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The declining enrollment in a California community college during the COVID-19 pandemic

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The declining enrollment in a California community college during the COVID-19 pandemic

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Content 1

The Declining Enrollment in a California Community College During the COVID-19
Pandemic: A Gap Analysis
Anette Raichbart-Saxe

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Anette Raichbart-Saxe 2023
All Rights Reserved

The Committee for Anette Raichbart-Saxe certifies the approval of this Dissertation

Robert Filback
Susanne Foulk
Adrian Donato, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
The purpose of this research was to explore, understand, analyze, and attempt to resolve the
declining enrollment capture rate problem at the Northern California Community College. This
research was conducted from the lens of the student services staff and their understanding of the
problem and the possible remediation of the 30% declining enrollment since the onset of the
COVID-19 pandemic by the fall semester of 2024. The theoretical framework that was used in
the study is the KMO (knowledge, motivation, organization) framework. The evaluation and
implementation plan that was utilized to resolve the problem of practice was the New World
Kirkpatrick model. As a result of this study, specific needs appeared to be the main catalysts for
the decline in enrollment. These needs are directly focused on the ability of the student services
staff to provide students with access to services on demand, streamlining the enrollment process,
and an increase in resources that would allow the student services staff to provide ongoing
support for students. Since declining enrollment is an ongoing problem at all community colleges
across the county, additional research should be conducted to explore and evaluate additional
perspectives on the causes of the decline in enrollment. It would be beneficial to explore the
reasons behind the decline in enrollment from the student lens, the instructional faculty
perspective, and from the community perspective.

v
Table of Contents
Abstract .......................................................................................................................................... iv
List of Tables ............................................................................................................................... viii
List of Figures ..................................................................................................................................x
List of Abbreviations ..................................................................................................................... xi
Chapter One: Introduction ...............................................................................................................1
Organizational Context and Mission ...................................................................................1
Organizational Performance Status ......................................................................................2
Related Literature.................................................................................................................3
Importance of Addressing the Problem ...............................................................................5
Organizational Performance SMART Goal .........................................................................6
Description of Stakeholder Groups ......................................................................................6
Stakeholder Group of Focus and Performance Goal for the Study .....................................7
Purpose of the Project and Questions ..................................................................................8
Overview of the Conceptual and Methodological Framework ............................................8
Organization of the Project ..................................................................................................8
Chapter Two: Review of the Literature .........................................................................................10
Influences on the Problem of Practice ...............................................................................10
Conceptual Framework ......................................................................................................21
Stakeholder Knowledge, Motivation and Organizational Influences ................................22
Summary ............................................................................................................................41
Chapter Three: Methodology .........................................................................................................42
Purpose of the Project and Questions ................................................................................42
Conceptual and Methodological Framework .....................................................................43
Research Design.................................................................................................................44
Participating Stakeholders .................................................................................................45

vi
Surveys ...............................................................................................................................47
Data Analysis .....................................................................................................................48
Credibility and Trustworthiness .........................................................................................49
Validity and Reliability ......................................................................................................49
Ethics..................................................................................................................................50
Role of Researcher .............................................................................................................50
Limitations and Delimitations ............................................................................................51
Chapter Four: Results and Findings ...............................................................................................52
Participating Stakeholders .................................................................................................52
Determination of Assets and Needs ...................................................................................55
Results and Findings of Knowledge Causes ......................................................................56
Results and Findings for Motivation Causes .....................................................................79
Results and Findings for Organizational Causes ...............................................................93
Summary ..........................................................................................................................103
Chapter Five: Recommendations .................................................................................................106
Description of Stakeholder Groups ..................................................................................106
Purpose of the Project and Questions ..............................................................................106
Recommendations for Practice to Address Knowledge, Motivation, and Organizational
Influences .........................................................................................................................107
Integrated Implementation and Evaluation Plan ..............................................................126
Summary ..........................................................................................................................140
Strengths and Weaknesses of the Approach ....................................................................140
Limitations and Delimitations ..........................................................................................141
Future Research ...............................................................................................................142
Conclusion .......................................................................................................................142
References ....................................................................................................................................143

vii
Appendix A: Emails .....................................................................................................................156
Pre-Interview Initial Email ..............................................................................................156
Email to Confirm Participation ........................................................................................157
Appendix B: Information Sheet for Exempt Research ................................................................158
Appendix D: KMO Survey Protocol............................................................................................164
Appendix F: KMO Interview Protocol ........................................................................................174
Introduction ......................................................................................................................174
Opening Questions ...........................................................................................................174
Interview Conclusion .......................................................................................................177
Appendix G: Evaluation Instrument Immediately After Training ...............................................178
Appendix H: Evaluation Instrument Delayed Two Months Following Training ........................179

viii
List of Tables
Table 1: Organizational Mission, SMART Goal and Stakeholder SMART Performance Goal 7
Table 2: Structure of the Knowledge Dimension of the Revised Taxonomy 23
Table 3: Summary of Assumed Knowledge Influences on Stakeholders Ability to Achieve
the Performance Goal 29
Table 4: Summary of Assumed Motivation Influences on Stakeholders’ Ability to Achieve
the Performance Goal 37
Table 5: Summary of Assumed Organization Influences on Stakeholders Ability to Achieve
the Performance Goal 40
Table 6: Data Sources 45
Table 7: Summary of Interview Participants 53
Table 8: Please Discuss the Reasons Why Student Enrollment Has Declined Since the
Beginning of the COVID-19 Pandemic? 58
Table 9: What Needs Do You Think Students Have Today, Post-pandemic, That They Did
Not Have in the Past 61
Table 10: Please Describe the Process You Follow to Make Enrollment Procedures
Accessible to Students 64
Table 11: Survey Responses Write-In Data Describing the Enrollment Process for Students
at NCCC 66
Table 12: Describe the Current Onboarding Process for Students. Describe the Barriers You
Think Hinder Students From Enrolling. 68
Table 13: Indicating Write-In Survey Answers Indicating How Student Services Staff
Indicating How They Engage With Students 69
Table 14: We Have Seen a Large Number of Students Enroll at Our College, but Not
Register for Courses. Describe How Student Services Can Reach These Students and
Encourage Them to Register and Persist on Our Campus? 73
Table 15: Indicating Write-In Survey Responses From Student Services Staff Indicating the
Way They Build Rapport With Students on Campus 75
Table 16: If a Student Approaches Your Window and Asks for Help With Enrollment. What
Do You Believe Would Be the Best Way to Support That Student? 78
Table 17: If Enrollment Continues to Decline at the Rate That It Has Over the Past 2 Years,
What Consequences Do You Think the College Would Face in the Long Run? 80

ix
Table 18: In What Ways Would You Say You Are in Control of Increasing Student
Enrollment? 83
Table 19: Give Me an Example of How Student Services Staff Support Students’ Lives. To
What Degree Do You Feel Confident About Your Ability to Provide Meaningful Services to
Students? 86
Table 20: Tell Me About a Time When You Felt Confident With Respect to Impacting
Enrollment? 89
Table 21: The Mission of the College Is to Provide an Inclusive, Learning-Centered, Equity-
Focused Environment That Offers Educational Opportunities and Support for Completion of
Students’ Transfer, Degree, and Career-Technical Goals While Promoting Lifelong
Learning 92
Table 22: Can You Share With Me Your Thoughts on Student Services Staff Having
Sufficient Time to Perform Their Duties on Campus? 94
Table 23: Can You Share With Me Ways You Are Resourced to Provide Adequate Support
for Students on Campus? Probe: Are These Sufficient? 97
Table 24: How Are You Supporting Students to Overcome These Restrictions? 100
Table 25: Can You Describe to Me if You Feel a Sense of Belonging Within the
Organization? Why, or Why Isn’t This? Do You Feel Like You Are a Member of a Team? 103
Table 26: Summary of Validated Needs and Assets 104
Table 27: Summary of Knowledge Influences and Recommendations 108
Table 28: Summary of Motivation Influences and Recommendations 115
Table 29: Summary of Organization Influences and Recommendations 121
Table 30: Outcomes, Metrics, and Methods for External and Internal Outcomes 128
Table 31: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 129
Table 32: Required Drivers to Support Critical Behaviors 130
Table 33: Evaluation of the Components of Learning for the Program 137
Table 34: Components to Measure Reactions to the Program 138
Appendix C: KMO Survey Crosswalk 160
Appendix E: KMO Interview Crosswalk 170

x
List of Figures
Figure 1: Enrollment Trends in the California Community Colleges From 1992 to 2022 12
Figure 2: Northern California Community College Enrollment 14
Figure 3: The Gap Analysis Process 43
Figure 4: Response to Student Services Staff Need to Know Facts About the Decline in
Capture Rate at the California Community College Since the Beginning of the COVID-19
Pandemic 57
Figure 5: Response of Student Services Staff Indicating Their Understanding of What
Students Need Most From the College in Order to Return to Campus 60
Figure 6: Indicates the Staff Understanding of the Steps to Make Enrollment Procedures
Accessible to Students 63
Figure 7: Data Indicating Student Services Staff Confident in Increasing Student Enrollment 79
Figure 8: Survey Results Indicating Specific Services Leading to Increased Enrollment 82
Figure 9: Survey Results Indicating Student Support Staff Confidence in Building Rapport 85
Figure 10: Survey Results Indicating Student Services Staff Confidence in Overall Ability to
Increase Enrollment 87
Figure 11: Survey Results Indicating Student Services Staff Goal and Focus on Mastery 90
Figure 12: Survey Results Indicating Student Services Staff Perception of the Organization’s
Commitment to Goal Achievement 93
Figure 13: Survey Results Indicating Student Services Staff Perception of Resource
Availability 96
Figure 14: Survey Results Indicating Student Services Staff Perception on Policies and
Procedures Availability in Their Department 98
Figure 15: Survey Results Indicating the Student Services Staff Perception on Being Part of
the Team Within the Organization 101
Figure 16: Figure Showing Pre and Post Training Enrollment Capture Rate 139

xi
List of Abbreviations
COVID-19 A respiratory disease caused by SARS-CoV-2
ERT Emergency remote teaching
FTE Full-time employee
FTES Full-time equivalent student
KMO Knowledge, motivation, organization
HEERF Higher education emergency relief funds
SCFF Student-centered funding formula
SMART Goal Specific, measurable, achievable, relevant, and time-bound

1

Chapter One: Introduction
The California community college system consists of 116 campuses throughout the state
and serves over 1.8 million students each year. In addition, over 80,000 community college
students transfer to the University of California and the California State University each year,
and hundreds more earn a certificate that enables them to earn a living wage earning job
throughout the state (California Community Colleges Chancellor’s Office, 2022). As the
COVID-19 pandemic began in the spring of 2020, community colleges throughout California
experienced a significant decline in first-time student enrollment and an increase in student
withdrawals. According to the California chancellor’s office, between the Spring of 2020 and
Fall of 2020, the California community college system experienced a decline of 14.8%, and
between the fall of 2020 and the fall of 2021, the decrease continued to show another 15%
decline on top of the previous year’s drop (California Community Colleges Chancellor’s Office,
2022). The Northern California Community College (NCCC), in pace with the entire California
community college system, mirrored the drop in enrollment and retention rates to a record 27%
drop between Spring 2020 and Spring 2022.
Organizational Context and Mission
The NCCC is in a medium-sized, fast-growing suburban town in the Bay Area. The
college offers many degree programs, transfer opportunities, career-technical education, and
community educational opportunities. The campus is centrally located and is accessible by
public transportation, as well as other means of transportation. The college is part of a multi-
college district, and the administrative team consists of the college president and three vice
presidents who serve in three distinct areas of the academic, administrative and student divisions
of the campus. The campus has over 7,500 students enrolled full-time and part-time. The college
is 53% female and 47% male. The ethnic breakdown of the college is 4% African American,
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19% Asian American, 5% Filipino, 30% Latino, >1% Native American, 1% Pacific Islander,
30% White, 8% multi-ethnic, and 2% Unknown; the age distribution on campus is 38% (under
19), 19% (20-21), 13% (22-24), 11% (25-29), 10% (30-39), 6% (40-49) and 4% (50 and older).
As of fall 2021, students’ enrollment status reflects 20% first-time students, 6% first-time
transfer, 7% returning transfer students, 1% returning students, 63% continuing students, and 4%
concurrent high school students.
Organizational Performance Status
The organizational performance problem at the root of this study is the declining
enrollment year over year for a 27% decline in student enrollment since the onset of the COVID-
19 pandemic in the spring semester of 2020. The decline in enrollment raised significant concern
about the institution’s future, especially as it moves toward a full reopening. Community
colleges in California currently receive funding in one of two ways. Community-funded
campuses receive funds based on property taxes collected in their attendance area. The rest of the
colleges receive their funding based on full-time equivalent students (FTES) at approximately
$13,000 per FTES (California Legislative Analyst’s Office, 2019). As a result of the COVID-19
pandemic, community colleges throughout the United States have received over $10 billion from
the Higher Education Emergency Relief Fund (HEERF) to support the institutions as well as
provide direct support for students during this unprecedented time, with over $1 billion in
HEERF funds coming to California (Zinshteyn, 2022). With large fiscal support from the federal
government, NCCC has retained staff, offered a full catalog of courses, and reopened in the
spring of 2020 with 60% of classes offered in person and 40 % of classes online. However, as the
HEERF monies begin to dwindle and enrollment not increasing to pre-pandemic levels, NCCC
will soon begin to examine ways to reduce operating costs to remain solvent, and the students
3

who choose to delay or skip their college education may experience significant social and
economic repercussions as a result of their decisions.
Related Literature
Many studies have suggested that the COVID-19 pandemic has created many challenges
for higher education institutions. Over 90% of higher education institutions have closed their
doors to in-person instruction all over the world (Boxkurt & Sharma, 2020). The pandemic has
disrupted the community college educational system, increased inequality for students, and
exacerbated problems of access to technology, academic supports, and campus resources
(Martin, 2020). The COVID-19 pandemic has had a significant impact on student enrollment,
retention, attendance, and graduation rates. Colleges have experienced unprecedented enrollment
decline and increasing withdrawal rates over the past 2 years since the pandemic (Juszkiewicz et
al., 2020). The significant decline in enrollment can be attributed to many reasons. However, the
problem of the unprecedented decline is still a tremendous problem for NCCC. Identifying ways
to remove barriers for students, highlighting the benefits of earning a college degree or
certificate, and encouraging students to return to campus will be crucial for students, especially
students who have historically been underrepresented in academic programs.
The COVID-19 pandemic has disproportionately impacted students of ethnic and racial
minorities in educational, economic, emotional, and physical ways (Fortuna, 2020). Some of
these impacts included food insecurities, lack of work, health risks in the service industry as
frontline workers, and lack of access to medical care (Fortuna, 2020). In addition, Fortuna (2020)
cited access to childcare, an increase in criminal detention, and greater overcrowding in homes
during the quarantine period among racial and ethnic minority groups. Given the hardships
facing many underrepresented minorities, California communities have found themselves
underprepared to address students’ and their families’ social, mental, and physical needs
4

(Fortuna, 2020). In addition, according to Fortuna (2020), normally, community colleges depend
on other community-based organizations to provide support for students. However, as COVID-
19 shut down all local government offices, the services became very difficult to access.
As the pandemic continued, learning was greatly disrupted around the world. The
COVID-19 pandemic has disrupted how education has been administered for generations. In less
than 2 weeks, academic institutions of higher learning pivoted from a face-to-face educational
delivery system to a remote synchronous and asynchronous learning system (Frumos, 2020;
Mann, 2020; Morona, 2022). It is crucial to understand the impact of the pivot to emergency
remote teaching (ERT) and the more well-practiced offering of distance education. Distance
education has been offered in high educational institutions for many years, and instructors have
been trained and practiced in remote teaching (Morona, 2022). Distance education is meant to
enable creative learning across distance and space along with ongoing acceptance of
technological innovation (Bojović et al., 2020). It is designed to deliver flexibility and
convenience to students, as well as utilize technology. It is an activity that students elect upfront
with the knowledge of the expectations (Bojović et al., 2020). However, the pivot to online
learning has cornered instructors who have never experienced distance learning methodologies to
become effective (Bojović et al., 2020). As a result, teachers who taught remotely for the first
time in their careers reported difficulties in accessibility, design of course world, lack of proper
tools, time management to update content online and the need for ongoing technical support
(Farr, 2008). In addition, administrators at the institutions struggled to provide support, new
policies, processes, and operations in the new online environment (Mayanja et al., 2019).
Furthermore, the COVID-19 pandemic has significantly impacted enrollment and
retention in higher education. As institutions quickly transitioned to online learning as a result of
the pandemic, this led to a decline in higher education as students opted to stay home and take a
5

gap year (Mann, 2020). According to Juszkiewicz et al. (2020), there is a decrease in enrollment
and an increase in withdrawals at community colleges nationwide, and many saw a 10%
decrease in the first year of the pandemic, with an even higher percentage of students who are
minorities. In addition to the decrease in enrollment around the country, especially in California,
there has been a decrease in federal financial aid applications (FAFSA), down 3.2% since May
2020 (Marchante, 2020).
With over 90% of higher education institutions around the world closing their doors to in-
person learning as a result of the COVID-19 pandemic, institutions have found emergency
response teaching has become the response to the problem because they are the most reasonable
and feasible means to continue teaching (Boxkurt & Sharma, 2020). In the past, during a time of
crisis, educational institutions have found themselves closing their doors temporarily or
permanently and relocating to temporary sites. Technology has given institutions of learning a
way to remain open for students (Boxkurt & Sharma, 2020).
Importance of Addressing the Problem
The NCCC currently serves over 7500 students pursuing a degree, 4-year college
transfer, a certificate or through community education programs. Prior to Spring 2020, the
college served over 10,000 students. Over the past 2 years, the college has experienced a 27%
decline. The decline in student enrollment will have a direct impact on the youth living within
the attendance area and their potential earning power in the years to come. In past years, students
in the local community have enrolled in the community college and transferred to a 4-year
institution, earned a certificate, and eventually gained employment earning a livable wage.
Skipping the opportunity of a college education could significantly impact these students’
earning potential (Morona, 2022). In addition, the decline in enrollment will have a significant
impact on the fiscal state of the college since the college is currently staffed to provide academic
6

programs for 10,000-plus students. Unless these students return to the campus, the college will
likely face financial hardship and/or structural changes in an attempt to “right size” the campus
for the appropriate student demand.
Organizational Performance SMART Goal
The NCCC’s goal is that by the fall semester of 2024, it will recruit and enroll 30% more
FTE students. The administrative team established this goal after examining the decline in
enrollment during the COVID-19 pandemic, which resulted in a 2-year aggregate decline of 27%
in enrollment. It is important to increase the enrollment of FTES to ensure that students who
have graduated high school in the attendance area of NCCC have a pathway to access quality
education, earn a degree, transfer to a 4-year institution, earn a certificate in a living wage
earning field and/or take community education classes. If the organization is unable to increase
the enrollment by 30% by the fall of 2024, it stands to see a significant decrease in post-high
school education for a significant portion of the local population and a decrease in state funding
directly tied to student enrollment since funding is directly related to FTES attendance.
Description of Stakeholder Groups
The stakeholder groups that directly contribute to and benefit from the achievement of
the organization’s goal are the students at the college who attend classes that lead them toward
earning a degree, transferring to a 4-year university, earning a certificate and/or taking
community education classes. In addition, the student services team directly comes in contact
with students. They market and outreach to the community to attract and enroll students in
classes. The academic services department is responsible for providing a well-rounded schedule
of classes that provides students with the courses to complete their academic goals at NCCC. The
outreach and marketing organization develops marketing campaigns to attract students to our
campus, and the outreach team goes into the community to provide insight into all the programs
7

at the college and answers questions from community members about how to access programs at
NCCC.
Stakeholder Group of Focus and Performance Goal for the Study
Table 1 presents the organizational mission and the performance goals of focus in this
study.

Table 1
Organizational Mission, SMART Goal and Stakeholder SMART Performance Goal
Organizational mission
Northern California Community College provides an equitable, learning-centered, inclusive
environment that offers educational opportunities and support for completion of students’
transfer to a 4-year institution, degrees, and career-technical education goals while promoting
lifelong learning.
Organizational SMART performance goal
By fall of 2024, Northern California Community College will increase its enrollment by 30%.
Stakeholder SMART performance goal
By fall 2024, the student services staff of Northern California Community College will
increase full-time student enrollment by 20% compared to the 27% decline over the last 2
years. The gap in performance is 30%.

8

Purpose of the Project and Questions
The purpose of this project was to illustrate the significant decline in student enrollment
in community colleges throughout the United States, focusing on one California community
college and a promising plan to recruit and enroll students to close the enrollment gap of 30%
that emerged during the spring, 2020 semester as the COVID-19 pandemic emerged. The study
looked at enrollment patterns before the COVID-19 pandemic and throughout the semesters
following the spring of 2020. The study explored the enrollment decline rationale from the
perspective of the Student Services staff and reviewed and prescribed methods to increase
enrollment to close the gap. The questions that guided this gap analysis are the following:
1. What are Northern California Community College student services staff’s knowledge
and skills, motivation, and organizational influence related to increasing the
enrollment of Northern California Community College by 30% by the fall of 2024?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions for the student services staff to positively increase student enrollment?
Overview of the Conceptual and Methodological Framework
Clark and Estes’s’ (008) gap analysis, a systematic analytical method that helps to clarify
organizational goals and identify the knowledge, motivation, and organizational influences, was
adapted to an exploratory model and implemented as the conceptual framework. Assumed
knowledge, motivation, and organizational influences affect enrollment and retention practices at
NCCC. The methodological framework is a mixed methods case study consisting of surveys,
individual interviews, and document analysis.
Organization of the Project
Five chapters are used to organize this study. This chapter provided the key concepts and
terminology commonly found in a discussion about regional center noncompliance. The
9

organization’s mission, goals, and stakeholders, as well as the initial concepts of gap analysis,
were introduced. Chapter Two provides a review of literature surrounding the scope of the study
as well as details the assumed influences. Chapter Three describes the methodology when it
comes to choosing 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 the formulation of an integrated implementation and
evaluation plan for the solutions.

10

Chapter Two: Review of the Literature
This literature review addresses the problem of community college enrollment
underperformance. Over the past 2 years, community colleges throughout California have
experienced significant decreases in student enrollment (Shalby, 2022). The NCCC has
experienced a 31% decline in enrollment beginning in the spring of 2020 with the emergence of
the COVID-19 pandemic. In this chapter, I will first review the initial cause of the declining
enrollment at NCCC. Next, I will explore how the community college transitioned from an in-
person institution to delivering instruction in a virtual environment, and finally, I will delve into
the ways in which NCCC is planning to outreach, recruit, enroll and retain students to regain the
enrollment that it had lost over the past 2 years. I utilized the knowledge, motivation, and
organization (KMO) conceptual framework (Clark & Estes, 2008) to analyze the gap in the
enrollment capture rate at NCCC. I will review the role of the student services staff and their
direct impact on students and student enrollment. I plan to highlight the staff’s knowledge of
student needs as students return to the on-campus environment, as well as preferred modalities of
instructional delivery. I will explore the motivation that the staff has to outreach, enroll, and
retain students, and finally, I will review what the organization must do to support the student
services staff in meeting their goal of regaining the enrollment that had been lost throughout the
past 2 years.
Influences on the Problem of Practice
Community Colleges throughout the United States have seen growth due to an increased
demand for instruction by students who need a more flexible educational environment that
allows them to incorporate education with their other life demands (Kisker et al., 2013).
Enrollment patterns and enrollment management strategies have always remained a constant for
local community colleges as they have needed to report enrollment in exchange for funding and,
11

therefore, the ability to retain quality staff (Levin & Kater, 2018). Understanding the historical
nature of community colleges in the United States, specifically in the state of California, is
essential to the research.
Historical Context
Community colleges have provided students with educational opportunities in California
for over 100 years. The community college system was established as a result of the 1907
California Upward Extension Act, which created the first junior college (California Community
Colleges Chancellor’s Office, n.d.). The community college system grew exponentially, and
today the California community college system has 116 campuses serving over 1.8 million
students (California Community Colleges Chancellor’s Office, n.d.). Over the past 100 years,
community colleges have provided students with life-changing opportunities, a clear direction to
meet their goals, with options for transfer to a 4-year college or university and gaining job skills
to increase their earning potential. California community colleges transfer nearly 80,000 students
to the University of California and the California State University campuses each year. In
addition to academics, the college community is at the forefront of equalizing income and
supporting economic mobility. Since enrollment data has been maintained for the California
community college system in 1992, the overall enrollment trend has shown growth. However,
since the spring semester of 2020, at the onset of the COVID-19 pandemic, the California
community college system has seen a double-digit decrease in student enrollment capture rate
throughout the state (Shalby, 2022).
Enrollment Trends in Community College
Since the beginning of the California community college system, enrollment has
fluctuated; however, the overall trend has shown growth in the community college enrollment
trends (California Community Colleges Chancellor's Office, 2022). Directly affected by
12

economic trends in the United States, California community colleges have regularly seen an
increase in student enrollment as the U.S. economy slowed down (Hossler & Bontrager, 2014).
The fluctuation in enrollment often quickly recovered, and an increase was registered shortly
after a lull (Figure 1).

Figure 1
Enrollment Trends in the California Community Colleges From 1992 to 2022

Note. The data used to create this graphic were gathered from the California Community
Colleges Chancellor’s Office Management Information Systems Data Mart and independently
analyzed for use in this study.

13

With the ongoing decline in enrollment, community colleges across the state struggle to
outreach and enroll students. In California, the number of students in K–12 public education has
also decreased over the past 2 years, and most recently, the California Department of Education
announced that for the first time in many years, the enrollment of students in K-12 public schools
had dropped below 6 million (Hong, 2022). Since students in K–12 are in the pipeline for
California community colleges, there is a concern around the state in regard to the recovery of
enrollment. The student services staff must act fast to make community college an option for
students graduating from K–12 school and make it the preferred option for students (California
Community Colleges Chancellor’s Office, 2022).
Enrollment Patterns at NCCC
The NCCC has been in operation as a fully accredited institution since 1991 (Accrediting
Commission for Community and Junior Colleges, 2022). Since its inception, NCCC has
experienced an overall increase in enrollment. However, over the past 2 years, since the
beginning of the COVID-19 pandemic, the college has seen a decline in enrollment. Figure 2
shows the enrollment patterns since the inception of the college. The projected enrollment for the
2021–2022 academic year is fewer than 12,000 students annually (California Community
Colleges Chancellor's Office, 2022). The projected enrollment will take the college back in
enrollment to the 2002–2003 academic year in terms of enrollment (California Community
Colleges Chancellor's Office, 2022).

14

Figure 2
Northern California Community College Enrollment

Note. The data used to create this graphic were gathered from the California Community
Colleges Chancellor’s Office Management Information Systems Data Mart and independently
analyzed for use in this study.

Enrollment Impact on CC Funding and Future
The declining enrollment in community colleges throughout the United States had begun
to make a significant impact on course offerings and projected revenue. Although most
community colleges have continued operations while watching the enrollment decline, these
institutions have provided much-needed services and assistance to the most marginalized
students in higher education (D’Amico et al., 2022). Although services have been available for
students through community colleges, most campuses transitioned from in-person course
offerings to online courses immediately after the pandemic began in March 2020. Unfortunately,
15

the transition to online course offerings appears to have increased the stress on students, and
many of them decided to stop attending courses (Keyserlingk et al., 2022). As part of the effort
to support college students throughout the pandemic, the federal government urged community
colleges to utilize the COVID relief funds to provide students with basic needs. Congress had
approved $76.2 billion for colleges and Universities throughout the United States to pivot online
instruction and provide financial assistance to students (Douglas-Gabriel, 2022).
The NCCC received a significant amount of COVID relief funds, otherwise knowns as
the Higher Education Emergency Relief Funds (HEERF), in the amount of $11,207,430 in
institutional funds, $578,242 in minority-serving institutions funds, and $7,400,000 in Direct
Student Aid funds (U.S. Department of Education, 2022). Between the start of the pandemic in
March 2020, to today, NCCC has provided ongoing support and services to students in the
community (U.S. Department of Education, 2022). As the HEERF funds wind down, the
ongoing impact of the pandemic continues to affect community colleges throughout the state.
Since California community colleges are directly funded by accounting for FTES, the decline in
enrollment will create a situation where community colleges produce fewer FTES and therefore
earn less revenue (California Community Colleges Chancellor’s Office, 2022). Currently,
community colleges are funded by the student success funding formula (SCFF). The SCFF
consists of a base allocation that largely reflects enrollment, a supplemental allocation that is
based on the number of students who receive state and/or federal financial aid, and a student
success allocation that is based on the number of students earning a degree (California
Community Colleges Chancellor’s Office, 2022). As enrollment continues to decrease at NCCC,
the potential funding of the college also decreases, and programmatic changes may need to take
place to ensure the solvency of the campus.
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Role of the Student Services Staff
Student services staff (SSS) members at the community college level serve a unique and
important role and function. These individuals fulfill the college mission and vision by assisting
students in the initial enrollment process, onboarding and providing support for students
throughout their time at the college (Hernández & Hernández, 2014). When comparing
baccalaureate-earning students across all granting institutions, research indicates that community
college students are more likely to be racial minorities, female, from lower-income families and
attend part-time (Provasnik & Planty, 2008). The SSS serves a wide range of functions at the
community college level and is responsible for providing multifaceted services for students in
need across the institution (Provasnik & Planty, 2008). The roles that the SSS serve are
admissions and records, outreach, financial aid services, counseling, student discipline, student
complaints and student government (Hernández & Hernández, 2014). In addition to providing
services for students on campus, the SSS is also active within the community. According to
Hernández and Hernández (2014), the SSS staff is regularly present at community functions, K-
12 community meetings, chamber of commerce events, and other community functions where
the college needs representation and promotion.
According to Tinto (2017), five conditions must exist for students to enroll and persist.
These include setting high expectations for students, providing a clear road map that shows a
student what they must complete, providing social and personal support, academic support and
engaging students in seeing themselves as members of the community, especially during their
first year of college, and finally, provide encouragement and foster learning. Tinto indicated that
student enrollment and retention were positively influenced by academic advising, and students
could access and make connections with advisors/counselors more so than any other individuals
17

on campus. Also, on-campus counseling and advising contributed to a decrease in dropout rates
among at-risk students (Schee, 2007; Schwebel et al., 2008).
According to Bailey (2015), SSS needs to create a structured system for students where
they can access assistance with selecting a program of study and provide tracking and support as
part of guided pathways, all while providing ongoing and frequent feedback on student progress.
The measure of success of SSS is measured by the number of certificate and degree completions,
as well as transfers to 4-year institutions (Department of Education, 2015).
Counselors
As the COVID-19 pandemic began in the spring of 2020, community colleges across the
country pivoted from in-person instruction to an online distance learning modality. Along with
academic courses pivoting online, so did student support services, such as counseling (D’Amico
et al., 2022). Prior to the COVID-19 pandemic, enrollment in distance learning courses in the
United States accounted for approximately 10% of the overall enrollment. However, as the
pandemic raged through the United States, 100% of all school services shifted to online offerings
(D’Amico et al., 2022).
Research identifies numerous practices that can create a supportive or aversive
environment for students’ online learning: the use and functionality of the learning management
system (LMS) to communicate and disperse information to students, the delivery of educational
content and assignments, and the ability to create a virtual classroom community (Cacheiro-
Gonzalez et al., 2019). The online experience can make or break the student experience and,
ultimately, their persistence and completion. Research indicates that if students feel a sense of
belonging, they are more likely to be motivated to persist within the institution (Strayhorn,
2019).
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Academic counseling is directly related to the experience students have while enrolled in
college. Research has shown that students prefer to access counseling services that are
personalized to their needs (Donaldson et al., 2016). In addition, students have indicated that
they prefer counseling sessions that are face-to-face when discussing more sensitive issues
(Kalamkarian & Karp, 2017). However, as the pandemic transitioned all services to an online
modality, counselors had to pivot to provide quality, equitable and inclusive counseling sessions
for students. There are three major components to consider when advisors plan to deliver
services in the NACADA-AACC model (Donaldson et al., 2016). There are three components
that must be included: conceptual, relational, and informational advising. Counselors must create
an environment (virtually) that is equitable and inclusive (conceptual); include the knowledge to
advise students on curriculum, procedures, regulations, rules, and policies (informational);
communicate positively and effectively with students (relational; Tosone, 2020). This means that
the same core competencies that counselors practice in a face-to-face modality must now be
practiced in a virtual setting.
Enrollment During the COVID-19 Pandemic
According to the National Student Clearinghouse Research Center, enrollment in
community colleges across the United States has seen a significant decline. As COVID-19
emerged in the spring of 2020, community college enrollment dropped by 10% over the prior
year (Sutton, 2021). According to Sutton (2021), the enrollment decline took community
colleges by surprise because, historically, when there are signs of recession in the economy,
enrollment in community colleges normally increases. Based on a study conducted by the
Community College Research Center at Teachers College of Columbia University (2021),
students’ income levels played a key role in their persistence rates during the pandemic. As of
October 2020, over 40% of students who planned to attend community college indicated that
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they planned to cancel their enrollment plans. Fifteen percent of students surveyed indicated that
they plan to decrease their upcoming class load. The rationale used for the decrease in enrollment
was fear of contracting the COVID-19 virus or the need to care for someone who had contracted
the virus or was afraid of contracting it. In addition, twice as many community college students
expressed fear about financial aid and the ability to afford their education Community College
Research Center, 2022).
Best Practices for Enrollment of Students in Community College
Student satisfaction and positive reviews of community colleges are important factors in
attracting new students and retaining already enrolled students. According to Sugilar (2020),
students’ re-enrollment is the best indicator of service quality at an institution. In his study,
Sugilar (2020) exhibited that three factors determine student re-enrollment, success, and
satisfaction. These are the students’ personal characteristics, the level of success in previous
semesters, and their participation in and utilization of student support services. From a business
perspective, fluctuation in enrollment patterns occurs in a decade; however, a sharp decline in
student enrollment during a recession is atypical. According to Raisman (2017), colleges need to
make student services a priority by investing in customer service policies that are student-
centered by developing a mission statement, training, and accountability. In a survey by Raisman
(2017), most university senior management (75%) indicated that their college provided students
with great customer service. Frontline staff (14%) that were surveyed only agreed with that
statement, and (11%) of the staff strongly disagreed with it. The survey conducted by Raisman
(2017) is an example of how the lack of goals and organizational focus can create a false
perception that could affect enrollment, retention and, ultimately, revenue for a community
college.
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According to Poteete et al. (2010), students are the core customers in higher education
and should be treated as such. Students are the product of the organization, and they are also the
consumers of its services. Furthermore, Pereira and da Silva (2003) delved into the topic of who
the customer is in higher education at the 31st Conference of Production and Operations
Management Society. During the conference, it was agreed that
(a) the school must operationally define what is meant by a student as a customer;(b)
Customers can, and indeed almost always do, have responsibility; (c). A lack of
knowledge about what they need is a common characteristic of most customers and (d) If
the school doesn’t satisfy the customer, they will go someplace else. (p. 11)
To provide students with the best customer service during their initial enrollment at the
community college, and furthermore, to retain students and allow them to complete their
education toward a certificate, degree, or transfer to a 4-year institution, quality customer service
must be embedded in the culture of the SSS department and the organization as a whole. By
embedding quality customer service and resources, the organization sets the tone for quality to
be threaded through the initial enrollment process, onboarding, and all other student services that
the students can access throughout their tenure at the organization (Poteete et al., 2010).
Education in California Community Colleges During the COVID-19 Pandemic
In the year prior to the COVID-19 pandemic, California community colleges were
thriving with growing enrollment numbers, sufficient funding to support ongoing programs, and
a bright outlook for the future with a strong economy, a vibrant stock market and historically low
unemployment rates (Floyd, 2020). However, in March 2020, the entire world was thrown into a
whirlwind of uncertainty because of the COVID-19 pandemic. As a result, community colleges
were confronted with a shift in instructional modalities, declining enrollment, lack of resources,
and the struggle to reach and retain the most vulnerable students.
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Community colleges throughout California are facing challenges. In the immediate
aftermath, all community colleges in the state face an enrollment decline of over 10% (California
Community Colleges Chancellor’s Office, 2022). As reopening efforts continue, campuses are
experiencing hardships with health and safety concerns, social and racial unrest, and financial
uncertainties (Philippe, 2020). In addition, concerns over the quality of online instruction in
comparison to in-person instruction. Community colleges (Philippe, 2020).
Conceptual Framework
In this study, Clark and Estes’s (2008) gap analysis model for improving organizational
performance was utilized. This model identifies three key influences that affect organizational
performance: KMO barriers (also known as KMO). Clark and Estes explained that organizations
fail to reach goals when individuals or stakeholders do not have the knowledge they need to
execute their roles (factual, conceptual, procedural, and metacognitive). Furthermore, goals are
not met when employees lack motivation or when there are organizational barriers that hold them
back from reaching their goals. Therefore, to solve performance issues, the organization must
take a close look at current performance versus current organizational goals, identify the gaps,
hypothesize, and validate how the KMO influences the gap, create a training plan, and evaluate
the effectiveness of the training.
The KMO elements highlighted in this research are presented in different sections of the
document. Although the elements may appear to be exclusive of each other, they do, in fact,
work together to influence the performance of the students’ services staff and their impact on
college enrollment at NCCC.
22

Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge and Skills
In the revision of Bloom’s taxonomy, four types of knowledge are recognized as the four
dimensions of the cognitive process (Krathwohl, 2002). According to Krathwohl (2002), these
four types of knowledge are necessary for performance outcomes: (a) factual knowledge (what?),
conceptual knowledge (why), procedural knowledge (how), and cognitive knowledge
(knowledge about self). These cognitive processes are further detailed in Table 2. For this
research project, the focus was on conceptual knowledge and procedural knowledge. Conceptual
knowledge delves into the knowledge of or understanding of concepts, principles, theories,
models, and classification. This will be done by providing the SSS with readings, viewings,
listening, experiences, or mental activities to ensure that they understand their role in the college.
Procedural knowledge refers to how the SSS performs specific skills or tasks (Van Scoy et al.,
2017).

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Table 2
Structure of the Knowledge Dimension of the Revised Taxonomy
Knowledge type Description Example
Factual knowledge The basic elements that
stakeholders must know to
be acquainted with a
discipline or solve problems
in it.
Knowledge of student
enrollment
Knowledge of specific details
and elements (i.e., last
enrollment, total number of
credits, academic goal)
Conceptual knowledge The interrelationships among
basic elements within a
larger structure that enable
them to function together.
Knowledge of Classifications
and categories
Knowledge of principles and
generalizations
Knowledge of theories,
models, and structures
Procedural knowledge How to do something;
methods of inquiry and
criteria for using skills,
algorithms, techniques, and
methods.
Knowledge of subject-
specific skills and
algorithms
Knowledge of subject-
specific techniques and
methods
Knowledge of criteria for
determining when to use
appropriate procedures
Metacognitive knowledge Knowledge of cognition in
general as well as awareness
and knowledge of one’s
own cognition.
Strategic knowledge
Knowledge about cognitive
tasks, including appropriate
contextual and conditional.
Knowledge self-knowledge

Note. Adapted from “A Revision of Bloom’s taxonomy: An overview” by D. R. Krathwohl,
2002, Theory into Practice, 41(4), 212–218.

The literature review highlights the knowledge needs that the employees need to support
the organization’s goals of increased enrollment in the upcoming academic year. The focus of
24

this section will be on factual knowledge, conceptual knowledge, procedural knowledge, and
metacognitive knowledge. Factual knowledge is information that does not require memory.
Conceptual knowledge is the knowledge that the SSS needs to learn through reading, viewing,
listening, experiences or reflective activities. Procedural knowledge is the knowledge of how to
perform specific tasks, and metacognitive knowledge is the knowledge that the SSS know about
themselves (Kirkpatrick & Kirkpatrick, 2016). Below is the information that the SSS members
need to perform their job and drive enrollment at NCCC.
Student Services Staff Need to Know Facts About the Decline in Enrollment at the California
Community College Since the Beginning of the COVID-19 Pandemic.
The stakeholders in the SSS will need to know what the organization’s enrollment target
goals are, how many units each student needs to enroll in, and the total number of students that
need to be enrolled to achieve the desired enrollment growth (Kisker et al., 2013). In addition,
the SSS will need to know the services and benefits that are available within the organization to
support student enrollment in an effort to remove any and all barriers that may hold students
back from enrolling at NCCC (Kisker et al., 2013). Factual knowledge is the basic ideas that
students must know to be acquainted with a discipline or solve a problem (Bojović et al., 2020;
D’Amico et al., 2022; Kisker et al., 2013; Krathwohl, 2002; Morona, 2022).
The Student Services Staff Need to Gain an Understanding of the Needs of Students Enrolling
in Community College Post the COVID-19 Pandemic
As students transition back to enrolling in community college, whether it is for online
courses or in-person courses, it is imperative for the SSS to provide support for students to make
the choices that are in their best interest. According to Kisker et al. (2013), students have many
influences on their daily lives. Therefore, it is imperative that the SSS engage students through a
variety of modalities such as counseling, activities, and orientation opportunities to make
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students feel connected to the campus long enough for them to accomplish their academic goals.
Students who unenrolled from community colleges were students who had done well in in-
person courses but struggled in the online program. While other students prefer the flexibility of
the online learning environment, many students do not feel that they can learn in an online
modality (Booth, 2020; Zinshteyn, 2022)
The Student Support Services Staff Will Understand the Needs of Students During the
COVID-19 Pandemic
Understanding the needs of students during the pandemic will allow the SSS to support
students in areas where they have the greatest need. Identifying that students need hands-on help
enrolling in courses allows the SSS to prioritize the students at the point of enrollment to ensure
that they are properly enrolled in the correct classes to ensure their success (D’Amico, 2022).
Bojović et al. (2020) stated that disruption in education for college-age students would result in
students ceasing to attend courses. According to D’Amico et al. (2022), the commitment of the
SSS benefits the college and its enrollment. Providing students with virtual opportunities for
enrollment, considering all students’ needs, committing to various communication methods, and
remaining innovative are key to providing access to the whole student population (D’Amico et
al., 2022; Morona, 2022).
Students Services Staff Will Need to Know How to Make Enrollment Procedures Accessible to
Students at NCCC
Making enrollment procedures accessible to students will allow them to access
enrollment information and get the support they need to make enrollment decisions early in the
enrollment process and enable them to enroll in the appropriate courses (D’Amico et al., 2022).
The support of students through a rapidly changing environment is important for the college to
maintain continuity of services and a strong support system for students who are interested in
26

enrolling (D’Amico et al., 2022). Colleges need to provide support for students to enroll and
provide them with a variety of modalities to choose from that best support the students’ learning
preferences (Burke, 2021; D’Amico et al., 2022; Kisker et al., 2013). Innovation in uncertain
times is critical for student success. Procedural knowledge is the type of knowledge that shows
how something is done. It is the skill set that is required to perform specific tasks or activities.
Krathwohl (2002) defined it as the knowledge of how to do something: methods of inquiry and
criteria for using algorithms, skills, techniques, and methods. In the literature, procedural
knowledge is also defined as the ability to perform tasks to solve a specific problem (Baroody et
al., 2007). Procedural knowledge is different from other types of knowledge in that it is applied
to perform a specific task. For example, the SSS must know the appropriate steps a student needs
to complete to completely enroll at NCCC and be ready to select their courses without delay
(Kisker et al., 2013).
Student Services Staff Need to Know How to Streamline the Onboarding Process for New
Students in Order to Make the Process Accessible and Simple
Increasing the knowledge of the SSS and making sure that the entire SSS has the
knowledge of the correct steps students must take to enroll at the college would ensure that
students are receiving accurate information about enrollment, regardless of who is helping them.
According to Morrison (2021), making support staff accessible through a variety of modalities,
such as Zoom, phones, email and in-person contact, is crucial in adapting to the new normal
reality. The key is getting students engaged with school and providing them with the support
they need (D’Amico, 2022). Counseling and advising are the most effective ways to begin the
onboarding process for students. These services center on the initial action for student enrollment
and success. Counseling services help students get moving into the college environment via
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onboarding and focus on getting them out into a career or a transfer opportunity (Kisker et al.,
2013).
In addition to the typical in-person onboarding process that is in place, NCCC must also
provide students with resources in an online environment (Dotter & King, 2021). Academic
advising that takes place via an online platform will give students additional opportunities to
interact with the SSS. According to Dotter and King (2021), students who had the option to meet
support personnel online adapted quickly to making, accepting, and attending online
appointments. The staff must practice appropriate modeling to keep the camera on to keep the
session as live as possible with the students and to maintain a sense of structure, focus, and
community (Dotter & King, 2021).
Metacognitive Knowledge
Metacognitive knowledge is the knowledge that each stakeholder must be aware of in
their own cognition (Rhodes, 2019). In essence, each staff member must take an inner look at
their own cognition as it pertains to their abilities, biases, understanding and prejudices to have a
clear understanding of their position and influence (Rhodes, 2019). Metacognition is a set of
steps individuals take to monitor their cognition to control their behaviors (Krathwohl, 2002).
Student Services Staff Will Need to Reflect on Their Ability to Connect With Students on
Campus
As a method of coping behaviors, social support of students during the COVID-19
pandemic is instrumental in providing students with services to enable them to overcome their
fear of returning to campus (D’Amico, 2022; Labrague et al., 2021). Providing intervention
services to students that encourage resilience, social support, and coping behaviors helped
decrease anxiety for students (Labrague et al., 2021). To ensure that the SSS can provide
adequate support for students, these staff members must understand what the students need upon
28

their return to campus. As the SSS develops more connections with the students on campus in a
variety of ways beginning with the student’s initial enrollment, counseling sessions, activities on
campus and other on-campus and online methods, the greater the overall success of the students
becomes, and their achievement increases (Kisker et al., 2013).
Student Services Staff Will Need to Reflect on Their Skills of Developing a Rapport With
Students Post the COVID-19 Pandemic
According to Blundell et al. (2020), there is evidence to show that there have been
significant impacts on student enrollment and retention as a result of the COVID-19 pandemic.
In addition, there have been significant inequalities present that have impacted students directly.
Providing professional development for the SSS to address the present inequalities that have
emerged and persisted during the pandemic and providing training in an effort to combat the
findings (Blundell et al., 2020). For example, the SSS need to self-reflect on their own
knowledge to ensure that they have the tools that they need to transfer knowledge and
information to students who enroll at NCCC. In addition, the SSS needs to seek professional
development opportunities that would provide additional knowledge and strengthen the
understanding of the needs of prospective students as well as current students (Kisker et al.,
2013). The desired knowledge for SSS to have is about the ongoing inequalities that students
face as a result of the COVID-19 pandemic. According to Blundell et al. (2020) and Peck (2021),
the COVID-19 pandemic has increased the inequalities among socio-economically
disadvantaged groups, their education, and their ability to earn. Blundell also highlighted the
importance of understanding the complex impacts of the pandemic on college students.
Table 3 summarizes the assumed knowledge influences on the stakeholders’ ability to
meet the performance goal.

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Table 3
Summary of Assumed Knowledge Influences on Stakeholders Ability to Achieve the Performance
Goal
Assumed knowledge influences Research literature
Factual
Student services staff need to know facts
about the decline in enrollment at the
California Community College since the
beginning of the COVID-19 Pandemic.
Bojović et al. (2020)
D’Amico et al. (2022)
Kisker et al. (2013)
Krathwohl (2002)
Morona (2022)
Conceptual (categories, models, principles, relationships)
Student Services staff need to gain an
understanding of the needs of students
enrolling in community college post the
COVID-19 pandemic.
Booth (2020)
Kisker et al. (2013)
Zinshteyn (2022)
Student services staff need to understand
the needs of students during the
COVID-19 pandemic.
Bojović et al. (2020)
D’Amico et al. (2022)
Morona (2022)
Procedural (follow steps, follow procedures, know how to)
Student services staff need to know how
to make enrollment procedures
accessible to students.
Baroody et al. (2007)
Burke (2021)
D’Amico et al. (2022)
Krathwohl (2002)
Student services need to know how to
streamline the onboarding process for
new students.
Dotter and King (2021)
Eddy et al. (2021a, 2021b)
Kisker et al. (2013)
Morrison, Lucy (2021)
Metacognitive (reflect, monitor, improve on knowledge in new ways)
Student Services staff need to reflect on
their ability to connect with students on
campus.
D’Amico et al. (2022)
Labrague et al. (2021)
Kisker et al. (2013)
Student services staff will reflect on their
skills of developing a better rapport with
students post the COVID pandemic.
Blundell et al. (2020)
Kisker et al. (2013)
Peck (2021)

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Motivation
Stakeholder motivation is a direct result of beliefs and experiences about ourselves (Clark
& Estes, 2008). There has been a great deal of research on motivation and its influence on
performance. There are many models and theories that aim to explain how individuals make
decisions for their desired performance, their persistence, and their direction and motivation to
complete the tasks. In summary, motivation is what gets us to engage in a task and remain
engaged with it until we accomplish the goals (Clark & Estes, 2008). Motivation is directly
driven by goals; without the establishment of goals that interest or challenge the individual, it is
very difficult to become and remain motivated (Dembo & Seli, 2016). In addition, if employees
are unable to be excited about a specific goal that the organization has established, the
organization can and should create an environment where employees can earn a sense of
competence or pride in achieving the organizational goal (Dembo & Seli, 2016). Furthermore, by
the organization providing individual praise for employees, an opportunity to develop skills and
organizational enthusiasm will also increase employee motivation to perform at their job
(Wigfield & Eccles, 2002).
Expectancy Value
Value is a general term that drives people’s motivation in an effort to achieve goals. As
individuals set out to achieve goals, the first consideration is the return on investment or the
purpose or value that the task will achieve (Bandura, 1997). The expectancy-value theory
addresses the relationship between motivation and achievement and primarily touches on three
areas: ability beliefs, expectancies for success and task value. According to Eccles et al. (1998),
individual expectancy is directly related to active choice, mental effort and persistence.
Furthermore, expectancies for success are explained by how well individuals will do on a given
task (Wigfield & Eccles, 2002). According to their findings, Wigfield and Eccles (2002)
31

discussed the definition of expectancy and how they differ from other constructs. Some of these
differences include the level of detail of the definition and measurement and the sense of
competence of individuals compared to others (Wigfield & Eccles, 2002). Ability beliefs focus
on the individual’s perception of their current ability. However, expectancies for success focus
on the individual’s future belief that they could accomplish a given task (Eccles & Wigfield,
1995). According to Bandura (1997), expectancies are divided into two distinct parts, efficacy
expectancies, which refer to the belief that an individual can accomplish a task, and the other is
outcome expectancies, which refer to the belief that a certain action will lead or result in a given
outcome. The SSS at NCCC must believe that they can accomplish the task of student enrollment
to regain pre-pandemic enrollment levels.
Student Services Staff Need to Believe They Are Able to Accomplish the Task of
Directly Increasing Student Enrollment. There are many tasks that the SSS team needs to do
to enroll students into courses at the college and retain them as students. According to Wigfield
and Eccles (2002), value and expectancy are directly affected by task-specific beliefs, such as the
difficulty of the task, and individual goals are, therefore, directly influenced by the beliefs, the
surrounding environment, and past experiences. In order to achieve enrollment success at NCCC,
it is imperative that the SSS has a direct connection with the tasks that they carried out pre-
pandemic and their own set of beliefs on how their efforts can improve enrollment (Pavlov &
Katsamakas, 2020). Translating personal individual values and beliefs and aligning them with
the goals of increasing enrollment-focused tactics that are needed for frontline action (Floyd,
2020). According to Pavlov and Katsamakas (2020), the decline of student enrollment in
colleges throughout the United States directly translates into operating deficits, increased
spending per pupil and just overall negative news that would increase the chance of cutting
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expenses such as overhead staff and lower course offerings to remain solvent (Pavlov &
Katsamakas, 2020).
Student Services Staff Need to Believe They Are Able to Accomplish the Task of
Directly Increasing Student Enrollment. as it pertains to the students’ success and to the
financial security of the organization. The SSS will understand the interrelationships between the
basic elements of student enrollment and the larger structure of NCCC as it pertains to student
enrollment, revenue generation, course offerings, and students’ future earning potential
(D’Amico, 2022). If enrollment in NCCC continues to decline, the long-term consequences
could result in long-term financial difficulties for the college (D’Amico, 2022; Morona, 2022;
Shalby, 2022). Moreover, according to Morona (2022), the declining enrollment capture rate that
we have seen over the past 2 years may eventually result in the need to reduce program offerings
and may lead to staff layoffs. If students do not enroll in courses at the pre-pandemic rate, then
the college will not fill classes to the needed capacity to continue employing full-time faculty. As
a result, adjunct faculty will be employed at a decreased rate, and some may not be offered any
teaching positions at all. As fewer students enroll at the campus, it is likely that layoff notices
may need to be given to reduce the overall overhead cost (Morona, 2022).
Self-Efficacy
According to Bandura (1997), self-efficacy is the confidence level reflected in a person’s
ability to exercise control over their motivation, behavior, and social environment. Specifically,
Bandura (1995) defined perceived self-efficacy as “the belief in one’s capability to execute and
organize the course of action required to manage prospective situations” (p. 2). It is the cognitive
process that shapes the thought and decision making that controls the extent to which a person
decides to act and make decisions. According to Mullen (2106), people who reported a higher
level of self-efficacy had an increased likelihood of taking on challenging activities and a
33

decreased likelihood of giving up. Further, Mullen’s findings reveal that it is an individual’s
belief about their ability to organize and execute the tasks required to gain a specific level of
attainment. Additionally, those with high self-efficacy chose to perform challenging tasks, while
those with low self-efficacy did not reach outside their comfort zone (Mullen & Lambie, 2016).
According to Bandura (1995, 1997), perceived self-efficacy is not enough to encourage
effort toward performance; the individual’s judgment of their own performance, skills, stress
management and strategy is an integral part of efficacy beliefs. Mullen and Lambie (2016)
revealed that individuals could increase their self-efficacy with sufficient training and direction.
Mullen indicated that participants increased their self-efficacy scores when they increased their
frequency of services. The study Mullen conducted tested the structural equation model where
practicing school counselors’ self-efficacy contributed to the frequency of programmatic service
delivery activities. More so, the study examined the hypotheses that practicing school
counselors’ higher levels of self-efficacy contributed to a higher frequency of providing
programmatic service delivery.
Student Services Staff Must Have Confidence in Their Ability to Develop the
Rapport Needed to Address Positive Engagement in the Enrollment Process. According to
Schwarzer (1992), employees with high self-efficacy have confidence in their ability to perform
work, and those with accurate knowledge have more purposeful energy, think more creatively,
and seek goal attainment. Furthermore, Schwarzer suggested that different patterns of self-
appraisal emerged from individuals with different levels of self-efficacy, indicating that
individuals with high self-efficacy reacted differently to stress than individuals with low self-
efficacy (Schwarzer, 1992). Individuals with high self-efficacy were more optimistic in their
ability to develop rapport and provide supports in the enrollment process. The SSS is the central
group of employees who stimulate student enrollment and college success. According to Kisker
34

et al. (2013), the SSS accompany the students from the beginning of their college career until
they achieve their academic goals on campus, and these staff members make a difference in
students’ lives.
Student Services Staff Have Confidence in Their Ability to Affect the Overall
Increase in the Enrollment Rate as a Result of Their Work. According to Bandura (1995),
self-efficacy is the driving force behind options and opportunities for employees. Cultivating a
strong sense of purpose is a vital piece of creating career efficacy. When employees who assist
students finally get to experience success, then their efficacy beliefs will promote persistence at
their job and increased motivation to continue with their tasks (Bandura, 1995). As we explore
the self-efficacy of the SSS and NCCC, it is imperative that they have confidence in their ability
to make contributions within the organization. According to O’Toole and Meier (2009),
delivering results within the organization depends on the contributions people make that lead to
quality programs. In an organization, some individuals may be result oriented, while others may
be relationship oriented. It is important to remember that people are motivated in various ways,
and their personal values are also very different (Toomer et al., 2018). According to Schwarzer
(1992), perceptions of increased self-efficacy appeared to be a casual determinant of the desired
behavior. As NCCC depends on its employees to have confidence and internal self-efficacy in
their ability to assist students to enroll and, in turn, meet the goals of the college to increase
student enrollment.
Emotions
Experiencing a supportive environment in the workplace is a desirable state for
employees and managers. Having a positive workplace environment leads to increased individual
work performance, as well as a more productive and efficient work environment (Kempf, 2020).
According to Kempf (2020), individuals who work in a supportive work environment with other
35

individuals who share similar opinions will develop social ties that will enhance their behavior.
A positive workplace enhances the overall emotions in the organization and allows employees to
have a more positive outlook for their future in the organization (Grant et al., 2019).
Additionally, Lord et al.’s (2002) research revealed that positive emotions in the workplace tend
to interact with organizational demands. For example, Lord et al. found these emotions can often
react with individual goals and persistence of effort in the workplace. Further, positive emotions
increased persistence and job performance, whereas negative emotions had the inverse effect
(Lord et al., 2002).
The Student Services Staff Needs to Feel Positive Emotions About the Services They
Provide for Students on Campus. One of the most important aspects of job satisfaction and
employee retention is the working environment, where employees feel a positive sense of
accomplishment as they provide students with services that lead to student success (Arussy,
2008). According to Arussy (2008), employees who take ownership of their job and focus on the
task in front of them strive to achieve excellence. Employees who see that they can make a real
difference in students’ lives adopt a “we can do it” attitude (Arussy, 2008). Creating a positive
work environment where employees feel valued allows them to be more productive and
motivated in helping students enroll and providing outstanding customer service (Grant et al.,
2019). These actions lead employees to feel productive and engaged in their work (Feuerborn et
al., 2018).
The Student Services Staff Align Their Goals to the Goals of the Organization. The
goal of the organization and its employees must be aligned so that the outcomes are measured,
timely and exhibit mastery. The SSS need to align their goals with NCCC goals and therefore
accomplish their own goals by providing service to students on campus that will translate to the
enrollment of students in the institution. Establishing the need for the alignment of goals is
36

critical in increasing the organization’s performance (Kaplan & Norton, 1996; Olian & Rynes,
1991). According to Ayers (2017), goals communicate to all stakeholders the importance of the
organization’s mission and vision, as well as help the employees truly understand the
requirements of their job that directly support the goals of the organization. Mastery approach
goals are adaptive since they are aligned with positive outcomes (Harackiewicz et al., 1998).
Furthermore, mastery goal theory focuses on learning and self-improvement.
Table 4 summarizes the assumed motivation influences on the stakeholders’ ability to
meet the performance goal.

37

Table 4
Summary of Assumed Motivation Influences on Stakeholders ’ Ability to Achieve the Performance
Goal
Assumed motivation influences Research literature

Expectancy value
Student services staff need to believe they
are able to accomplish the task of directly
increasing student enrollment.
Clark and Estes (2008)
Dembo and Seli (2016)
Eccles (2006)
Floyd (2020)
Imperatori (2017)
The student services staff need to believe
that the services they provide for students
on campus lead to increased enrollment.
D’Amico et al. (2022)
Floyd (2020)
Morona (2022
Shalby (2022)
Self-efficacy
Student services staff must have
confidence in their ability to develop the
rapport needed to address positive
engagement in the enrollment process.
Bandura (1995)
Kisker et al. (2013)
Liu and Gumah (2020)
Student services staff have confidence in
their ability to affect the overall increase
in the enrollment rate as a result of their
work.
Bandura (1995)
Bandura (1995)
Toomer et al. (2018)
Emotions/mood
Student services staff needs to feel positive
about the service they provide for
students on campus
Arussy (2008)
Feuerborn et al. (2018)
Goal
The student services staff align their goals
with the goals of the organization.
Ayers (2017)
Kaplan and Norton (1996)
Harackiewicz et al. (1998)
Olian and Rynes (1991)

38

Organization
The organization, according to Clark and Estes (2008), includes elements that influence
the cultural setting, the cultural model, the resources, communication, training, and leadership
within the institution. These aspects are significant in the overall influence over employees and
the focus the organization prioritizes in the workplace, such as their beliefs, values, and behavior
patterns.
Cultural Settings: Student Services Staff Need to Feel That the Organization Is
Committed to Supporting the Employees in Achieving Their Goal by Providing Ample
Time and Resources Toward the Goals. The cultural setting of an organization is where
employees come together to perform a task or an activity that accomplishes something that the
entire organization values (Gallimore & Goldenberg, 2001). Establishing a setting that fosters
teamwork is very important for a positive cultural setting on campus. Members of the SSS will
have a cohesive team atmosphere that will foster positivity, customer service prioritization and a
collective team with one voice toward a common goal (Quick, 1992). Goal setting is one of the
key drivers for employee behavior in the workplace, and these behaviors are directly related to
the cultural setting of the organization (Bateman, 2016).
Resources: The Student Services Staff Will Have the Needed Resources to Provide
the Necessary Support for Students on Campus. Resources are defined as the means, sources,
supplies, wealth, revenue, information, and time that an individual or an organization has to
expend to achieve a goal or a target. Student services staff need time for professional
development and best practices training (Oxford, 2020). According to Bateman (2016), resources
are central to providing means, financial or social, to achieve a valued goal. Since the community
college structure is very hierarchical, the college’s leadership must ensure that the employees
have the resources they need to carry out their tasks (Kisker et al., 2013). If employees have the
39

needed resources, such as time, supplies, information, and information, they will better serve the
students in the institution and be able to support the goals of the college as a result (D’Amico et
al., 2022).
Policies and Procedures: The Student Services Staff Will Know and Understand the
Policies and Procedures That Are in Place for Their Department and Be Able to Follow
Them With Fidelity. The SSS will know and understand the policies and procedures for their
department and follow them with fidelity. The purpose of setting up a set of policies and
procedures is to create a set of rules that are standardized for the organization and therefore
ensure that all employees have a guideline for specific steps that are applicable to their position
(Oxford, 2020). Creating a clear set of expectations from employees is beneficial not only for the
organization but also for the employee. These policies and procedures will be described in an
employee handbook and will define the role of the manager and the roles and responsibilities of
the employees (Lawson, 1998). Providing employees with written expectations creates internal
controls for the organization that can be revisited if the employee does not meet the expectations
of the organization. These internal controls will enhance the organization’s ability to provide the
best customer service for students in a consistent manner (Hightower, 2009; Lawson, 1998).
Cultural Models: Student Services Staff need to Be Part of a Collective Within the
Organization That Values the Needs of the Organization Over the Individual. According to
Gallimore and Goldenberg (2001), cultural models share a vision of how things in the
organization should work. The idea includes activities, as well as the mindset behind the actions.
Cultural models share the same outlook on what is important within the organization. While
looking at the function of the SSS, it is important to remember that every department on the
campus must work toward a common goal. The goals of the college are clearly outlined in the
mission and vision statements. The mission statements are in place to accomplish a set of tasks.
40

The mission statement is what the public sees as the focus of the college; second, it serves as a
supervisory function that guides the strategic planning and budget, and finally, it makes sense of
both internal and external interests that face the college (Ayers, 2017; Meier, 2018).
Table 5 summarizes the assumed organization influences on the stakeholders’ ability to
achieve the performance goal.

Table 5
Summary of Assumed Organization Influences on Stakeholders Ability to Achieve the
Performance Goal
Assumed organization influences Research literature
Cultural settings (time; finances; people; technology)
Student services staff need to feel that the
organization is committed to supporting the
employees in achieving their goal by providing
ample time and resources toward the goals.
Bateman (2016)
Gallimore and Goldenberg (2001)
Quick (1992)
Resources
The student services staff will have the needed
resources to provide the necessary support for
students on campus
Bateman (2016)
D’Amico et al. (2022)
Kisker et al. (2013)
Oxford (2020)
Policies and procedures
The student services staff will know and
understand the policies and procedures that are in
place for their department and be able to follow
them with fidelity.
Hightower (2009)
Lawson (1998)
Oxford (2020)
Cultural models
Student services staff need to be part of a
collective within the organization that values the
needs of the organization over the individual.
Ayers (2017)
Gallimore and Goldenberg (2001)
Meier (2018)

41

Summary
Based on the research, enrollment in community colleges throughout the United States
has declined since the onset of the COVID-19 pandemic. California community colleges have
seen some of the highest declines in enrollment throughout the county. The NCCC is
experiencing the same trend in enrollment as the rest of the state. To turn the tide around and
make every effort to engage students in the surrounding community, NCCC must turn to its
greatest stakeholders that come in direct contact with the most students. The stakeholders in
question are the SSS. The student services department includes the outreach team, the admission
and records team, the counseling department, and financial aid. All support the working
environment to encourage employees to engage in the college’s goals to recruit and enroll
students in an effort to regain the 33% of lost student enrollment since the beginning of the
pandemic during the spring semester of 2020.

42

Chapter Three: Methodology
The previous chapters established the rationale for the declining enrollment in California
community colleges, specifically NCCC, following the emergence of the COVID-19 pandemic.
Chapter One described historical facts about the California Community College system, the
decline in enrollment that began in the spring of 2020, and a variety of potential causes of the
decline and the negative outcomes that will likely occur if the tide of enrollment does not
change. Chapter Two examined the relevance and impact the SSS has on increasing enrollment
in the organization and the knowledge and motivation needed by the stakeholder group to create
effective change in enrollment. It also identified specific knowledge and organizational support
that must be in place to instill lasting change in current practices. In this chapter, I described the
purpose, design, data collection and analysis methodology of the study.
Purpose of the Project and Questions
The purpose of this project was to illustrate the significant decline in student enrollment
in community colleges throughout the United States, focusing on one in California and a
promising plan to recruit and enroll students to close the enrollment gap of 30%. The study
looked at enrollment patterns prior to the COVID-19 pandemic as well as throughout the
semesters following the spring of 2020. The study explored the enrollment decline rationale from
the perspective of the SSS and reviewed and prescribed methods to increase enrollment to close
the gap. The questions that guided this gap analysis are the following:
1. What are Northern California Community College student services staff’s knowledge
and skills, motivation, and organizational influence related to increasing the
enrollment of the Northern California Community College by 30% by fall of 2024?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions for the student services staff to positively increase student enrollment?
43

Conceptual and Methodological Framework
Clark and Estes’s (2008) gap analysis, a systematic analytical method that helps to clarify
organizational goals and identify the KMO influences, was adapted to an exploratory model and
implemented as the conceptual framework. Assumed KMO influences on enrollment and
retention practices at NCCC. Clark and Estes’s (2008) approach was utilized to evaluate the
improvement plan designed to increase student enrollment at NCCC. The KMO model assisted
in analyzing the gaps that impede the SSS from recruiting and enrolling students to return to
campus post the COVID-19 pandemic and the enrollment drop experienced because of the
pandemic (Figure 3). Learning how to provide the services needed to bridge the gap between
current enrollment and pre-pandemic enrollment numbers will add value to the college
community and allow the college to experience enrollment growth that will enable staffing levels
and course offerings to remain at pre-pandemic levels.

Figure 3
The Gap Analysis Process

Note. This figure demonstrates the gap analysis process.

44

The methodological approach used was mixed methods and utilized one-on-one
interviews and a survey. The interview was designed to gain a better understanding of SSS
current knowledge and understanding of the enrollment processes and student needs during the
COVID-19 pandemic period ranging from spring 2020 to current. The survey was designed to
evaluate, at a broader range, the knowledge of the SSS as they regularly encounter students on
campus. Collecting the data above allowed me to gain a better understanding of the student
services departments’ ability to serve the student population better post the COVID-19
pandemic.
Research Design
The research design used for this study was a mixed-methods design that assisted in
gaining a deeper understanding of enrollment procedures through varied data collection methods
(Creswell & Creswell, 2018). The methodology used consisted of qualitative and quantitative
data (Creswell & Creswell, 2018). Quantitative survey data were utilized to gather general data,
while individual information was gathered through interviews. Table 6 details the research
questions and the methods used to address them.

45

Table 6
Data Sources
Research questions Interview Survey
What are Northern California
Community College Student
services staff’s knowledge
and skills, motivation, and
organizational influence
related to increasing the
enrollment of the Northern
California Community
College by 30% by fall of
2024?
X X
What are the recommended
knowledge and skills,
motivation, and
organizational solutions for
the student services staff to
positively increase student
enrollment?
X X

Participating Stakeholders
The stakeholders for this study were the SSS at NCCC, specifically the personnel coming
in direct contact with students prior to, during, and immediately following initial enrollment.
These employees included the outreach team, the admission and records staff, the financial aid
staff, and the counseling staff. These staff members have the motivation to effect change in the
enrollment process to increase enrollment at NCCC.
46

Survey Sampling Criteria and Rationale
Criterion 1
Internal study participants work in the student services department at NCCC and come in
direct contact with students during the students’ first semester at the college. Stakeholders
meeting these criteria have knowledge about the students’ planned course of study, the number
of units enrolled in, and academic goals.
Criterion 2
Study participants had experience supporting students through the registration process,
class selection and/or the ability to assist students in creating an educational plan to meet the
student academic goal. The stakeholders have the skills to support the students through the
enrollment and class selection process and offer perspective on pathways available to students at
NCCC.
Criterion 3
Study participants were involved in recruitment and enrollment and had knowledge about
the need to increase enrollment at NCCC to pre-pandemic levels. These stakeholders provided
information about how to best approach the students during the enrollment process and how to
provide additional resources and information to students that would result in students enrolling
full-time and persisting throughout the entire semester with the plan to continuously enroll for
subsequent semesters with the end goal of earning a certificate, a degree or transferring to a 4-
year university.
Survey Sampling (Recruitment) Strategy and Rationale
The sampling strategy was to survey approximately 25 participants. The sample size was
appropriate since the total number of employees within the student services department is about
50, and targeting half the population aligns with the conceptual framework. The goal for the
47

survey was to distribute it shortly following the fall 2022 semester registration timeline. That
enabled stakeholders to have feedback fresh on their minds that would provide the study with the
most up-to-date information following a registration session.
Surveys
The survey was administered through Qualtrics. All surveys were conducted in English.
The survey began with the consent for the participants to review. Once the participants
acknowledged and agreed to participate, they were allowed to enter the survey. If a participant
did not consent to participate, they were shown a message thanking them for their time and
consideration. The survey time window extended over 3 weeks; a reminder postcard was given
to potential participants in an attempt to increase participation. Participants had the option of
skipping any questions that they were not comfortable answering. The survey took
approximately 20 minutes to complete (Appendix D)
Interview Sampling Criteria and Rationale
Criterion 1
Study participants included SSS who came in direct contact with students prior to the
students enrolling at NCCC. These individuals are the frontline workers that are the initial face
of the college with new and returning students. These individuals have the knowledge that is
needed to provide students with the correct information that is needed to enable students to
enroll.
Criterion 2
Study participants have experience working with new and continuing college-age
students. They have the motivation to encourage students to enroll and assist students in
selecting the right program for their academic goals. The staff also be motivated to increase
enrollment at NCCC to pre-pandemic levels.
48

Criterion 3
Study participants had an opportunity to discuss the current enrollment strategies that are
working to enroll students post-pandemic and reflect on the enrollment process that took place
prior to the pandemic.
Interviews
All interviews were conducted in a private setting via Zoom. Interviews were recorded
with participants’ permission and transcribed electronically via the Zoom software. All
interviews were conducted in English. The data answered the research questions and allowed me
to explore the answers with greater detail as I gained information to contextualize the SSS
experience with enrollment prior to the pandemic and post-pandemic. Interviews allowed me to
build rapport with the participants and put them at ease while creating trust by explaining
confidentiality and informed consent (Maxwell, 2013; Weiss, 1995) and increased my
understanding of the SSS role. Interviews were semi-structured, as described by Merriam and
Tisdell (2016). The information gathered was directly related to the needed KMO structure of the
student services division at NCCC. The questions were open-ended and allowed the participants
an opportunity to express themselves, their opinion, feelings, and experiences (Bogdan & Biklen,
2007). Additionally, conducting interviews allowed me to express my concern, sincerity, and
passion for enrollment at NCCC.
Data Analysis
Data analysis was done using specific methods to identify meaning, such as comparing
enrollment semesters and analyzing language drawing on personal experiences (Corbin &
Strauss, 2008). The tools I used are referred to as coding, which translates to assigning words to
data to draw conclusions and meaning (Corbin & Strauss, 2008; Merriam & Tisdell, 2016).
Before conducting data analysis, all interviews were reviewed and clarified for understanding to
49

supplement the transcriptions. Following my analysis, transcripts were shared with the
participants via email to ensure accuracy.
Credibility and Trustworthiness
According to Merriam and Tisdell (2016), qualitative research is based on understanding
the lives of individuals who have first-hand experience with the topic at hand. Utilizing surveys
and interviews may enable a deeper analysis of the topic by analyzing the participants in their
own environment and activities that require trust and professionalism. The quality of the
information gathered depends on the participants and even more so on the interviewer (Patton,
2002). The ability of the researcher to exhibit concern, trust and show empathy for the
participants will exude trustworthiness and provide the study with credibility for the researcher
(Patton, 2002). Examining and explaining potential researcher biases upfront helped identify the
researcher’s integrity for the participants (Maxwell, 2013).
There are various ways to ensure the research results are credible, such as triangulation
and member checks. However, due to the nature of my research, triangulation was not possible. I
completed member checking following the interviews to ensure my understanding was accurate.
Member checking was used to assess, validate, and verify the trustworthiness of the outcomes by
returning the results to the participating members to check for accuracy with their experiences
(Birt et al., 2016).
Validity and Reliability
The validity and reliability of the research were determined by the methodological
choices made throughout the research. These included a review of the transcripts from the
interview and member checking. All participants were selected based on the criteria above to
assist in the quantitative data gathering. Member checking added validation to the study by
actively involving the research participant in checking and confirming results. Member checking
50

was used to assess, validate, and verify the trustworthiness of the results (Birt et al., 2016). The
choice of statistical analyses for the quantitative data was essential in ensuring the validity and
reliability of the study’s findings. These methodological choices ensured that the study was
conducted in accordance with the identified RQs, which focused on reducing the probability of
errors while ensuring the collection and analysis of accurate and credible data (Creswell &
Creswell, 2018).
Ethics
As the researcher for this project, I am solely responsible for the ethics and credibility of
any inquiry (Merriam & Tisdell, 2016). As described by Merriam and Tisdell (2016), I applied
intellectual rigor (Merriam & Tisdell, 2016, p. 260), which depends on the application of trust
and integrity in methodology, research design, interactions and analysis with the participants that
were interviewed. Informed consent and confidentiality agreements were part of the ethical code
of conduct and established my professional knowledge and empathy for the well-being of the
participants (Merriam & Tisdell, 2016). In line with the code of ethics and human subjects
protection program of the University of Southern California, I ensured participants were treated
with respect. I reminded them that their participation was voluntary, and they could decline
participation at any time. I asked permission to record our interviews and maintained
confidentiality to the best of my ability. I reinforced these commitments to the participants by
providing them with an information sheet for research, a document that outlined the nature of my
research and the risks and asked all participants to acknowledge their understanding.
Role of Researcher
Although I am an employee of NCCC, my study had no conflict of interest to address
since the increase in enrollment at NCCC does not directly benefit me or my position in my
department on campus. To address potential biases, I examined my assumptions and remembered
51

that my experience did not reflect those of the participants. However, since this is a mixed
methods study, the qualitative portion of the research relied on my ability to data collect and
analyze, as well as my professional background. When the data were collected and analyzed, I
limited the influence of my own biases and perspectives and attempted to understand the process
of the SSS department as objectively as possible. I limited the influence of my biases by
remaining vigilant to not impose my perspectives, experiences, or values on the participants’
responses. I avoided framing questions in such a way that might have been leading or imposed
my opinions based on past experiences during data collection and analysis. Most importantly, I
showed the utmost respect by exhibiting sensitivity to the participants’ needs and opinions and
not pressuring them to provide responses that I favored (Rubin & Rubin, 2012).
Limitations and Delimitations
There were some limitations to this study. First, the time constraints I allotted myself to
perform my research were limited to the fall semester of 2022, where I could perform data
collection and analysis. Second, the sample size was limited to current employees in the student
services department who were willing to participate in the study. Additionally, the interviews I
conducted were held via Zoom and were limited to the establishment of a close rapport with the
staff, which might have impacted the responses.
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Chapter Four: Results and Findings
This improvement study sought to identify the reasons behind the decrease in student
enrollment in NCCC because of the COVID-19 pandemic and the internal and external forces
that have made the recovery of student enrollment a difficult one. To learn about the KMO
needs, a quantitative survey method and a qualitative interview method were used with Student
Support Services staff members within NCCC. The survey and the interview questions were
designed to identify the participants’ knowledge about declining enrollment at NCCC, their
motivation to increase enrollment campus-wide, and their perception of how the organization is
supporting their efforts to increase enrollment. The interviews took place on campus in the early
parts of December amid spring enrollments. The surveys were made available to all 52 SSS
classified and supervisory members. Of the 52 employees, 28 completed the survey. This chapter
provides a description of the participating stakeholders, the quantitative survey and qualitative
interview findings, and the results of those findings. Throughout the research, the weighted value
for the interview position will be higher than the interview portion of the research. Two research
questions guided this improvement study:
1. What are Northern California Community College student services staff’s knowledge
and skills, motivation, and organizational influence related to increasing the
enrollment of the Northern California Community College by 30% by fall of 2024?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions for the student services staff to positively increase student enrollment?
Participating Stakeholders
The participating stakeholders for this study included Student Support Services staff
employed within NCCC. There were six student support services employees interviewed. These
are full-time employees who work in different capacities in the division. In addition, 28 student
53

support services staff completed the quantitative survey out of 52 classified and supervisory
employees. In total, the stakeholders who participated in either the survey or the interview made
up over half of all the student support services staff within NCCC. All stakeholders were
classified staff members, with only three having a confidential/supervisory position, and all but
two were full-time employees. Table 7 details the number of years that the respondents have
been in their current position within the college. Most staff have been involved within the
Student Support Services department for a large part of their career, many of these years having
been spent within the community college arena. In addition, the majority of the employees spend
the majority of their workday coming in direct contact with students. To maintain the
confidentiality of the participants and the organization, the community college campus was
referred to by a pseudonym, and survey respondents were assigned a number.

Table 7
Summary of Interview Participants
Participant Years in
current
position
Employment
status
Total years in
SSS
department
Total years in
community
college
Hours/week
direct contact
with students
1 0–5 Full-time 16–20 0–10 21–30
2 6–10 Full-time 0–5 0–10 11–20
3 0–5 Full-time 0–5 0–10 0–10
4 6–10 Full-time 6–10 0–10 31–40
5 11–15 Full-time 20+ 31+ 11–20
6 21+ Full-time 20+ 31+ 0–10
7 0–5 Full-time 6–10 0–10 11–20
8 0–5 Full-time 0–5 11–20 11–20
54

Participant Years in
current
position
Employment
status
Total years in
SSS
department
Total years in
community
college
Hours/week
direct contact
with students
9 0–5 Full-time 16–20 0–10 21–30
10 0–5 Full-time 11–15 0–10 0–10
11 0–5 Full-time 6–10 0–10 21–30
12 0–5 Full-time 11–15 0–10 0–10
13 0–5 Full-time 0–5 0–10 31–40
14 11–15 Full-time 16–20 11-20 21-30
15 21+ Full-time 16–20 11–20 31–40
16 6–10 Full-time 6–10 0–10 31–40
17 0–5 Full-time 11–15 11–20 31–40
18 16–20 Full-time 16–20 11–20 11–20
19 21+ Part-time 20+ 21–30 31–40
20 21+ Full-time 20+ 21–30 0–10
21 0–5 Full-time 0–5 11–20 0–10
22 6–10 Full-time 0–5 0–10 0–10
23 16–20 Full-time Did not answer 11–20 11–20
24 21+ Full-time 20+ 21–30 31–40
25 21+ Full-time 20+ 21–30 31–40
26 0–5 Full-time 6–10 0–10 21–30
27 0–5 Part-time 0–5 0–10 11–20
28 0–5 Full-time 6–10 0–10 31–40

55

Determination of Assets and Needs
The data that was collected from the stakeholders within the Student Support Services
staff allowed for the evaluation of the knowledge the stakeholders had about the decline in
student enrollment since the COVID-19 pandemic, their motivation for increasing the enrollment
campus-wide, and the stakeholder’s evaluation of the organizational support they receive
regarding increasing the enrollment. The data were evaluated between the six interviews that
were conducted and the 28 survey respondents to gain a better understanding of the KMO
support that the stakeholders have in the efforts of increasing enrollment. The interview data are
more heavily weighted than the survey data due to the rich content and information that was
gathered through the interviews. The cut score for the surveys to determine a need or an asset
was by a majority of 51% of the respondents. As for the interviews, the cut score was 66%
because there were only six interviewees. Sixty-six percent would indicate that four out of six
respondents are the majority. Since interviews allow for more detail than surveys, due to their
personalized nature and freedom to speak openly, interviews will be weighted more heavily than
surveys. The weights will be 60% interviews and 40% surveys.
As the interviews were conducted, the stakeholders all were asked the same questions.
The questions were targeted to diagnose the a priori KMO influences. As the interview
candidates answered the questions, several leading questions took place to better understand their
assets and needs. When the interviewee provided answers to questions that had not yet been
asked, I skipped the questions that were previously answered to conserve time. Most interviews
took approximately 30 minutes. However, two of them took nearly an hour to complete. The
overarching agreement among interviewees included the absolute importance of increasing
enrollment immediately to retain the staffing on campus, course offerings, and community
resources. The survey respondents shared their concern about the decline in enrollment and
56

exemplified their knowledge of enrollment practices, their motivation for increasing enrollment,
the support they were receiving from the organization, and the support they wished they had
received. Below are the results of the findings for knowledge causes.
Results and Findings of Knowledge Causes
The questions asked of the interviewees in the survey and interview protocols were asked
to identify the knowledge that currently exists among the SSS and the knowledge that the SSS
needs to increase enrollment.
Factual Knowledge Influence Survey Findings
Twenty-eight percent of survey respondents reported they believe that students do not
like online learning modalities, and 25% believe student enrollment declined because students
are afraid to come to school or have high-paying jobs and, therefore, do not have time to attend
classes. Twenty-one percent believe students do not see the value in attending school, and 17%
reported they believe students are attending other higher education institutions. Through the
survey, there is no single rationale that the SSS believes is the cause for student decline in the
capture rate of enrollment (Figure 4).

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Figure 4
Response to Student Services Staff Need to Know Facts About the Decline in Capture Rate at the
California Community College Since the Beginning of the COVID-19 Pandemic.

Factual Knowledge Influence Interview Finding
When asked to discuss the reason student enrollment rates declined since the beginning
of the COVID-19 pandemic, Interviewee 1 indicated that “I think, first of all, was the move to
online. There are a lot of students who don’t thrive with online classes.” Interviewee 2 stated that
“the pandemic changed a lot of financial responsibility for students.” Interviewee 3 insisted that
“it was like the school didn’t want to open up, even when the students were ready, so the
students couldn’t talk to anyone on campus to enroll.” Interviewee 4 explained that “a lot of new
high school graduates decided to just wait to attend college since they wanted to go to college in
person, not online.” Interviewee 5 highlighted that “other higher education institutions had an
easier enrollment process, so why go through an enrollment process that is difficult,” and
Interviewee 6 indicated, “I was struck by how extremely hard it was to find service, there was no
one on campus available to help.” The overall trend among the interviewees indicated that there
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was not one specific reason present as to why students stopped attending NCCC (Table 8). The
participants had many reasons why they felt that student enrollment decreased. Some came as a
result of their personal opinions and beliefs, and others just tried to guess what students were
feeling. As a group, all the participants had a deep concern about the decline in enrollment and
wanted to have a clearer understanding of the rationale behind the phenomenon.

Table 8
Please Discuss the Reasons Why Student Enrollment Has Declined Since the Beginning of the
COVID-19 Pandemic?
Participant Direct quote from interview
I1 I think, first of all, was the move to online. There are a lot of students who don’t
thrive with online classes.
I2 The pandemic changed a lot of financial responsibility for students.
I3 It was like the school didn’t want to open up, even when the students were ready,
so the students couldn’t talk to anyone on campus to enroll.
I4 A lot of new high school graduates decided to just wait to attend college since
they wanted to go to college in person, not online.
I5 Other higher education institutions had an easier enrollment process, so why go
through an enrollment process that is difficult.
I6 I was struck by how extremely hard it was to find service, there was no one on
campus available to help.

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Factual Knowledge Influence Summary
The survey and interview participants had a variety of reasons why they felt students’
enrollment capture rate declined since the beginning of the COVID-19 pandemic. Of the 28
survey respondents and the six interviewees, there was no clear reason why SSS employees felt
was the primary reason why students ceased attending school. Based on the data, SSS would
greatly benefit from reviewing the factual data that has been collected that provides greater
insight as to why students stopped attending NCCC. Once the SSS is aware of the reasons for
declining enrollment, they will be more likely to be on board to identify ways to remedy the
needs of students and reverse the enrollment trend.
In revisiting the literature review, Kisker et al. (2013) stated that students have many
influences in daily life, and therefore, it is important that the SSS engage with students through
various modalities and meet them where they are. Once the SSS is aware of why students no
longer enroll, they will be more likely to support students in ways that encourage them to re-
enroll at NCCC.
Conceptual Knowledge Influence Survey Findings
Forty-six percent of survey respondents indicated that students who are returning to
college following the COVID-19 pandemic would benefit most from counseling support
services. Thirty-two percent indicated that students would benefit from financial assistance upon
return to campus, and finally, 21% of survey respondents indicated that students need to feel safe
on campus to return. The finding is in line with what the literature indicated. According to the
literature review, students need the SSS to engage with them through a variety of modalities for
the students to feel connected to the campus and remain enrolled long enough to accomplish
their goals (Kisker et al., 2013). Since there was not one single need that a student desires, there
are many ways that the SSS can connect with students (Figure 5).
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Figure 5
Response of Student Services Staff Indicating Their Understanding of What Students Need Most
From the College in Order to Return to Campus

Conceptual Knowledge Influence Interview Findings
When the interviewees were asked to discuss what students really needed to enroll at the
college, I1 indicated, “We definitely turned some people away with that. We had terrible
customer service in parts of student services, very bad, especially admissions and records.” The
fact that students were turned away from getting assistance is a concern because these students
have most likely not returned and potentially were discouraged from enrolling in courses. I2
indicated a similar trend that students faced when coming to campus. They indicated, “having in-
person services, and like actually being there.”
In addition, upon interviewing I3, the same pattern emerged: “I think more than ever
engagement is super important because once you lose a population of students, it’s crucial to
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really walk them through the steps because there is a big disconnect.” I4 expressed a similar need
for student engagement. They expressed that “students are coming to campus. They’re looking
for the energy, people to talk to sort of thing.” I5 stated that “we need to help meet them where
they are and give them a hand.” Finally, I6 concluded by saying, “We need to try to get all the
students through the door. I think we need to be very mindful and do a lot of hand-holding.” The
interviewees all declared that they felt that the customer services and support services that
students were receiving were poor during the pandemic and that students needed to access the
support in a variety of modalities that were unavailable. As a result, the interviewees strongly felt
that was a primary reason that students ceased attending NCCC (Table 9).

Table 9
What Needs Do You Think Students Have Today, Post-pandemic, That They Did Not Have in the
Past?
Participant Direct quote from interview
I1 We definitely turned some people away with that. We had terrible customer
service in parts of student services, very bad, especially admissions and records.
I2 Having in-person services and, like, actually being there.
I3 I think more than ever, engagement is super important because once you lose a
population of students, it’s crucial to really walk them through the steps because
there is a big disconnect.
I4 Students are coming to campus, and they’re looking for the energy, people to talk
to sort of thing.
I5 We need to help meet them where they are and give them a hand.
I6 We need to try to get all the students through the door. I think we need to be very
mindful and do a lot of hand-holding.

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Conceptual Knowledge Influence Summary
Forty-six percent of the survey respondents indicated that the students who are returning
to campus could really benefit from counseling services. However, 100% of interviewees
indicated that students’ greatest need is to come to campus, engage with staff to get their
questions answered in person and feel a sense of belonging, even if it may feel like the staff is
doing some hand-holding. Overall, the greatest need is for staff to have additional customer
service training so that they can provide students with what they need to enroll.
According to the literature, students who are returning to campus after taking a break
during the COVID-19 pandemic need to be supported by the SSS for them to feel connected to
the campus. According to Kisker et al. (2013), students have many influences on their daily
lives. Therefore, it is imperative that the SSS engage students through a variety of modalities,
such as counseling, activities, and orientation opportunities, to make students feel connected to
the campus long enough for them to meet their academic goals. According to both the survey and
the interview participants, students would benefit from various resources that the SSS can
provide. The participants also felt that the lack of support services during the pandemic was a
major cause of the decline in enrollment at NCCC.
Procedural Knowledge Influence 1 Survey Findings
The student support services staff was asked to voluntarily complete a survey of the 52
SSS, and 28 members completed the survey. Upon review of the findings, it is evident that the
SSS does not agree with the enrollment procedures students must go through. Only 21% of
survey respondents indicated the correct order of operations that students must take to enroll for
courses. There is a clear need for additional training for staff to know the steps that students need
to complete (Figure 6).

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Figure 6
Indicates the Staff Understanding of the Steps to Make Enrollment Procedures Accessible to
Students

Procedural Knowledge Influence 1 Interview Findings
All interviewees indicated that the enrollment process is very vague for staff, as well as
for students. According to I1, “Once students start the process with CCC apply, they either get
notified by email or by mail.” I2 stated, “I think that once they apply through the CCC
application, just make sure we see where they are at.” The information that I3 provided was more
in-depth and looked at the entire process. They stated that “It normally takes about 24 hours, and
they receive their number via email. Sometimes, students don’t get their number until 72 hours
later.” I4 stated, “You know, we are salespeople, we get them through the door, and we tell them
to fill out the CCC application and that goes to another department.” While discussing the
enrollment situation, I5 similarly stated, “The biggest one is the lag and time getting their ID
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number.” Finally, I6 generalized it best: “It’s important that we reach out to students and say I
see you applied. Is there anything that I can do to help you move the process forward?” All the
interviewees indicated that there is a need to improve the process of student enrollment and
support services. They also indicated that the current system is too vague and slow, and often
time, students do not check their email, and they never really look for their acceptance email or
W number, and therefore, they just do not enroll. In addition, the participants felt that following
up the automated process through CCC Apply with a personal phone call would make a
difference in providing students with the support they need to enroll, a reminder to finalize their
registration and eventually, they believe that the personal touch would increase enrollment
(Table 10).

Table 10
Please Describe the Process You Follow to Make Enrollment Procedures Accessible to Students
Participant Direct quote from interview
I1 Once students start the process with CCC Apply, they either get notified by email.
I2 I think that once they apply through the CCC application, just make sure we see
where they are at.
I3 It normally takes about 24 hours, and they receive their number via email.
Sometimes, students don’t get their number until 72 hours later.
I4 You know, we are salespeople, we get them through the door, and we tell them to
fill out the CCC application and that goes to another department.
I5 The biggest one is the lag and time spent getting their ID number.
I6 It’s important that we reach out to students and say I see you applied. Is there
anything that I can do to help you move the process forward?

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Procedural Knowledge Influence 1 Summary
The interview and survey data show that the SSS does not agree unanimously with the
steps students must take to enroll at NCCC. Based on the data, not two SSS members agreed on
the steps students must take to enroll. According to the research, the SSS must know the
appropriate steps a student needs to complete to completely enroll at NCCC and be ready to
select their courses without delay (Kisker et al., 2013). Understanding the enrollment steps is
procedural knowledge. Procedural knowledge is the type of knowledge that shows how
something is done. It is the set of skills that is required to perform a specific task or activity
(Krathwohl, 2002). If the SSS does not have a clear understanding of the procedural knowledge
of their job, they will not be able to provide support for students who need to enroll.
For students at NCCC to succeed, the SSS must be able to provide support for students
and help them enroll. That support should ideally be in the form of a follow-up call from the
enrollment team to provide individualized support for students. Based on the survey indicating
that the SSS is unclear about the processes that need to occur prior to enrollment, students may
not get the support they need. Ideally, students at NCCC should be able to approach any member
of the SSS and receive the same information and support services at any time.
Procedural Knowledge Influence 2 Survey Findings
The survey asked the student support services staff to write in their responses to how
streamlined the enrollment process is at NCCC (Table 11). Of the 28 survey responders, only 25
took the time to actually complete the write-in portion of the survey. As detailed above, there are
not two answers that are the same, and, therefore, it appears that the process is not well-known or
streamlined. According to the research, counseling and advising are the most effective ways to
begin onboarding. These services center on the initial action for student enrollment and success.
Ensuring that all the SSS can provide the same streamlined information to students is very
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important in helping students enroll. In addition to all of the SSS having the same onboarding
information, it is also important that the services are available for students in a variety of
modalities, such as in-person, online and over the phone (Dotter & King, 2021).

Table 11
Survey Responses Write-In Data Describing the Enrollment Process for Students at NCCC
Survey respondents’ write-in responses to survey question
Apply to the college, access class-web,
register for classes
Complete ccc apply, obtain w#, select courses, and
wait for registration date, register!
Complete orientation and assessment Too much. Our enrollment process is too
cumbersome
1. Apply for admissions 2. Take
assessment/placement 3. Register for
classes
Apply for admission, activate zone mail, register
for classes, pay fees
Meet with a counselor to establish at least
a first-semester plan. Get assistance to
enroll.
Get on CCC Apply and complete an application,
get a w number, register for classes
Fill out application, take assessment test,
see a counselor, register for classes
Apply online, decide on classes, enroll online, pay
fees
Complete application, obtain a W# and
set up an appointment with a counselor.
Students must figure out which courses to take and
then navigate class-web to enroll.
Apply via CCC apply, complete college
application, and upload COVID-19
vaccination.
Applying to the college, receiving a W number,
learning to login and navigate the class-web
portal, reviewing course offerings, selecting
classes, enrolling into the courses.
Apply for admission, apply for financial
aid, online orientation, take English and
math guided self-placement, student
education plan and register for classes
Apply for admission, meet with a counselor for a
student education plan, and register for classes.
Apply for admission, complete steps to
success, attend program planning
session with abbreviated student
education plan, enroll in classes
Apply to CCC apply. Wait for W#. Navigate class-
web to find classes and register.
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Survey respondents’ write-in responses to survey question
See above also make application process
easier
Apply for the college on CCC apply, wait for a
w#, then upload vaccine card wait for it to be
approved and then follow Las Positas steps to
Colette their requirement and then enroll for
classes on class-web assuming the ones you sign
up for you have the correct prerequisites for
Same as #8. Make things easier for them.
Have staff available to meet with them
Go to CCC Apply, get a w #, select courses, pay
fees
Submit application Complete as CCC Apply application, register for
courses, and pay tuition; is the minimum number
of steps a student needs to complete to enroll for
classes

Procedural Knowledge Influence 2 Interview Findings
The interviewees provided a more detailed insight into the functionality behind
streamlining the enrollment process on campus (Table 12). I1 indicated that “they don’t mention
financial aid where it should be branded.” Failing to mention financial aid puts students at a
disadvantage since they may not realize the type of financial support they may be eligible for
and, therefore, not think that they can afford to attend school. I2 said, “The process could take
several weeks to complete. If they miss a step, they are stuck.” Having students go through a
multi-week process may discourage them from continuing to pursue their registration at NCCC
and attend elsewhere or not attend at all. I3 stated, “A lot of times, the application would be
stuck. We can’t help students if the application is not complete.” I4 said, “It takes time for
students to complete the application cycle. If they miss something, they are stuck.” I5 added,
“The biggest lag time is getting their W number,” and I6 said, “They need to help students from
A to Z, not let them leave until they are registered.” Throughout the interviews, the trend was
unanimous among all the participants. All the survey respondents felt that the enrollment process
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is flawed and that it is one of the main causes that students who attempt to register at NCCC
never complete the registration process.

Table 12
Describe the Current Onboarding Process for Students. Describe the Barriers You Think Hinder
Students From Enrolling.
Participant Direct quote from interview
I1 They don’t mention financial aid where it should be branded.
I2 The process could take several weeks to complete. If they miss a step, they are
stuck.
I3 A lot of times, the application would be stuck. We can’t help students if the
application is not complete.
I4 It takes time for students to complete the application cycle. If they miss
something, they are stuck.
I5 The biggest lag time is getting their W number.
I6 They need to help students from A–Z, not let them leave until they are registered.

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Procedural Knowledge Influence 2 Summary
All interviewees and 89% of the survey respondents indicated that students’ onboarding
process is cumbersome and difficult to complete. To enable students to return to college, it
would be instrumental to simplify the onboarding process and make it accessible and user-
friendly. According to the research, counseling and support services help students get moving
into the college environment and focus on getting them out into a career or a transfer opportunity
(Kisker et al., 2013). Enabling a smooth onboarding process for students from their initial
enrollment will allow students to be more successful and meet their academic goals. Providing
additional services and streamlining and shortening the enrollment process for both staff and
students would significantly improve the enrollment capture rate at NCCC.
Metacognitive Influence 1 Survey Findings
This portion of the survey asked the respondents to fill in the answer with a few thoughts
about how they engage with students. Below are the written responses of the participants (Table
13).

Table 13
Indicating Write-In Survey Answers Indicating How Student Services Staff Indicating How They
Engage With Students
Written in answers from survey
Contact students after they apply to college. Ask if they need help with completing their
financial aid application. Offer to help students access their school email account. Offer to
provide additional support with any questions or concerns the student may have
I would engage with the student about their needs and assist them with getting to know the
resources the school provides. I would also discuss tools and assistance they may need
outside of school to make sure they are successful in their educational journey. Staying in
communication with the student is key.
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Written in answers from survey
I would set up a time to meet with them, either via Zoom or in person. During this time, I
would make sure they were aware of all the student resources and check to see if there were
any barriers they were facing that I could help remove or direct to one of our programs that
could provide additional and relevant support.
Familiarize students to the different student services support that we have on campus.
Invite students to events that include important information and food. Offer tours, information
sessions on student resources.
Take the students for a campus tour and have a Q&A.
I would make myself accessible via email and phone if they have any questions. I would direct
them to our campus map in case they get lost on campus. I would follow up with the students
to see how their first day/week of school went. I would ask other students to volunteer and
buddy up with new students.
Be friendly and follow enrollment plans. Follow through to make sure they are not lost in the
process.
Ask for their name and W number and follow up with them to how it is going.
Help them navigate system in person, answer phones.
Be available in person for the students.
Schedule meeting with student or students and enquired about their goals, provide information
about other campus resources, explore their concerns and answer questions they might have,
inform students about availability for assistance.
I would praise the students’ decision to pursue their higher education at our institution. 2.
Provide support to assist students in the matriculation process and continue to provide
guidance to maintain retention. 3. All support provided by me will be given with mutual
understanding, and empathy. 4. Continue to reward students when they’ve completed
milestones. 5. Participate in the student’s commencement.
Introduce myself and share my function, ask about their goals and needs, share links to
catalog/program mapper/career coach, explain the steps of registering for a class, refer to
counseling appt for follow-up, and offer my contact info for follow-up.
I’d provide a realistic picture of what school attendance is like and then provide them with
resources, with the names of direct contact people.
The best way to build rapport is in-person, face-to-face interaction. Show that you care about
the person and care about their success. Provide tangible “next-steps” as appropriate and
make sure students have access to you if they have ongoing questions. Be willing/make time
to follow up with them as needed.
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Written in answers from survey
Get to know the student, ask them personal questions about their academic goals.
I would first talk with the student about the enrollment process to make sure they are following
the steps to show I’m trying to be as helpful as I can. I’d then answer any questions they have
and give advice on preparing for classes, such as getting materials and books. Lastly, I’d
offer to give them my work email so they can reach out with any questions.
Checking in with students to make sure they understand the supports available to them and that
they can and should access those supports before there is a problem.
Make contact by email or text and invite them to stop by, call, or email with any questions.
Then be sure to assist them with any information I can or refer them to the appropriate
department or person for assistance.
Have an A/R specialist available to hand-hold from start to finish of the process.
I would make sure that they filed a FAFSA, let them know that they can contact me via phone
or email, meet with them twice a semester to make sure that they are following their student
education plan, let them know important dates (e.g., drop dates and how it can affect their
financial aid, give resources to help with stress, hunger, or other needs).
After the application was received, I would send follow-up emails guiding them through next
steps and offering assistance. I would offer an on-campus orientation/incoming student day
to give students a chance to meet people, talk to resource departments, and faculty. I would
have extra help available at windows in the few weeks leading up to the first days of school.
I would often check in with them from start to finish by text or phone call. I would make sure
to check back in 48 hours (the suggest w# wait time). If they have not gotten their W#, I
would help them follow up with admissions and record to check to see why they haven’t got
it yet. Once I helped them get a W#, I will make sure they upload all required documents to
have access to register on class web for courses. I would also encourage them to make an
appointment with a counselor to help make an academic plan. I think texting or calling
students works better than email.
Speak with the students, get to know them, help them with their needs.

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Based on the responses above, 89% of respondents indicated a constructive way that they
would engage with students to improve student engagement and enrollment in classes. These
interactions that the respondents indicated would be in line with the literature that indicated that
social support of students during the COVID-19 pandemic is instrumental in providing students
with services that enable them to overcome their fear of returning to campus (Labrague et al.,
2021). The SSS is very clear on their desire to be supportive of students, and the positive desire
and exemplary responses indicated that the SSS is motivated to provide support for students on
campus. As the SSS develops more connections with students in a variety of ways, student
success will be greater.
Metacognitive Influence 1 Interview Findings
The interviewees exhibited very passionate opinions about engaging with students on
campus (Table 14). All participants agreed that their main purpose for working at the community
college was to help students succeed. I1 indicated that “I have a lasting impact on students.” I2
stated, “We need to continue to reach out to students so we don’t lose them.” I3 added, “Instead
of using an automated system, we need to keep it more personal, call them and have them hear a
real voice.” I4 said, “We need to get back to students in a timely manner.” I5 indicated that “we
need to remove barriers from students.” and I6 said, “We need to reawaken society, and we need
to do a lot more hand-holding with these students.” The trend among the interviewees is the need
to go back to why they decided to do the job they do and their main purpose of supporting
students. The interviewees indicated that they would prefer to work harder and provide a more
personalized service, both in person and over the phone, to support students with enrollment and
registration. During the interviews, participants stated that they would prefer to minimize the
non-personal contact such as email and automated forms and instead meet students in the
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admissions and records windows, meet with them over the phone and via Zoom to really
understand what their needs are and help them to enroll and register all at the same time.

Table 14
We Have Seen a Large Number of Students Enroll at Our College, but Not Register for Courses.
Describe How Student Services Can Reach These Students and Encourage Them to Register and
Persist on Our Campus?
Participant Direct quote from interview
I1 I have a lasting impact on students.
I2 We need to continue to reach out to students so we don’t lose them.
I3 Instead of using an automated system, we need to keep it more personal, call them
and have them hear a real voice.
I4 We need to get back to students in a timely manner.
I5 We need to remove barriers from students.
I6 We need to reawaken society, and we need to do a lot more hand-holding with
these students.

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Metacognitive Influence 1 Summary
Between the survey respondents and the interviewees, over 90% of respondents indicated
that they are passionate about connecting with students and helping them enroll and complete
college. This was an opportunity for reflection for the SSS, and the responses clearly indicated
that the staff could connect with students. According to Labrague et al. (2021) and D’Amico et
al. (2022), providing social support systems for students is instrumental in helping them
overcome their fear of returning to campus. These findings are an asset for the college and
should be leveraged to support students currently and in the future. As the SSS continues to
develop more connections with the students on campus, this will increase the likelihood that
students will experience academic success by meeting academic goals (Kisker et al., 2013). As
the SSS continue to connect with students on campus, the greater the overall success of the
students will become (Kisker et al., 2013). Increasing in-person support for students was
highlighted as a need that would enable students to enroll and register at one time. The overall
agreement between survey and interview participants was that all the SSS are passionate about
their job and that they want to connect with students and help them in any way that they can.
Metacognitive Influence 2 Survey Findings
The question on the survey asked participants to write their answers to the questions
(Table 15). The goal was for the respondents to identify ways in which they would build a
personal rapport with students on campus. The SSS that participated in the survey all
demonstrated that they attempt to connect with students on campus and build rapport. According
to Blundell et al. (2020), there is clear evidence to show that the COVID-19 pandemic had a
significant impact on student enrollment.

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Table 15
Indicating Write-In Survey Responses From Student Services Staff Indicating the Way They Build
Rapport With Students on Campus
Survey respondents’ write-in responses to survey question
Walk the student to where they need
to go rather than give verbal
directions
I spend 30 minutes of my morning saying hello to
students who enter the main building. When I learn
their names, I greet them by name.
Try to maintain a welcoming, friendly,
approachable demeanor
I have to be even more patient with our students’
behavior since these students have been isolated and
away from the college environment for a while due
to COVID-19.
Try to be more conscientious of
mentioning online classes and also
financial assistance since many
struggles financially.
I field a lot of phone calls from students having
problems with enrolling. I try to understand the
problem and solve it or find the person who can
help. I hand them off directly to a person that can
help rather than telling them to email or call a
department. I follow up to make sure the issue is
resolved.
Talk with them, ask how are things are
going and try to relate with them,
I always address students by their first names or the
name they give me. I don’t talk about myself, I am
upbeat and positive, I am a good listener, and I
focus on others’ needs but making sure I don’t let in
the energy vampires.
Students need to be heard Following Caring Campus initiative agreement:
wearing name badge, getting away from
desk/making self-approachable/visible/responsive.
Attending events (i.e., tabling).
Patience first! Encouraging coming on
to campus when appropriate.
Sometimes that means inviting them
to events.
Every interaction I have is through the lens of how
am I strengthening a relationship?
Answer questions, offer to walk
students to destination, answer the
phones
Embody the Students First motto.
My first priority is the students I
serve. I do all that is in my power to
create a safe space and support them.
By being available to the students
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Survey respondents’ write-in responses to survey question
More intentional and consistent in
greeting students I see and asking if
they need anything
Being conscious of speaking to students and asking
them questions when I see them.
More follow-up with students. Provide
multiple modalities for providing
support, both in person and online.
Ask student what would be most
beneficial to their academic success
Be nice and be helpful. Use encouraging words
I would make sure that I engage with
student and provide them with help
and support
Be aware of their contact preference, virtual vs. in
person, ask about their experiences during the
COVID-19 pandemic.
I would greet all students and make
them feel welcome. I would also
wear my name tag so they can put a
name to the face if needed.
At NCCC, we initiated the Caring Campus program
which provides behavioral commitments to guide
interaction with students that will help students to
feel that they belong.
I think really taking the time to show
the students where different
departments physically are is really
important and to not just point them
to the direction of where they should
go. Also introducing the student to
the correct person to help them. I
think making sure I take the time to
listen and help is very important and
making them feel like I care about
them is super important
Assist them with any questions and direct them to
other departments as needed.

Based on the information above, the survey respondents took the time to complete the
task by thoughtfully writing down their own way of building rapport with students. Of the 28
surveys that were complete, 89% of respondents indicated their way of building rapport with
students on campus. Based on the respondents’ information, building rapport with students on
campus is an asset of the SSS.
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Metacognitive Influence 2 Interview Findings
Upon completion of the interviews, 100% of the respondents indicated that they believe
in building rapport with students and that they entered the profession within the community
college because of their desire to support students (Table 16). According to I1, “We make sure
that we are available for students at any time, in person and online.” I2 stated, “We follow up
with students as much as possible. We check in,” I3 added: “We can make it even more helpful.
We can offer drop-in hours everywhere, just so we can be available for students.” I4 said, “I
think students are looking to meet with adults in person on campus. I know I am always available
for them.” I5 stated, “I like to keep students aware of milestones, filing dates, transfer.” I6
indicated, “Students are expecting customer service, in my opinion. We need to provide the best
frontline customer service.” All the interviewees were very clear about their passion for helping
students and their desire to connect with students. At no point during the interview session did
the participants indicate that engaging with students was too much work. On the contrary, they
indicated that they wanted to build rapport with students and that the reason they entered the
student services profession was that they enjoyed working with students and gained a significant
amount of job satisfaction as a result of their work.

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Table 16
If a Student Approaches Your Window and Asks for Help With Enrollment. What Do You Believe
Would Be the Best Way to Support That Student?
Participant Direct quote from interview
I1 We make sure that we are available for students at any time, in person and online.
I2 We follow up with students as much as possible. We check in.
I3 We can make it even more helpful. We can offer drop-in hours everywhere, and
just so we can be available for students.”
I4 I think students are looking to meet with adults in person on campus. I know I am
always available for them.
I5 I like to keep students aware of milestones, filing dates, transfer.
I6 Students are expecting customer service. In my opinion, we need to provide the
best frontline customer service.

Metacognitive Influence 2 Summary
Both survey respondents and interviewees agree at a rate above 90% that rapport with
students is the most important asset we have on campus. Throughout the interviews, it was
evident, based on the respondents, that the staff is passionate about students, and they enjoy
building relationships with them and supporting them during their educational career at NCCC.
According to the research, the SSS would benefit from professional development that supports
and strengthens their understanding of the needs of students (Kisker et al., 2013). As a result of
the findings, the SSS rapport building with students is an asset to the organization. Once students
return and remain on campus to earn their degree or certificate, these achievements will allow the
inequalities that emerged during the COVID-19 pandemic to decrease as more students from
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socio-economically disadvantaged groups persist in their academic journey (Blundell et al.,
2020).
Results and Findings for Motivation Causes
Expectancy Value Influence 1 Survey Findings
Eighty-two percent of survey respondents indicated that increasing student enrollment is
very important to job security on campus, while 18% indicated it was moderately important
(Figure 7). The SSS exhibits an understanding that it is imperative to increase student enrollment
on campus.

Figure 7
Data Indicating Student Services Staff Confident in Increasing Student Enrollment

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Expectancy Value Influence 1 Interview Findings
Of the six respondents to the interviews, 100% of the respondents identified the
consequences of not increasing enrollment at NCCC would result in negative employment
consequences for all employees (Table 17). I1 indicated, “We certainly would be facing layoffs.”
I2 stated, “I guess we would not need as many faculty, and there would be budget cuts.” I3
described, “A lot of people are going to lose their jobs moving forward.” I4 said, “Obviously, the
funding is going to be cut severely, and then people are going to lose their jobs.” I5 agreed, “We
wouldn’t need as much staff and support staff.” I6 said, “The budget would tighten, and then
there will be layoffs.” The interviewees realized that declining enrollment at NCCC would
eventually result in decreased staffing, course offering and services. The participants agreed that
increasing enrollment should be at the forefront of NCCC goals for the near future. In fact, as the
interviews progressed, the interviewees were eager to know what they could do to reverse the
declining enrollment capture rate trend that has been in place since the spring of 2020.

Table 17
If Enrollment Continues to Decline at the Rate That It Has Over the Past 2 Years, What
Consequences Do You Think the College Would Face in the Long Run?
Participant Direct quote from interview
I1 We certainly would be facing layoffs.
I2 I guess we would not need as many faculty, and there would be budget cuts.
I3 A lot of people are going to lose their jobs moving forward.
I4 Obviously, the funding is going to be cut severely, and then people are going to
lose their jobs.
I5 We wouldn’t need as much staff and support staff.
I6 The budget would tighten, and then there will be layoffs.
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Expectancy Value Influence 1 Summary
Both survey and interview participants unanimously agree, 100%, that if the enrollment
rate would not increase, then the college will face significant hardships in the future. This is an
asset because the realization among staff exists, and therefore there is a reason to increase the
capture rate of enrollment or risk not meeting enrollment projection goals. According to the
research, motivation is directly driven by goals. Increasing the capture rate of enrollment to pre-
pandemic levels is a goal that the SSS is aware of and one that they are actively working on
achieving (Pavlov & Katsamakas, 2020). Having the SSS understand that the decline in the
capture rate will potentially result in decreased staffing, reduced class offerings and services will
motivate them to reverse the enrollment trend and actively work to increase the capture rate.
Expectancy Value Influence 2 Survey Findings
Of the 28 survey respondents, 53% felt that the services they provide students behind the
counter in person make the greatest impact on student success, 9% stated that picking up the
phones and answering student questions made the greatest impact, 1% stated that directing
students to the right person for help makes the greatest impact, and less than 1% found that
responding to student questions made the greatest impact. The majority of survey respondents
supported the notion that helping students in person would greatly benefit the increase in
enrollment capture rate at NCCC (Figure 8).

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Figure 8
Survey Results Indicating Specific Services Leading to Increased Enrollment

Expectancy Value Influence 2 Interview Findings
Of the interviewees, 66% stated that they absolutely feel that the services they provide on
campus lead to an increase in enrollment (Table 18). I1 felt that they had very little to no control
over enrollment since they do not see students prior to the time they enroll. They stated, “I don’t
feel like we have a lot of control.” However, I2 indicated that “we have an impact on the student
enrollment. We all do.” I3 stated, “All community college employees have an impact on student
enrollment.” I4 indicated that “we have a big part, and I think personal outreach is very
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effective.” I5 included, “We open up more opportunities for students.” I6 said, “I don’t feel like I
had that much control with student enrollment.” The interviewees were a bit divided on the
impact they have on increasing enrollment on campus. This may be because of the different
functions that these employees serve on campus. However, the survey respondents that work
directly with students strongly believed that they make an impact on student enrollment. The
employees who felt that they do not have as must control are those who do global outreach to the
community and provide financial aid but do not work one-on-one with students for enrollment
purposes.

Table 18
In What Ways Would You Say You Are in Control of Increasing Student Enrollment?
Participant Direct quote from interview
I1 I don’t feel like we have a lot of control.
I2 We have an impact on the student enrollment. We all do.
I3 All community college employees have an impact on student enrollment.
I4 We have a big part, and I think personal outreach is very effective.
I5 We open up more opportunities for students.
I6 I don’t feel like I had that much control with student enrollment.

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Expectancy Value Influence 2 Summary
The findings of the survey and the interviews indicate that the employees within the SSS
do feel that they can make a difference in the enrollment process based on the services they
provide students on campus. This finding indicates that this is an asset and should be promoted
and reinforced among all employees. According to the literature, the SSS must believe that an
interrelationship exists between student enrollment and the larger structure of NCCC and
students’ enrolment (D’Amico, 2022) since the SSS exhibits a belief that the services they
provide lead to an increase in the enrollment capture rate.
As the SSS go about providing services to students on campus, their belief that the
services they provide directly correlate with increasing enrollment is valuable because it provides
motivation for the SSS to continue providing services and information to students.
Understanding the position that each interviewee holds on campus and how they answered the
interview questions is important because their role affects how much contact and influence they
have on students. The more direct contact a participant had with students, the greater influence
they felt they had on the students.
Self-Efficacy Influence 1 Survey Findings
The survey findings indicate that over 86% of individuals surveyed are confident in their
ability to make a difference in a student’s life (Figure 9). Since the majority of survey
respondents felt that they have an influence on the students’ lives, this indicates that SSS feels
that they can make a positive difference in those students’ lives and build a rapport with students
that will increase the capture rate of student enrollment on campus.

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Figure 9
Survey Results Indicating Student Support Staff Confidence in Building Rapport

Self-Efficacy Influence 1 Interview Finding
Based on the interviews held, 100% of the interviewees felt that the job they perform and
the rapport that they build with students at NCCC improved the engagement with students and
the enrollment capture rate (Table 19). According to I1, “Because I am offering financial aid, I
am enabling students to enroll.” I2 stated, “Customer service is huge to me. I am here for the
students.” I3 said, “I love what I do. That’s why I am here.” I4 indicated that “I really like
helping students. It makes me happy.” I5 stated, “It just makes my day, helping one student at a
time.” I6 said, “I take pride in a job well done. I totally believe in students first.” All of the
interviewees felt that they built a positive rapport with students in their current positions and that
their ability to build that positive rapport will aid in increasing the capture rate of enrollment at
NCCC.

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Table 19
Give Me an Example of How Student Services Staff Support Students ’ Lives. To What Degree Do
You Feel Confident About Your Ability to Provide Meaningful Services to Students?
Participant Direct quote from interview
I1 Because I am offering financial aid, I am enabling students to enroll.
I2 Customer service is huge to me; I am here for the students.
I3 I love what I do. That’s why I am here.”
I4 I really like helping students. It makes me happy.
I5 It just makes my day, helping one student at a time.
I6 I take pride in a job well done; I totally believe in students first.

Self-Efficacy Influence 1 Summary
Both the survey respondents and the interviewees have expressed their passion for
supporting students by building positive relationships and their ability to connect with students.
They also all expressed how important it is to help students and how that feeling resonated with
them. According to Schwarzer (1992), employees with high self-efficacy have confidence in
their ability to perform work, accurate knowledge, and more purposeful energy. They think more
creatively and seek goal attainment. The consensus among the survey and interview participants
was that they felt committed to their jobs and their ability and desire to support students at
NCCC. This is an asset to the SSS and the college.

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Self-Efficacy Influence 2 Survey Results
Figure 10 is a graphic illustration of the participants’ confidence in their ability to
increase enrollment at NCCC.

Figure 10
Survey Results Indicating Student Services Staff Confidence in Overall Ability to Increase
Enrollment

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Emotions/Mood Influence Survey Findings
Based on the survey data, 67% of the SSS indicated that they felt positive about their
ability to affect the overall increase in the capture rate as a result of their work with students on
campus. This result was a bit surprising since, in previous questions, the SSS exhibited a more
positive outlook on their ability to connect with students and the overall services they provide.
However, this still indicates that a majority of the SSS feel positive about the services they
provide for students on campus. The survey respondents mostly felt positive about their ability to
provide quality services to students on campus.
Emotions/Mood Influence Interview Findings
Based on the interviews conducted, 66% of the interviewees indicated that they felt that
they provided a service to students, of which they were very proud (Table 20). I1 stated, “I feel
personally responsible for their ability to be successful.” I2 stated, “Customer service is very
important to me.” I3 said, “Helping students is what makes all the stress worth it. That’s why I
am here.” I4 indicated, “I really feel good. Anyone that I can help, I do.” I5 said, “I am happy
when they leave my office, and they are happy.” I6 said, “I always provide good customer
service.” The interviewees mostly felt that they did their job well and that they valued customer
service. They also indicated how much they enjoyed working with students and what great pride
they feel when they help students with enrollment, financial aid or any other needs that students
may have. At no point did any of the participants indicate that they felt that their job was too
difficult or that students demanded too much. On the contrary, the participants were eager to help
students and provide any assistance.

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Table 20
Tell Me About a Time When You Felt Confident With Respect to Impacting Enrollment?
Participant Direct quote from interview
I1 I feel personally responsible for their ability to be successful.
I2 Customer service is very important to me.
I3 Helping students is what makes all the stress worth it. That’s why I am here.
I4 So, I really feel good. Anyone that I can help, I do.
I5 I am happy when they leave my office, and they are happy.
I6 I always provide good customer service.

Emotions/Mood Influence Summary
Combined, over 66% of the survey and interview participants expressed how much they
value and how positive they feel about providing services on campus. This is a clear asset to the
college. According to the literature, creating a positive work environment where employees feel
valued allows them to be more productive and motivated in helping students enroll and providing
outstanding customer service (Grant et al., 2019). These actions lead employees to feel
productive and engaged in their work (Feuerborn et al., 2018).
One of the most important aspects of job satisfaction and employee retention is a work
environment where employees feel a positive sense of accomplishment (Arussy, 2008).
According to Schwarzer (1992), the perception of increased self-efficacy appears to be a casual
determinant of the desired behavior. The data exhibits that the majority of SSS feel confident in
the work they do with students at NCCC.
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Goals Influence Survey Findings
Of the student services staff members surveyed, 36% strongly agreed that they aligned
their goals with those goals of the organization, 11% somewhat agreed that their goals aligned
with the organization, 36% were neutral about their goal alignment, and 18% either somewhat
disagreed or strongly disagreed with their goal alignment to the organization. The alignment of
goals appears to be a need for the SSS, as they must evaluate their own goals and how these align
with those of the organization. Once the goals are aligned, it will be more feasible to head in the
same direction and focus on the primary goal of increasing the student capture rate of enrollment
at NCCC (Figure 11).

Figure 11
Survey Results Indicating Student Services Staff Goal and Focus on Mastery

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Goals Influence Interview Findings
When discussing professional goal alignment with the goals of the organization, the
responses were broad (Table 21). I1 indicated that “I feel like the goals are policy-centered, not
student-centered.” I2 stated, “I’ve only been here for a short amount of time. I feel that my goals
are aligned so far.” I3 indicated that “I think so, in a lot of ways.” I4 said, “I think that if I try, I
can point to a lot that is aligned.” I5 indicated that they are “trying to be intentional about
meeting the goals.” I6 stated, “I think student services align itself with the mission, but only as
strong as your weakest link.” The goals of the SSS are not in alignment with the organization’s
goals. Based on the survey and interview respondents, not all of the SSS understand the
organization’s goals and, therefore, cannot align their own goals. Since the most pressing goal of
the organization post the COVID-19 pandemic is to increase the enrollment capture rate, this is a
goal that would be clear and concise to align to for the SSS.

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Table 21
The Mission of the College Is to Provide an Inclusive, Learning-Centered, Equity-Focused
Environment That Offers Educational Opportunities and Support for Completion of Students ’
Transfer, Degree, and Career-Technical Goals While Promoting Lifelong Learning
Participant Direct quote from interview
I1 I feel like the goals are policy-centered, not student-centered
I2 I’ve only been here for a short amount of time; I feel that my goals are aligned so
far.
I3 I think so, in a lot of ways.
I4 I think that if I try, I can point to a lot that is aligned.
I5 Trying to be intentional about meeting the goals.
I6 As a whole, I think student services align itself with the mission, but only as
strong as your weakest link.

Goals Influence Summary
Only 33% of interviewees completely agreed that their professional goals are aligned
with the goals of the organization. Therefore, the alignment of goals is a need. According to the
literature, the goal of the organization and its employees must be aligned in such a way that the
outcomes are measured, timely and exhibit mastery (Kaplan & Norton, 1996). Since only 33% of
the SSS interviewees indicated that they don’t feel like their goals are aligned with the
organization, this is a cause for concern. According to Ayers (2017), goals communicate to all
stakeholders the importance of the organization’s mission and vision and help the employees
understand the requirements of their job that directly support the organization (Harackiewicz et
al., 1998). Having the employees align their goals with the organization’s goals is a need that
must be focused on to align the SSS and the organization.
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Results and Findings for Organizational Causes
Cultural Settings Influence Survey Findings
According to the survey respondents, only 48.1% strongly agree or somewhat agree that
the organization provides them with sufficient time and resources to work on their goals, 15%
neither agree nor disagree that they are given sufficient time to complete their goals, 30%
strongly disagree that they have sufficient time to complete their goals, and 8% strongly disagree
that they have time to complete their goals. The results indicate that more than half of the survey
respondents think that they have sufficient time or almost sufficient resources to work on their
goals (Figure 12).

Figure 12
Survey Results Indicating Student Services Staff Perception of the Organization ’s Commitment to
Goal Achievement

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Cultural Settings Influence Interview Findings
I1 indicated, “We don’t have the time to do everything that we should do.” I2 stated, “I
don’t know if I can speak on that. I mean, I feel like I have enough time to accomplish my
tasks.” I3 stated, “Of course, especially now that we don’t have as many students.” I4 said, “I
think the staff has enough time.” I5 stated, “I think we do, but it’s hard because we all do so
many different jobs.” I6 said, “In the past, no.” Based on the information gathered from the
interviewees, they mostly felt they had sufficient time to complete their goals (Table 22).
Additionally, a couple of the participants acknowledged that now, since there are fewer students
on campus, they find that they have more time to finish their work and set new goals.

Table 22
Can You Share With Me Your Thoughts on Student Services Staff Having Sufficient Time to
Perform Their Duties on Campus?
Participant Direct quote from interview
I1 We don’t have the time to do everything that we should do.
I2 I don’t know if I can speak on that. I mean, I feel like I have enough time to
accomplish my tasks.
I3 Of course, especially now that we don’t have as many students.
I4 I think the staff has enough time.
I5 I think we do, but it’s hard because we all do so many different jobs.
I6 In the past, no.

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Cultural Settings Influence Summary
The desire to and need to have additional time to complete tasks seems to be a need of the
employees. At times, it appears that the staff feels that their job is so widespread that there will
never be enough time to complete everything they need to do. For the SSS to feel that the
organization is committed to supporting them in achieving their goals and aligning their goals to
those of the organization, the organization must provide the SSS with the needed resources, such
as release time and training. Goal setting is one of the key drivers for employee behavior in the
workplace, and these behaviors are directly related to the cultural setting of the organization
(Bateman, 2016). Goal setting is one of the key drivers for employee behavior in the workplace,
and these behaviors are directly related to the cultural setting of the organization (Bateman,
2016).
Resources Influence Survey Findings
Of the individuals surveyed, a majority of 67% felt that the leadership team on campus
provided them with the tools needed to complete their work always or most of the time. Nineteen
percent of respondents stated that the leadership team provided them with the tools they needed
about half the time, and 15% stated that only sometimes they had the tools they needed to
complete their job. No respondent indicated that they never had the tools needed to complete the
task (Figure 13).

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Figure 13
Survey Results Indicating Student Services Staff Perception of Resource Availability

Resources Influence Interview Findings
Of the interviewees, only 66% felt that they had the tools they needed from the leadership
team to complete their job. I1 stated, “I just don’t have the time to do everything.” I2 indicated,
“I have what I need to do my job. My department members are very helpful.” I3 said, “I’ve
worked in several different departments, and I always received enough support.” I4 said, “I’m
not really sure. I seem to sometimes need more resources than I have.” I5 said, “I often feel like I
don’t have enough time.” I6 stated, “I don’t think we utilize our staff the correct way, but we
definitely have enough.” The majority of interviewees indicated that they have enough time and
resources to provide support for students on campus. This is very encouraging because it
indicates that there is still a built-in time capacity to serve the current students on campus and be
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prepared to assist additional students as the staff attempts to provide support to enable additional
students to enroll at NCCC.
Resources Influence Summary
Between the survey and the interview participants, most respondents indicated that the
resources they receive from the organization are sufficient. Therefore, this is an asset. According
to Clark and Estes (2008), ensuring that everyone has the resources they need, such as
equipment, personnel, and time for the SSS to perform their job, indicates that resources are
aligned with organizational priorities. According to Bateman (2016), resources are central to
providing means, financial or social, to achieve a valued goal. Since most respondents indicated
that they feel the resources they receive from the organization are sufficient, this is a great
starting point for the SSS to continue providing the support services that students at NCCC need
and be prepared to enroll additional students as the staff attempts to provide support to enroll and
register new students in an effort to increase the enrollment capture rate (Table 23).

Table 23
Can You Share With Me Ways You Are Resourced to Provide Adequate Support for Students on
Campus? Probe: Are These Sufficient?
Participant Direct quote from interview
I1 I just don’t have the time to do everything.
I2 I have what I need to do my job. My department members are very helpful.
I3 I’ve worked in several different departments, and I always received enough
support.
I4 I’m not really sure. I seem to sometimes need more resources than I have.
I5 I often feel like I don’t have enough time.
I6 I don’t think we utilize our staff the correct way, but we definitely have enough.
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Resources from the leadership team appear to be sufficient for both the survey
respondents and the interviewees. Therefore, the leadership team’s ability to distribute resources
appears to be an asset for the organization.
Policies and Procedures Influence Survey Findings
The survey respondents have indicated that there are clear policies and procedures
provided by the organization that enable them to support students. Seventy-seven percent of
respondents strongly agree and somewhat agree that the organization provides them with clear
policies and procedures, 12% neither agree nor disagree, and 12% somewhat disagree. Following
the policies and procedures is important for every organization because it ensures that employees
are behaving in good faith and in accordance with the organization’s expectations (Figure 14).

Figure 14
Survey Results Indicating Student Services Staff Perception on Policies and Procedures
Availability in Their Department

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Policies and Procedures Influence Interview Findings
When asked about having policies and procedures that enable departments to provide
services for students, the interviewees agreed, as 66% feel that they know the policies and
procedures of the organization (Table 24). I1 indicated, “Our department knows what we need to
do.” I2 stated, “I know the policies that are in place, and I am able to assist students.” I3 said,
“We are here to support the processes that have been put in place.” I4 said, “There are many
layers of the organization that we are familiar with. We are here to help students.” I5 said, “We
have the resources we need to do our job.” And I6 indicated, “Hopefully, they are using
everything, and you know the staff is to the best of their ability.” The interviewees mostly agree
that they understand the policies and procedures of the organization and within their job
description. Having such a positive response leads me, as the researcher, to believe that the SSS
understand their roles and responsibilities as they pertain to their jobs. This understanding will be
beneficial for the SSS and the organization in providing professional development opportunities
to increase the enrollment capture rate at NCCC.

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Table 24
How Are You Supporting Students to Overcome These Restrictions?
Participant Direct quote from interview
I1 Our department knows what we need to do.
I2 I know the policies that are in place, and I am able to assist students.
I3 We are here to support the processes that have been put in place.
I4 There are many layers of the organization that we are familiar with. We are here
to help students.
I5 We have the resources we need to do our job.
I6 Hopefully, they are using everything, and you know the staff is to the best of their
ability.

Policies and Procedures Influence Summary
The SSS appears to be aware of the policies and procedures that the organization has put
in place, and most of them are comfortable navigating these policies in support of students. This
is an asset for the organization. Over the years, NCCC has updated its policies and procedures
through the administrative procedures, board policy process and the employee handbook,
according to the literature. The policies and procedures describe and define the roles of the
manager and the roles and responsibilities of the employees (Lawson, 1998). According to
Hightower (2009) and Lawson (1998), the internal controls of the organization will enhance the
organization’s ability to provide the best customer service for students in a consistent manner.
Cultural Models Influence Survey Findings
Based on the survey data, 86% of the respondents strongly agree or somewhat agree that
the organization provides them with a sense of belonging. Seven percent somewhat disagreed,
and 7% stated that they neither agreed nor disagreed. Providing a sense of belonging is important
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in increasing the job satisfaction rate among employees. Having employees feel that they belong
within the organization will build community and a positive rapport between employees and the
managers within the organization (Figure 15).

Figure 15
Survey Results Indicating the Student Services Staff Perception on Being Part of the Team Within
the Organization

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Cultural Models Influence Interview Findings
Of the individuals interviewed, the majority also felt that they experienced a sense of
belonging to the organization (Table 25). However, one respondent strongly disagreed.
According to I1, “I don’t really feel like a member of the team. I feel like I am not.” I2 stated, “I
definitely feel like I belong with the team here. I love working here.” I3 said, “I feel like I am
really a part of a team because I definitely am.” I4 said, “I feel like I am part of a team.” I5
stated, “I feel very connected to the team.” and I6 said, “I always feel like I am part of the team.”
Eighty-three percent of the interviewees felt that they were part of the organization and team.
Building a positive work environment is very important for job satisfaction among employees.
Of the six survey respondents, one had been working on campus for over 30 years.
Unfortunately, due to a change in supervisor, this committed employee no longer feels like they
belong on campus and, as a result, decided to retire at the end of this academic year. However,
the other five employees felt a great sense of belonging. Upon further discussion with the five
SSS, they all indicated that they feel a great sense of appreciation from their manager, and
therefore, they feel appreciated on campus.

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Table 25
Can You Describe to Me if You Feel a Sense of Belonging Within the Organization? Why, or
Why Isn ’t This? Do You Feel Like You Are a Member of a Team?
Participant Direct quote from interview
I1 I don’t really feel like a member of the team. I feel like I am not.
I2 I definitely feel like I belong with the team here. I love working here.
I3 I feel like I am really a part of a team because I definitely am.
I4 I feel like I am part of a team.
I5 I feel very connected to the team.
I6 I always feel like I am part of the team.

Cultural Models Influence Summary
Most of the survey and interview respondents felt that the organization valued them and
that they were a part of the collective and the team. This feeling of belonging is an asset to the
organization. According to the literature, cultural models share a vision of how things in the
organization should work (Gallimore & Goldenberg, 2001). The SSS feels that the organization
values their work, and they indicated that they feel a sense of belonging. The feeling of value and
appreciation in the workplace appears to be directly related to the one the employee feels about
their immediate supervisor and the way that supervisor makes them feel. Although the
importance of a supportive supervisor was mentioned, it is not a function of this research.
However, it may be a worthwhile research topic in the future.
Summary
Review and analysis of both the qualitative and quantitative data have allowed for
validating, partially validating, or not validating the influences established in Chapter Two.
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Following the data collection and analysis, the research concluded by identifying areas of need
within the student services department at NCCC. It also pointed out significant gaps between
current enrollment processes and desired enrollment processes within the college in an attempt to
increase the capture rate of enrollment post the COVID-19 pandemic, where the college lost
nearly 30% of its enrollment. It is evident that the knowledge and motivation dimensions require
more attention than the organizational dimension. Overall, the SSS does exhibit a sufficient level
of satisfaction from the support they receive from the organization. The gap lies more in the SSS
knowledge and in their motivation to provide a more user-friendly experience for students who
are attempting to enroll in the college, especially first-time enrollees who must gain a W number
as a form of ID prior to enrollment. Table 26 presents the assumed influences as needs or assets.

Table 26
Summary of Validated Needs and Assets
Assumed influence Need Asset
Student services staff need to know facts about the decline in capture rate at the
California Community College since the beginning of the COVID-19
Pandemic.
X

Student services staff need to gain an understanding of the needs of students
enrolling in community college post the COVID-19 pandemic.
X

Student services staff need to understand the needs of students during the
COVID-19 pandemic.
X

Student services staff need to know how to make enrollment procedures
accessible to students.
X

Student services need to know how to streamline the onboarding process for
new students in order to make the process accessible and simple.

X
Student services staff need to reflect on their ability to connect with students on
campus.

X
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Assumed influence Need Asset
Student services staff reflect on their skills of developing rapport with students
post the COVID pandemic.

X
Student services staff need to believe they are able to accomplish the task of
directly increasing the capture rate of student enrollment.

X
The student services staff need to believe that the services they provide for
students on campus lead to an increase in the capture rate.

X
Student services staff must have confidence in their ability to develop the
rapport needed to address positive engagement in the enrollment process.

X
Student services staff must have confidence in their ability to affect the overall
increase in the capture rate as a result of their work

X
Student services staff needs to feel positive about the service they provide for
students on campus

X
The student services staff will align their goals with the goals of the
organization.
X

Student services staff need to feel that the organization is committed to
supporting the employees in achieving their goal by providing ample time and
resources toward the goals.
X

The student services staff will have the needed resources to provide the
necessary support for students on campus.
X

The student services staff will know and understand the policies and procedures
that are in place for their department and be able to follow them with fidelity.

X
Student services staff need to be part of a collective within the organization that
values the needs of the organization over the individual.

X

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Chapter Five: Recommendations
The following section of this research project will provide the guidelines for the
implementation plan that will enable NCCC to increase its enrollment capture rate by the fall of
2024.
Description of Stakeholder Groups
The stakeholder groups that directly contribute to and benefit from the achievement of
the organization’s goal are the students at the college who attend classes that lead them toward
earning a degree, transferring to a 4-year university, earning a certificate, and/or taking
community education classes. In addition, the student services team directly encounters students
as they market and outreach to the community to attract and enroll students in classes. The
outreach, marketing, and recruitment department is nestled within the student services division of
NCCC, and it is a vital team member. The academic services department is responsible for
providing a well-rounded schedule of classes that has the potential to provide the entire student
body with the appropriate courses to enable them to complete their academic goals at NCCC.
The outreach and marketing organization develops marketing campaigns to attract students to
our campus, and the outreach team goes into the community to provide insight into all the
programs at the college and answer any questions community members may have about how to
access programs at NCCC.
Purpose of the Project and Questions
The purpose of this project was to develop recommendations to reverse the capture rate
decline in student enrollment at NCCC and a promising plan to enroll students to close the
enrollment gap of 30% that emerged during the Spring 2020 term. The study examined
enrollment patterns prior to the COVID-19 pandemic and throughout the semesters following the
spring of 2020. The study explored the enrollment decline rationale around the capture rate (the
107

space between acceptance and actual registration for classes) from the perspective of the SSS and
reviewed and prescribed methods to increase the capture rate to close the gap. The questions that
guided this gap analysis were the following:
1. What are Northern California Community College student services staff’s knowledge
and skills, motivation, and organizational influences related to increasing the capture
rate of the Northern California Community College by 30% by fall of 2024?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions for the Student Services staff to positively increase the capture rate of
enrollment?
Recommendations for Practice to Address Knowledge, Motivation, and Organizational
Influences
The NCCC has experienced a 30% decrease in student enrollment beginning in the spring
semester of 2020. As of the Spring 2024 semester, the college had not seen an increase in
enrollment. As a means to investigate the role, policies, and procedures of the SSS and the
impact on student enrollment and the college campus as a whole. The literature review addressed
the enrollment trends in the California community college system, enrollment patterns at NCCC,
enrollment impact on community college funding and future, the role of the SSS, the capture rate
of enrollment during the COVID-19 pandemic, best practices for enrollment of students in
community college, and the education in community college during the COVID-19 pandemic.
Addressing the needs within the KMO framework to increase the SSS’s support services
to increase the capture rate of enrollment at NCCC. The following sections discuss and present
the recommendation for the assumed influences and barriers and the SSS experiences in
increasing enrollment through the services they provide students on campus through the KMO
framework (Clark & Estes, 2008)
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Knowledge Recommendations
Increasing knowledge to improve SSS performance in increasing the capture rate of
enrollment requires stakeholders to know the facts of the enrollment decline at NCCC, to
understand the needs of the student population during and post the COVID-19 pandemic, to
know how to make enrollment procedures accessible and streamlined for students to access, and
to build rapport and connect with students on campus. Knowledge is a feature in learning that
enables the learner to gain the understanding and facts that enable the implementation of services
provided. Stakeholders within the SSS must have clear and defined goals that allow them to
provide support services for students that directly affect the capture rate of enrollment. The list of
assumed knowledge influences is listed in Table 27.

Table 27
Summary of Knowledge Influences and Recommendations
Assumed knowledge
influence
Asset
or need
Priority Principle and citation Context-specific
recommendation
Student services staff need
to know facts about the
decline in capture rate at
the California
Community College
since the beginning of the
COVID-19 pandemic (F).
Need Yes Help individuals
identify and
understand
important points
(Schraw &
McCrudden, 2006).
According to
Bloom’s taxonomy,
factual knowledge
is the basic element
that individuals
must know to
address problems
and find resolution
(Anderson &
Krathwohl, 2001).
Information:
provide the SSS
with factual data
outlining the
decline in the
capture rate of
enrollment at
NCCC since the
spring semester
of 2020.
Student services staff need
to gain an understanding
of the needs of students
Need Yes Conceptual
knowledge is the
understanding of
Information:
provide the SSS
with a list of
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Assumed knowledge
influence
Asset
or need
Priority Principle and citation Context-specific
recommendation
enrolling in community
college post the COVID-
19 pandemic (C).
the principles and
relationships that
underlie a situation
or more plainly
explained as the
“why” behind the
problem (Hiebert,
1986).
Connect new
knowledge to prior
knowledge and
construct meaning
(Schraw &
McCrudden, 2006).
documented
needs of students
derived from
student surveys
post the COVID-
19 pandemic

Student services staff
understand the needs of
students during the
COVID-19 pandemic
(C).
Need Yes Help individuals
connect new
knowledge to prior
knowledge and to
construct meaning
(Schraw &
McCrudden, 2006).
Have learners
identify prior
knowledge (what
they know and what
they do not know
about a topic)
before a learning
task (Mayer, 2010).
Information:
provide the SSS
with a list of
students’ needs
during the
COVID0-19
pandemic. The
data for these
needs will be
derived from
student surveys.
Student services staff need
to know how to make
enrollment procedures
accessible to students (P).
Need Yes Providing the support
staff with
information that
students need is key
to gaining student
engagement and
enrollment
(Morrison, 2021).
Procedural
knowledge is the
knowledge of
specific skills,
methods,
techniques, and
criteria for
determining the
Training:
leadership will
provide a job aid
with standardized
steps that clearly
define students’
enrollment
procedures to all
SSS stakeholders.
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Assumed knowledge
influence
Asset
or need
Priority Principle and citation Context-specific
recommendation
appropriate
procedure to use
(Anderson &
Krathwohl, 2001).
Provide guidance,
modeling, coaching,
and other
scaffolding during
performance
(Mayer, 2010).
Student services need to
know how to streamline
the onboarding process
for new students in order
to make the process
accessible and simple (P).
Need Yes Provide opportunities
for people to
practice skills and
for transfer
(Brunstein et al.,
2009).
Provide guidance,
modeling, coaching,
and other
scaffolding during
performance
(Mayer, 2010).
Have learners
identify prior
knowledge (what
they know and what
they do not know
about a topic)
before a learning
task (Mayer, 2010).
Training: all of the
SSS will be able
to follow
prescribed steps
in providing
students with the
same information
for enrollment
utilizing a job
aid.

Student services staff need
to reflect on their ability
to connect with students
on campus (M).
Asset No Provide opportunities
for learners to
engage in guided
self-monitoring and
self-assessment
(Baker, 2006)
Provide opportunities
for learners to
debrief the thinking
process upon
completion of
learning tasks
(Baker, 2006).
Training: conduct
training that
includes role-
play and
observations to
ensure that staff
are able to reflect
on their own
ability and
comment on
peers’ ability to
connect with
students.
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Assumed knowledge
influence
Asset
or need
Priority Principle and citation Context-specific
recommendation
Student services staff need
to reflect on their skills of
developing a better
rapport with students
after the COVID
pandemic (M).
Asset No Provide opportunities
for learners to
engage in guided
self-monitoring and
self-assessment
(Baker, 2006).
Provide opportunities
for learners to
debrief the thinking
process upon
completion of
learning tasks
(Baker, 2006).
Training: provide
opportunities for
staff to work
together and
reflect on their
ability to build a
positive rapport
with students.
Provide an
opportunity for
role-play and
debrief with their
reflections.

Student Services Staff Need to Know Facts About the Decline in Capture Rate at the
California Community College Since the Beginning of the COVID-19 Pandemic (F)
The results indicate that the SSS does not have a clear factual understanding of why the
capture rate in the California community college system has declined so significantly during the
COVID-19 pandemic. To understand the reason for the decline, the SSS must have factual
information. According to Bloom’s taxonomy, factual knowledge is the basic element that
individuals must know to address problems and find resolution (Anderson & Krathwohl, 2001).
This means that the SSS must know the real reasons behind the decline in student capture rate
before they will provide solutions that reverse the enrollment trend. The SSS will need to know
the barriers that are in the way of student enrollment and how to overcome those (Kisker et al.,
2013).
Therefore, the recommendation is to provide factual knowledge that identifies the
problem at hand. The SSS must have factual knowledge of why student enrollment decreased
during the COVID-19 pandemic and the barriers to students returning to college. The SSS must
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be provided with factual and concise data that clearly shows the decline in capture rate beginning
in the spring semester of 2020 at the onset of the COVID-19 pandemic.
Providing the SSS with information will enable them to know the decline in enrollment
with certainty. It is crucial that individuals can identify and understand important points (Schraw
& McCrudden, 2006). Factual knowledge is the basic information that individuals must know to
become involved with a discipline or problem-solve. The SSS must approach the problem of
declining capture rate and the possible solution to the problem. They need factual knowledge that
identifies the problem and must be open to engaging with solutions. They need to connect new
knowledge to prior knowledge and construct meaning (Schraw & McCrudden, 2006).
Student Services Staff Need to Gain an Understanding of the Needs of Students Enrolling in
Community College Post the COVID-19 Pandemic (C)
Conceptual knowledge and learning enable people to draw on what they already know
and apply it to new situations. The SSS needs to apply its knowledge of enrollment trends and
the needs of students and apply them to students who are interested in enrolling at the college
post the COVID-19 pandemic. Although it was also crucial for the SSS to understand the needs
of students during the pandemic, the conceptual knowledge that is more relevant today, and
therefore a greater priority, is the knowledge of the needs of students post the COVID-19
pandemic. The recommendation is to provide the SSS with a list of students’ needs, and they will
attempt to apply their knowledge to assist students in enrolling. According to Schraw and
McCrudden (2006), the list will help SSS identify and understand the important points and,
therefore, will enable them to understand the needs of students.
As students transition back to community college, it is important that the SSS provide
support for students where they need it most. Students have many influences on their lives, and
for an adult to take the time to engage students and provide them with the support they need will
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enable them to feel a sense of belonging on campus (Kisker et al., 2013). The greater sense of
understanding the needs of students and the commitment of the SSS to provide the needed
support for students will enable the SSS to provide the services that students need (D’Amico et
al., 2022). This will enable them to meet these needs and support students in their enrollment
process. Connect new knowledge to prior knowledge and construct meaning (Schraw &
McCrudden, 2006).
Student Services Staff Need to Know How to Make Enrollment Procedures Accessible to
Students (P)
The SSS needs to know and understand the enrollment process that students must go
through to enroll in classes at NCCC. According to the results and findings, 100% of the survey
respondents and 89% of the interviewees indicated that the enrollment procedures are
cumbersome and difficult to maneuver and complete. The recommendation is for leadership to
provide a job aid with standardized steps clearly defined for student enrollment procedures to all
SSS stakeholders. Procedural knowledge is the knowledge of specific skills, methods,
techniques, and criteria for determining the appropriate procedure to use (Anderson &
Krathwohl, 2001). The SSS will need to identify their prior knowledge, outline what they know
and what they do not know and be open to learning and filling in the gaps in their knowledge.
Enabling the SSS to gain the knowledge they need to streamline the enrollment process
for students is key to increasing student enrollment at NCCC. Provide guidance, modeling,
coaching, and other scaffolding during the performance (Mayer, 2010). Students’ needs are key
to gaining student engagement and enrollment (Morrison, 2021).
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Student Services Staff Need to Reflect on Their Ability to Connect With Students on Campus
(M)
As the SSS engage with students on campus, they need to reflect on their own ability to
connect with students and meet their needs post the COVID-19 pandemic. As many students
return to campus after more than 2 years of remote learning, many students face difficulties in
navigating an in-person school environment. As reopening efforts continue on campus, the best
indicator of service quality at an institution is the student’s re-enrollment data (Sugilar, 2020).
The recommendation is to provide the SSS with professional development training sessions that
will allow staff to self-reflect on their ability to connect with students on campus. Being visible,
available, and able to assist students is imperative to providing good customer service and
developing metacognitive skills.
The college must provide opportunities for learners to engage in guided self-monitoring
and self-assessment (Baker, 2006). Training that includes modeling and role-playing will enable
the SSS to practice a variety of customer service skills and rapport-building skills that will
reinforce the staff’s confidence. Supporting and forming relationships among staff members will
provide opportunities for learners to debrief the thinking process upon completing a learning task
(Baker, 2006). Enabling the SSS to have the opportunity to learn and develop new ways to
connect with students on campus will provide students with better access and opportunities to
reach their on-campus goals.
Motivation Recommendations
The framework that was used to identify the motivational influences that enable the SSS
to increase enrollment at NCCC is Clark and Estes’s (2008) framework. The influences selected
that have the greatest impact are outlined in Table 28, and they address the SSS at NCCC. The
recommendations regarding motivational influences are made based on expectancy-value theory
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(Borgogni et al., 2011; Eccles, 2006; Pintrich, 2003) and self-efficacy theory (Borgogni et al.,
2011; Clark & Estes, 2008; Dembo & Eaton, 2000; Pajares, 2006)

Table 28
Summary of Motivation Influences and Recommendations
Assumed motivation
influence
Asset
or need
Priority Principle and
citation
Context-specific
recommendation
Expectancy value: student
services staff need to
believe they are able to
accomplish the task of
directly increasing the
capture rate of student
enrollment (EV).
Asset No Rationales that
include a
discussion of the
importance and
utility value of
the work or
learning can help
learners develop
positive values
(Eccles, 2006;
Pintrich, 2003).
Activating
personal interest
through
opportunities for
choice and
control can
increase
motivation
(Eccles, 2006).
Learning and
motivation are
enhanced if the
learner values the
task (Eccles,
2006).
Provide staff with
materials and
activities that are
relevant and
useful to them
and are
connected to
their interests.
Make sure that
staff is asked
about their needs
to provide the
correct materials
and activities.

Expectancy value: the
student services staff need
to believe that the
services they provide for
students on campus lead
to an increase in the
capture rate (EV).
Asset No Higher
expectations for
success and
perceptions of
confidence can
positively
influence
learning and
Provide staff with
clear
expectations and
ongoing
feedback about
their customer
services skills
and contribution
toward
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Assumed motivation
influence
Asset
or need
Priority Principle and
citation
Context-specific
recommendation
motivation
(Eccles, 2006)
Feedback, as well
as actual success
on challenging
tasks, positively
influences
people’s
perceptions of
competence
(Borgogni et al.,
2011).
increasing
enrollment.

Self-efficacy: student
Services staff must have
confidence in their ability
to develop the rapport
needed to address positive
engagement in the
enrollment process (SE).
Asset No High self-efficacy
can positively
influence
motivation
(Pajares, 2006).
Feedback and
modeling
increase self-
efficacy (Pajares,
2006).
Provide staff with
targeted
instruction,
immediate
practice, and
immediate
feedback on their
ability to
develop rapport.
Self-efficacy: student
services staff have
confidence in their ability
to affect the overall
increase in the capture
rate as a result of their
work (SE).
Asset No In providing
feedback,
balance
comments about
strengths and
challenges
(Borgogni et al.,
2011).
Set close, concrete,
and challenging
goals that allow
the learner to
experience
success at the
task (Pajares,
2006).
Evaluation:
provide
employees with
instruction,
practice, and
feedback about
their ability to
affect the capture
rate because of
their work (SE).
Emotions/mood: student
Services staff need to feel
positive emotions about
the services they provide
for students on campus
(E/M).
Asset No Positive emotional
environments
support
motivation
(Clark & Estes,
2008).
Provide staff
autonomy and
choice that
promote their
positive
emotions.
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Assumed motivation
influence
Asset
or need
Priority Principle and
citation
Context-specific
recommendation
Support learners’
need for
autonomy and
choice (Bono et
al., 2007).
Goal: the student services
staff align their goals to
the goals of the
organization (G).
Need Yes Encourages people
to set specific
goals (Dembo &
Eaton, 2000) and
measurable
performance
goals (Clark &
Estes, 2008).
Use cooperative
and collaborative
groups to allow
for opportunities
to attain both
social and
academic goals
(Pintrich, 2003)
Provide staff with
opportunities to
collaborate about
goal alignment
with a focus on
mastery (AT)

Student Services Staff Need to Believe They Are Able to Accomplish the Task of Directly
Increasing the Capture Rate of Student Enrollment (EV)
In this study, it has been established that the SSS already believe that they could
accomplish the task of increasing enrollment at the college. Principles from the expectancy-value
theory that would encourage the continuance and strengthening of belief would be to provide
stakeholders rationales that include a discussion of the importance and utility value of the work
or learning to develop positive values (Eccles, 2006; Pintrich, 2003). Furthermore, motivation is
sustained by activating personal interest through opportunities for choice and control (Eccles,
2006). The recommendation rooted in expectancy-value theory is to provide staff with materials
and activities that are relevant and useful to them and are connected to their interests.
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The role that the SSS plays in the enrollment process for students on campus is very
important. Several conditions must exist for students to enroll and remain enrolled. These
conditions include having high expectations, a clear road map for students, social and emotional
support, academic support, engagement of students, and, finally, encouragement for learning
(Tinto, 2017). For these conditions to be available for students, the SSS is the first line of service
providers on campus, and they must continue and provide these conditions to increase the
capture rate of enrollment on campus.
Student Services Staff Must Have Confidence in Their Ability to Develop the Rapport Needed
to Address Positive Engagement in the Enrollment Process (SE)
The case study revealed that the majority of the SSS feel that they have confidence in
building rapport with students on campus. Also, 86.64% of the survey respondents indicated they
are confident in their ability to relate to students. In addition, 100% of the interviewees
concurred. The high self-efficacy of the SSS can positively influence motivation (Pajares, 2006).
The recommendation is to provide the staff with targeted instruction, immediate practice, and
immediate feedback on their ability to develop rapport. Providing the SSS with feedback about
their performance and providing opportunities for modeling also increases self-efficacy (Pajares,
2006).
Upon exploring the role of the SSS, they are the first in line to provide students on
campus with support. Based on this study, the majority of SSS are willing, able, and have the
confidence to provide support for students. The SSS fulfills its purpose on campus by fulfilling
the college mission and vision by assisting students with enrollment, onboarding, and providing
support services throughout the students’ tenure on campus (Hernández & Hernández, 2014).
This self-efficacy influence was chosen because it addresses SSS ability to perform their job,
while the second self-efficacy influence only addresses confidence to perform their job.
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Student Services Staff Need to Feel Positive Emotions About the Services They Provide for
Students on Campus (E/M)
As a large part of the job satisfaction of the SSS employees at NCCC, most of the staff
indicated that they have the confidence in their work to perform their job and increase the
enrollment capture rate. Since 67% of survey respondents indicated their confidence level, 67%
of interviewees also indicated that they were confident in their ability to perform their job. As a
result, this influence has been determined to be an asset for NCCC since most participants
indicated their strong confidence in completing their job. The emotions and mood of the SSS
depend on their perception of their job performance. Positive emotional environments support
motivation (Clark & Estes, 2008). Therefore, the recommendation is to provide staff autonomy
and choice that promote their positive emotions.
Since the SSS is responsible for so many important functions at NCCC, it is essential that
they feel positive emotions about the services they provide for students on campus. The SSS is
responsible for service in Admissions and Records, outreach, financial aid, counseling, student
discipline, student complaints, and student government. Having the SSS display confidence in
their ability to perform their job is a true asset to the institution.
The Student Services Staff Align Their Goals to the Goals of the Organization (G)
For an SSS to succeed, the employees must understand the mission and vision of the
organization and align their professional goals with them. By identifying the goals and objectives
of the organization, the SSS must align town performance goals to the organization’s goals. The
organization must encourage people to set specific goals (Dembo & Eaton, 2000) and
measurable performance goals (Clark & Estes, 2008). The overall success of the organization
depends on the performance of every member of the organization working toward a shared
vision and goal. The recommendation is to provide staff with opportunities to collaborate on goal
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alignment with a focus on mastery and performance. Encouraging the SSSS to use cooperative
and collaborative groups to allow for opportunities to attain both social and academic goals
(Pintrich, 2003).
The SSS must make alignment and focus on mastery and performance on campus a goal
for the entire SSS department. Upon reviewing the survey and interview results, it has become
clear that goal alignment is a need at NCCC. To align the SSS goals with the goals of the
institution, training must provide all SSS with opportunities to review the goals of the
organization, collaborate with colleagues about goal alignment, and focus on alignment of the
goal and their performance in aligning their professional goals with those of the institution. To be
successful, organizations must align their work and behaviors. The alignments begin with
understanding why an organization exists, where it is destined to go, and how it will achieve its
goals (Butterworth, 2019). Once the SSS goals align with the organization’s goals, the entire
organization will begin purposefully heading toward increased enrollment.
Organization Recommendations
The framework that was used to identify the organizational influences that enable the
SSS to increase enrollment at NCCC is Clark and Estes’s (2008) framework. The influences
selected that have the greatest impact are outlined in Table 29, and they address the SSS at
NCCC. The recommendations for the organizational influences were made based on the work of
Clark and Estes (2008), Schein (2004), Waters et al. (2003), and Gallimore and Goldenberg
(2001).

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Table 29
Summary of Organization Influences and Recommendations
Assumed organization
influence
Asset or
need
Priority Principle and
citation
Context-specific
recommendation
Cultural settings: student
services staff need to
feel that the
organization is
committed to
supporting the
employees in
achieving their goal by
providing ample time
and resources toward
the goals (CS).
Need Yes A strong
organizational
culture controls
organizational
behavior and
can block an
organization
from making
necessary
changes to
adapt to a
changing
environment
(Schein, 2004).
Ensuring a safe
space for the
SSS to gather
and work on
goal alignment
is also helpful
as a safe
environment to
take risks and
admit
misalignment
(Anderman Y
Anderman,
2006).
Align the allocation
of resources with
the goals and
priorities of the
organization.
Resources: the student
services staff will have
the needed resources to
provide the necessary
support for students on
campus (R).
Need Yes Effective change
efforts ensure
that everyone
has the
resources
(equipment,
personnel, time,
etc.) needed to
do their job and
that if there are
resource
shortages, then
resources are
Provide the SSS
with the resources
they need to
support students
on campus.
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Assumed organization
influence
Asset or
need
Priority Principle and
citation
Context-specific
recommendation
aligned with
organizational
priorities (Clark
& Estes, 2008).

Ensuring staff’s
resource needs
are being met is
correlated with
increased
student learning
outcomes
(Waters et al.,
2003).

Policies and procedures:
the student services
staff will know and
understand the policies
and procedures that are
in place for their
department and be able
to follow them with
fidelity (PP).
Asset No Effective
organizations
ensure that
organizational
messages,
rewards,
policies, and
procedures that
govern the work
of the
organization are
aligned with or
are supportive
of
organizational
goals and values
(Clark & Estes,
2008).
Provide staff with
clear
implementation
policies for their
department.
Cultural models: student
services staff need to
be part of a collective
within the organization
that values the needs
of the organization
over the individual
(CM).
Asset No Cultural models
share the vision
of how things in
the organization
should work
(Gallimore &
Goldenberg,
2001)
Organizational
culture is
created through
shared
Provide staff with a
clear vision and
mission with
which all values
are aligned within
the organization.
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Assumed organization
influence
Asset or
need
Priority Principle and
citation
Context-specific
recommendation
experience,
shared learning,
and stability of
membership. It
is something
that has been
learned. It
cannot be
imposed
(Schein, 2004).

Student Services Staff Need to Feel That the Organization Is Committed to Supporting the
Employees in Achieving Their Goals by Providing Ample Time and Resources Toward the
Goals (CS)
Goal alignment is crucial for organizations to be successful. The SSS needs to understand
that the organization is on board with supporting them with resources and training to align
priorities. A strong organizational culture controls organizational behavior and can block an
organization from making changes to adapt to a changing environment (Schein, 2004). The
recommendation is to align the allocation of resources with the goals and priorities of the
organization. Ensuring a safe space for the SSS to gather and work on goal alignment is also
helpful as a safe environment to take risks and admit misalignment (Anderman & Anderman,
2006).
To enable the SSS to feel the organization is committed to supporting them in achieving
their goals and aligning their goals to the organization’s, the organization must provide the SSS
with release time and training opportunities that allow them to work on their goals. The
organization must seek to ensure alignment of goals and objectives from all team members
through evaluation and training. The organization must provide accurate feedback that identifies
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the skills or knowledge individuals lack and provide training to teach the missing skills
(Anderman & Anderman, 2006). Once time and resources have been provided, ongoing meetings
should take place to ensure that the SSS remains on track as organizational goals are achieved
and new ones are developed. Once staff have the time and resources, they will meet their goals.
The Student Services Staff Will Have the Needed Resources to Provide the Necessary Support
for Students on Campus (R)
The SSS is the frontline staff that supports students on campus. Often, they are the first
point of contact for students who are inquiring about enrolling at NCCC, and they are always the
supporting staff that students reach out to when they need assistance. For the SSS to succeed in
their job, they must have all the tools and resources to provide students with the best possible
service. The recommendation is to provide the SSS with the resources they need to support
students on campus. Effective change efforts ensure that everyone has the resources (equipment,
personnel, time, etc.) needed to do their job and that if there are resource shortages, then
resources are aligned with organizational priorities (Clark & Estes, 2008).
It is important that the organization knows what it is that the staff needs. Ensuring staff’s
resource needs are met correlates with increased student learning outcomes (Waters et al., 2003).
Not all SSS will need the same resources, and therefore the organization must tailor their
resources to the needs of the employee.
The Student Services Staff Will Know and Understand the Policies and Procedures That Are
in Place for Their Department and Be Able to Follow Them With Fidelity (PP)
The NCCC has a clear set of policies and procedures that are available through board
policy and administrative regulations that are regularly updated and revised to meet the needs of
the students and the college. Based on the survey and interviews conducted, 77% of the SSS
indicated that they are aware of the policies and procedures that are in place for their department.
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Effective organizations ensure that organizational messages, rewards, policies, and procedures
that govern the organization’s work are aligned with or are supportive of organizational goals
and values (Clark & Estes, 2008). The recommendation is to provide the staff with clear
implementation policies for their department.
Knowledge and understanding of the department’s policies and procedures are assets to
NCCC since the staff understands the importance of knowing the policies and procedures, and
they can follow and implement these in their department. The additional benefit of having the
majority of the SSS understand and know the policies and procedures is that they pass on that
knowledge to new employees during the onboarding process.
Student Services Staff Need to Be Part of a Collective Within the Organization That Values
the Needs of the Organization Over the Individual (CM)
The SSS who were surveyed and interviewed stated that they feel like part of the
collective within the organization. Providing staff with a clear vision and mission in which all
values are aligned within the organization. The recommendation is to provide staff with a clear
vision with which the organization’s values are aligned. The feeling of belonging to an
organization is key to a strong cultural model within. Cultural models share a vision of how
things in the organization should work (Gallimore & Goldenberg, 2001).
Creating a strong collective environment within the organization is an asset to any
organization because it states that there is a good working relationship between stakeholders.
Organizational culture is created through shared experience, shared learning, and stability of
membership. It is something that has been learned. It cannot be imposed (Schein, 2004).
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Integrated Implementation and Evaluation Plan
The integrated implementation and evaluation plan will outline the resources and
activities that will provide the SSS with the training and tools to enable them to actively increase
the enrollment capture rate at NCCC.
Implementation and Evaluation Framework
The Kirkpatrick and Kirkpatrick (2016) model recommended four phases in their new
world Kirkpatrick model. This model is based on the original Kirkpatrick model that was first
published in the 1950s. I utilized the new world Kirkpatrick model to create an implementation
and evaluation plan for NCCC to implement the recommendations that were made and to
identify critical behaviors and drivers that affect the achievement of the desired outcomes.
As was described in Kirkpatrick and Kirkpatrick (2016), plan development begins at
Level 4 to identify the results in measurable terms to illustrate value to the organization’s
stakeholders, in this case, the SSS. Level 3 requires the identification of the critical behaviors
and drivers that lead to desired outcomes and incorporate organization accountability. Level 2
incorporates the knowledge, skills, and dispositions into training, and Level 1 uses evaluation
tools to identify if the training was engaging, relevant, and added value.
Organizational Purpose, Need, and Expectations
The mission of NCCC is to provide an equitable, learning-centered, inclusive
environment that offers educational opportunities and support for the completion of students’
transfer to a 4-year institution, degrees, and career-technical education goals while promoting
lifelong learning. Since the spring of 2020, the NCCC enrollment capture rate has declined by
30%. The purpose of the study was to develop recommendations to reverse the capture rate
decline in student enrollment and create a promising plan to increase the capture rate and close
the enrollment gap of 30%.
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The stakeholder groups that directly contribute to and benefit from the achievement of
the organization’s goal are the students at the college who attend classes that lead them toward
earning a degree, transferring to a 4-year university, earning a certificate, and/or taking
community education classes. In addition, the SSS directly comes in contact with students. They
market and outreach to the community to attract and enroll students in classes. The outreach,
marketing, and recruitment department is nestled within the student services division of NCCC,
and it is a vital team member. The academic services department provides a well-rounded
schedule of classes to provide students with the courses to meet their academic goals. The
outreach and marketing organization develops marketing campaigns to attract students to our
campus, and the outreach team goes into the community to provide insight into all the programs
at the college and answer any questions community members may have about how to access
programs at NCCC.
Level 4: Results and Leading Indicators
Table 30 presents the outcomes, metrics, and methods to determine whether the
stakeholders’ goals are met.

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Table 30
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External outcomes
Increase the capture rate
of enrollment
Weekly updates on student
enrollment trends
Public/district recognition
Internal outcomes
Factual information is
regularly disseminated
to all SSS
Management will ensure that
regular enrollment data is
available to all staff at regular
intervals
Campus recognition
The goals of the SSS are
aligned with the
organization
SSS evaluation consists of goal
alignment, and these goals are
evaluated by the manager each
evaluation period.
Earn recognition from the
leadership team
The SSS feels supported
by the organization
because they have ample
time and resources to
work on their goals.
An increase in goal achievement
through regular evaluations
Improve campus culture
SSS understands the needs
of students post the
COVID-19 pandemic
Regular staff meetings to discuss
student needs. Regular meeting
summary minutes will be
provided to all SSS
Recognition by students
The enrollment
procedures are available
accessible to students
Student enrollment has
increased
Campus recognition

Level 3: Behavior
Critical Behaviors
To support the SSS in reaching its goal of increasing the capture rate by 30% to the pre-
COVID-19 enrollment rate, several critical behaviors are needed. The SSS must be willing to
evaluate factual documentation that is made available to them so that they can understand the
decline in enrollment since the onset of the COVID-19 pandemic. They must gain an
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understanding of students’ needs during the COVID-19 pandemic and their current needs. They
must be willing to attend training to streamline enrollment procedures and make these
procedures accessible to all students, they need to understand that their professional goals should
align with those of the organization, and they must participate in training opportunities offered
by the organization and take advantage of release time and resources that are available to them.
These critical behaviors and their application are outlined in Table 31.

Table 31
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metrics
Methods
Timing
SSS evaluates factual
documentation outlining
current enrollment trends.
Number of documents
made available
SSS documents
provided by leadership
team
Weekly
SSS engages with data that
outlines the needs of
students during and post-
COVID-19 pandemic.
Number of documents
made available
SSS document provided
and observed
Weekly
Attend training that
streamlines the enrollment
procedures for students.
Coaching interactions
with peers and
management
SSS document coaching
sessions and
management sign-off
Monthly
Attend coaching with peers
on strategies for goal
alignment.
Coaching interactions
with peers and
management
SSS document coaching
sessions and
management sign-off
Quarterly
SSS engages in PD
opportunities and takes
advantage of the resources
provided.
The number of
recorded attendance
sessions and
procurement
requests
Employee document
requests and sign-in
sheets for PD
Quarterly

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Required Drivers
Kirkpatrick and Kirkpatrick (2016) described required drivers as the “processes and
systems that reinforce, monitor, and reward performance of critical behaviors on the job” (p. 14).
One example that relates to this study is the critical behavior of the SSS with taking advantage of
provided opportunities to gain the knowledge to understand the current state of the college as it
pertains to enrollment, know the needs of the students, have the motivation to increase
enrollment because of the potential consequence of not increasing the enrollment, and align their
personal goals to those of the organization will be driven and reinforced to increase the capture
rate of enrollment (Table 32). According to Kirkpatrick and Kirkpatrick (2016), Drivers are a
requirement because they ensure that critical behaviors are applied to the job. For a program to
succeed, the critical behaviors and drivers must be carried out and evaluated appropriately
(Kirkpatrick & Kirkpatrick, 2016).

Table 32
Required Drivers to Support Critical Behaviors
Methods Timing
Critical behaviors
supported
1, 2, 3 etc.
Reinforcing (K)
Provide the SSS with factual
data outlining the decline in
the capture rate of
enrollment at NCCC since
the spring semester of 2020
Weekly 1,2
Provide the SSS with a list of
students’ needs after the
COVID-19 pandemic.
Monthly 3,4,5
Provide the SSS with a list of
students’ needs during the
COVID0-19 pandemic.
Monthly 3,4,5
Provide a job aid with
standardized steps clearly
Monthly 3,4,5
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Methods Timing
Critical behaviors
supported
1, 2, 3 etc.
defined for students’
enrollment procedures to all
SSS stakeholders.
Provide opportunities for
reflection on their ability to
connect with students on
campus.
Monthly 3,4,5
Provide opportunities for staff
to reflect on their skills of
developing a better rapport
with students post the
COVID pandemic.
Monthly 3,4,5
Encouraging (M)
Provide staff with materials
and activities that are
relevant and useful to them
and are connected to their
interests.
Weekly 1,2,3,4,5
Provide staff with clear
expectations and ongoing
feedback about their
customer services skills and
contribution toward
increasing enrollment.
Quarterly 3,4,5
Provide employees with
instruction, practice, and
feedback about their ability
to affect the capture rate as a
result of their work.
Monthly 3,4,5
Provide staff with
opportunities to collaborate
about goal alignment with
the goals of the
organization.
Weekly 3,4,5
Rewarding (M)
Provide staff autonomy and
choice that promote their
positive emotions.
Weekly 1,2,3,4,5
Provide employees with
instruction, practice, and
feedback about their ability
to affect the capture rate as a
result of their work.
Monthly 4,5
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Methods Timing
Critical behaviors
supported
1, 2, 3 etc.
Monitoring (O)
Align the allocation of
resources with the goals and
priorities of the
organization.
Monthly 1,2,3,4,5
Provide the SSS with the
resources they need to
support students on campus.
Monthly 3,4,5
Provide staff with clear
implementation policies for
their department.
Monthly 1,2,3,4,5
Provide staff with a clear
vision and mission with
which all values are aligned
within the organization.
Monthly 3,4,5

Organizational Support
The organization will support the SSS by providing time and resources that align with the
goals and priorities of the organization. Ensuring a safe place for the SSS to gather and work on
goal alignment will create a positive environment for SSS to take risks and discuss potential
misalignment (Anderman & Anderman, 2006). A strong organizational culture will create a
stronger environment on campus where SSS feel safe (Schein, 2004). Creating an environment
that enables the SSS team to succeed will ensure effective positive change. Providing staff with
clear implementation policies for their department will take away the guessing and ensure that
organizational messages, rewards, policies, and procedures of the work are aligned with or at
least support the organizational goals and values (Clark & Estes, 2008). Providing staff with a
clear vision and mission to which all values are aligned within the organization is crucial for
organizational growth. Organizational culture is created through shared experiences, shared
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learning, and membership stability. It is something that has been learned. It cannot be imposed
(Schein, 2004).
Level 2: Learning
In the new world Kirkpatrick model, individuals gain knowledge and learn based on their
attitude, confidence, commitment, and knowledge and skills they gain because of a learning and
training activity (Kirkpatrick & Kirkpatrick, 2016). According to Schein (2004), leaders are key
to learning because, as leaders, they hold a great deal of power to demand behavioral change to
accomplish a specific purpose.
Learning Goals
For an organization to accomplish its mission and meet its goals, employees must
perform the critical behaviors in Table 31 and know which drivers will assist them in
accomplishing their goals (see bullet list). In addition, the organization also must know the
learning goals and the purpose of the activity and the measuring tools that evaluate its
effectiveness.
 Introduce factual sheet and provide data to all employees (F).
 Apply a variety of strategies to assess employee performance (C).
 Apply a variety of strategies to assess employee knowledge for process improvement
(P).
 document reflection and observation on job experiences (M)
 apply a variety of strategies to assess employee self-awareness (EV)
 teach the staff to implement improvement strategies (SE)
 observe employee self-reflection (E/M)
 measure employee goal-setting strategies (G)
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 observe employee interactions (CS)
 evaluation of resources (R)
 apply a variety of strategies to assess policies and procedure alignment (PP)
 observe employee interaction across the campus (CM)
Program
The success of the achievement of the learning objectives in the previous section will
depend on the number of participants that are trained, the desire of the participants to learn, and
the complexity of the tasks. For the program to succeed, all members of the SSS must attend and
participate in the training. During the start of the training program, the SSS will be grouped into
“like-kind” groups. For example, counselors will be grouped, admissions and records staff will
be grouped, etc. Each group will be assigned a coach. The coach will provide reinforcement via
hands-on activities that will include encouragement and positive feedback using fact data sheets
and resources and allowing employees to share best practices and success experiences.
The initial training will introduce data sheets with enrollment data dating back 5 years.
This data will clearly show the decrease in student capture rate enrollment beginning in spring
2020 and continuing to current enrollment data. A discussion will take place to include the
consequences of the enrollment decline on the entire campus. The SSS will learn how to read the
data, and they will be reminded that this data report is updated weekly, and in the future, it will
be provided campus-wide to all stakeholders for review. This task should take about an hour, and
questions will be answered by the training providers. The next activity will include a list of
students’ needs during and after the COVID-19 pandemic. This list of needs has been compiled
following a survey given to all enrolled students each semester as part of the climate survey that
the campus regularly sends out. The list of needs will be reviewed, and each group of
stakeholders will be asked to brainstorm ways to meet the needs of the students. This exercise
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will take about an hour. Following the stakeholder collaboration meeting, each group will be
asked to present to the larger group the actions they are committed to taking to meet the needs of
the students.
The next activity includes the standardization of the enrollment procedures that students
must complete to enroll at NCCC. The training will begin by asking each stakeholder group to
order the six steps a student must take to enroll at NCCC in the correct order. This will take place
as part of a game. Once all groups have completed the task, each group will be asked to post
their six steps in order on a large post-it board. As part of the training, the trainer will review all
posters. Without reprimanding any group, the trainer will make a presentation with the accurate
six steps, and the trainer will model the steps that a student must take to enroll. The trainer will
be available for the stakeholders to ask questions. This exercise will take approximately 1.5
hours. Stakeholders will be excused for a 30-minute break.
The first hour of the afternoon session will be dedicated to stakeholder groups to model
rapport-building exercises with students. Stakeholders will have the opportunity to role-play,
receive feedback from the trainer, and reflect on their progress. The next 2 hours of the training
will allow stakeholders to work on customer service skills, collaborate with their peers on goals
performance, devise ways they can single-handedly increase the enrollment capture rate and an
overall opportunity for them to build relationships with their colleagues. Upon completing this
activity, all stakeholders will return to the main room to debrief and have an opportunity to ask
the leadership team for specific resources that they feel would help them complete their jobs and
accomplish their goal. As a follow-up, all participants will take at the end of the training survey.
The survey will provide the trainers with feedback about how much knowledge was gained
during the day-long training. Based on the information gathered, the trainer will determine the
next steps. The stakeholder group will be provided additional opportunities to contact the trainers
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at any time. The stakeholder group will be given an additional survey in 2 months following the
initial training.
Evaluation of the Components of Learning
To ensure that critical behaviors are transferred and practiced on the job, it is important to
evaluate what has been learned (Kirkpatrick & Kirkpatrick, 2016). Additionally, evaluations can
be used to display the value of the training to the organization (Kirkpatrick & Kirkpatrick, 2016).
Table 33 exhibits the tools that can be used to evaluate the knowledge, skills, attitude,
confidence, and commitment of the SSS and the appropriate timing of their use.

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Table 33
Evaluation of the Components of Learning for the Program
Methods or activities Timing
Declarative knowledge: “I know it.”
Group discussions and review of factual
documents
Beginning and end of training
Questions and answer opportunities During and after training
Procedural skills: “I can do it right now.”
Teach fellow SSS through enrollment job aids
for on-the-job application during onboarding
processes.
During training
Observation of best practices modeling of
customer serving skills
After training
Attitude: “I believe this is worthwhile.”
Discussion of the benefits for the college to
increase enrollment
During and after training
Evaluation of knowledge and understanding of
factual data
During and after training
Modeling successful customer service
interactions that result in student enrollment
During and after training
Confidence: “I think I can do it on the job.”
Professional development in groups to improve
customer service skills
During training
Professional development individually
reviewing enrollment data
After training
Observations of the progress of skills learned During and after training
Commitment “I will do it on the job.”
Observations of skills learned during PD After training
Feedback from leadership During and after training

Level 1: Reaction
To collect relevant information that may be used to support the training efforts and
increase employee buy-in, it is important to evaluate the participants’ reactions (Kirkpatrick &
Kirkpatrick, 2016). The evaluations may take place in various methods. Table 34 outlines the
tools that may be used to measure engagement, relevance, and employee satisfaction and the
timing they should be implemented to increase effectiveness.
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Table 34
Components to Measure Reactions to the Program
Methods or tools Timing
Engagement
Observation during a review of factual data During training
Observation during professional development During training
Participation in Professional development Beginning of training
Relevance
Number of participants Before and at the onset of training
Anonymous survey End of training
Customer Satisfaction
Feedback During training
Repeat participation End of training
Anonymous survey End of training

Evaluation Tools
Immediately Following the Program Implementation. To assess SSS engagement and
satisfaction with the training program and determine their level of attainment of information,
they should complete a survey at the end of the session. The survey will allow the trainer to
evaluate Levels 1 and 2 of Kirkpatrick’s new world model. If needed, the data may be used to
adjust the training to enhance SSS performance improvement and ensure that the program is
relevant for the SSS and that it adds value to the SSS in their jobs. The survey is displayed in
Appendix H
Delayed for a Period After the Program Implementation. A delayed assessment to
measure gap closure will be distributed to all training participants with all four levels of
Kirkpatrick’s new world model to ensure that the initial training program was beneficial for the
SSS to improve performance. This will be distributed 2 months after the initial program was
introduced. The reasoning behind this delay is to determine if critical behaviors are being
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adopted within the SSS department and to determine if gap closure has been achieved. The data
will provide a rationale for performance improvement. The survey is displayed in Appendix I
Data Analysis and Reporting
Once both surveys are completed, the data will be evaluated, and gap closure on the SSS
SMART goal will be graphically illustrated to provide a better understanding of the results. The
leadership team will be presented with the program’s results to measure success and determine
what improvements must be made (Kirkpatrick & Kirkpatrick, 2016). The evaluation of the
participant’s reactions to the training immediately after the program and then again 2 months
later will enable the leadership team to determine if critical behaviors are being implemented and
which behaviors have changed to meet the organizational performance goal of increasing the
enrollment capture rate (Figure 16).

Figure 16
Figure Showing Pre and Post Training Enrollment Capture Rate

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Summary
In order to ensure performance goal gap closure, I developed evaluation tools and an
implementation plan utilizing the four levels of the new world Kirkpatrick model for training and
evaluation. Utilizing each level of the model provides the structure needed to evaluate
participants effectively (Level 1), the learning goals are reached (Level 2), critical behaviors
needed to implement what was learned in the training are outlined and enacted (Level 3), and the
accountability is embedded so that the outcomes are achieved (Level 4). The leading indicators
are defined, based on input from the participants, to measure the critical behaviors and external
and internal outcomes that demonstrate the return on expectations through performance gap
closure. The training and evaluation model, Kirkpatrick’s new world model, allows for formative
evaluation to take place so that problems can be resolved before the organizational goals are
compromised. The model provides an opportunity for stakeholders to collaborate so that they
may establish realistic expectations for success together. This collaboration allows stakeholders
to have buy-in for effective outcomes.
Strengths and Weaknesses of the Approach
The theoretical framework that was used in this study was Clark and Estes’s (2008) gap
analysis. It was reframed to identify the KMO assets that were identified to design a training
program for the SSS to increase the enrollment capture rate at NCCC. The strength of this
framework is that it is based on research that identifies performance-based best practices to
support organizational challenges (Clark & Estes, 2008). When conducting this research, it was
often difficult to determine the starting point. Clark and Estes’s framework permitted me to
organize my data in such a way that prepared me to more easily evaluate them. Directing me to
organize the data into three KMO areas allowed me to isolate my research into the three
categories.
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On the other hand, the weaknesses of the framework (Clark & Estes, 2008) were also its
strengths. Since the framework only permitted me to evaluate my data under the KMO factors, I
missed evaluating the data in other ways, such as focus groups or case studies. Holding focus
groups was not feasible due to the sensitive nature of the discussion, and case studies were
impossible since the time between Spring 2020 and Fall 2022 when the COVID-19 pandemic
affected community college enrollments.
For the evaluation and implementation portion of my study, I used the Kirkpatrick new
world model. The strength of using the model is that it provided a structure that clearly identified
measurable critical behaviors that indicated whether outcomes were achieved, and this model
rests on grounded research that has stood the test of time. Being able to measure the results
allowed me to identify areas for continuous improvement. Also, success is measurable and
demonstrated by the stakeholders, which also offers solid credibility.
A less desirable outcome of the Kirkpatrick model is that it is much scripted in its
approach of evaluating four levels. Managers will want to weigh the pros and cons of utilizing
this model when determining implementation feasibility in terms of time and resources available
within their own organizational context.
Limitations and Delimitations
Limitations and delimitations were present during the duration of the study. Limitations
included the study that was out of the control of the researcher. Some limitations were that the
survey and interview data depended on the truthfulness of the participants’ responses, previous
life experiences, and previous work experience. These limitations may have impacted the
responses given by the participants. Delimitations included decisions made by the researcher that
may have impacted the study. Some delimitations identified are that the research was done in the
midst of SSS attempts to increase enrollment. The data were only gathered from one specific
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employee group. Potentially, a more extensive study may include additional stakeholder groups
representing every aspect of the campus to improve the study’s validity.
Future Research
This research delved into the decline in enrollment at NCCC since the COVID-19
pandemic from the lens of the Student Services Staff and the actions they must take to reverse
the enrollment capture rate at the college to close the 30% enrollment gap. The KMO factors of
the enrollment gap were identified. Future research, such as observing student enrollment from
the lens of online instruction versus in-person instruction, may prove valuable in increasing the
enrollment capture rate at the college.
Conclusion
The goal of this study was to identify the KMO influences that allowed NCCC SSS to
reverse the declining enrollment that had occurred since spring 2020, at the onset of the COVID-
19 pandemic. The KMO framework was used to determine the knowledge that the SSS needed to
perform their job, what was needed to motivate them, and the organizational factors that should
exist to support SSS success. The Kirkpatrick new world model helped identify the behaviors
needed to meet goals, the tools to measure the goals, and the evaluation system to verify success.

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156

Appendix A: Emails
The following email will be sent to student services staff.
Pre-Interview Initial Email
Dear Dr., Ms., or Mr. ___________
My name is Anette Raichbart-Saxe and I am a doctorate student at the University of
Southern California. I am conducting research on the enrollment decline in the California
community college during the COVID-19 pandemic. My goal as a student practitioner is to
provide insight into our field as to how we might be able to collaborate to overcome some of the
challenges we are facing. Ultimately it is my hope that this information will benefit the
community college, the staff and its leadership. I assure you that the information acquired will
remain anonymous, as will the organization.
I have received IRB approval and am in the stage of my dissertation where I am gathering
data. I am conducting interviews with the Students Services staff. All participant and
organizational information will be completely confidential. While I know how busy you are, it
would mean the world to me if you would consider giving me an hour of your time. I will share
the findings of the study with you. It would be my hope that some of these findings could be of
professional value to you.
I would like to schedule an hour with you in the next week at a time and date that is most
convenient to you. Please feel free to reply to this email with some dates and times that work
best. I have also included a link to Calendly in case it is easier for you to use this method to
schedule an hour block of time to be interviewed: [insert link]. Thank you very much for your
time and consideration.

Best regards,
157

Anette Raichbart-Saxe
Doctoral Candidate
Rossier School of Education
The University of Southern California
Email to Confirm Participation
Following the scheduling of a participant, the email below will be sent to confirm
interview appointments.
Dear Dr., Ms., or Mr. ___________
Thank you very much for agreeing to participate in my research study concerning the
topic of the enrollment decline in the California community college during the COVID-19
pandemic. You should have received a Zoom link when you registered for an interview. In case
you do not have it, your Zoom link is: [insert link]. As a reminder, your identity will be known
only to me, and I am conducting this study for my doctoral dissertation at the University of
Southern California. I am attaching a pdf file to this email regarding the formal notice of
participant rights and the protocol surrounding how the information you provide will be used and
protected. Please reach out to me if you have any questions about this.
Thank you so very much for taking time out of your schedule to assist me with this
research, and I look forward to our conversation on [insert date and time].
Best regards,
Anette Raichbart-Saxe
Doctoral Candidate
Rossier School of Education
The University of Southern California

158

Appendix B: Information Sheet for Exempt Research
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy Ste 1100, Los Angeles, CA 90089

INFORMATION SHEET FOR EXEMPT RESEARCH

STUDY TITLE: Enrollment Decline in California Community Colleges During the
COVID-19 Pandemic
PRINCIPAL INVESTIGATOR: Anette Raichbart-Saxe, Doctoral Candidate
FACULTY ADVISOR: Dr. Adrian J. Donato

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE
The purpose of this study is to understand the declining enrollment in a California Community
College during the COVID-19 Pandemic. I hope to learn the causes and remedies of the decline
in an effort to increase the enrollment to its pre-pandemic state. You are invited as a participant
because of your specific role within your organization, which fits the defined research population
of the study.
PARTICIPANT INVOLVEMENT
You are asked to participate in a Zoom meeting to be interviewed about the research topic. The
interview is expected to last no more than [insert duration of time]. All interaction for you and
your organization is confidential and anonymous. Neither you nor your organization will be
named or alluded to in a manner that would provide identification.
While it is the desire of the researcher to record the conversation for subsequent confidential and
anonymous transcription so that your responses can be accurately analyzed, such recording is
purely voluntary on your part and is not a condition for participation. The researcher will take
notes as an alternative during the interview as needed.
There is no ‘pre-work’ necessary for the interview, and it will be held at a time that is to your
convenience and with respect to your schedule and responsibilities.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
159

When the findings of the research are published or discussed in conferences, no identifiable
information will be used.
Audio recordings, if made, will not have any direct reference to the full name or organization of
the participant and will be used solely for the purpose of analyzing the transcript for relevant
content. The recordings will remain in the sole possession of the research team and will be
destroyed no later than one year from completion and final approval of the study. The study is
expected to be fully completed by February 2023. For this study, the Research Team is the
researcher and the Chair of the researcher’s dissertation committee.
Audio recordings, if made, will not be started until the preliminary and identifying remarks of
the participant, and their organization, are concluded. The researcher will refer to the participant
by an arbitrary identification to maintain confidentiality and anonymity. As a part of the research
study, the recordings will be transcribed by a bonded academic paper transcription company. If a
participant desires a copy of that transcript will be provided for review, editing, of declination of
participation.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Anette Raichbart-Saxe,
raichbar@usc.edu and 555-555-555 or Dr. Adrian J. Donato: adonato@usc.edu
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

USC IRB Information Sheet Template Version Date: 01/30/2021

160

Appendix C: KMO Survey Crosswalk
Assumed influence Survey item
Knowledge
Factual
Student services staff need to know
facts about the decline in
enrollment at the California
community college since the
beginning of the COVID-19
pandemic.
The following are reasons for the decline in student
enrollment at NCCC since COVID-19. (Please
check all that you believe apply)

Students are afraid to come to school in person.
Students don’t like online learning.
Students don’t see value in attending school.
Students have high-paying jobs and therefore don’t
have time to attend classes.
Students are attending other higher education
institutions
Conceptual (categories, models,
principles, relationships)
Student services staff need to gain an
understanding of the needs of
students enrolling in community
college post the COVID-19
pandemic.
Multiple choice. Choose the best option to complete
the sentence.

Students enrolling in community college courses post
the COVID-19 pandemic _____

Need counseling support.
Could benefit from financial assistance.
Need to feel safe on campus.
Need to have resources for health services
Student services staff need to
understand the needs of students
during the COVID-19 pandemic.
–
Procedural (follow steps, follow
procedures, know how to)
Student services staff need to know
how to make enrollment procedures
accessible to students.
Please arrange the steps to follow in order (1–6) to
make enrollment procedures accessible to students:

__ Apply for financial aid.
__ Receive an email with a W number.
__ Complete CCC Apply Application
__ Select courses.
__ Pay tuition.
__ Meet with a counselor to establish an
academic plan.

161

Assumed influence Survey item
Student services need to know how
to streamline the onboarding
process for new students.
What are the steps a student must take to enroll for
classes?
1.
2.
3.
4.
5.
6.
Metacognitive (reflect, monitor,
improve on knowledge in new
ways)
Student services staff need to reflect
on their ability to connect with
students on campus.
Suppose you were asked to assist students from their
initial enrollment day to the first day of classes.
Write a few thoughts about how you would build
rapport and connect with students on campus.

Student services staff reflect on their
skills of developing rapport with
students post the COVID
pandemic.
As the college began reopening for in-person
services, building a rapport with students is more
important than ever. Write a few thoughts on how
you monitor your own behavior in building rapport
with students post-COVID.

Motivation
Expectancy value
Student services staff need to believe
they are able to accomplish the task
of directly increasing student
enrollment.
To what degrees is student enrollment important to
you keeping your job?
 High
 Moderate
 Low
 Very low
The student services staff need to
believe that the services they
provide for students on campus
lead to increased enrollment.
Prioritize the list below based on how important each
task is, in your opinion, in describing the value you
provide to students on campus (1-4, 1 being most
important).
Supporting students at the front counter with any
enrollment questions they may have.
Picking up the phones and answering students’
questions personally
Directing students to the right person for help
Responding to student emails

162

Assumed influence Survey item
Self-efficacy
Student services staff must have
confidence in their ability to
develop the rapport needed to
address positive engagement in the
enrollment process.
To what degree are you confident you are able to
make a difference in a student’s life?

0%__________________________________100%
Student services staff have
confidence in their ability to affect
the overall increase in the
enrollment rate as a result of their
work.
To what degree are you confident in your ability to
increase the enrollment rate?
(Sliding scale not at all to 100%)

0%__________________________________100%

Emotions/mood
Student services staff needs to feel
positive about the service they
provide for students on campus.
To what degree do you feel good about the support
you provide to students on campus? Please indicate
lowest to highest (sliding scale not at all to 100%)

0%__________________________________100%
Goals
The student services staff will align
their goals to the goals of the
organization.
I align my goals with the NCCC goals to provide
service to students on campus that translates into
enrollment of additional students in the institution.
 True
 False
Organization
Cultural settings (time; finances;
people; technology)
The organization is committed to
supporting SSS in achieving their
goal by providing ample time and
resources toward their goals.
I have sufficient time available to me to work toward
my goals.

 Strongly agree
 Agree
 Undecided
 Disagree
 Strongly disagree
Resources
The student services staff will have
the needed resources to provide the
necessary support for students on
campus.
Do you believe that the leadership team at the college
is providing you with all the student services tools
you need to support your students on campus?

 To a great extent
 Somewhat
 Very little
 Not at all
163

Assumed influence Survey item
Policies and procedures
The student services staff follow
policies and procedures that are in
place for their department.
The organization has provided me with clear policies
and procedures to follow in support of my students.

 To a great extent
 Somewhat
 Very little
 Not at all
Cultural models
Student services staff need to be part
of a collective within the
organization that values the needs
of the organization over the
individual.
The organization provides me a sense of belonging to
a collective that values the needs of the
organization over the individual.

 To a great extent
 Somewhat
 Very little
 Not at all

164

Appendix D: KMO Survey Protocol
The principal researcher posed the following multiple-choice and open-response
questions to all Student Services staff members through a Qualtrics.com online survey.
Parenthetical notations demonstrate the tie to the conceptual framework and research questions.
These notations were for the researcher and were for reader awareness only. They did not appear
in the survey presented to participants. The introduction and questions proceeded as follows:
Welcome to the Post-COVID-19 Enrollment Survey
Please take a few minutes to answer questions about the enrollment patterns and campus
goals from your perspective as the student services staff. IMPORTANT: Your responses are
entirely anonymous and will help drive specific recommendations to the college leadership team
about how best to support you and your area as we strive to increase enrollment on campus post
the COVID-19 pandemic, so please answer candidly. Let’s get started!
1. Years in your current position?
 0–5
 6–10
 11–15
 16–20
 21 +
2. Employment status?
 Full-time
 Part-time
 Temp on call

165

3. (Knowledge, factual). Years providing Student Support services?
 0-5
 6-10
 11-15
 16-20
 21 +
4. (Knowledge, factual) Years working in California Community College?
 0-5
 6-10
 11-15
 16-20
 21 +
5. (Knowledge, factual) How many hours a week do you provide direct support to students?
 0–10
 11–20
 21–30
 31–40
6. (Knowledge, factual) The following are reasons for the decline in student enrollment
within the NCCC since COVID-19. (Please check all that you believe apply)
 Students are afraid to come to school in person.
 Students don’t like online learning.
 Students don’t see value in attending school.
166

 Students have high-paying jobs and therefore don’t have time to attend
classes.
 Students are attending other higher education institutions.
7. (Knowledge, conceptual) Multiple choice. Choose the best option to complete the
sentence.
Students enrolling in community college courses post the COVID-19 pandemic
_____
 need counseling support.
 could benefit from financial assistance.
 need to feel safe on campus.
 need to have resources for health services.
8. (Knowledge, procedural) Please arrange the steps to follow in order (1–6) to make
enrollment procedures accessible to students:
__ Apply for financial aid.
__ Receive an email with a W number.
__ Complete CCC Apply Application
__ Select courses.
__ Pay tuition.
__ Meet with a counselor to establish an academic plan.
9. (Knowledge, procedural) What are the steps a student must take to enroll for classes?
1.
2.
3.
167

4.
5.
6
10. (Knowledge, Metacognitive) Suppose you were asked to assist students from their
initial enrollment day to the first day of classes. Write a few thoughts about how
you would build rapport and connect with students on campus.
11. As the college began reopening for in-person services, building a rapport with
students is more important than ever. Write a few thoughts on how you monitor
your own behavior in building rapport with students post-COVID.
12. (Motivation, expectancy value) To what degrees is student enrollment important to
you keeping your job?
 High
 Moderate
 Low
13. (Motivation, expectancy value) Prioritize the list below based on how important each
task is, in your opinion, in describing the value you provide to students on campus (1-
4, 1 being most important)
 supporting students at the front counter with any enrollment questions they
may have
 picking up the phones and answering student’s questions personally
 directing students to the right person for help
 responding to student emails
168

14. (Motivation, self-efficacy) To what degree are you confident you are able to make a
difference in a student’s life?
0%__________________________________100%
15. (Motivation- Self-Efficacy) To what degree are you confident in your ability to
increase the enrollment rate?
0%__________________________________100%
16. (Motivation, mood/emotions) I align my goals with the NCCC goals to provide
service to students on campus that translates into enrollment of additional students in
the institution.
 True
 False
17. (Organization, cultural setting) I have sufficient time available to me to work toward
my goals.
 Strongly agree
 Agree
 Undecided
 Disagree
 Strongly disagree
18. (Organization, resources) Do you believe that the leadership team at the college is
providing you with all the student services tools you need to support your students on
campus?
 To a great extent
 Somewhat
169

 Very little
 Not at all
19. (Organization, policies & procedures) The organization has provided me with clear
policies and procedures to follow in support of my students.
 To a great extent
 Somewhat
 Very little
 Not at all
20. (Organization, cultural models) The organization provides me a sense of belonging
to a collective that values the needs of the organization over the individual.
 To a great extent
 Somewhat
 Very little
 Not at all

170

Appendix E: KMO Interview Crosswalk
Assumed influence Interview item
Knowledge
Factual
Student services staff need to know
facts about the decline in
enrollment at the California
Community College since the
beginning of the COVID-19
Pandemic.
Please discuss the reasons why student
enrollment has declined since the beginning of
the COVID-19 pandemic.
Conceptual (categories, models,
principles, relationships)
Student services staff need to gain an
understanding of the needs of
students enrolling in community
college post the COVID-19
pandemic.
Why do you think students ceased enrolling in
community college courses post the COVID-19
pandemic?
What needs do you think students have today,
post-pandemic, that they did not have in the
past?
Describe some needs that are similar. Different?
Can you give me examples of what are the needs
of our prospective students? What about our
current students?
What type of services do you think students need
on campus in order to return to campus?
What type of services do you think students need
now?
Student services staff need to
understand the needs of students
during the COVID-19 pandemic.
What are some of the needs students had during
the COVID-19 pandemic?
How do you believe these needs are different
today?
Procedural (follow steps, follow
procedures, know how to)
Student services staff need to know
how to make enrollment procedures
accessible to students.
Please describe the process you follow to make
enrollment procedures accessible to students.

Student services need to know how
to streamline the onboarding
process for new students.
Describe the current onboarding process for
students.
Describe the barriers you think hinder students
from enrolling.
From your experience, what barriers can be
eliminated to make the onboarding process
smoother?
171

Metacognitive (reflect, monitor,
improve on knowledge in new
ways)
Student services staff need to reflect
on their ability to connect with
students on campus.
We have seen a large number of students enroll
at our college but not register for courses.
Describe how student services can reach these
students and encourage them to register and
persist on our campus.
Think aloud how you might address the
following scenario:
Probe: If a student approaches your window and
asks for help with enrollment. What do you
believe would be the best way to support that
student?
Student services staff reflect on their
skills of developing rapport with
students post the COVID
pandemic.
Are there any professional development
opportunities that you think Student Services
staff would benefit from and, in turn, students
would benefit from?
Have you attended any professional development
opportunities that you felt were beneficial? In
detail, please describe the benefits of the
training.
Motivation
Expectancy value
Student services staff need to believe
they are able to accomplish the task
of directly increasing student
enrollment.
If enrollment continues to decline at the rate that
it has over the past 2 years, what consequences
do you think the college will face in the long
run?
Describe the potential consequences to classified
and teaching positions if enrollment does not
return to pre-pandemic levels
The student services staff need to
believe that the services they
provide for students on campus
lead to increased enrollment.
In what ways would you say you are in control of
increasing student enrollment?
Self-efficacy
Student Services staff must have
confidence in their ability to
develop the rapport needed to
address positive engagement in the
enrollment process.
Give me an example of how student services
staff support students’ lives.
To what degree do you feel confident about your
ability to provide meaningful services to
students?
Student services staff have
confidence in their ability to affect
the overall increase in the
enrollment rate as a result of their
work.
Tell me about a time when you felt confident
with respect to impacting enrollment. Now, tell
me about a time when you felt low confidence.
172

Probing: What impacts your confidence? What is
a good day? What is a bad day? How consistent
is it?
Emotions/mood
Student services staff needs to feel
positive about the service they
provide for students on campus.
Tell me how you feel when you help students
with their needs during the days that you work
at the front window. Describe how you feel
when students are happy. How do you feel
when they are frustrated?
Goal
The student services staff will align
their goals with the goals of the
organization.

The Mission of the college is to provide an
inclusive, learning-centered, equity-focused
environment that offers educational
opportunities and support for completion of
students’ transfer, degree, and career-technical
goals while promoting lifelong learning.
When you review the mission statement, describe
to me what comes to mind.
How aligned is the student services department to
the mission of the college?
Tell me about your goals and how they align with
the goals of the college.
Organization
Cultural settings (time; finances;
people; technology)
Student services staff need to feel
that the organization is committed
to supporting the employees in
achieving their goal by providing
ample time and resources toward
the goals.
Can you share with me your thoughts on student
services staff having sufficient time to perform
their duties on campus?

Resources
The student services staff will have
the needed resources to provide the
necessary support for students on
campus.
Can you share with me ways you are resourced to
provide adequate support for students on
campus? Prob: Are these sufficient?
Policies and procedures
The student services staff will know
and understand the policies and
procedures that are in place for
their department and be able to
follow them with fidelity.
Are you familiar with the COVID-19 restrictions
that students have prior to registration?
How are you supporting students to overcome
these restrictions?

173

Cultural models
Student services staff need to be part
of a collective within the
organization that values the needs
of the organization over the
individual.
Can you describe to me if you feel a sense of
belonging within the organization? Why, or
why isn’t this?
Do you feel like you are a member of a team?
What can the college do to be more inclusive?
Elaborate

174

Appendix F: KMO Interview Protocol
The researcher posed the following questions to six individual Student Services staff.
The researcher asked predetermined standardized questions but allowed for a semi-structured
approach for spontaneous follow-up probes for the purposes of clarification, detail
enhancement, and remaining conversational. Parenthetical notations demonstrate the tie to the
conceptual framework and research questions. These notations were for the researcher and
provided the reader with awareness only. They were not stated in the interview. Each interview
proceeded as follows:
Introduction
“Thank you for agreeing to talk with me today. As a reminder from the information sheet
provided, your participation is voluntary. If there are any questions you do not wish to answer or
if you wish to stop the interview at any time, that is fine. Also, your identity will be protected
when I write up the interviews, so no one will be able to connect your responses with you
personally now or in the future. Therefore, you can feel free to answer openly and honestly. Is
that all clear?”
“As we talk, I will be recording your responses via the Zoom software so that I may
later transcribe our conversation. I may also take written notes at times to help myself with the
transcription later. The recording is confidential and will be destroyed after transcription. Is that
okay with you?”
“Do you have any questions before we begin?”
Opening Questions
Okay, we’re going to start by talking about something that has been a topic of
conversation for the past 2 years, enrollment decline.
175

1. (Knowledge, factual) Please discuss the reasons why student enrollment has declined
since the beginning of the COVID-19 pandemic.
2. (Knowledge, declarative/conceptual) Why do you think students ceased enrolling in
community college courses post the COVID-19 pandemic?
3. (Knowledge, Declarative/conceptual) What needs do you think students have today,
post-pandemic, that they did not have in the past? Describe some needs that are
similar. Different?
4. (Knowledge, declarative/conceptual) Can you give me examples of what are the
needs of our prospective students? What about our current students?
5. (Knowledge, declarative/conceptual) What type of services do you think students
need on campus in order to return to campus? What type of services do you think
students need now?
6. (Knowledge, declarative/conceptual) What are some of the needs students had during
the COVID-19 pandemic? How do you believe these needs are different today?
7. (Knowledge, procedural) Please describe the process you follow to make enrollment
procedures accessible to students.
8. (Knowledge, procedural) Describe the current onboarding process for students.
Describe the barriers you think hinder students from enrolling. From your
experience, what barriers can be eliminated to make the onboarding process
smoother?
9. (Knowledge, metacognitive) We have seen a large number of students enroll at our
college but not register for courses. Describe how student services can reach these
students and encourage them to register and persist on our campus.
176

10. (Knowledge, metacognitive) Think aloud how you might address the following
scenario: Probe: If a student approaches your window and asks for help with
enrollment. What do you believe would be the best way to support that student?
11. (Knowledge, metacognitive) Are there any professional development opportunities
that you think Student Services staff would benefit from and, in turn, students would
benefit from? Have you attended any professional development opportunities that
you felt were beneficial? In detail, please describe the benefits of the training.
12. (Motivation, expectancy value) If enrollment continues to decline at the rate that it
has over the past 2 years, what consequences do you think the college will face in the
long run? Describe the potential consequences to classified and teaching positions if
enrollment does not return to pre-pandemic levels.
13. (Motivation, value) In what ways would you say you are in control of increasing
student enrollment?
14. (Motivation, self-efficacy) Give me an example of how student services staff support
students’ lives. To what degree do you feel confident about your ability to provide
meaningful services to students?
15. (Motivation, self-efficacy) Tell me about a time when you felt confident with respect
to impacting enrollment. Now, tell me about a time when you felt low confidence.
Probing: What impacts your confidence? What is a good day? What is a bad day?
How consistent is it?
16. (Motivation, emotions/mood) Tell me how you feel when you help students with
their needs during the days that you work at the front window. Describe how you feel
when students are happy. How do you feel when they are frustrated?
177

17. (Motivation, goal) The Mission of the college is to provide an inclusive, learning-
centered, equity-focused environment that offers educational opportunities and
support for completion of students’ transfer, degree, and career-technical goals while
promoting lifelong learning. When you review the mission statement, describe to me
how aligned is the student services department to the mission of the college. Tell me
about your goals and how they align with the goals of the college.
18. (Organization, cultural setting) Can you share with me your thoughts on student
services staff having sufficient time to perform their duties on campus?
19. (Organization, resource) Can you share with me ways you are resourced to provide
adequate support for students on campus? Prob: Are these sufficient?
20. (Organization, policies, and procedures) Are you familiar with the COVID-19
restrictions that students have prior to registration? How are you supporting students
to overcome these restrictions?
21. (Organization, cultural models) Can you describe to me if you feel a sense of
belonging within the organization? Why, or why isn’t this? Do you feel like you are
a member of a team? What can the college do to be more inclusive? Elaborate.
Interview Conclusion
The interview will conclude with the following: Thank you for your time and all you
shared today. I really appreciate it. Again, your responses will be kept confidential, and your
identity will be protected.

178

Appendix G: Evaluation Instrument Immediately After Training
The following questions asked for responses using a 4-point Likert scale from 1 (strongly
agree) to 4 (strongly disagree).
1. This training will assist me with improving my performance.
2. This training provided me with factual information that I was not aware of prior to the
training.
3. This training provided me with new information on the enrollment steps that students
need to enroll.
4. Making mistakes is an opportunity for learning.
5. The practice opportunities today will make it easier for me to perform my job in the
future.
6. I am motivated to get in touch with students on campus.
7. I will recommend this training to my peers.
8. I was fully engaged in today’s training.
9. I believe the training was relevant for my job.

179

Appendix H: Evaluation Instrument Delayed Two Months Following Training
The following questions asked for responses using a 4-point Likert scale from 1 (strongly
agree) to 4 (strongly disagree).
1. I am confident in my ability to improve my performance.
2. I believe I have the support of the leadership team to provide me to do my job.
3. I have utilized the tools that I gained in the SSS training over the past 2 months.
4. I have reviewed the enrollment data weekly over the past 2 months.
5. As a consequence of the skills I learned at the training, I support students on campus
more efficiently.
6. How likely are you to recommend the training to your peers? (Not likely, maybe, neutral,
likely, very likely)
7. I have clearly observed an increase in student enrollment. (Yes, no, maybe)
8. As a consequence of my training, I have increased my own student portfolio capture rate
by ____%. (Fill in the blank with a percentage from 0% to 100%

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Asset Metadata

Creator Raichbart-Saxe, Anette (author)

Core Title The declining enrollment in a California community college during the COVID-19 pandemic

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 04/27/2023

Defense Date 03/03/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag declining enrollment,OAI-PMH Harvest

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Donato, Adrian (committee chair), Filback, Robert (committee member), Foulk, Susanne (committee member)

Creator Email raichbar@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113089388

Unique identifier UC113089388

Identifier etd-RaichbartS-11731.pdf (filename)

Legacy Identifier etd-RaichbartS-11731

Document Type Dissertation

Format theses (aat)

Rights Raichbart-Saxe, Anette

Internet Media Type application/pdf

Type texts

Source 20230501-usctheses-batch-1033 (batch), 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 author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

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

Repository Email cisadmin@lib.usc.edu