of increasing persistence, retention and graduation rates.
Survey. In the first question, OUS staff were asked about whether they “look for best
practices from other institutions.” The purpose for the question was to understand if OUS staff
looked for best practices at other institutions. As stated earlier in Chapter One, it is imperative
that good practices are examined and replicated so that OUS does not always have to design new
programs when there are current policies and practices elsewhere that have evidence of success.
Overwhelmingly, 15 participants agreed with this statement. Five participants strongly agreed
and10 agreed. There were only two participants who disagreed with this statement.
ADVANCING RETENTION STRATEGIES AT AN HBCU 85
Interviews. Managers were asked about how they are looking to other institutions for
guidance or replication to impact their retention and graduation efforts. In addition to that, they
were asked if they look at other HBCUs specifically. This is necessary because, in order to
ensure the greatest amount of impact, OUS staff could learn from other similar institutions’
successes and challenges before implementing at PU. According to Interviewee 1, “as long as
there was a sound reasoning for implementation and some results, it is enough for us to consider
replication.” Interviewee 2 looked at this from another angle in replying, “In replicating
programs for OUS, it is important to look at our competitors and other universities we want to
compare ourselves to so that we can support our students more effectively.” Most managers had
an overall sentiment like Interviewee 6, “I believe for us to be successful here is to find other
HBCUs that are doing the same thing like our collaboration project that we are working on.”
Managers provided their thorough processes for looking at other institutions, and the
consideration they take to examine whether or not replication of those programs would be
suitable for OUS to implement.
Overall, based on the survey and interview data, this assumed need was not validated.
Assumed Knowledge Influence 4: OUS Staff Needs to Understand the Potential Role of
Centralized Academic and Student Support Services to Student Success
OUS is a centralized service. It was developed from a university strategy that was meant
to centralize services that have an impact on student success. Therefore, as OUS develops into a
larger component of the university, staff needs to know the potential role of a centralized service.
This is something that OUS might develop into, or at least become the main driver of these
initiatives.
Survey. The question of centralization was also asked of participants. The purpose of this
question was to see in their experience and from their work within OUS, if a particular
ADVANCING RETENTION STRATEGIES AT AN HBCU 86
“centralized” approach to implementing policies, procedures and programs could improve the
impact of increasing retention and graduation rates. Twelve participants strongly agreed, “a more
centralized approach to implementing policies, procedures and programs at PU will have a
significant impact on retention and graduation rates,” while four agreed and only one participant
disagreed. Lastly, based on another survey question, “a more coordinated effort between schools,
colleges and OUS will improve retention and graduation efforts,” all 17 participants agreed that a
more coordinated effort between schools and OUS is necessary to improve retention and
graduation rates. These two questions together suggest that staff understand the potential role of
more coordinated and possibly more centralized academic and student support services.
Interviews. Managers were asked about centralization of academic and student support
services. Their overall responses suggested that another assessment of current structures would
need to be conducted first. For example, as stated by Interviewee 7, “A thorough review needs to
be taken in order to have a better centralized service. Once the service has taken this assessment
and then built this based upon a shared vision and financial structure, then a more informed
answer can be given.” In addition to the question, they were also asked about how a possible
centralization effort could have an impact on retention and graduation rates. The purpose of these
questions was to see if OUS staff/managers understand the potential role of a centralized service;
especially in the PU context. From the significantly high agreed and strongly agreed responses
from the survey, managers needed to be asked if they knew how to better align policies,
practices, and procedures through a more centralized approach to their work or goals and
objectives. It was clear from the interview with Interviewee 2 that, “It isn't about a physical
centralization like phase 1, you mentioned in your dissertation, but focusing more on our efforts
to look at processes and the immediate student experiences we can change.” Interviewee 5
ADVANCING RETENTION STRATEGIES AT AN HBCU 87
suggested that she thinks, “there needs to be more staff in OUS. Also, our counterparts that are
embedded in the schools and colleges needs to be a dotted line rather than a solid one.” This is
one approach that is more aligned to Interviewee 2. However, another respondent took a much
more direct approach that, “other offices, like advising, should be under the direct supervision
and direction of OUS.” It is clear that the managers have taken into consideration how a
centralized approach could be taken to support the work of OUS and their goal of increasing
retention.
The interviews suggest that in additional to a more physical approach to centralization, a
greater effort on the policies, practices, and procedures that allow OUS to oversee or manage the
appropriate changes in order to impact their goals and objectives of improving retention needs to
be considered. The interview responses, depending on the approach that one office might take
versus another, suggest that there are multiple ways OUS can meet their goals and objectives.
This is significant because it suggests that there is still more work to be done in examining what
a more centralized service would look like and the impact it could have on retention and
graduation rates. While some efforts have been made, more efforts need to be suggested and
undertaken to ensure that impact is documented and analyzed so that changes are grounded in the
data-driven decision-making efforts expected by leadership.
Overall, this assumed need was not validated as staff and managers at OUS understand
the potential role of centralized support services to student success. This assumed need will be
examined further in terms of organizational influences on performance below.
ADVANCING RETENTION STRATEGIES AT AN HBCU 88
Assumed Knowledge Influence 5: OUS Manager Needs to Know how to Disseminate
Successes and Lessons Learned to Other key Stakeholders Within the Organization
The purpose of this assumed knowledge influence was to understand if OUS staff know
how to communicate key messages to the university community about their work. It is important
to understand if they communicate their successes as well as lessons learned. By doing this, OUS
can communicate with key stakeholders about what OUS is implementing to impact student
success and engagement. Therefore, OUS must know how to share these messages to the
university community.
Survey. The survey tool did not collect data on this question. The purpose for this
question was not about whether staff feel as though they have the knowledge. It is about if the
managers can demonstrate how they disseminate success and lessons learned to key stakeholders
within the organization. Therefore, the interview data was relied upon to validate or not validate
this assumed need.
Interviews. Managers were asked about the kinds of mechanisms in place that inform
key stakeholders about their work. This dissemination would need to vary across different
stakeholder groups: dissemination to students will be different from the dissemination to faculty
as it would be to different external groups. The managers discussed engagement and
dissemination through formal modes of communication as an effective way to inform key
stakeholders. For example, Interviewees 4 and 7 stated, “The development of the advisory boards
that we haven't had before are a new addition to our service that will enhance our impact” and “it
is a way that we can collectively build the message of our successes and lessons learned with our
stakeholders.” In addition, OUS staff serving in dual roles also allows for dissemination, like
Interviewee 5 responded, “My appointment as a faculty and staff member allows me to engage
with stakeholders through a number of avenues that can speak to the work of OUS and its
ADVANCING RETENTION STRATEGIES AT AN HBCU 89
impact.” Therefore, this personalized communication approach demonstrates that OUS managers
have the knowledge to disseminate information on successes and lessons learned to key
stakeholders.
Overall, based upon the interview data, this assumed need was not validated due to the
current tasks and processes OUS have in place that disseminate information to inform key
stakeholders.
Assumed Knowledge Influence 6: OUS Staff Needs to Know How to Support Students to
Build Self-Efficacy, Motivation and Academic Achievement
Building self-efficacy, motivation and academic achievement is a necessity to improve
student engagement. OUS staff needs to have the knowledge on how to support students in these
areas. Therefore, questioning the knowledge of staff if they know how to support students in
these areas is relevant; especially since this is OUS’s service offering that staff should be doing
for students.
Survey. In the survey, staff were asked, “I have the capabilities to help build self-efficacy
toward their academic achievement.” One of the main values within OUS is that staff are
building students’ self-efficacy of students, which in turn motivates them to do well, and should
translate into academic achievement. All 17 participants agreed with the statement with nine
participants strongly agreeing with the statement while eight agreed. The reason behind the
question was to look at the specific work that is being undertaken by OUS in building self-
efficacy, motivation and ultimately academic achievement among students. The interviews
provided a much more detailed explanation.
Interviews. In the interviews with managers, managers were asked about the
mechanisms implemented that support students’ self-efficacy, motivation and academic
achievement. From a professional services perspective, managers should be able to point to
ADVANCING RETENTION STRATEGIES AT AN HBCU 90
specific aspects of OUS that are directly connected to ensuring they support students. From the
interviews, managers explained that there is a process that is undertaken by OUS to ensure that
they are supporting students. First, students are surveyed and engaged as Interviewee 3 stated, “I
know about the student advisory board. We launched a new survey to constantly get student
feedback on a regular basis and throughout the year.” Once the office receives the appropriate
feedback, then they can act on that feedback to meet student demands. As Interviewee 4 states,
“We directly respond to students and send them important reminders about our work and how
they can engage. Using the data to let them know how it has positively affected other students.”
In addition to the direct student engagement, OUS has invested in modernizing their work
through technology. Interviewee 5 stated, “We use our investment in technology, particularly
predictive analytics and the new EAB advising platform to support students in our office.” From
the interviews, OUS knows how to develop the appropriate ways that will support their work in
increasing student self-efficacy, motivation and academic achievement. This was demonstrated
through the specific initiatives and activities implemented by OUS staff.
Overall, based on the survey and interview data, this assumed need was not validated.
Summary of Assumed Knowledge Needs
The assumed knowledge section suggests that the OUS has the appropriate knowledge to
develop the department to impact retention and graduation rates at PU. The data collected did not
validate any of the assumptions about the knowledge needs of OUS staff. These non-validated
assumed needs do require solutions at this time. The survey data were important to capture initial
self-impressions of knowledge and then deepened by the interviews of managers. This provides
senior leadership with the data and context of how staff perceives their knowledge and the
specific approaches taken associated with those perceptions. There was a strong connection
ADVANCING RETENTION STRATEGIES AT AN HBCU 91
between the survey responses and the interview responses, which suggested that overall, the
knowledge needed to achieve the organizational goal of increasing retention and graduation rates
is there. The data suggests that knowledge is not lacking to reach the goals and objectives OUS
wants to achieve and, therefore, this research next turns to an exploration of motivation.
Results and Findings for Assumed Motivation Needs
The Motivation Assumed Influences were developed in the same manner as the
Knowledge Assumed Influences discussed earlier, using preliminary scanning data, learning,
motivation, and organizational theory and related literature. The assumed motivation influences
on performance were explored under the same structure, validating or not validating each
assumed influence with data presented below. The major themes related to OUS staff motivation
needs were around valuing professional experiences and development, valuing the goals and
objectives of OUS, and valuing the larger context of the institution’s classification. Data were
collected to try to understand OUS staff motivation to reach the goals and objectives of
increasing the retention and graduation rate at PU. Table 6 shows each of the assumed OUS staff
motivational needs and if each was validated (the need is not currently being met) or not (the
need is being met). As summarized below, all of the assumed OUS staff motivation needs were
not validated except for one, suggesting the staff and mid-level and upper level managers
generally have the motivation to increase retention and graduation rates at PU.
ADVANCING RETENTION STRATEGIES AT AN HBCU 92
Table 6
Assumed Motivation Causes Validated and Not Validated
Motivation
Sources Assumed Causes Validated Not Validated
Preliminary
Scanning Data
OUS staff needs to see the value of
practices, policies, and procedures
being aligned more efficiently.
X
Learning,
Motivation and
Organizational
Theory
OUS staff must value the goal of
increasing retention and graduation
rates.
X
OUS staff needs to be empowered
in engaging other internal partners
to take ownership of specific
retention and graduation
initiatives.
X
Related
Literature
OUS staff needs to set professional
achievement goals in order to
personally connect with the work
and the students being served.
X
Assumed Motivation Influence 1: OUS Staff Needs to See the Value of Policies, Practices
and Procedures Being Aligned More Efficiently
Staff must not only see but buy into the goals and objectives of OUS. OUS is the entity
within PU tasked with aligning policies more effectively and efficiently. Therefore, this is an
important question because staff must know their own role and value the role of OUS doing what
it can to ensure that policies, practices and procedures are being aligned for student success
(efficiently to improve student engagement and retention). The need to see the value in the work
of OUS is important. If staff can see the value of what OUS is trying to accomplish, aligning
policies, practices and procedures differently, then this should translate into staff being
motivated.
Survey. The first question asked of participants was if aligning the policies, practices,
and procedures differently would motivate them to work more effectively. This area of inquiry
could be examined in different ways; either OUS is doing this work now and staff are motivated
ADVANCING RETENTION STRATEGIES AT AN HBCU 93
by the alignment that is already in place or OUS staff would be motivated if more aligning of
policies, practices and procedures were done. The intent of this question was to see if more
aligning of policies, practices and procedures were done, or done differently, would that motivate
staff.
Figure 14. Motivation responses on aligning policies, practices and procedures.
The participants responded with nine agreeing with the statement, “aligning current
policies, practices and procedures related to retention and graduation initiatives would allow me
to work more effectively”, while seven strongly agreed as shown in Figure 14. One participant
skipped this question. The survey provides a glimpse that more alignment may actually motivate
staff.
Interviews. Through the interviews, managers responded that they have spent significant
time to get staff, students and faculty to buy-in to OUS’s approach to moving the institutional
goals of increasing persistence, retention and graduation rates forward. Managers were asked on
their process for garnering buy-in from staff to value aligning practices, policies and procedures.
Interviewee 1 stated that, “‘Buy-in’, we have been spending a significant amount of time to get
buy-in from faculty and students. It hasn't been easy, but we keep working at it.” Managers take
an active role in ensuring support staff value OUS’s approach. It is this organization’s role to
Will aligning current policies, practices
and procedures motivate you to work
more efficiently?
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 94
lead on aligning the policies, practices and procedures that have an impact on student retention.
One interviewee stated, “I have spent time working with colleagues to understand the value of
OUS (approach). It is about the branding of our office for (faculty, staff) and students.” The
interviews focused on how managers have been able to do this. Managers spend active time with
key stakeholders and staff to ensure that staff value OUS’s goals and objectives. This was shown
through Interviewee 3 response, “It is about collaborating with staff. I try to be democratic and
receive feedback from my staff so that we can collectively develop programs that work and meet
everyone's expectations.” Through this active engagement, the interview responses suggest that
staff value OUS for what is has been tasked with doing in order to align policies, practices and
procedures more efficiently to improve the institution’s goals and objectives of improving
student retention and graduation rates. That is needed due to the level of work and pressure to
increase retention in such a large institution.
Overall, this assumption was not validated as staff see the value and managers are
working to ensure that OUS staff are aligning of policies, practices and procedures being
implemented more efficiently.
Assumed Motivation Influence 2: OUS Staff Must Value the Goal of Increasing Retention
and Graduation Rates
From the literature, it is clear that the more staff find the value in a particular goal or
objective, the more motivated they will be to achieve that goal and objective (Meyer, Becker, &
& Vandenberghe, 2004). Therefore, this question explores with staff their value of the
organization’s goals of increasing retention and graduation rates.
Survey. The first question asked participants if they were motivated to use their role to
help retention and graduation efforts. Participants responded with nine strongly agreeing, seven
agreeing, and one disagreeing. While staff might be motivated by their ability to help, that does
ADVANCING RETENTION STRATEGIES AT AN HBCU 95
not necessarily mean that the motivation translates into valuing the overall PU goal to improve
student retention and graduation rates.
Figure 15. Motivation responses from respondents on student success and engagement.
A follow-up question was then asked about their level of value for PU’s overall
improvement of its impact on increasing retention and graduation rates. Overwhelmingly,
participants stated they valued the importance of PU improving its impact on student success and
engagement. Twelve participants strongly agreed while another four of them agreed with the
statement, with one of the participants abstained from answering this question. The interviews
further explored with managers what they do specifically to motivate their staff and key
stakeholders to value PU’s goal of improving student retention and graduation rates.
Interviews. Managers were asked “How has OUS motivated its staff and university
stakeholders to value the goals of increasing retention and graduation rates?” The purpose of the
question was to understand the high responses in the survey by actionable tasks that were
undertaken by managers within OUS. As one interviewee stated, “We can do more to motivate
staff because I am afraid of burn-out and turnover.” While staff may be intrinsically motivated,
there is a sense among managers that the nature of the work can still demotivate staff or burn
them out from the high demands expected to achieve their goals and objectives. Open
I value the importance of PU
improving its impact on student
success and engagement.
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 96
engagement and communication were mentioned as approaches used by managers to motivate
staff. Interviewee 3 stated, “We have worked to provide faculty, staff and students with the
avenue to have their ideas heard and implemented where necessary.” A similar response came
from Interviewee 6, “My work requires faculty and staff to be engaged. Therefore, through this
work, those faculty and staff are committed to this work and I believe are highly motivated to
ensure my office's success.” Additional means of motivation mentioned included staff retreats
and holiday events.
Overall, staff value the goals and objectives of OUS and managers are motivated to
ensure that staff and other stakeholders are valuing the goal of increasing retention and
graduation rates. Therefore, this assumed motivation need was not validated.
Assumed Motivation Influence 3: OUS Staff Needs to Be Empowered in Engaging Other
Internal Partners to Take Ownership of Specific Retention and Graduation Initiatives
This assumed need is aligned with the same premise of the second assumed motivation
influence. If staff see the value in a particular task (i.e. engaging other internal partners), they
would be motivated to support OUS in achieving this relationship so that the organization can
have a system in place that supports the overall goal and objective of increasing retention and
graduation rates.
Survey. Participants were asked if they feel empowered by OUS to work with key
internal stakeholders to improve retention and graduation initiatives. The purpose of the question
was to examine whether OUS empowers staff to value working with their internal stakeholders
in order to collaborate on the goals and objectives of improving PU’s retention and graduation
efforts. Eight participants responding that they strongly agree with the statement, “I feel
empowered by OUS to work with internal stakeholders to improve retention and graduation
ADVANCING RETENTION STRATEGIES AT AN HBCU 97
initiatives” with five participants stating they agree and three disagreed. While some participants
disagreed with this statement, eight participants agreed with this statement.
Interviews. Managers were then asked about how they empower their staff members to
engage with internal stakeholders. In the interviews, there were several ways managers expressed
the way that they empowered their staff members to engage with internal stakeholders.
Interviewee 7 stated that they “encourage staff members to have regularly scheduled meetings
with these stakeholders after their staff meetings so that communication can be filtered to the
appropriate individuals.” Interviewee 2 stated that they were empowered to engage internal
stakeholders by being recognized to support the development of their skills sets in social media,
and other platforms. They go on to state that “by being allowed to be given additional
responsibility that isn’t a major component of their role” they feel empowered to ensure that key
internal stakeholders have the information they need to engage with OUS about key initiatives.
Manager 4 stated that since they don’t have staff “direct engagement with staff has become a
necessity of their work and is supported by the associate provost.” They went on to say that it has
become part of their planning and support of programs to engage internal stakeholder. Through
these interviews, it shows that staff members either encourage their support staff or engrain the
level of engagement through day-to-day operations.
This assumed motivation need is not validated based on the high level of agreed
responses towards this assumed influence from the survey and interview data collected.
Assumed Motivation Influence 4: OUS Staff Needs to Set Professional Achievement Goals
in Order to Connect With the Work and the Students Being Served
Professional achievement goals are important components to motivating staff as they set
benchmarks for staff to strive towards. Therefore, the assumed needs addresses whether OUS
staff are setting professional achievement goals related to their work and students being served.
ADVANCING RETENTION STRATEGIES AT AN HBCU 98
Survey. Participants responded to the following statement: “I have professional/personal
achievement goals that are related to OUS’s work towards students.” All the participants stated
that they either strongly agreed or agreed with this statement, with nine strongly agreeing, seven
agreeing, and one skipping the question.
Figure 16. Motivation responses on individual achievements being recognized by OUS.
As a follow-up to this question, participants responded to the following question: “My
achievements are noticed and rewarded by OUS or PU.” The purpose of the question was to see
whether OUS or PU leadership recognize the achievements of staff by the personal and
professional goals they set forth for themselves that align with OUS’s goals and objectives.
Participants had a mixed response to the statement above with five participants disagreeing with
the statement and 11 participants agreeing. Through the survey, staff suggested that they set
personal and professional goals aligned with OUS’s goals and objectives. In addition, the
majority of staff stated that OUS recognizes them for their achievement of these goals and
objectives.
Interviews. In the interviews, managers were asked about how they are ensuring that
their teams are setting personal and professional goals that align to OUS’s goals and objectives.
It was clear through the interviews that managers are trying to achieve this task. One manager
provided insight into the formal process of documenting these achievements. Interviewee 7
stated, “I know that the university's development reporting system is at a halt. Therefore, I will
My achievements are noticed
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 99
build our own system to ensure this (setting staff goals) is being done for all staff within OUS.”
Other managers with staff suggested, as Interviewee 5 pointed out, “We meet with team
members on a 1-to-1 basis monthly while team meetings reinforce the importance of doing this
(reinforcing personal and professional goals).” One manager without direct staff supervision
stated, “The AVP sets professional and personal goals with me. I then translate the professional
goals to my staff so that they’re aligned.” From these interview responses, managers are setting
professional and personal goals with staff to not only motivate them but to also ensure that staff
are improving their skills that support the goals and objectives of OUS.
The assumption that staff are setting professional achievement goals towards OUS’s
goals and objectives is validated due to the mixed responses in the survey and manager
interviews.
Summary of Assumed Motivation Influence
Overall, staff responded that their motivation is high. This means that they are generally
confident in their ability and organization’s ability to achieve its goals and objectives. OUS can
take away that the majority of staff are motivated to see its success and that achieving their goals
and objectives may not be hindered by a lack of motivation from staff or managers. One area that
was not validated was the assumption that personal and professional goals need to be set and
aligned with the goals and objectives of OUS. Therefore, solutions in Chapter Five will address
this validation in consultation with the organization. The next step in assessing OUS’s needs is
through understanding its organizational culture and setting.
ADVANCING RETENTION STRATEGIES AT AN HBCU 100
Results and Findings for Assumed Organizational Needs
This section examines the organizational supports, including policies and resources, OUS
staff needs to attain their stakeholder goal of increasing 6-year graduation rates. In the
organizational section, the assumptions are based upon how the organizational cultural and
setting are moving OUS to reach its goals and objectives of increasing persistence, retention and
graduation rates. Organizational assumed needs are about what OUS needs to do in order to
strengthen its policies, practices and procedures through its structure, day-to-day operations and
processes. The survey and interview examined with staff and managers their organizational
needs and the extent to which those are currently met. Table 7 shows each of the assumed
organizational needs and if it was validated (the need is not currently being met) or not (the need
is being met). Overall, four out of the seven assumed needs were validated. The organizational
section will detail through the survey and interviews how each of the assumed causes were
validated or not validated.
Table 7
Assumed Organization Causes Validated and Not Validated
Organization
Sources Assumed Causes Validated Not Validated
Preliminary
Scanning Data
OUS staff needs a plan for
redistributing of resources.
X
OUS staff needs clearly defined goals to
align policies, practices and procedures
with the university’s academic strategy
and strategic plan.
X
OUS staff needs to engage with the
wider professional community who are
also collaborating to improve retention
policies, practices, and procedures.
X
Learning,
Motivation and
Organizational
Theory
OUS staff needs an adequate system of
accountability to validate the
implementation of goals.
X
OUS staff needs leadership’s long-term
commitment to the design of policies,
practices and procedures to implement
to increase graduation rates.
X
ADVANCING RETENTION STRATEGIES AT AN HBCU 101
Table 7, continued
Related
Literature
OUS staff needs to incorporate
software capability that works to
achieve organizational goals and
objectives.
X
OUS staff needs to incorporate
predictive analytics (data) into
policy and program development.
X
Assumed Organization Influence 1. OUS Staff Needs a Plan for Redistributing of
Resources
In order to improve retention at the institution, resources will need to be shifted to areas
in order to improve student outcomes. Therefore, leadership will have to make specific choices
that determine how resources will be used in order to meet the organization’s goals and
objectives.
Survey. The first question asked, “I understand that in an effort to improve retention, the
university/OUS will have to shift resources.” Overall, as shown in Figure 17, participants
generally agreed with the statement.
Figure 17. Organization responses to allocation of resources to meet goals.
In the responses, 10 of participants responded that they strongly agree with this
statement. At the same time, five agreed and only two disagreed. The survey is a precursor to
In effort to improve retention OUS
will have to shift resources
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 102
understanding that staff are aware that shifting of resources will be necessary in order to improve
retention.
Interviews. Managers were asked “Since OUS’s conception, have you had to reallocate
resources to meet your goals? (and) In what ways has this happened?” From the responses from
multiple interviews, managers did not see a reallocation of resources taking place to support their
efforts. For example, Interviewee 6 stated, “We haven't had to reallocate resources, but better
align those resources that are fit for our purposes.” Managers have generally worked to realign
existing resources, as needed. However, some new investments have been made to support day-
to-day operations as Interviewee 4 stated, “A larger and more strategic investment in software to
do our jobs more effectively and easily.” In addition, in discussing realignment, Interviewee 7
responded, “We have had to hire new people that are more aligned with supporting OUS achieve
our goals and objectives.”
OUS was a formed by shifting resources to fund and staff the office. OUS has shifted
resources that align with their day-to-day operations, which support their goals and objectives.
Overall, this assumed influence is not validated.
Assumed Organization Influence 2. OUS Staff Needs Clearly Defined Goals to Align
Policies, Practices and Procedures With the University’s Academic Strategy and Strategic
Plan
One way to build accountability and ensure that goals and objectives are aligned is
through an academic strategy or strategic plan. Therefore, how is OUS ensuring that their goals
and objectives are being aligned with the university’s overall strategic direction?
Survey. The survey asked OUS staff whether they agreed or disagreed that the university
has clearly defined goals and objectives that align with the university’s academic strategy. The
purpose of this question was to understand whether staff have information to understand and act
ADVANCING RETENTION STRATEGIES AT AN HBCU 103
on the goals and objectives of OUS. To the survey statement, OUS has clearly defined goals and
objectives that align with the university’s academic strategy”, 11 participants agreed and six of
them strongly agreed. No one stated that they disagreed or strongly disagreed. Two participants
skipped this question.
Interviews. Managers were asked does OUS have an academic strategy or strategic plan.
The purpose of the question was to see whether there was a document or development of a
document that shows OUS’s goals and objectives and the roadmap to improve policies, practices
and procedures as they pertain to persistence, retention and graduation rates. The general
consensus of managers was reflected through Interviewee 2’s response, “I don't think we need an
actual document as most presidents typically do, but through this style of presidential leadership,
it isn't necessary.” Also, Interviewee 7 stated that “She [AP] reinforces the accountability that a
strategic plan cannot do. The strategic vision is communicated as a holistic direction for staff to
understand our vision.” The managers suggested that a strategic plan or academic strategy is
built into their organizational culture as a way of working and conversation, rather than as a
physical accountability document. Interviewee 5 stated, “I think what we currently have is fine
and the verbal communication from our associate provost is important enough to stay on track
and know the goals and objectives.” This provides a view into office culture as managers seem to
verbally understand the strategy and filter it down to their staff. This strategy is discussed further
in terms of recommendations in the next chapter.
Overall, due to a lack of a physical academic strategy or strategic plan with clearly
defined goals, this assumed need is validated. It should be noted that while this assumed need as
stated is validated, the survey and interviews suggested that goals and objectives are verbally
communicated.
ADVANCING RETENTION STRATEGIES AT AN HBCU 104
Assumed Organization Influence 3: OUS Staff Needs to Engage With the Wider
Professional Community Who Are Also Collaborating to Improve Retention Policies,
Practices, and Procedures
OUS leadership needs to support staff to improve their skills as essential components to
OUS reaching its goals and objectives. This assumed influence examines the engagement of staff
with their professional community to become better members of OUS.
Survey. Participants were asked about the support they receive from OUS to engage
professional organizations to improve their skills and experience in their work.
Figure 18. Organization responses on being supported to engage with professional community.
In their response, participants mostly agreed or strongly agreed with this statement. Nine
of the participants strongly agreed while seven agreed. One of the participants disagreed with
this statement. This suggests that the steps they are taking to build the professional staff are an
essential asset to the staff feeling supported.
Interviews. Managers were asked about how they support staff’s professional
development to better understand the staff survey responses related to their engagement with the
wider professional community. Managers generally responded in ways that showed involvement
in ensuring this is done or showed a strong commitment to ensuring staff get the opportunities to
develop professionally. Interviewee 3 stated, “We are focused on developing staff so that we can
I am supported by OUS to engage
..... in my professional community.
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 105
improve customer services to our students.” One of the ways that OUS supports their staff was
discussed through Interviewee 1’s response, “We have used the appropriate budget to ensure that
staff get the support they need to do their job better and support OUS,” This commitment from
managers to ensure staff members get the opportunity to engage with their professional
community was expressed. An additional manager, Interviewee 7, stated, “I will support staff as
much as possible to engage with their professional bodies, so we can learn more about what is
going on at other universities.” Through the interviews, managers discussed how they support
the development of staff through their engagement with the wider professional community, in
alignment with the survey responses.
Overall, this assumed influence was not validated based on the survey and interviews
evidence that staff do engage with their professional bodies and it is support by OUS leadership.
Assumed Organization Influence 4. OUS staff needs an adequate system of accountability
to validate the implementation of goals
Within OUS, staff members must be kept accountable. Outside of their personal and
professional goals, this assumed need examined in what other ways accountability is being
implemented within the organization. This is necessary because it is another component to the
organization’s success.
Survey. The survey stated that “an accountability system related to retention and
graduation within OUS would help me do my work more effectively.” The purpose of the
question was to see whether a system of accountability existed and was adequate to support OUS
meeting its goals and objectives. In order to ensure that leadership and all staff members are held
accountable to the goals and objectives, an accountability system might be necessary.
ADVANCING RETENTION STRATEGIES AT AN HBCU 106
Figure 19. Organization responses to accountability system.
Participants responded by generally agreeing with the statement shown in Figure 19.
Specifically, 11 participants indicated that they agreed with the statement, while two participants
strongly agreed, and four participants disagreed with the statement. While “accountability
systems” is broad in nature and can take many different forms, leaving this question open to
interpretation by respondents, the majority of responses suggest that an accountability system
would help them do their work better within OUS.
Interviews. Managers were asked about the kinds of accountability systems that
currently exist. In response to the question, “what kinds of accountability systems currently exist
in OUS?” Interviewee 7 stated, “I believe that the current accountability system is lacking and
needs to be stronger.” This was a consistent response from the other managers as well. One
manager responded by providing an example of what could be done better in order to show
accountability stating, “I think it comes from staff being able to communicate the vision and
learning experiences that come from executing their roles in OUS.” Manager 2 specifically
expressed the need for a stronger accountability system stating, “In order to reach our goals, it is
An accountability system related to
retention and graduation within OUS
would help me do my work more
effectively.
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 107
clear through our programs, advising structure and activities and student outreach that we are
accounting for the goals and objectives that have developed by the associate provost.”
Based upon the responses and the survey data, this assumption was validated. There
needs to be more development in the accountability system which managers have shown as an
area that should be focused upon.
Assumed Organization Influence 5. OUS Staff Needs Leadership’s Long-term
Commitment to the Design of Policies, Practices and Procedures to Implement to Increase
Graduation Rates
Leadership takes on many different forms. In the case of OUS, this assumed need
examined how staff see the commitment from their leaders about the policies, practices and
procedures that OUS is undertaking. This is important because it is about the culture that
leadership plays within the organization and if staff are noticing the commitment from leaders to
achieve success.
Survey. Participants were asked, “OUS leadership is committed to the work of the office
and the work that I do over the long-term.” The purpose of the question was to better understand
whether senior leadership are showing their long-term commitment to OUS and whether this
commitment is being recognized by staff. One participant skipped this question while 10
participants responded by strongly agreeing and six agreeing. This suggests staff recognize the
long-term commitment of leadership to the work OUS is doing.
Interviews. Managers were then asked about specific examples of how leadership has
shown its long-term commitment to policies and practices to increase graduation rates and
support the office’s success in this area. The purpose of the question was to capture manager’s
perspective about how they see leadership showing commitment to the work of OUS. managers
see that their leadership is committed, as one manager noted, “A leader [their associate provost]
ADVANCING RETENTION STRATEGIES AT AN HBCU 108
that works in consultation with staff through all important decision-making that affects the
office.” Another manager stated that the associate provost, “leads by example and ways to ensure
staff see me and can replicate what she does.” Finally, in discussing leaderships’ long-term
commitment, Interviewee 5 stated, “I look at it as ensuring that we are committed to the
continuous development of OUS and not be aligned with presidential transitions or leadership
transitions.” This statement is unique compared to others because in this manager’s role versus
other managers who commented on their line manager. Through the views of managers,
leadership has shown that they are committed to the office and the staff in their goal of
increasing retention and graduation rates.
Overall, it was clear that staff noticed the leadership commitment to the office and the
work staff undertake. Therefore, this assumed organizational need is not validated.
Assumed Organization Influence 6. OUS Staff Needs to Incorporate Software Capability
That Works to Achieve Organizational Goals and Objectives
Technology (i.e., student records, advising tools, student monitoring) is a key component
to how organizations are engaging with students. Since OUS is a student-centered service at PU,
they must incorporate software into their day-to-day operations. Therefore, the assumed
influence examines how technology software is being utilized to improve the day-to-day
operations of staff members.
Survey. Participants were asked about their usage of software to achieve organizational
goals and objectives. As shown in Figure 20, the interview question stated, “the software
available to me at PU allows me to better serve our students.” Eleven respondents stated that
they agree with the statement. Four participants strongly agreed while two disagreed.
ADVANCING RETENTION STRATEGIES AT AN HBCU 109
Figure 20. Organization response to software available to me allows me to better serve students.
The follow-up survey question stated, “I am confident in my ability to access and use the
software available to me.” While OUS has invested in new software, the university also has
systems that are essential to the work as well (i.e. student records, grades, course registration,
etc.). Since OUS will be using more technology to support its work and needs a team that can use
technology, staff will need to be engaged with the technology and confident in their skills to
effectively apply these new tools in their day-to-day operations. Participants responded
identically to the previous question, with 11 participants agreeing that they are confident in their
ability to use the software while four strongly agreed and two disagreed.
Interviews. Managers were asked about whether the software they have is supporting
their current goals and objectives. It is key to understand both whether the software is supporting
their current goals and objectives and whether they can utilize it to do so. The responses to the
interview questions were mixed. Overall, managers shared similar sentiments as Interviewee 2
did when stating, “Yes, it supports us to reach our goals. It will take some more time for
implementation but can support our work and the work of our various colleagues.” Interviewee 3
stated that the new “software is still being built that OUS has invested in” and that it is going to
take a few more years to truly embed it into their day-to-day operations. Building an office
culture around investing in the effective use of software packages is not always easy. It is clear
Software available to me allows
me to better serve our students.
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 110
from the interviews that staff engage with software tools that better support their work and that
can be easily accessible. Interviewee 1 stated that OUS has had to “invest in the appropriate
technology to ensure that our staff can use critical software to reach all of our goals.” Overall,
the software that OUS needs is different for each colleague and implemented differently
depending on the role of the department. Therefore, there is opportunity for OUS to align
software and technology with their overall goals and objectives.
Based on the responses from the managers, more develop is needed to effectively
incorporate software capability to achieve organizational goals and objectives. Therefore, this
assumed influence was validated.
Assumed Organization Influence 7. OUS Staff Needs to Incorporate Predictive Analytics
(Data) into Policy and Program Development
There are new tools in higher education that are having an impact on student progression
and retention. One of those tools is predictive analytics. Therefore, this assumed influence
examines how OUS is using predictive analytics in their day-to-day operations.
Survey. Participants were asked to respond to the statement that policies and practices
related to retention and graduation initiatives are grounded in data. The purpose of the question
was to see whether the culture of the office supports data being used to make decisions. Higher
education institutions are moving in a direction of using impact analysis and using more data
analytics to drive how they can more effectively respond to their students (Baeplar & Murdoch,
2010; Van Barneveld, Arnold, & Campbell, 2012). Four participants responded strongly agree
and four disagreed with the statement, “the tools and systems I use to do my job is grounded in
data analytics”, while nine responded by agreeing with the statement.
ADVANCING RETENTION STRATEGIES AT AN HBCU 111
Figure 21. Organization response to tools and systems grounded in data analytics.
Interviews. After showing managers the survey responses, the first question asked was
about the use of predictive analytics (PA) as a tool to impact the achievement of OUS’s goals
and objectives. Interviewee 2 stated, “Due to the nature of our work, PA is changing higher
education and we have to do what we can to make a difference. It is supporting our work and
identifying students who need us most.” Secondly, it was also necessary to explore whether
stakeholders are being involved in the use of predictive analytics. To this, Interviewee 5 stated,
“It is quite new to PU to use predictive analytics. Therefore, there isn't much to say about this
topic.” On the other hand, Interviewee 4 stated, “I am a proponent of PA. I know that we use it
and it’s available.” Predictive analytics is a new tool being implemented in OUS’s day-to-day
operations and overall evaluation processes. As a new tool, there is room for improvement and
advances in using this tool more effectively.
Overall, this assumed organizational need to support OUS staffs’ efforts at retention and
improving graduation rates was validated because the use of predictive analytics is not yet
embedded into the day-to-day operations of OUS.
Summary of Assumed Organization Influences
Compared to previous areas, the organizational influences show greater needs. These
findings provide the beginnings to a fruitful conversation around the kinds of solutions that can
...tools and systems I used are
grounded in data analytics
Strongly Agree
Agree
Disagree
Strongly Disagree
ADVANCING RETENTION STRATEGIES AT AN HBCU 112
be provided to address these needs. OUS expressed a desire to improve in these areas and
understands the need to improve as relates to student success. The focus for OUS will be on the
following: (a) an academic strategy or action plan, (b) an accountability system, (c) appropriate
software, and (d) embedding predictive analytics. As discussed in Chapter Two, these areas are
important because they have shown that having these areas within an organization can have a
direct and indirect impact on student retention and graduation. Therefore, addressing these areas
through solutions in Chapter Five allows OUS to look at best practices in other areas in order to
achieve their goals and objectives.
Findings Summary
In Chapter Four, the research questions related to OUS staff’s knowledge, motivation,
and organizational needs to improve 6-year graduation rates were answered through the
validation and non-validation process of those needs through survey and interview data. An
overview of all survey and interview results are available in Appendix C. Through this data
collection process, it was evident that OUS has the knowledge to achieve their goals and
objectives of increasing retention and graduation rates. In addition, in terms of motivation, the
majority of the assumed motivation needs were not validated, except staff being given
opportunities to get the professional and personal goal setting they need, suggesting the
motivation generally exists to improve 6-year graduation rates. This influence is addressed in
Chapter Five with a solution. The second research question was about organizational culture and
context. The interview and survey data suggest there are opportunities for OUS to improve in
areas of organizational policies, practices and procedures in order to reach their organizational
goal. The data collected suggests that the use of technology, accountability, and an overarching
ADVANCING RETENTION STRATEGIES AT AN HBCU 113
strategy are needed so that OUS can drive the changes it needs to meet its goal. Chapter 5 will
address in detail possible solutions for OUS to consider meeting these organizational needs.
ADVANCING RETENTION STRATEGIES AT AN HBCU 114
CHAPTER FIVE: SOLUTIONS, IMPLEMENTATION, AND EVALUATION
Chapter Four discussed the analysis of data that led to validated knowledge, motivation and
organizational needs for OUS staff to improve retention and 6-year graduation rates at PU, a
historically Black university. These validated KMO needs require solutions to address the issues
and a process for those solutions to be implemented. Following the presentation of recommended
solutions to validated staff member needs, and an implementation plan to move those solutions
forward, an evaluation plan will be presented. This chapter is meant to provide OUS with
concrete proposed solutions that could be implemented to tackle current gaps in student retention
and graduation rates relative to organizational and stakeholder goals. These solutions provide
OUS with the opportunity to progress to their goals and objectives within a reasonable
timeframe. In all proposed solutions, there are also limitations that should be taken into
consideration. OUS is in the best position to find its own approach to overcome these limitations
or to work to reduce the level of risk that might come with these proposed solutions. Ultimately,
this chapter builds the connections from previous chapters discussing the performance problem
and validated stakeholder knowledge, motivation and organizational needs to possible solutions.
The chapter answers the third guiding research question: What are the recommended knowledge
and skills, motivation, and organizational solutions?
Solutions
A summary of the validated needs and related solutions to be presented in this section is
shown in Table 8.
ADVANCING RETENTION STRATEGIES AT AN HBCU 115
Table 8
Summary of Validated Needs Aligned with Proposed Solutions
KMO SUMMARY
Sources Validated Needs Solution
Preliminary
Scanning Data
Organization: OUS staff needs clearly defined
goals to align policies, practices and
procedures with the university’s academic
strategy and strategic plan.
Consultation
Launch &
Strategic
Action Plan
Learning,
Motivation and
Organizational
Theory
Organization: OUS staff needs an adequate
system of accountability to validate the
implementation of goals.
Staff
Development
System
Related
Literature
Motivation: OUS staff will need to set
personal and professional achievement goals
that directly relate to the goals and objectives
of OUS.
Staff
Development
System
Organization: OUS staff needs to incorporate
predictive analytics (data) into program,
practices and policy development.
Software &
Predictive
Analytics
Development
Organization: OUS staff needs to incorporate
software capability that works to achieve
organizational goals and objectives.
Software &
Predictive
Analytics
Development
Solution 1. An Internal System for Staff Development and Recognition
The OUS could implement a formal process to support the development of their
employees personally and professionally. This process would help increase motivation within
staff (Buckingham & Coffman, 1999; DePause & Tricomi, 2015; Lepper & Greene, 2015).
Senior leadership could first develop a robust plan to provide them with data on what matters to
their support staff. This information could support their actions to implement towards staff
development, assessing both staff members’ intrinsic and extrinsic motivations. This is necessary
because it will increase motivation of staff if OUS can align their actions to the responses of staff
intrinsic motivations (Murphy, Arenas, & Batista, 2015). Then would allow OUS to build a
campaign with staff about “You Said; We Did” to support staff in their development but to also
ADVANCING RETENTION STRATEGIES AT AN HBCU 116
showcase how leadership is responding to their needs. Through this approach, OUS staff, but
also students, faculty and staff members in other departments would see how OUS is developing
its staff members to serve the university community better. This solution proposes to allow OUS
to increase the motivation of staff members by aligning the organization’s goals and objectives
with staff’s professional and personal goals and objectives.
As part of this solution, OUS leadership, managers and support staff should agree on an
average number of hours that will be given to every member of staff. This can range based upon
an agreed amount that could be allocated to all staff to take control of their development. There
is no ideal number of how many hours it takes to improve skills. However, a commitment to
those hours is important so that members feel that there is more of an abundance of opportunities
to engage in their professional and personal development (Belsky, 2016). This would help to
ensure that those staff members build the connection between the work and the goals and
objectives of OUS. OUS should reward those staff members once they have achieved their hours
and have implemented something within OUS that has made an impact on the office (Deterding,
2012; Keller, 2010). It was clear from the survey that some staff members do not feel as though
there is a reward for good work. OUS could use the campaign to also broadcast how they are
rewarding staff by completing their goals and objectives and how that is translating into impacts
within OUS.
Solution 2. Centralization of Services: Consultation Launch
OUS was designed and implemented from a university-wide assessment exercise that
looked at ways to improve the university’s academic structure. After three years of its operation,
a more targeted approach should be to revisit this consultation process and continue to build
upon it. This process would not only support Solution 3 by potentially developing an academic
ADVANCING RETENTION STRATEGIES AT AN HBCU 117
or student success strategy, and assess the impact OUS has had on PU, but could also look at
whether or not another centralization phase should be implemented to increase the success of
OUS. In order to achieve this, a consultation process with faculty, students and staff is proposed
as a solution to be conducted in order to feed into the strategy. The consultation launch is
intended to give important stakeholders the opportunity to “buy-in” to OUS’s strategy and future
sustainability.
The consultation process would be a place to give the university community the
opportunity to provide ideas on how to improve the work of OUS and how the university can
improve its persistence, retention and graduation rates. This engagement with key university
stakeholders is an approach to improve OUS (Public Agenda Foundation WestEd, 2012; Gibb,
Haskins, & Robertson, 2012). Ultimately, the consultation process could provide OUS with ideas
on building a university strategy, reallocating resources and understanding where technological
needs might be to get to their goals and objectives.
Solution 3. OUS Strategic/Action Plan or Student Success Strategy
Even without a university strategic plan, OUS can build a strategy that will serve as its
departmental strategic plan. Due to its current structure at the university, OUS is an important
component of the institution. Therefore, a student success strategy that informs faculty and staff
of the goals and objectives they should be working towards would benefit faculty, students and
staff. It is also a document that could serve as a way to align key initiatives that will improve the
student experience and increase student success. This proposed solution suggests a way to build
the coalition between OUS and the schools and colleges. The implementation of Solution 2,
centralization of services, could naturally lead to and be supported by this solution.
ADVANCING RETENTION STRATEGIES AT AN HBCU 118
OUS will need to determine whether it wants an academic strategy or a strategic plan, or
both. It would also need to determine how this strategy would be used to garner university
support and assess its impact. OUS is an essential component to the university’s plan to improve
student engagement and academic achievement. Through this approach, OUS could showcase its
impact and start to build its sustainable practices. Additionally, it could also serve as a
contractual obligation between OUS, university leadership, schools and colleges and students. As
a collective, they could agree on the main priorities that will be designed, implemented and then
evaluated. It could be the singular document that allows OUS greater flexibility to make the
relevant institutional changes to impact student retention and graduation rates.
Solution 4. Embedding Predictive/Data/Learning Analytics
Overall, OUS will need to monitor and evaluate the impact it is having on students and
institutional goals. Is OUS supporting the institution to meet its 90% or higher retention and
graduation rates goals? OUS needs to evaluate whether it is meeting its internal goals and
objectives as well. What impact is OUS having on the students they are currently engaging with
through their practices? Are any of their policy changes having an impact on student retention
and success? All of these questions, and more, are important to answer from OUS’s perspective.
One of the ways that this can be done is through predictive, data and learning analytics (Bichsel,
2012; Siemens & Long, 2011). This particular approach is something that OUS has just
embarked upon and will be able to expand upon.
OUS has just started using predictive analytics into their day-to-day operations. The
premise of this solution is to support OUS in embedding its predictive analytics system and to
also use it in ways that can support its goals and objectives. Analytics is the new wave of
supporting students through their postsecondary experience (Siemens, 2011, 2012). Therefore,
ADVANCING RETENTION STRATEGIES AT AN HBCU 119
OUS is in a unique position to utilize this system in order to improve day-to-day operations and
the development of programs and services. Therefore, the solution is presented because OUS has
started using this approach but has not fully scaled the use of the system in a way that connects
OUS with other services and schools and colleges. Ultimately, all five proposed solution are
interconnected, ensuring that a systematic approach is developed in order for OUS to be
successful which is further supported through Solution 5, a software development plan.
Solution 5. OUS Software Development Plan
As previously stated in other chapters, technology and software are key components to
increase student engagement which may result in increased student persistence and retention
(Getzel, 2008; Rovai, 2002; Wilmer, 2008). Therefore, to reach student retention and graduation
goals, it is important for OUS to examine its software and technology development as well as its
current usage of technology that is being used through their day-to-day operations. This solution
is necessary because staff suggested, as presented in Chapter Four, that OUS has continuing
needs in terms of the proper software and technology to reach their goals and objectives.
The use of software and technology is a key component of increasing student engagement
and success (Parsons & Taylor, 2011). This solution would allow OUS to build a platform that
supports staff to engage with students through a variety of mediums. In order for OUS to reach
its goal, it must develop a variety of paths to access its service and to increase its engagement
with its key stakeholders (i.e. faculty, students, staff and external stakeholder). This solution is
offered to align the development of software packages with services. This solution takes a larger
view to the overall OUS technology systems than Solution 4, investment in predictive analytics,
as this particular solution encompasses social media, online appointments and advising systems,
student records, and online platforms used for other initiatives. However, in the implementation
ADVANCING RETENTION STRATEGIES AT AN HBCU 120
strategy presented below, Solution 4 and this solution can be combined together as there is
overlap in the approaches for implementation.
Implementation Plan and Resource Requirements
The proposed solutions discussed above have related actions steps and resource
requirements for them to be realized. This section of Chapter Five strives to provide initial
direction on the action steps that OUS would need to undertake in order to successfully
implement the proposed solutions. Each proposed solution has a series of action steps, related
resource requirement or staff responsibility, and a general timeline for implementation. Each
implementation strategy is outlined in the tables below and is followed by a more detailed
discussion. This structure is intended to show a clear alignment between the validated needs, the
related solutions, and the process for implementation.
Solution 1: An Internal System for Staff Development and Recognition
Table 9
Proposed Implementation Strategy for Solution 1
Action Step Resource Requirements/
Responsibility
Timeline
1. Design and Implement Staff
Survey
Senior Leadership & Human Resources
Department
30 days
2. Action Planning Managers and Senior Leadership 30 days
3. Building the “You Said; We
Did Campaign”
Communications Officer 30 days
4. Managers Build Individual
Staff Reports
OUS Senior Leadership, Managers, Support
Staff
60 days
5. Recognize A Staff Member OUS Leadership: Associate Provost & Human
Resources
Each
Quarter
Action Step 1. OUS leadership will need to work with the Department of Human
Resources to design and implement a localized staff survey. This staff survey will explore
various topics to ensure that managers within OUS and senior leadership get high quality data
from the responses. This is important because in Action Step 2, they will need to be build an
ADVANCING RETENTION STRATEGIES AT AN HBCU 121
action plan. This cannot be done if the survey questions don’t collect rich enough data for OUS
to act upon.
Action Step 2. OUS leaders will need to survey staff about what motivates them in their
current job. In the meantime, staff can complete a professional development review report that
supports monitoring and data collection of what members feel should be the criteria for their
review.
Action Step 3. While staff members are completing the survey and providing criteria for
the evaluation system, the communications officer within OUS can begin to build the “You Said,
We Did” campaign. This campaign links what has been requested and how OUS has responded.
This allows clear communication of actions by OUS’s leadership and the demands or request by
OUS staff. It ensures that there are clear actions linked to those requests.
Action Step 4. After the data has been collected and the team has collected the criteria
from staff, then the evaluation forms can be developed that matches the expectations of the
Human Resources department. These forms should be developed so that every goal and objective
allow for a rating and a response from the staff member. The OUS team will have used the form
they built in order to monitor the progress of staff development. The leadership team can decide
to share them publicly or share the ideas that were shared within these forms so that others can
build a connection to expectations OUS leadership is looking to embed in the culture of the
organization.
Action Step 5. Finally, after about three months of engaging in this process, leadership
can decide who they want to individually recognize for their strides or completion of particular
tasks. OUS leadership will need to develop a set of criteria for determining who gets recognized
to find staff members who can serve as possible examples for what OUS leadership needs to do
ADVANCING RETENTION STRATEGIES AT AN HBCU 122
in order to improve staff motivation. The types of awards would be suggested from the staff
survey to ensure that what is meaningful to staff is being offered.
Solution 2. Centralization of Services: Consultation Launch; Solution 3. OUS
Strategic/Action Plan or Student Success Strategy
Table 10
Proposed Implementation Strategy for Solutions 2 and 3
Action Step
Resource Requirements/
Possible Partnerships
Timeline
1. Draft Student Success
Action Plan or Strategy
OUS Leadership, Office of
the Provost, Vice President
of Student Affairs
45 days
2. Launch Consultation with
Students
OUS Leadership, Student
Government & General
Assembly
30 days
3. Launch Consultation with
Faculty
OUS Leadership & Faculty
Senate
30 days
4. Launch Consultation with
Administration & Staff
OUS Leadership &
PU Staff Organization
30 days
5. Review Feedback
OUS Leadership, Office of
the Provost and Vice
President of Student Affairs
45 days
6. Publish Final Report
OUS Leadership & Office
of Communications
15 days
Action Step 1. The first step of a consultation process or academic strategy is to develop
a document that states the reason and purpose for the process, what the university is facing that
requires this process and what are the expected outcomes from this consultation process. This
drafted document will lay out the goals and objectives OUS wants to achieve. The main goal is
to improve persistence, retention and 6-year graduation rates above 90%. Following the
overarching goal, then the various objectives will be stated in “SMART” terms. SMART stands
for specific, measurable, achievable, results-focused and time-bound. This is important because
ADVANCING RETENTION STRATEGIES AT AN HBCU 123
each objective will have specific targets to meet. The document should be available for feedback
from various key stakeholders.
Action Step 2. OUS will launch an overall consultation process with students. OUS
leadership will need to go out to each of the schools and to the Student Government Association
to present the proposal and get initial feedback. Students will also have the opportunity to
feedback online and through other mediums.
Action Step 3. As OUS Leadership are meeting with students, they can also meet with
faculty members. The faculty members on the advisory board will give initial feedback. They
can then go to their colleges and either present on the document or have OUS present. As the
students will have an open period to provide feedback, so will faculty members. They should be
given opportunities face-to-face and online to provide their feedback.
Action Step 4. Lastly, OUS can work with the Staff Association to also get staff input.
Through the same process with students and faculty, staff would get a presentation on the
strategy. They could then be given the same time frame as the students and faculty to provide
their feedback on the document.
Action Step 5. Once the time for consultation has been closed, then OUS can officially
work with their leadership team to review the feedback. Through this process, OUS should
consider making corrections and inform all key stakeholders about the process, any changes
there were made based on the feedback given, and the final documentation.
Action Step 6. The final document should be published to the entire university. The
communications officer will be able to build out a communication plan that will ensure that
members of the community are aware of the goals and objectives in the document as well as any
ADVANCING RETENTION STRATEGIES AT AN HBCU 124
successes that will come from the initiatives to reach those goals. Overall, the completion of the
process should be done before the start of the 2019 – 2020 academic year.
Solution 4. OUS Software Development Plan
Table 11
Proposed Implementation Strategy for Solution 4
Validated Needs
Resource Requirements/
Possible Partnerships
Timeline
1. Launch an
Undergraduate
Technology
Infrastructure
Committee
OUS Senior Leadership &
ETS Services
30 – 45 Days
2. Setup a technology
assessment and priority
action plan
Chair of the Committee 45 Days
3. Consult with faculty,
students and staff
OUS Senior Leadership &
Chair of Committee
30 Days
4. Draft Plan on current
technology assessment
and needs
Chair of Committee, OUS
Senior Leadership & ETS
Services
30 Days
Action Step 1. OUS and the Enterprise Technology Services (ETS) will collaborate
together to design an Undergraduate Technology Infrastructure Committee. The goal and
objectives of the committee is to assess and develop recommendations on the current use of
technology in the undergraduate experience. This is necessary to ensure that the university is
investing in the appropriate resources to enhance the student experience, ensure that student
support services can communicate across the university and the sustainability of these systems
are developed into the university’s organizational setting. Therefore, the committee will be
tasked with ensuring that technology investments within the university are examined from the
ADVANCING RETENTION STRATEGIES AT AN HBCU 125
faculty, student and staff point of view. OUS can do this because technology development and
purchases across the institution is decentralized and controlled by the office or department
purchasing the technology. This will support OUS to embed their technology systems into the
university. OUS will need to take the time to invite participants and garner support for the
committee. The timeframe is offered to allow sufficient time to implement the committee
structure.
Action Step 2. It is important for the committee to assess the current state of
undergraduate technology at the university. This will help them make the appropriate decisions
or recommendations when they are aware of the current systems being implemented. The
committee will have to be transparent about the current state of technology at the university.
Therefore, they must be informed about what is currently happening. Once the assessment has
been completed, then the committee can build the appropriate action plan and strategy to ensure
that the UTIB is being tasked with a substantial task that will be aligned with improving the
student experience, and ultimately retention and graduation rates. The work is proposed to be
done over a 45-day time period, however if OUS or ETS decides that longer time is needed, then
that timeline should be given.
Action Step 3. Once the committee has completed their assessment and drafted the first
technology report with recommendations, members of the committee (appointed by the Chair)
and OUS Senior Leadership should launch consultation exercises with key stakeholders about
the findings and the action plan. This will allow faculty, staff and students to provide their input
into the document. Input from these key stakeholders is crucial, as everyone has the
responsibility of the institution’s effectiveness towards technology use.
ADVANCING RETENTION STRATEGIES AT AN HBCU 126
Action Step 4. Finally, the report will be written and submitted for leadership to review
and approve or not approve the recommendations set forth by the document. If the report is
approved, then the committee should be intact to see the recommendations through. If the report
is not approved, then OUS and ETS leadership will need to decide if the committee should return
and further explore more recommendations or end the committee. That decision should be left
with the responsible parties.
Solution 5. Embedding Predictive/Data/Learning Analytics
Table 12
Proposed Implementation Strategy for Solution 5
Validated Needs
Resource Requirements/
Possible Partnerships
Timeline
1. Develop a Predictive
analytics leadership
programme
OUS Leadership 60 days
2. Develop predictive
analytics training for
faculty, staff and
students
OUS Managers Ongoing
3. Launch a committee that
allows OUS staff and
other university services
to discuss action plans
for at-risk students
OUS Managers, Schools &
Colleges, University
Services
Ongoing
4. Design, implement, &
evaluate pilot strategies
OUS Managers, Schools &
Colleges, University
Services
Ongoing
5. Draft a report that
examines the risk of
students and why
OUS Managers, Schools &
Colleges, University
Services
60 Days
Action Step 1. OUS will need to identify key members of the university community to
develop a Predictive Analytics Leadership Programme as a way to develop staff and build
analytics champions who are familiar with using analytics in their day-to-day job as well as serve
ADVANCING RETENTION STRATEGIES AT AN HBCU 127
in a technical capacity to other colleagues within the university. Through this programme,
participants will be able to build their skillset in analytics and develop the knowledge and skills
to motivate others in using this tool.
Action Step 2. Ongoing professional development training will need to be designed and
implemented so that staff know and can plan for these trainings. The trainings should be
scheduled every quarter so that any issues that might arise, the issue and solution can be shared
within the training sessions. Also, it is an opportunity for OUS to get constant feedback on how
the implementation of this approach is being taken up within the university.
Action Step 3. Key individuals will be appointed to a special committee that looks at at-
risk students’ prediction scores and does further assessment with those students to understand the
various issues that they might be facing at the university. That assigned committee member will
then report back to the overall committee about their findings where they can discuss options for
the student and build a proactive action plan that can look to retain the student. Once the actions
have been identified, the key member from that department will be in charge of implementing
the action plan for the student in order to resolve which ever issue that student might be facing.
The purpose of this ongoing committee is to ensure that students are being targeted for specific
support and that OUS will be able to provide a substantial document that shows how OUS is
working to improve persistence, retention and graduation rates.
Action Step 4. The committee is developed in order to implement particular retention
strategies as well. First and foremost, they are there to see how they can use university processes
and procedures to support student. However, they are also there to provide OUS with the data
that supports the implementation of various retention programs that are targeted to these
students. The committee will be able to design, implement and evaluate the impact of these
ADVANCING RETENTION STRATEGIES AT AN HBCU 128
interventions with the identified populations that might benefit from them. Through this
approach, collaboration between departments can be realized as they are working together to
retain the students. This allows OUS to pilot strategies that have the potential of being scaled or
embedded as a staple program within the university structure. This ongoing process is necessary
because different sets of students will need different interventions. The more successful the
committee becomes, the more important their role will be in improving student outcomes.
Action Step 5. Finally, OUS will need to write quarterly or term reports, about the
students that were identified and what the committee did in order to keep that student. The report
will show, based on their work, which students were retained, and which ones were not, the
interventions that were tested and all the other processes used to support students. It informs key
stakeholders across the university of the work OUS is doing in order to reach the goals of 90%
retention.
Evaluation Plan
The evaluation plan below is offered to provide OUS with a framework to ensure that the
implementation strategy was followed and to have in place a system that measures impact and
success. Effective evaluation provides OUS with four areas of data that should inform their
progress, success or failure. The evaluation approach that is presented in the evaluation plan
section is aligned with the work of Kirkpatrick and Kirkpatrick’s Evaluating Training Programs:
The Four Levels published in 2010. This seminal work provides a framework for organizations
to ask important questions that inform them about satisfaction of the implementation, whether
the intended audience learned from the implementation, whether behaviors changed and
ultimately, and was there a noticeable impact that can show the implementation moved PU to
their goal and objectives of increasing retention and graduation rates.
ADVANCING RETENTION STRATEGIES AT AN HBCU 129
Solution 1. An Internal System for Staff Development & Recognition
In Solution 1, the evaluation strategy encompasses all four strategies to evaluate the
success of this solution. Through these different strands, OUS Leadership, managers and staff
will be able to track the design, implementation and evaluation components. Transparency to the
tools and data from this collection are important for continuous improvement.
Table 13
Evaluation Plan for Solution 1
Satisfaction Learning Behavior Impact
Survey staff “how do
you feel about the new
staff development and
recognition system”
Assess and Review
Professional
Development Plans
for accuracy and
alignment
Evaluate with
managers if staff have
completed tasks from
the form on a
quarterly basis
Analyze the impact of
these completed tasks
on processes,
practices, procedures
or programming
Satisfaction. A new recognition system is about motivating staff to increase confidence
in their ability and the organizational goals of OUS (Ismail, Mohamed, Sulaiman, Mohamad, &
Yusuf, 2011). A satisfaction survey should happen as often as they choose. The tool can also be
of their choice. A recommendation of a Likert scale using smiley faces in a balanced or
symmetry approach is one option. Preferably, there should not be a neutral option and
participants should be forced to choose a polar response as it will give OUS leadership
quantifiable data that can help guide improvements to the plan.
Learning. Professional development reviews/plans are documents that capture the
successes, failures and improvements of staff setting goals for themselves. Whether or not staff
are satisfied is one thing, however, if they can demonstrate through the review plans that they are
attempting to achieve their goals set out for themselves. This approach can inform OUS
leadership about how staff are engaging with the solution.
ADVANCING RETENTION STRATEGIES AT AN HBCU 130
Behavior. On a routine basis, quarterly, managers should get together with their support
staff and each other to review the process and the plans. This will allow for alignment with
overall goals and objectives and any collaborative opportunities between staff that could be
assigned. Through this approach, OUS leadership will be able to evaluate how the overall plan is
being implemented and what can be learned from this approach.
Impact. With the satisfaction survey, and the professional development plans, they can
show a surface level of impact on staff and the working environment. A step further would be to
connect satisfaction, behavior and any improvement to student satisfaction, impact of programs,
and any other achievements that can be connected to the role of OUS to the university
community. Once this connection has been made, then an impact analysis can be provided to
truly show that this solution has changed staff motivation and organizational culture.
Solution 2. Centralization Consultation Process
Centralization of services, policies, practices and procedures can take a significant
amount of time. Especially since PU is a large organization with 13 schools and colleges and
various departments and services. Therefore, continuous evaluation is necessary to improve
performance and ensure successful implementation. However, a limited approach to the
evaluation tools is proposed.
Table 14
Evaluation Plan for Solution 2
Satisfaction Learning Behavior Impact
Understanding the
reaction and
implications of a
greater centralized
service
OUS would need to use
tool to see if attitudes
change before and after
the consultation process
Based upon the key
findings, staff members
should check-in about
the implementation of
this into day-to-day
operations
Has the new structure
shown to improve
student success,
satisfaction,
persistence and
retention
ADVANCING RETENTION STRATEGIES AT AN HBCU 131
Satisfaction. Launching a consultation around centralization of services can be difficult
for some staff members. Therefore, including as many of them in the development of the service
and what that will mean for their current employment is necessary. This will help OUS gauge the
satisfaction with building a more centralized approach either through structural adjustments
within the organization or if it is just with particular processes. Therefore, as staff are engaged,
doing a temperature check with them about their feelings helps build the collaborative nature to
achieve this solution’s goal.
Learning. From any restructure or consultation of the process, OUS will need to garner
support about the consultation process. It would be very helpful to ask key stakeholders their
perspective about OUS and the opportunities to change the organizational structure to reach their
goals and objectives. Once the consultation process has concluded with the final structure and
business case, a survey tool to ask stakeholders about the new structure. OUS is looking for
people to have changed their attitudes or aligned their thoughts more closely to the proposed
structure than when the process began.
Behavior. As the agreed upon consultation process is being implemented, frequent
checks with staff about how they are incorporating this new structure into their day-to-day
operations. This frequent check will help OUS leadership know if staff members are able to
implement the findings effectively. This helps OUS build plans and strategize to ensure that the
re-alignment is working to improve student outcomes and experiences.
Impact. Once the structure is in place, OUS will need to use an evaluation tool to garner
satisfaction from students and other key stakeholders about the new structure. In addition, OUS
will ask about challenges and area of continuous improvement or opportunities that the new
ADVANCING RETENTION STRATEGIES AT AN HBCU 132
structure can address. Ultimately, the changes should be connected to improvements in
persistence and retention.
Solution 3. OUS Strategic/Action Plan or Student Success Strategy
OUS will have developed a Strategic or Action Plan that outlines the way for the
university to improve student outcomes: persistence, retention, engagement and achievement.
The goal is to get students to graduate on-time and be employed. To know if the implementation
of the strategy is a success, the following evaluation tools will need to be implemented to
determine whether this solution was successfully implemented.
Table 15
Evaluation Plan for Solution 3
Satisfaction Learning Behavior Impact
Key stakeholders will
need to provide their
level of satisfaction
with the plan
Key stakeholders will
need to show that they
can translate the action
plans of the strategy
into day-to-day
operations
Based upon the key
goals and objectives,
OUS, schools and
colleges and other
services implement
their strategies
Can OUS, schools and
colleges and other
university services
evaluated the impact
of their alignment to
student persistence,
retention, and
graduation rates
Satisfaction. Key stakeholders will need to provide OUS with their satisfaction with the
action plan. Through the feedback sessions or once the documents have been produced,
consistent check-ins with these stakeholders will be needed in order to gauge their level of
satisfaction with trying to implement the new changes or aligning with the overall strategy. This
can help OUS provide solutions and respond to needs if issues arise.
Learning. OUS leadership will want to know how stakeholders can translate the goals
and objectives in the strategy to their day-to-day operations. This translation of sub-action plans
or just strategies that align with the overall OUS plan, signifies the importance of ensuring that
ADVANCING RETENTION STRATEGIES AT AN HBCU 133
these steps to improve student retention and graduation rates are embedded into the university’s
culture. It also supports the monitoring of these strategies to show efforts across the university to
improve student engagement and success.
Behavior. The next step is to examine the implementation of the various interventions
schools, colleges and other services implement that align with the plan. This determines whether
these departments and offices’ behaviors are changing by systematically aligning their efforts to
the student success strategy. OUS can use their monitoring approach to understand how to
support these efforts and then assess if any impact is being made on student outcomes.
Impact. OUS should determine on an evaluation tool that assesses impact of the strategic
plan on students, faculty and staff. This is important because making a case that the interventions
in the strategy have improved outcomes is necessary for the sustainability of OUS. If the
alignment through this approach is effective, then impact results can either be directly affecting
or correlated with an increase in student persistence, retention and ultimately graduation rates.
Solution 4. OUS Software Development Plan
Through Solution 4, OUS should work to ensure that staff have the appropriate
technology to not only effectively do their jobs, but also connect the use of technology with
increased persistence, retention, and possibly, student satisfaction. Through this solution, it is
about staff using the available tools in order to support OUS reach their goal of improve the
retention and graduation rate. Evaluating the implementation of the solution requires all four of
the training areas to be completed to make appropriate resource decisions.
ADVANCING RETENTION STRATEGIES AT AN HBCU 134
Table 16
Evaluation Plan for Solution 4
Satisfaction Learning Behavior Impact
Monthly or weekly
check-in with staff
about their recent
experience with
technologies they use
A statistical record
that evaluated the
level of usage of the
identified products
Develop and assess
training needs of staff
in order to improve
upskilling of staff
Train the trainer
sessions: staff training
each other on how to
use various systems
Staff reporting system
usage and connecting
it with strategic goals
and objectives as well
as improving
processes and
procedures
Satisfaction. Once OUS has completed the implementation plan, they will need to
understand staff feedback about their experience with current technology and the change in the
use of new technologies. As in previous solutions, OUS can ask staff routinely about their
satisfaction with this technology. This can be done through a rating scale using numbers or
smiley faces. It is to ensure that staff are using the products and are satisfied with implementing
them in their day-today operations. Another way to understand satisfaction is to look at statistical
records of log-in and level usage. If someone is satisfied with the product and are using it
effectively, then you should be able to see this through data analytics. The more usage and time
in a system can give OUS a sense of the satisfaction and usefulness with the system.
Learning. Once staff members have been using the system, staff should be able to
develop or request additional training on systems to increase their knowledge as “experts.” This
is important because it shows that the usefulness of the system is not only improving staff
satisfaction, but also building specific skillsets in staff to increase their knowledge about the
technology. Through these additional training sessions, OUS leadership can use the satisfaction
survey tools to see if there are any changes after the additional training.
ADVANCING RETENTION STRATEGIES AT AN HBCU 135
Behavior. Once staff members have built their confidence and can be “experts” for OUS,
then they can serve as ambassadors to train others. This allows for behavior changes to happen
not only within OUS but also within the stakeholders in the university. OUS already
acknowledge that there are members of staff who serve as “ambassadors” to other stakeholders.
Therefore, using that same model, training these individuals to ensure that the appropriate level
of knowledge is being shared and utilized in the same way. The satisfaction survey tools used on
OUS staff, can also be translated to ensure it is taking place in the schools, colleges and services.
Impact. To understand the impact this solution has is to connect it to improvements in
student persistence, retention, engagement and/or satisfaction. Staff within OUS, and the
university stakeholders will need to show that the usage of these products can be directly tied to
an increase in a particular output. For example, if they use the system that helps them have an
increase in more students registering for the next semester, or the technology used helped target
their interventions for an increase in student passing rates, then these are the kinds of outputs that
OUS will want to use to help inform their action plan. The impact must be connected to the
overall success or action plan.
Solution 5. Embedding Predictive Analytics
Finally, a more specific approach to the software and technology plan is the use of
predictive analytics. The need for this solution is to support OUS in utilizing analytics about
students that informs OUS about the kinds of support and interventions necessary to improve
student persistence, retention and ultimately graduation rates. Through the implementation plan,
analytics is a powerful system that can provide the level of information on each student on a
convenient platform. Therefore, assessing the impact of the use of this system supports the value
for money and student persistence and retention.
ADVANCING RETENTION STRATEGIES AT AN HBCU 136
Table 17
Evaluation Plan for Solution 5
Satisfaction Learning Behavior Impact
Monthly or weekly
check-in with staff
about their recent
experience with
technologies they use
A statistical record
that evaluated the
level of usage of the
identified products
Staff work in groups
to build insights and
understand predictors
Staff develop
programs and
interventions based
upon the data from the
analytics
Scalability of the
usage of analytics in
other parts of the
university
Analyze retention
rates of targeted
groups identified with
predictive analytics
Satisfaction. As previously stated in Solution 4, OUS leadership will need to check-in
with staff periodically. This can be done through a rating scale using numbers or smiley faces. It
is to ensure that staff are using the products and are satisfied with implementing them in their
day-today operations. Another way to understand satisfaction is to look at statistical records of
log-in and level usage. If someone is satisfied with the product and are using it effectively, then
you should be able to see this through data analytics. The more usage and time in a system can
give OUS a sense of the satisfaction and usefulness with the system.
Learning. Since predictive analytics requires skills and an understanding of how to
connect data with university interventions, OUS will need to see how the groups formed through
the progression and retention committee are implementing the system through their collaboration
efforts. Observation or reporting structures will provide data on the successful implementation of
the working groups. Also, gaining insight into the successes and challenges will come from
additional training given to staff to improve their knowledge and skills of using predictive
analytics. This should then be translated into further group collaborations and reporting for OUS
to review.
ADVANCING RETENTION STRATEGIES AT AN HBCU 137
Behavior. Scalability of analytics can support OUS’s opportunity to understand
behavioral changes. Therefore, how other services are using analytics data in their day-to-day
operations is important to see how it is changing behavior in schools, colleges and departments.
The evaluation tool used must assess the usage and effectiveness of the product and then
cuddling back to satisfaction and learning.
Impact. Ultimately, impact is determined by the way the data is used to determine
interventions and how those interventions are increasing student engagement, satisfaction,
persistence and retention. OUS should use these experiences to help determine the alignment
with the strategy and its overall goals and objectives. The impact analysis is collected by
dashboard and reporting from departments that will show these data points. The success of using
analytics is to connect the data with the appropriate intervention to see if that intervention had an
impact on the goal and objective of the intervention or overall organizational goal or objective.
Limitations
The limitations of the solutions are engrained in the localized context of OUS. The
limitations exist in each aspect of these solutions. OUS may decide that the recommendations
cannot be implemented, or external factors impact the success of these solutions. The
partnerships that are required within OUS and with key stakeholders might provide limitations as
there are potential failures through communication, motivation or even PU as an organizational
entity. Next, the timelines can be a limitation as they might be too limiting in scale and hinder
successful implementation. Finally, there are limitations with the evaluation of these solutions.
OUS might not implement these strategies or not make it to the evaluation stage to understand
the failure or success of the recommended solutions. Each component provided in Chapter Five
has the potential of being limited in scope, implementation or evaluation.
ADVANCING RETENTION STRATEGIES AT AN HBCU 138
Overcoming these limitations has already taken the first step as OUS was consulted
throughout the development of this project. The recommended solutions were developed by the
researcher with feedback from OUS. This was necessary as this research was intended to inform
OUS with OUS making final decisions. Once informed, OUS will be able to discuss the findings
or revalidate to ensure accuracy and then implement the solutions. OUS will have to align these
solutions with current political and financial climate at the institution.
Areas for Future Research
This dissertation examined the overall issue of student retention and graduation from the
perspective of staff needs to improve performance. There are clearly other stakeholder groups
that influence reaching student retention and graduation goals. This framework can be used to
research the student and faculty populations and their knowledge, motivation, and organizational
needs as well. These two groups play intricate roles in advancing retention strategies at any
institution. In addition to these stakeholders, senior leadership at the president and cabinet level
would be another subgroup to add to an overall study. This would be necessary as senior leaders
are those who can ensure consistently or change course. Doctoral research students or graduate
student workers within OUS can take this framework and apply it to the faculty and students who
are engaged with OUS’s services.
Specifically, additional research would need to be done to increase the robustness of the
data, including a more in-depth understanding of the assumed needs. This is especially true
where the assumptions were not validated or where the assumptions had dissenting opinions
(strongly disagree or disagree responses). More focused interviews on the reasons behind such
responses could provide additional insight into the assumed needs and could provide even
stronger support for validation or non-validation.
ADVANCING RETENTION STRATEGIES AT AN HBCU 139
Programs and initiatives will need to be researched as well. OUS has an additional
provision to provide advising, programming and interventions in order to improve retention and
graduation rates. Overall, it is meant to improve student engagement. Therefore, the research
question would need to examine whether OUS has the knowledge and skills to design,
implement and evaluate their programs and interventions. IT would also need to examine if OUS
has the organization to effectively implement these programs and interventions that are meant to
improve student success. This research would help inform the research of this dissertation, and
the further research needed in the areas of students and faculty.
In a general sense, HBCUs must also take on significant self-reflection about the kinds of
institutions they want to become that will improve student retention and graduation rates. This
particular work only scratches the surface on what a university can do in order to improve
retention. Since most HBCUs have low retention rate, it could be in their interest to understand
through the eyes of faculty, students and staff on strategies that will improve the overall student
experience. Self-examinations are important for the development of university strategies and
action plans. Therefore, more of these to ensure that various departments are developing
programs and practices that are aligned with an institutional strategy.
Conclusion
The purpose of this dissertation was to examine the knowledge, motivation and
organization of OUS’s approach to improving retention and graduation rates. This department is
responsible for how the institution works collaboratively to move these metrics for the
university. The researcher set out to understand how OUS can use the areas of Clark and Estes to
frame their work in ways that can help them design, implement and evaluate solutions that
addressed their validated needs. From the data in Chapter Four, OUS have the knowledge and
ADVANCING RETENTION STRATEGIES AT AN HBCU 140
mainly the motivation to get PU to its institutional goal. However, OUS will need to work on
their organizational needs in which they understand it is an important area to improve. Through a
robust solutions, recommendations and implementation plan in Chapter Five, OUS can
implement these solutions in a timely fashion. The reason for flexibility in the timeline is to
ensure that OUS will not only buy into these solutions but implement them.
This dissertation is just the tip of the iceberg as it’s a starting point in the conversation on
improving retention and graduation rates. The data shoes that there is a significant need for
institutions to take on self-assessments that provide more insight into how institutions can
improve student engagement. Overall, what is learned from the experience is the need for
organizations like OUS to be examined and undergo external evaluations of their progress to
their goals. It is one thing to evaluate the impact and success from within; however, self-
examination from external partners that provides a unique perspective to improvement or
evaluation will only enhance OUS’s offering and efficiency. Organizations can learn from
engaging in in-depth evaluations of the successes, failures, strengths and areas of improvements.
Finally, higher education institutions must understand their role in student engagement,
retention and graduation through a different lens. Regardless of the approach, institutions must
understand their departments and offices in terms of the three areas examined here: Knowledge,
Motivation and Organization. This systematic approach does provide organizations with clear
areas of need and can support leadership’s development of solutions that drive success. Leaders
must improve their institutions using a systematic approach suggested by Clark and Estes (2008).
Just like this dissertation was in consultation with OUS, it can be scaled so that leaders can also
take the same approach to development the policies, practices and procedures to improve all
aspects of the university for the betterment of student, staff and faculty outcomes.
ADVANCING RETENTION STRATEGIES AT AN HBCU 141
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ADVANCING RETENTION STRATEGIES AT AN HBCU 160
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ADVANCING RETENTION STRATEGIES AT AN HBCU 162
APPENDIX A
Figure & Table Sources
Figure 1. IPEDS
Figure 2. The Journal of Blacks in Higher Education
Figure 3. Tinto (1993)
Figure 4. http://www.screen-magic.com/ebook-data-segmentation-key-engage-millennial-
students/
Figure 5. The Journal of Blacks in Higher Education
Figure 6. Pew Research Center, U.S. Department of Education & The Journal of Blacks in
Higher Education
Figure 7. Clark and Estes (2008)
Figure 8. Office of Undergraduate Studies Organizational Chart
Figure 9. Timeline of Data Collection
Table 1. Organizational Mission, Organizational Performance Goal, and Stakeholder
Performance Goals
Table 2. IPEDS, U.S. Department of Education
Table 3. Summary Table of Assumed Influences on Performance
Table 4. Summary of Validation Methods of Assumed Needs
Table 5. Assumed Knowledge Causes Validated and Not Validated
Table 6. Assumed Motivation Causes Validated and Not Validated
Table 7. Assumed Organization Causes Validated and Not Validated
ADVANCING RETENTION STRATEGIES AT AN HBCU 163
APPENDIX B
Data Collection Tools & Protocols
KNOWLEDGE THEORY
The following survey questions will explore your knowledge about current efforts to have an
impact on HU’s retention and graduation efforts.
Scale for Survey: Strongly Agree, Agree, Disagree, Strongly Disagree
Assumed Knowledge Influences with Survey and Interview Questions
Assumed Knowledge Influence Survey Question Interview Question
OUS staff needs to know how
to assess the current academic
and student support services in
the schools and colleges.
1. I am aware of the policies,
practices and procedure being
designed and implemented in
other schools & colleges.
2.
3. I am aware of the policies,
practices and procedures being
designed and implemented by
the Office of Undergraduate
Studies.
How can PU support
institutional policies, practices
and procedures that support
the work of retention and
graduation initiatives?
What kind of assessment
system would support OUS in
getting adequate information
to impact retention and
graduation policies, practices
and procedures?
OUS staff needs knowledge of
how to effectively
communicate goals and
objectives to multiple
stakeholder groups.
I am appropriately informed
about goals and expectations
on student satisfaction.
I am informed about how my
role supports the key
performance indicators to
achieve the goal of improving
retention and graduation rates.
I can effectively communicate
the goals and objectives of the
institution’s retention and
graduation initiatives.
What types of systems do you
use to communicate with your
multiple stakeholders?
What kinds of systems have
you seen at other institutions
that would help you
communicate goals and
objectives more effectively?
OUS staff needs to have
knowledge of other
Universities’, including
HBCUs, efforts to effectively
support graduation goals.
When looking to improve
outcomes of my work, I
typically look for best
practices from other
institutions.
*Strongly Agree/Agree: I
Can you point to current
programs that have been
implemented at other
universities? How have they
been or not been impactful for
PU?
ADVANCING RETENTION STRATEGIES AT AN HBCU 164
typically find other examples
from similar universities
useful for my institution’s
context.
*Disagree/Strongly Disagree:
What is it about the examples
from similar universities that
are not helpful, useful or
scalable?
What is the most important
component of replicating a
program that you find to be
credible for implementation at
PU?
OUS staff needs to understand
the potential role of
centralized academic and
student support services to
student success.
A more centralized approach
to implementing policies,
procedures and programs at
PU will have a significant
impact on retention and
graduation rates.
A more coordinated effort
between schools and OUS will
improve retention and
graduation efforts.
What organizational changes
would you make to have a
more centralized effort to
align policies, procedures and
practices at PU?
What organizational changes
would you make to have a
more centralized effort that
would have an impact on
retention and graduation rates?
OUS staff will needs to know
how to disseminate success
and lessons learned to other
key stakeholders within the
organization.
I am given the opportunity to
share my ideas about how to
improve current policies,
practices and procedures?
I work very closely with my
colleagues across campus to
coordinate efforts that impact
student success and
engagement.
What mechanisms are in place
to engage key stakeholders
about the work of OUS?
What are the metrics used to
inform stakeholders about the
success of OUS?
OUS staff will needs to know
how to inform students on
how to build self-efficacy,
motivation, and academic
achievement.
I have the capability to inform
students on how to build self-
efficacy, motivate them and
increase academic
achievement.
What mechanisms are in place
to engage students about
OUS?
What are the metrics used to
inform students about the
success of OUS?
ADVANCING RETENTION STRATEGIES AT AN HBCU 165
MOTIVATION THEORY
The following survey questions will explore your knowledge about current efforts to have an
impact on HU’s retention and graduation efforts.
Scale for Survey: Strongly Agree, Agree, Disagree, Strongly Disagree
Assumed Motivation Influences with Survey and Interview Questions
Assumed Motivation Influence Survey Question Interview Question
OUS staff needs to see the
value of practices, policies,
and procedures being aligned
more efficiently.
Will aligning current policies,
practices and procedures
motivate you to work more
efficiently?
Would aligning policies,
practices and procedures
motivate you to do more in
your current job?
What is the process now for
garnering buy-in for staff to
value aligning practices,
policies and procedures?
Are there any special lessons
learned from your experience
that is informing your current
decision-making?
OUS staff needs to have
confidence in their ability to
develop an academic strategy
and strategic plan that
supports alignment of policies,
practices and procedures
targeted to retention and
graduation initiatives.
Due to a lack of an academic
strategy and strategic plan
makes you unsure of how your
role fits within the institution’s
goals and objectives.
Is an academic strategy and
university strategic plan
essential to support OUS’s
work?
How have you managed
without one?
OUS staff must value the goal
of increasing retention and
graduation rates.
I am motivated to use my role
to help retention and
graduation efforts.
I value the importance of PU
improving its impact on
student success and
engagement.
How has OUS motivated its
staff and university
stakeholders to value the goals
of increasing retention and
graduation rates?
OUS staff needs to be
empowered in engaging other
internal partners to take
ownership of specific
retention and graduation
initiatives.
I feel empowered by OUS to
work with key stakeholders to
improve retention and
graduation initiatives.
Participation in decision-
making about OUS’s
collaboration initiatives would
promote my performance.
What tools or mechanisms do
you use to engage internal
stakeholders?
ADVANCING RETENTION STRATEGIES AT AN HBCU 166
OUS staff needs to value the
HBCU context of Prince
University in increasing the
retention and graduation rates.
Being employed at an HBCU
is a unique experience that
enhances my skills for my
career.
N/A
OUS staff needs to engage
with the wider professional
community who are also
collaborating to improve
retention policies, practices,
and procedures.
I am supported by OUS or PU
to engaged professional
organizations to improve my
skills and experience in my
work.
I use that experience to make a
valuable impact on my work
and the students I serve.
How does OUS support staff’s
professional development?
Has it been a priority to do so
in the past or will be more in
the future?
What ways have you found
that are more impactful than
others?
OUS staff needs to set
professional achievement
goals in order to personally
connect with the work and the
students being served.
My personal achievements are
noticed and awarded by OUS
or PU?
Appreciation on genuine
efforts motivate me to do even
better.
My work is more important
than the accolades that might
come with achieving those
goals.
The survey states this
__________________, what is
your reaction to these results?
How will you respond to
improving these results over
time?
ADVANCING RETENTION STRATEGIES AT AN HBCU 167
ORGANIZATION THEORY
The following survey questions will explore your knowledge about current efforts to have an
impact on HU’s retention and graduation efforts.
Scale for Survey: Strongly Agree, Agree, Disagree, Strongly Disagree
Assumed Organization Influences with Survey and Interview Questions
Assumed Organization
Influence
Survey Question Interview Question
OUS staff needs a plan from
the university for
redistribution of
resources/funding.
I understand that in an effort
to improve retention, the
university will have to shift
resources.
I am prepared to deliver on
goals and objectives
regardless of the institution’s
budget allocation.
Since OUS’s conception, have
you had to reallocate resources
to meet your goals? In what
ways has this happened?
What has the office’s funding
experience been like over the
last two years?
OUS staff needs clearly
defined goals from the
university to align policies,
practices and procedures with
the university’s academic
strategy and strategic plan.
OUS has clearly defined goals
and objectives that align with
the university’s academic
strategy.
OUS’s strategic plan is clearly
stated and defined that can be
fit for purpose in my area of
responsibility.
What will OUS do in leu of
the lack of an overall
academic strategy and
strategic plan?
OUS staff needs an adequate
system of accountability to
validate the implementation of
goals.
There is an accountability
system in OUS.
I feel that all staff in OUS,
including senior management,
are held to a high
accountability standard.
What kinds of accountability
systems currently exist in
OUS?
OUS staff needs leadership’s
long-term commitment to the
design of policies, practices
and procedures to implement
to increase graduation rates.
I know that OUS leadership is
committed to the work of the
office and the work that I do.
I am supported by the OUS
leadership team to be
successful in my role.
How is OUS ensuring long-
term commitment of staff and
leadership to achieve
organizational goals?
What does long-term
committed leadership look
like for OUS?
OUS staff needs to incorporate The tools and systems I use to How has predictive analytics
ADVANCING RETENTION STRATEGIES AT AN HBCU 168
predictive analytics (data) into
program, practices and policy
development.
do my job is grounded in data
analytics.
I am informed by the
information provided about
student engagement to better
plan and implement retention
and graduation initiatives.
supported the work of OUS?
How has OUS and other
stakeholders used predictive
analytics to show their impact
on student retention?
OUS staff needs to incorporate
software capabilities that work
to achieve organizational
goals and objectives.
The software available to me
at PU allows me to better
serve our students.
I am confident in my ability to
access and use the software
available to me.
Does OUS have the critical
software that will support the
organizational goals?
What is it about current
software packages owned by
OUS that is supporting
organizational goals and
which ones are not?
ADVANCING RETENTION STRATEGIES AT AN HBCU 169
(Page 1)
Survey Protocol
Dear Participant,
Thank you for agreeing to participate in this dissertation study entitled, “Advancing
Retention Strategies at Historically Black Colleges and Universities.” In conjunction with the
Office of Undergraduate Studies and Charles Prince, USC doctoral student, the following survey
will ask you a series of questions that are meant to examine the policies, practices and
procedures that are being implemented to improve retention and graduation rates.
______ University’s goal is that by Spring 2020, the organization will increase its six-
year undergraduate graduation rate from 62% to 90% or better. To put this in context, the
average six-year undergraduate graduation rate for similar institutions is less than 45% (U.S.
News Higher Education, 2016). Howard University is one of three institutions with the highest
retention and graduation rates amongst other HBCUs. The performance goal is to find ways to
improve the six-year graduation rate further by looking at retention initiatives that will help in
achieving this goal.
The following survey is anonymous and will only take 15 minutes of your time. You will
be asked a variety of questions on a Likert scale of “Strongly Agree” to “Strongly Disagree.” We
ask that you be truthful and honest as it will help with providing detailed recommendations to the
Office of Undergraduate Studies to implement by Fall 2019. If you have any questions, you can
contact Charles Prince at XXXXX or call XXXXX.
Please note that XXXXX role in this study is for support only. She will not have access to the data collected
through the survey or interviews being conducted. In addition, she will not be able to access any of the
information after the study has been concluded. This measure has been put into place in order to ensure that her
supervisory role within OUS will not having a bearing on staff performance or reputation.
Thank you,
Charles B W Prince
Doctoral Student
ADVANCING RETENTION STRATEGIES AT AN HBCU 170
(Page 2)
Demographic Questions:
Interviewee Background
How long have you been at this institution?
Less than 12
months
1 – 3 years 3-5 years More than 5 years
How long have you been at your current role?
Less than 12
months
1 – 3 years 3-5 years More than 5 years
Knowledge Survey – Qualtrics
The following questions will ask you questions about your knowledge in regard to retention
strategies at your university.
1) I am aware of the retention policies, practices and procedure being designed and
implemented in other schools & colleges within PU.
SA A D SD
2) I am clear on the retention policies, practices and procedures being designed and
implemented by the Office of Undergraduate Studies.
SA A D SD
3) I am informed about goals and expectations on student satisfaction.
SA A D SD
4) I am informed about how my role supports the key performance indicators to achieve the
goal of improving retention and graduation rates.
SA A D SD
5) I can effectively communicate the goals and objectives of the institution’s retention and
graduation initiatives.
SA A D SD
6) When looking to improve outcomes of my work, I typically look for best practices from
other institutions.
ADVANCING RETENTION STRATEGIES AT AN HBCU 171
SA A D SD
6A) Strongly Agree/Agree: I typically find other examples from similar universities useful for
my institution’s context.
(Text Box) – Participant will be able to type in reasoning and explanation for choice
6B) Disagree/Strongly Disagree: What is it about the examples from similar universities that are
not helpful, useful or scalable?
(Text Box) – Participant will be able to type in reasoning and explanation for choice
7) A more centralized approach to implementing policies, procedures and programs at PU
will have a significant impact on retention and graduation rates.
SA A D SD
8) A more coordinated effort between schools and OUS will improve retention and
graduation efforts.
SA A D SD
9) I am given the opportunity to share my ideas about how to improve current policies,
practices and procedures about retention and graduation?
SA A D SD
10) I work very closely with my colleagues across campus to coordinate efforts that impact
student success and engagement.
SA A D SD
11) I have the capability to help students develop self-efficacy toward their academic
achievement.
SA A D SD
(Page 3)
Motivation Survey – Qualtrics
The following questions will ask you questions about your motivation in regard to retention
strategies at your university.
1) Aligning current policies, practices and procedures related to retention and graduation
initiatives would allow me to work more effectively.
SA A D SD
2) The lack of an academic strategy and strategic plan makes me unsure of how my role
within the institution’s goals and objectives.
ADVANCING RETENTION STRATEGIES AT AN HBCU 172
SA A D SD
3) I am motivated to use my role to help retention and graduation efforts.
SA A D SD
4) I value the importance of PU improving its impact on student success and engagement.
SA A D SD
5) I feel empowered by OUS to work with internal stakeholders to improve retention and
graduation initiatives.
SA A D SD
6) I value the unique role of an HBCU in increasing student retention and graduation.
SA A D SD
7) I am supported by OUS or PU to engaged professional organizations to improve my skills
and experience in my work related to retention and graduation.
SA A D SD
8) I have professional/personal achievement goals that are related to OUS’s work towards
students.
SA A D SD
9) My personal achievements are noticed and awarded by OUS or PU.
SA A D SD
(Page 4)
Organization Survey – Qualtrics
The following questions will ask you questions about your organization in regard to retention
strategies at your university.
1) In an effort to improve retention, the university will have to shift resources.
SA A D SD
2) OUS has clearly defined goals and objectives that align with the university’s academic
strategy.
SA A D SD
ADVANCING RETENTION STRATEGIES AT AN HBCU 173
3) An accountability system related to retention and graduation within OUS would help me
do my work more effectively.
SA A D SD
4) OUS leadership is committed to the work of the office and the work that I do over the
long-term.
SA A D SD
5) The policies and practices related to retention and graduation are grounded in data.
SA A D SD
6) The software available to me at PU allows me to better serve our students.
SA A D SD
7) I am confident in my ability to access and use the software available to me.
SA A D SD
(Page 5)
Thank you for agreeing to participate in this dissertation study entitled, “Advancing
Retention Strategies at Historically Black Colleges and Universities.” In conjunction with the
Office of Undergraduate Studies and Charles Prince, USC doctoral student, we appreciate your
support and look forward to sharing our results with you in the Spring of 2018. If you have any
questions, Charles Prince at XXXXX or call XXXX.
Please note that Dr. Carter’s role in this study is for support only. She will not have access to the data collected
through the survey or interviews being conducted. In addition, she will not be able to access any of the
information after the study has been concluded. This measure has been put into place in order to ensure that her
supervisory role within OUS will not having a bearing on staff performance or reputation.
☐ I understand the role of XXXXX as the supervisor of OUS in this study
Thank you,
Charles B W Prince
Doctoral Student
ADVANCING RETENTION STRATEGIES AT AN HBCU 174
Interview Question Protocols
• The following questions will be asked of participants in a face-to-face session. The open-
ended interview questions will allow participants to have a conversation with the
researcher.
Script: I want to thank you for your time as a key stakeholder in OUS. Your participation is
voluntary and will only be used for this dissertation. If you have any questions, you can
speak the USC Faculty Advisor, Dr. Kathy Krop. Her information was provided to you by
email and will be provided again in the thank you letter after the interview. To facilitate our
note-taking, we would like to audio tape our conversations today.
You have been selected to speak with us today because you have been identified as someone
who has a great deal to share about OUS and its efforts to align retention and graduation
policies, practices and procedures. We have planned this interview to last no longer than one
hour. During this time, we have several questions that we would like to cover. If time begins
to run short, it may be necessary to interrupt you in order to push ahead and complete this
line of questioning. Please note that if at any point you want to stop, then you are more than
welcome to discontinue the interview. The information you provide will only be used for the
dissertation and will be deleted after the publication of the dissertation. Finally, your identity
will be anonymous and the responses will be sent to you for your review to ensure accuracy
of our conversation. The data will only be shared with my Faculty Advisor. Do you have any
questions?
Please note that Dr. Carter’s role in this study is for support only. She will not have access to the data collected
through the survey or interviews being conducted. In addition, she will not be able to access any of the
information after the study has been concluded. This measure has been put into place in order to ensure that her
supervisory role within OUS will not having a bearing on staff performance or reputation.
☐ I understand the role of XXX as the supervisor of OUS in this study
Interviewee Background
How long have you been….
In your current position?
ADVANCING RETENTION STRATEGIES AT AN HBCU 175
At the institution?
Interesting background information on interviewee:
What is your highest degree?
What is your field of study?
Briefly describe your role within OUS/PU. How many support staff within your supervision?
Knowledge Interview
1) How can PU support institutional policies, practices and procedures that support the work
of retention and graduation initiatives?
2) How do you communicate with your multiple stakeholders?
3) What other programs are you familiar with at other universities that have been
implemented related to retention and graduation initiatives?
4) What organizational changes would you make to have a more effective centralized effort
to align policies, procedures and practices at PU?
5) What mechanisms are in place to engage key stakeholders about the work of OUS?
6) What mechanisms are in place to engage students about OUS services?
Motivation Interview
1) How do you get buy-in from staff related to realigning retention and graduation
initiatives?
2) How confident are you in the office’s ability to develop a strategic/academic plan for
OUS?
3) How has OUS motivated its staff and university stakeholders to value the goals of
increasing retention and graduation rates?
4) What tools or mechanisms do you use to engage internal stakeholders related to retention
and graduation?
5) How does OUS support staff’s engagement with wider professional community? How
important is it and why?
6) The survey states this __________________, what is your reaction to these results? How
will you respond to improving these results over time?
Organization Interview
1) Have you had the resources to support the office and office goals? What resources do you
need?
2) How does the lack of an overall academic strategy and strategic plan affect the work you
do?
3) What kinds of accountability systems currently exist in OUS are needed?
4) How is OUS ensuring long-term commitment of staff and leadership to achieve
organizational goals?
5) What kind of data do you use to support retention and graduation policies and practices.
6) What software does OUS have that will support the organizational goals? What software
might be needed?
Post Interview Questions or Comments. Is there anything else you would like to add?
ADVANCING RETENTION STRATEGIES AT AN HBCU 176
APPENDIX C
Overview of Survey Results
Assumed Knowledge Survey Question (K) Responses
OUS staff needs to know how to
assess the current academic and
student support services in the
schools and colleges.
I am aware of the policies,
practices, and procedure being
designed and implemented in
other schools & colleges.
SA: 4; A: 8; D: 5; SD; 0
I am aware of the policies,
practices, and procedures being
designed and implemented by
the Office of Undergraduate
Studies.
SA: 6; A: 9; D: 2; SD; 0
OUS staff need knowledge of how to
effectively communicate goals and
objectives to multiple stakeholder
groups.
I am appropriately informed
about goals and expectations on
student satisfaction.
SA: 6; A: 9; D: 2; SD; 0
I am informed about how my
role supports the key
performance indicators to
achieve the goal of improving
retention and graduation rates.
SA: 7; A: 9; D: 1; SD; 0
I can effectively communicate
the goals and objectives of the
institution's retention and
graduation initiatives.
SA: 4; A: 12; D: 1; SD: 0
OUS staff need to have knowledge of
other Universities’, including
HBCUs, efforts to effectively support
graduation goals.
When looking to improve
outcomes of my work, I
typically look for best practices
from other institutions.
SA: 5; A:10; D:2; SD: 0
*Strongly Agree/Agree: I
typically find other examples
from similar universities useful
for my institution’s context.
N/A
*Disagree/Strongly Disagree:
What is it about the examples
from similar universities that
are not helpful, useful or
scalable?
N/A
ADVANCING RETENTION STRATEGIES AT AN HBCU 177
OUS staff need to understand the
potential role of centralized academic
and student support services to
student success.
A more centralized approach to
implementing policies,
procedures and programs at PU
will have a significant impact
on retention and graduation
rates.
SA: 12; A: 4; D: 1; SD: 0
A more coordinated effort
between schools and OUS will
improve retention and
graduation efforts.
SA: 12; A: 5; D: 0; SD: 0
OUS staff will need to know how to
disseminate success and lessons
learned to other key stakeholders
within the organization.
I am given the opportunity to
share my ideas about how to
improve current policies,
practices, and procedures?
SA: 6; A: 7; D: 3; SD; 0
I work very closely with my
colleagues across campus to
coordinate efforts that impact
student success and
engagement.
SA: 5; A: 7; D: 4; SD: 0
OUS staff will need to know how to
inform students on how to build self-
efficacy, motivation, and academic
achievement.
I have the capability to inform
students on how to build self-
efficacy, motivate them and
increase academic achievement.
SA: 9; A: 8; D: 0; SD: 0
Assumed Motivation Survey Question (M) Responses
OUS staff need to see the value of
practices, policies, and procedures
being aligned differently.
Will aligning current policies,
practices, and procedures
motivate you to work more
efficiently?
SA: 7; A: 9; D: 0; SD: 0
Would aligning policies,
practices and procedures
motivate you to do more in your
current job?
ADVANCING RETENTION STRATEGIES AT AN HBCU 178
OUS staff need to have confidence in
their ability to develop an academic
strategy and strategic plan that
supports alignment of policies,
procedures, and practices targeted to
retention and graduation initiatives.
Due to a lack of an academic
strategy and strategic plan makes
you unsure of how your role fits
within the institution’s goals and
objectives.
OUS staff must value the goal of
increasing retention and graduation
rates.
I am motivated to use my role to
help retention and graduation
efforts.
SA: 9; A: 7; D: 1; SD: 0
I value the importance of PU
improving its impact on student
success and engagement.
SA: 12; A: 4; D: 0; SD: 0
OUS staff need to see the value in
engaging other internal partners to
take ownership of specific retention
and graduation initiatives.
I feel empowered by OUS to
work with key stakeholders to
improve retention and
graduation initiatives.
SA: 8; A: 5; D: 3; SD: 0
Participation in decision-making
about OUS’s collaboration
initiatives would promote my
performance.
OUS staff need to value the HBCU
context of Prince University in
increasing the retention and
graduation rates.
Being employed at an HBCU is
a unique experience that
enhances my skills for my
career.
SA: 11; A: 6; D: 0; SD: 0
OUS staff need to engage with the
wider professional community who
are also collaborating to improve
retention policies, practices, and
procedures.
I am supported by OUS or PU to
engaged professional
organizations to improve my
skills and experience in my
work.
SA: 9; A: 7; D: 1; SD: 0
I use that experience to make a
valuable impact on my work and
the students I serve.
SA: 9; A: 7; D: 0; SD: 0
ADVANCING RETENTION STRATEGIES AT AN HBCU 179
OUS staff need to set professional
goals in order to connect with the
work and the students being served.
My personal achievements are
noticed and awarded by OUS or
PU?
SA: 6; A: 5; D: 4; SD: 1
Appreciation for genuine efforts
motivates me to do even better.
My work is more important than
the accolades that might come
with achieving those goals.
Assumed Organization Survey Question (O) Responses
OUS staff need a plan from the
university for redistribution of
resources/funding.
I understand that in an effort to
improve retention, the university
will have to shift resources.
SA: 10; A: 5; D: 2; SD: 0
I am prepared to deliver on goals
and objectives regardless of the
institution’s budget allocation.
OUS staff need clearly defined
goals from the university to align
policies, procedures, and practices
with the university’s academic
strategy and strategic plan.
OUS has clearly defined goals and
objectives that align with the
university’s academic strategy.
SA: 6; A: 11; D: 0; SD: 0
ADVANCING RETENTION STRATEGIES AT AN HBCU 180
OUS’s strategic plan is clearly
stated and defined that can be fit
for purpose in my area of
responsibility.
OUS staff need an adequate system
of accountability to validate the
implementation of goals.
There is an accountability system
in OUS.
SA: 2; A: 11; D: 4; SD: 0
I feel that all staff in OUS,
including senior management, are
held to a high accountability
standard.
OUS staff need leadership’s long-
term commitment to the design of
policies, procedures, and practices
to implement to increase
graduation rates.
I know that OUS leadership is
committed to the work of the office
and the work that I do.
SA: 10; A: 6; D: 0; SD: 0
I am supported by the OUS
leadership team to be successful in
my role.
OUS staff need to incorporate
predictive analytics (data) into
program, practices and policy
development.
The tools and systems I use to do
my job is grounded in data
analytics.
SA: 4; A: 9: D: 4; SD: 0
I am informed by the information
provided about student engagement
to better plan and implement
retention and graduation initiatives.
ADVANCING RETENTION STRATEGIES AT AN HBCU 181
OUS staff need to incorporate
software capabilities that work to
achieve organizational goals and
objectives.
The software available to me at PU
allows me to better serve our
students.
SA: 4; A: 11; D: 2; SD: 0
I am confident in my ability to
access and use the software
available to me.
SA: 4; A: 11; D: 2; SD: 0
Abstract (if available)
Abstract
One of the most significant student-focused issues facing higher education institutions today is retaining students and ensuring they graduate in a timely fashion (Dumbrigue, Moxley, & Najor-Durack, 2013). Particularly, Historically Black Colleges and Universities (HBCUs) must focus on this issue as they have some of the lowest rates of retention in the U.S. with populations that are especially impacted by this outcome. The purpose of this project was to conduct a gap analysis to examine the root knowledge, motivation, and organizational causes of the organizational problem described above, retention and 6-year undergraduate graduation rates at Prince University (PU), a HBCU. The conceptual and methodological framework of this dissertation used the systematic and analytical gap analysis approach (Clark & Estes, 2008). Data collection was accomplished through utilizing surveys and interviews to ensure that data were robust, comprehensive, and well developed. Through this data collection process, it was evident that the Office of Undergraduate Studies (OUS) has the knowledge to achieve their goals and objectives of increasing retention and graduation rates. In addition, in terms of motivation, the majority of the assumed motivation needs were not validated, except staff being given opportunities to get the professional and personal goal setting they need to feel that they can achieve the organization’s goal. The data collected suggests that the use of technology, accountability, and an overarching student success strategy are needed so that OUS can drive organizational change towards increasing their retention and graduation rates. The data also shows that there is a significant need for higher education institutions to take on self-assessments that provide more insight into how institutions can improve student engagement. Overall, what is learned from the dissertation experience is the need for organizations, like the Office of Undergraduate Studies (OUS), to be examined and undergo external evaluations of their progress to their goals and objectives.
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Prince, Charles Brett Whitley, Jr.
(author)
Core Title
Advancing retention strategies at a historically Black university
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Global Executive
Publication Date
07/05/2018
Defense Date
06/04/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
gap analysis,Graduation,HBCUs,OAI-PMH Harvest,organizational culture,persistence,retention,student engagement,student success
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Krop, Cathy Sloane (
committee chair
), Dantley, Scott Jackson (
committee member
), Picus, Larry O. (
committee member
)
Creator Email
cbprince@usc.edu,drcharlesprince@outlook.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c40-509548
Unique identifier
UC11267194
Identifier
etd-PrinceChar-6374.pdf (filename),usctheses-c40-509548 (legacy record id)
Legacy Identifier
etd-PrinceChar-6374.pdf
Dmrecord
509548
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Prince, Charles Brett Whitley, Jr.
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
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Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
gap analysis
HBCUs
organizational culture
persistence
retention
student engagement
student success