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An examination of outsourcing student services for online graduate students
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An examination of outsourcing student services for online graduate students
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Content
AN EXAMINATION OF OUTSOURCING STUDENT SERVICES FOR ONLINE
GRADUATE STUDENTS
by
By Nina Milan Richardson
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2021
Copyright 2021 Nina Milan Richardson
ii
DEDICATION
To my family, to my Black and Latino culture and heritage, and to the next generation of
educational leaders: this dissertation is respectfully dedicated. To my husband, AJ, thank you for
your continuous support, encouragement, and love through this process. To my girls Alina and
Mila, this is proof that you can do all things through Christ.
iii
ACKNOWLEDGEMENTS
This doctoral process has been an incredible journey. I thank my Lord and Savior Jesus
Christ for giving me the strength to persevere through the challenges.
To my husband AJ, I could not have completed this milestone without your support and
love. Thank you for motivating and encouraging me to stay focused and to finish what I started.
For staying up with me during my late night writing expeditions, and for your honest feedback
on my drafts when it was needed, I appreciate everything. You are truly my inspiration.
To my daughters, Alina and Mila, mommy did this for you. You have been on this
journey with me from the start, and I know it was a sacrifice when I had to work on my
dissertation instead of playing with you. I hope you use my educational experience as an
example for your own life, and know that you can do anything you set your mind to, no matter
how long it may take. “Success is to be measured not so much by the position that one has
reached in life as by the obstacles which (s)he has overcome while trying to succeed.”-Booker T
Washington.
To my mother Celeste: You advised me to finish my education pre-kids. Although it did
not quite work out that way, I learned many valuable lessons. This road was definitely the more
difficult path, but it taught me the true meaning of perseverance and hard work. I truly appreciate
your prayers and support with the girls over the years.
To my father Rosendo: I wish you were here to witness this accomplishment. I hope I
made you proud.
To my mother in love Shondolyn: Thank you for your support with the girls and for all of
your prayers throughout this dissertation journey.
iv
To my nieces Katy and Ashley: You are both the smartest girls I know! Please continue
to stay on your educational course and use this accomplishment as an example that you can do
anything you set your mind to. Do not let anyone tell you otherwise.
To my day ones: Kyndall Parker and Lauren White. Kyndall, thank you for your
continuous motivation and encouragement throughout this process. Lauren, thank you for your
support through the hurdles I have had to overcome during this last leg of the race. I couldn’t
have completed this work without your help with the girls.
To Abbass Sharif: When I came on board your MSBA team, I had no idea what an
inspirational role you would play in my life. You took the time to invest in both my professional
and academic well-being, and for that I am forever grateful.
To my Dissertation Committee: Dr. Tracy Tambascia, I cannot put into words how
grateful I am for your support and guidance throughout my Masters and Doctoral journey. I will
never forget meeting you at my first campus visit to USC to learn more about the PASA
program. I remember leaving our meeting knowing that I found my purpose within the field of
higher education. Seeing you being able to balance your career and family was truly an
inspiration for me. Thank you for being my role model and having so much patience with me
throughout this journey.
Dr. Green, you have also been a wonderful resource and role model for me and many
other students at USC. I truly appreciate your dedication to the field of Education and your
constant support along my professional and educational journey.
Dr. Sabrina Sanders, how do I begin to thank you? I could not imagine a person better
suited to serve as my outside committee member. Aside from your outstanding experience and
dedication to the field of education, you have been a continuous supporter and motivator
v
throughout this process, as well as my professional and educational career. Thank you for your
friendship and guidance.
vi
TABLE OF CONTENTS
Dedication ii
Acknowledgements iii
List of Tables viii
List of Figures ix
Abstract x
Chapter One: Overview of the Study 1
Statement of the Problem 2
Background of the Problem 3
Purpose of the Study 4
Significance of the Study 4
Limitations and Delimitations 4
Definitions 5
Conclusion 6
Chapter Two: Literature Review 8
Background on Distance Learning 8
Changing Landscape of Higher Education 10
Classifications of Distance Learning 10
Accreditation of Distance Learning 11
For-Profit and Non-Profit Programs 12
For-Profit Closures 13
Online Program Management Companies 13
OPM Business Model 14
Outsourcing in Higher Education 15
Reasons for Outsourcing in Higher Education 16
Benefits of Outsourcing 16
Risks of Outsourcing 17
Online Graduate Students 18
Profile of Graduate Students 18
Student Support Services in Distance Learning 19
The Evolution of Academic Advising 20
Types of Advising 22
Developmental Advising 22
Prescriptive Advising 23
Intrusive Advising 23
Theoretical Framework 23
Crookston Advising Theory 23
Ecological Systems Theory 24
Applying the Framework to the Study 26
Conclusion 27
Chapter Three: Methodology 28
Research Questions 28
Research Design and Methods 28
Site Selection 29
Population and Sample 29
vii
Instrumentation 30
Data Collection 31
Data Analysis 32
Strategy 32
Validity 33
Role of Researcher 34
Conclusion 34
Chapter Four: Presentation of Data and Findings 35
Overview of Participants 35
Participant Profiles 37
Themes 40
Theme 1: Lack of Knowledge as a Barrier to Student Success 41
Theme 2: Connection and Engagement 43
Theme 3: Expectations of Student Support Services 44
Additional Findings 50
Factors Related to Race and Identity 50
Impact of Covid-19 52
Conclusion 54
Chapter Five: Discussion and Implications 55
Discussion of Findings 55
Experience with Student Support Services 56
Influence on Academic Success 57
Examining Findings through Theoretical Frameworks 58
Bronfenbrenner 58
Exosystem 60
Chronosystem 61
Crookston 61
Recommendations 62
Recommendation One: Implement a Certification Training Program for All Outsourced
Staff 63
Recommendation Two: Implement One-Stop Online Location for Students 64
Recommendation Three: Design Outsourced Programs to Include Student Assessments and
Focus Groups 65
Recommendation Four: Contract Accountability 66
Implications 66
Future Research 67
Conclusion 68
References 69
Appendix A Recruitment Email 90
Appendix B Survey Questions 80
Appendix C Information Sheet 82
Appendix D Interview Protocol 84
Appendix E Post-Interview Email 86
viii
LIST OF TABLES
Table 1 Participant Demographics 36
Table 2 Experience with Student Support Services 47
ix
LIST OF FIGURES
Figure 1. Programs that do not outsource services. 48
Figure 2. Programs that partially outsource services. 48
Figure 3. Programs that fully outsource services. 49
x
ABSTRACT
This qualitative study examined the experiences of graduate students enrolled in online
programs that have varying levels of outsourced student services. Specifically, the study
examined students’ experiences in graduate programs that fully outsourced services, those that
outsourced some student services, and those that did not outsource services. Institutions are
outsourcing a wide spectrum of student support services; however, little research has been
conducted on this topic. As the online population continues to grow exponentially, institutions
need to ensure that quality and accountability is enforced when outsourcing student support
services within graduate programs.
The frameworks used in this study include Bronfenbrenner’s ecological systems theory,
which examines how students engage with people and systems within their environment at
various levels. This study also used the lens of Crookston’s developmental advising theory,
which provided insight on the quality of outsourced academic advising. Data were collected
through a survey and a semi-structured interviews with 15 participants.
Findings revealed that participants in online graduate programs that did not fully
outsource were more satisfied than participants in programs that fully outsourced services. A
lack of communication and efficient online resources were concerns for many participants.
However, the data also revealed that the connection to peers was a highlight for many
participants.
Recommendations for future practice include a certification process for third-party
companies to provide more accountability and training for outsourced staff. An online student
portal to house all resources in one place would serve as an efficient resource for online students,
xi
based on participants’ feedback. Furthermore, assessing students’ experiences will be beneficial
for evaluating all student support services.
1
CHAPTER ONE: OVERVIEW OF THE STUDY
Online degree programs have grown exponentially in the last decade (Taylor & Holly,
2009). According to the National Center for Education Statistics, there are 6,651,536 students
enrolled in distance education courses, and about one million of them are graduate students
(NCES, 2017). Furthermore, one out of three college students will take at least one online course
during their academic career (Allen & Seaman, 2011). Given the landscape shift from the
traditional brick-and-mortar experience to online education, some universities may not have fully
embraced the quality of services that will need to be implemented to support online students.
Online students require the same services as on-campus students in terms of registration,
advising, and financial aid (Taylor & Holly, 2009). Therefore, institutions offering insufficient
resources and support for online learners encounter lower course completion and success rates
(Angelino, Williams, & Natvig, 2007). Literature shows that student attrition rates are higher in
online courses than in traditional on-campus courses (Moody, 2004). In fact, student attrition
rates are six to seven times higher in distance education programs than in on-campus programs
(Boston, Ice, & Gibson, 2011). Major obstacles to persistence to completion of online courses t
include time limitations, isolation, and lack of family or school support (Bunn, 2004).
To meet students’ needs, online programs at colleges and universities often hire for-profit
companies to provide services such as admissions, marketing, and student services. This
outsourcing, or transferring the oversight of campus services to a private company, is not new in
higher education (Gupta, et al., 2005). However, little research has been conducted on the quality
of services and on outsourcing’s impact on students (Quigley & Pereira, 2011). The purpose of
this study was to explore the online graduate students’ experience with outsourced student
services.
2
Statement of the Problem
Outsourcing student services in higher education institutions has become a common
alternative, as some universities attempt to reduce costs and create more efficient practices in
degree programs (Phipps & Merisotis, 2005). However, the cost-effectiveness and quality of
services associated with outsourcing remain understudied (Wekullo, 2017). Although many
institutions outsource to reduce costs, its implementation has been controversial (Wekullo,
2017). While institutions often outsource within various areas of the university, such as
orientation, facilities, IT, marketing, and student support services, there is a gap in the literature
as it relates to data showing outsourced services’ benefit to students (Wekullo, 2017). Boston et
al. (2011) noted,
Online students often have more demanding personal or professional schedules than
traditionally–aged students, who may be enrolled in courses full-PRI time (Van Doorn,
2014). Online students may feel marginalized due to their decreased visibility and lack of
time to devote to advocating for resources. Therefore, it is even more critical that online
programs examine whether outsourcing will affect the quality of services provided to
students (Gupta et al., 2005). In fact student attrition rates are six to seven times higher in
distance education programs than on campus traditional programs. (p. 1)
Furthermore, concerns often outweigh the benefits, with potentials for loss of control
over the services provided, a decrease in quality and staff morale, and loss of institutional
identity (Wekullo, 2017). According to Herath, Wickramasinghe, and Indrani (2010), regarding
measuring the effectiveness of outsourcing, the quality of the outsourced services was at
moderate or lower levels than what had been previously provided in-house. They also found that
expectations for high-quality, cost-effective services were not met. In fact, outsourcing expenses
3
turned out to be higher than anticipated, and overall outcomes were unsatisfactory (Hearth et al.,
2010).
Background of the Problem
In 2017, approximately six million students were enrolled in distance education courses
at degree-granting postsecondary institutions, approximately one million of whom were graduate
students (NCES, 2017). To accommodate this influx of students, colleges and universities hire
companies to provide a variety of services, including information technology, counseling,
financial planning, student services, and orientation (Lipka, 2010).
Colleges and universities outsource for several reasons. For one, decreased government
funding resulted in decreased revenue (Wekullo, 2017). Also, an increase in the student
population forced institutions to seek alternative options for their services. Further, as institutions
adopt different strategies, outsourcing can relieve a department of service obligations, allowing
staff to focus on other initiatives (Kremic, Tukel, & Rom, 2006). However, third-party
companies do not always meet institutions’ expectations. The literature examined concerns with
outsourcing, including inconsistency and inadequate quality of services (Quigley & Pereira,
2011). Phipps and Merisotis (2005) found that opting to outsource services led to “loss of control
and ability to manage the contractor, service quality and customer satisfaction inconsistency,
employee displacement or morale, and impersonal nature, loss of identity, community, culture”
(p. 1). Quigley and Pereira (2011) explained that institutions seek a better understanding of
outsourcing and of whether it is practical and efficient; however, little research has been
conducted on outsourcing, particularly in the realm of student support services. As outsourcing
becomes more prevalent, institutions will become more interested in ways to evaluate and
compare how third parties can meet their needs.
4
Purpose of the Study
The purpose of this qualitative study was to understand the experiences of online
graduate students with outsourced student services. This study also examined the role outsourced
student services play in these students’ academic success using the lens of ecological systems
theory (Bronfenbrenner, 1979) to examine how students identify with their environment on
various levels. In addition, developmental advising theory (Crookston, 2009) will be used to look
at the study from a developmental advising lens. This study was guided by the following
research questions:
1. How do students experience outsourced student support services in online graduate
programs?
2. How do these services contribute to the academic success of students, if at all?
Significance of the Study
This study sought to inform practice at private postsecondary institutions related to
making an informed decision about outsourcing student services for online programs. By
addressing students’ experiences, institutions can better assess their return on investment. Also,
by gathering this information, administrators may be able to address students’ concerns and,
ideally, implement additional accountability practices with contracted third-party companies.
Furthermore, students in programs that outsource student services may be able to advocate for
quality resources and services.
Limitations and Delimitations
This study had several limitations. Participants were selected from one university, which
narrowed the scope of information gathered regarding the topic. However, the data were
triangulated, as they were gathered from multiple programs that outsource services (Maxwell,
5
2013). Another limitation of this study was the lack of interactions participants had with student
services due to their busy schedules, family and work commitments, as well as difficulties with
accessibility. The last limitation was the researcher’s previous experience working for a
department that outsourced its student support services. However, the researcher was conscious
of biases and maintained an ethical approach to presenting the information and results of this
study (Merriam, 2009).
A delimitation was the focus on the graduate student population. Although many
undergraduate programs outsource student support services, this study focused on graduate
students. Furthermore, this study explored graduate degree-granting programs, not certificate-
based programs. This study sought to concentrate on the quality of services offered to degree-
seeking graduate students.
Definitions
Distance learning: The United States Distance Learning Association defines Distance
Learning as “the acquisition of knowledge and skills through mediated information and
instruction, encompassing all technologies and other forms of learning at a distance” (Steele,
2005, para. 4).
Learning management systems (LMS): LMS are enterprise-wide and internet-based
systems, such as WebCT and Blackboard, that integrate a wide range of pedagogical and course
administration tools. These systems have the capacity to create virtual learning environments for
campus-based students and are even being used to develop fully online virtual universities
(Coates, James, & Baldwin, 2005).
Online program management companies (OPM): OPM providers are companies that
partner with academic institutions to support online education. As partners in the academic
6
enterprise, OPM providers bring expertise to marketing, enrollment management, and
instructional design, and faculty members serve as content or subject matter experts (McKenzie,
2018).
Outsourcing: Also known as privatization, outsourcing refers to the decision to procure
services or products from an external source rather than providing them in-house (Wekullo,
2017).
Post-secondary institution: a reference to any institution of education beyond high school,
namely a college institution (Merriam-Webster, 2019).
Student support services: All activities beyond the production and delivery of course
materials that assist in students’ progress in their studies. Support systems can include tutorials,
technical support, access to library and information services, advising-counseling, peer support,
and the like (Simpson, 2002).
Third-party company: A separate individual or organization other than the two principals
involved, a third party is typically a company that provides an auxiliary product not supplied by
the primary manufacturer to the end-user (Springer, 2018).
Conclusion
This study examined online graduate programs that outsource their student support
services. Through a survey and interviews, the study focused on the experience and perspectives
of online graduate students. The researcher has outlined the limitations of this study related to the
limited scope and participant base as well as previous experience with the topic. The results of
this study will inform practice by providing information and a lens on outsourcing by exploring
the impact of using a third-party company on a program’s constituents: students. Ecological
systems theory (Bronfenbrenner, 1979), in conjunction with developmental advising theory
7
(Crookston, 2009), will also be explained as they apply to this study’s theoretical framework.
The next chapter will provide background on distance learning, outsourcing companies, student
services, academic advising, and the profile of the graduate student to provide context for the
study.
8
CHAPTER TWO: LITERATURE REVIEW
This study aimed to explore how graduate students experience outsourced student
services in their online programs. The following literature review examines the history of
distance learning and how it has transformed the landscape of higher education and the
accreditation structure. This chapter will also detail the for-profit versus non-profit options in
online education while also addressing the history of OPMS. Lastly, the chapter offers
characteristics of online graduate students and the various types of online student services
provided to them. The chapter will conclude by addressing the conceptual framework used in
this study from ecological systems theory (Bronfenbrenner, 1979) as well as developmental
advising theory (Crookston, 2009).
Background on Distance Learning
The U.S. Department of Educational Research and Improvement defines distance
education as “the application of telecommunications and electronic devices which enable
students and learners to receive instruction from some distant location” (Bruder, 1989, p. 30), but
distance learning has had a long evolution. The first generation of distance learning was
correspondence study, also known as home study (Moore & Kearsley, 2012). With innovations
in the postal service, course instruction was delivered by mail (Moore & Kearsley, 2012). The
first correspondence study program was initiated in 1873 by Anna Eliot Ticknor, who founded
the Society to Encourage Studies at Home in Boston to provide women with a liberal arts
education (Larreamendy-Joerns & Leinhardt, 2006). However, distance learning received official
academic recognition in 1892 at the University of Chicago through a college-level distance
learning program in which students utilized the postal service to exchange assignments and
lessons (Casey, 2008).
9
The second era of distance learning included broadcasting through radio and television
(Casey, 2008). The first for-credit courses were offered in 1921 via the radio at Iowa State
University (Moore & Kearsley, 2012). Between 1918 and 1946, the Federal Communications
Commission granted licenses to over 200 colleges, including community colleges and 4-year
universities (Casey, 2008; Moore & Kearsley, 2012). After the passing of the Public
Broadcasting Act in 1967, which promoted non-commercial use of television and radio, the first
televised college courses were offered by Coastline Community College in Orange County,
California (Casey, 2008).
In the mid-1960s, articulated Instructional Media, funded by Carnegie Mellon University,
produced another important milestone for distance learning (Moore & Kearsley, 2012). This
project explored the theory that a teacher could be in a different location while still completing
their role in a virtual classroom (Moore & Kearsley, 2012). This theory generated the idea of
Open Universities, which started in the United Kingdom and spread to other countries (Casey,
2008). This was a groundbreaking milestone for the establishment of online education.
The fourth generation of distance learning, via satellite technology, started in the 1960s
but gained popularity in the 1980s (Casey, 2008). Specifically, teleconferencing appealed to
educators because the group dynamic mirrored a more traditional educational structure (Moore &
Kearsley, 2012) as well as “on location” instruction (Casey, 2008). In 1985, the National
Technological University provided online degree courses using satellite transmission to access
course materials from other universities for students (Casey, 2008).
Currently, distance education uses the internet and web-based modalities to deliver
instruction (Moore & Kearsley, 2012). The World Wide Web, established in 1991, provided a
gateway to link all computers, creating possibilities for the expansion of distance learning
10
(Casey, 2008). The internet provides learners with virtual classrooms through geographically
limitless sites (Larreamendy-Joerns & Leinhardt, 2006).
Changing Landscape of Higher Education
Distance learning has changed the landscape of higher education. Top-tier universities
such as Columbia, Yale, Harvard, MIT, and Stanford have launched online initiatives
(Larreamendy-Joerns & Leinhardt, 2006). Furthermore, technological advancements expanded
opportunities for universities to offer innovative virtual programs, which appeal to a broader
range of students globally (Larreamendy-Joerns & Leinhardt, 2006). With this movement
beyond the traditional classroom setting come new categories, classifications, learning
environments, and curriculum.
Another technological advancement in higher education is a model established in 2012
out of the massive open online course (MOOC) movement Coursera (Rice, 2013). MOOCs were
developed to provide open access to courses without having to be fully enrolled at a university
(Rice, 2013). Coursera is currently the world’s largest online learning platform for higher
education and is accessed by more than 200 of the world’s top universities and industry
education partners (Ng, 2019). Coursera offers courses, certificates, and degrees that enroll
millions of learners around the world (Ng, 2019). The content in Coursera is being integrated
into the curriculum at many universities (Ng, 2019).
Classifications of Distance Learning
Distance learning and curriculum delivery come in many forms. In asynchronous
learning, the instructor and student do not meet virtually during the content delivery, as the
instructor prerecords the lesson (Negash, et al., 2008). Synchronous learning happens in real-
time, and students fulfill coursework by attending virtual, online classes (Negash, et al., 2008).
11
Other models for distance learning course offerings are blended or hybrid programs in which
students meet both physically on campus and virtually online (Negash, et al., 2008).
All distance learning programs consist of an LMS, which is accessed through the internet
and helps organize and facilitate the management and delivery of courses (Negash, et al., 2008).
Common functions of an LMS include course activities, lesson plans, enrollment tracking,
discussion forums, and other systems to support distance learning (Negash, et al., 2008). These
functions are often provided by outsourcing to third-party vendors.
Accreditation of Distance Learning
In the United States, the Council of Higher Education Accreditation (CHEA) is
accountable for quality assurance for American colleges and universities (Nihan, Taner, &
Cabuk, 2013). In CHEA’s accreditation and quality assurance study (2002) of distance learning
programs, the organization examined the 17 institutional accreditors recognized by the United
States Department of Education. The examination resulted in seven criteria for assessing the
quality of distance learning programs:
1. Institutional Mission: Does offering distance learning make sense in this institution?
2. Institutional Organizational Structure: Is the institution suitably structured to offer quality
distance learning?
3. Institutional Resources: Does the institution sustain adequate financing to offer quality
distance learning?
4. Curriculum and Instruction: Does the institution have appropriate curricula and design of
instruction to offer quality distance learning?
5. Faculty Support: Are faculty competently engaged in offering distance learning and do
they have adequate resources, facilities, and equipment?
12
6. Student Support: Do students have needed counseling, advising, equipment, facilities,
and instructional materials to pursue distance learning?
7. Student Learning Outcomes: Does the institution routinely evaluate the quality of
distance learning based on evidence of student achievement? (CHEA, 2002, p. 7)
There are differing perspectives on quality assurance and accreditation in distance
learning programs. One perspective is that there is a need for greater accountability to assess
online programs so that they reflect the same quality as traditional on-campus programs (Jung &
Latchem, 2012). Some critics in academia believe that distance learning programs should have
the same criteria as traditional face-to-face programs (Jung & Latchem, 2012). The criteria for
evaluating students would include the same performance rubrics; however, due to differences in
modality and student characteristics in online programs versus traditional programs, performance
indicators may not be the same (Jung & Latchem, 2012).
For-Profit and Non-Profit Programs
For-profit and non-profit colleges and universities have several key distinctions. One
difference resides in governance and ownership structures (Chung, 2012). For-profit colleges are
governed and operated by individual owners or an owner-hired managerial board and are
competitive businesses intended to generate revenue (Chung, 2012). However, non-profit
colleges and universities reinvest their earnings into the university (Chung, 2012), and no profit
is distributed to investors.
Furthermore, the cost of tuition at for-profit institutions is often higher than at public,
non-profit institutions, which are typically subsidized by the state and federal governments
(Chung, 2012). The student population at for-profit institutions also differs from that of non-
profit schools. Students at for-profit universities tend to be people of color over age 25 (Chung,
13
2012). More women who enroll in for-profit colleges (61%), and the majority of students at these
campuses have incomes considered lower than average (Chung, 2012). For-profit universities
also have a higher share of students with a GED and a higher percentage of students whose
parents have less than a high school education (Chung, 2012).
Moreover, due to different accounting and reporting standards, for-profit institutions do
not share the same accountability as non-profits in terms of disclosure of data as they operate as
a business that provides educational services (Chung, 2012).
For-Profit Closures
The closure of some for-profit universities has cast doubt on the validity and quality of
these institutions. For example, for-profit Argosy University lost its accreditation due to misuse
of funds (Douglas-Gabriel, 2019). The U.S. Department of Education removed federal student
loan and grant funds after Argosy used $13 million owed to students to cover payroll and other
expenses (Douglas-Gabriel, 2019). DeVry University also encountered accreditation issues.
Although DeVry has not closed, it has been investigated for false claims regarding alumni
employment and salary (Aliyev, 2019). Due to the controversy surrounding these popular online
programs, the public may question the credibility of online education.
Online Program Management Companies
With the pedagogical shift to online programs, many universities seek services from
OPMs (Murray, 2019). These organizations provide services such as marketing, enrollment
management, academic advising, and instructional design (Murray, 2019). More than 35 OPMs
have been created over the past 20 years (Straumsheim, 2015). A recent analysis suggests that
the number of institutions working with OPMs grew by more than 130% between 2011 and 2015
(Lurie, 2017) and offer three categories of services (Lurie, 2017). Comprehensive companies like
14
2U and Pearson Embanet offer a wide range of services, from creating marketing and branding
campaigns to handling admissions and academic advising for a program (Lurie, 2017).
Companies like Orbis Education and Extension Figure offer selective services such as
information technology or content-related services (Lurie, 2017). The third category consists of
specialized services from companies like Meteor Learning, which focuses on LMS and
competency-based education (Lurie, 2017).
An OPM may recruit students to an online program and then help them transition into it
by enrolling them in classes and preparing them for courses through an online orientation
(Springer, 2018). Some companies deploy aggressive outreach techniques, such as calling or
directly contacting prospective students to conduct active recruiting. Services might also consist
of lending technological expertise to familiarize faculty and students with the LMS that houses
the online program (Springer, 2018) or offering academic advising services to students from
enrollment through graduation (Springer, 2018). These vendors also develop marketing strategies
to promote the growth of the online program to enhance the institution’s brand and may help
secure regulatory approvals related to online education policies (Levine, Bassett, & Garrett,
2012).
OPM Business Model
There are various ways OPM providers receive their share of earnings. Some take a
percentage of tuition (Levine et al., 2012). They might also offer a revenue-sharing model
whereby the company provides the capital to either develop a new program or reconstruct an
existing one and receive a share of the tuition revenue over a 7- to 10-year period to recover its
initial investment (Murray, 2019). These long-term commitments can be a hindrance to some
institutions, as they offer limited flexibility and autonomy to make adjustments if needed (Kim,
15
2018). For example, there is no national clearinghouse or tracking to verify the outcomes of
OPMs (Kim, 2018). Also, the contracts are not public, so no data are available on cost and
revenues (Kim, 2018).
In sum, OPMs are for-profit companies that offer universities bundled or customized
packages based on a specific department’s needs (Kim, 2018; Murray, 2019). However, there is
very little research to support the success of OPMs and their effect on the students they are
intended to support (Kim, 2018).
Outsourcing in Higher Education
Throughout the history of higher education, colleges and universities have collaborated
with outside agencies to provide various services (Palm, 2001). Outsourcing, which is a form of
privatization, refers to the concept of transferring a campus service to a private company (Wertz,
2000). In spite of outsourcing’s slow gains in popularity in higher education, little research has
been conducted on its outcomes (Kennedy, 2002).
According to a survey of 264 universities conducted by UNICCO Service Company
(2002), outsourcing grew from 82% in 2000 to 91% in 2002. The National Association of
College and University Business Officers (NACUBO) found that the largest growth in
outsourcing in higher education occurred between 2000 and 2002; by 2002, 65% of universities
were outsourcing between two and five of their services (Phipps & Merisotis, 2005).
Furthermore, many universities use OPMs to develop their courses so that departments and
faculty can concentrate on other programming (Phipps & Merisotis, 2005). Other common
departments that are outsourced include information technology, facilities management,
bookstore, and food services (Phipps & Merisotis, 2005).
16
Reasons for Outsourcing in Higher Education
Universities decide to outsource their services for several reasons. According to a study
by Kremic et al. (2006), flexibility, lack of human capital, and internal and external pressures
were the primary reasons for outsourcing. Of 85 studies on outsourcing, only 2% addressed non-
profit institutions, whereas 57% profiled for-profit institutions (Kremic et al., 2006).
As the expenses associated with operating a university increase, the significant concern
for administrators has been cost efficiency. According to Bekurs (2007), universities chose to
outsource due to financial constraints. Kremic et al. (2006) concluded, “In theory, outsourcing
for cost reasons can occur when suppliers’ costs are lower and suppliers can still deliver a service
for a lower cost” (p.468). Furthermore, reducing the number of employees along with the
responsibility for their benefits can reduce costs for an institution (Kremic et al., 2006).
When universities have personnel turnover, employees take their institutional knowledge
with them, leaving a void in the department and a loss of human capital (Kremic et al., 2006).
Because they bring institutional knowledge to the university, individuals with specialized skills
in outsourced companies are in high demand. Flexibility is another incentive for outsourcing. To
meet both the demands of the changing market and customers, many universities outsource
(Kremic et al., 2006).
Benefits of Outsourcing
Some benefits of outsourcing in higher education are increased identity, efficiency,
accountability, resources, and equipment (Quigley & Pereira, 2011). Grywalski (2001) suggested
that outsourcing could enhance institutional identity by freeing up time for institutions to focus
on their overall mission instead of on support services. Many institutions lack creativity and
specialized knowledge and, therefore, stand to benefit from outsourcing some functions to a
17
corporate partner that can provide functional expertise (Moore, 2002). Proponents also claim that
outsourcing student services can be cost-effective, support retention and recruitment, and provide
a different lens through specialized knowledge (Wekullo, 2017).
Some researchers have found that a university may have more control over its
expectations of a function as a part of the outsourced company’s contract. For example, a
university can link compensation for the outsourced services to the completed task (Phipps &
Merisotis, 2005). Once the task is completed, the institution is not obligated to continue with the
service, unlike in a campus environment where an institution might pay an employee or
department even during downtime like holidays (Phipps & Merisotis, 2005). Also, having a
single point of accountability can be appealing (Gupta et al., 2005). However, some research
contradicts these benefits, finding that there may be less control when outsourcing, depending on
how the contract was written (Gupta et al., 2005).
Outsourcing services may also allow the institution to try the latest trends and products,
potentially making them more competitive (Phipps & Merisotis, 2005).
Research suggests that the greatest incentive for a university to pursue outsourcing is the
cost-benefit. Kaganoff (1998) illustrated that institutions could set up a contract to save on costs
by having the outside vendor pay for new technology, as it may be acquiring it at a lower price.
Because many outside vendors compete for business, their pricing must be competitive, resulting
in cost savings for the institution (Gupta et al., 2005).
Risks of Outsourcing
The literature also addresses the many concerns institutions have with outsourcing. That
there is little research on outsourcing is considered a risk in itself (Kremic et al., 2006). The
extant literature identifies concerns with inconsistency, decreased autonomy, lack of
18
coordination, institutional identity, and lower quality (Quigley & Pereira, 2011). Kremic et al.
also found that issues could arise with dissatisfied customers and a lack of training for managers
at the institution who may need to oversee the outsourced service. Additional liability stems from
not placing value on students’ private academic information in accordance with the Family
Education Rights and Privacy Act (Quigley & Pereira, 2011).
Outsourcing can also dilute the institution’s identity and mission (Quigley & Pereira,
2011). In-house services are unique to the university, and outsourcing could put campus culture
at stake, as services conform to a corporate organization’s identity. At the individual level,
outsourced employees may possess only basic skills and lack commitment to the work if their
expertise is not specialized to higher education (Gupta et al., 2005).
Overall, institutions have many factors to consider when exploring whether to outsource
services. The present study focused on outsourcing in academic advising and other similar
student services.
Online Graduate Students
As the student population continues to increase and diversify, institutions must adapt and
promote student support services. However, institutions still face challenges in finding the best
way to support online graduate students (Gravel, 2012). Not all students who enroll in online
programs are prepared for the expectations of a virtual setting (Britto & Rush, 2013). Many have
been out of school for several years and may not be familiar with online programs’ technological
features.
Profile of Graduate Students
Graduate student populations have evolved from primarily traditional-aged students
directly out of high school to nontraditional students from a variety of socioeconomic
19
backgrounds (Van Doorn & Van Doorn, 2014). Graduate students are also adult students,
ranging in age from 22 to 55, who work full-time, juggle family responsibilities, and attend more
night courses (Munro, 2011). The National Center for Education Statistics (2014) stated that, by
2020, 42% of all college students will be 25 years old or older. According to Van Doorn and Van
Doorn (2014), non-traditional students add value to the classroom by bringing their life
experiences to the educational process. Indeed, most online graduate students are adult learners
who enroll in online programs for flexibility (Holder, 2007). Many online students have
obligations such as children, demanding full-time jobs, and other responsibilities that could take
their focus away from school (Gravel, 2012).
Student Support Services in Distance Learning
Research shows that support services and guidance are critical to the success of students
who learn outside of the traditional higher education classroom model (LaPadula, 2003).
Increased retention and graduation rates and overall student satisfaction result from a successful
student support services division (LaPadula, 2003). Although there are many reasons students do
not complete online programs, a study on these programs’ retention found that appropriate
support and services were key to their persistence (LaPadula, 2003).
Moore and Fetzner (2006) cited several student support factors that contribute to high
completion rates, including personalized access to administrative and programmatic contacts,
advisors and coaches, online and/or on-campus orientations to online learning, a 24/7 technical
support help desk, academic support and tutoring, and enabling students to support each other
through online community websites, courses, or student associations.
Dare, Zapata, and Thomas (2005) identified that online learners need to be supported
differently than on-campus students. In a study conducted at North Carolina State, online
20
learners stated that registration, academic advising, and library services were most critical to
their success. Designing support services for distance learners requires consideration of their
special needs as a population who must learn how to virtually navigate and connect to resources
differently from on-campus students (Hardy &Meyer-Griffith, 2012). Ultimately, online learners
expect their institution will provide services that meet their needs (Dare et al., 2005).
However, students are often unaware of the availability of support services at their
colleges (Markey, 2012). Online students require most of the same services as traditional on-
campus students, including services related to registration, financial aid, and academic advising
(Taylor & Holly, 2009). One of the key components of effective online student services support
is advising. However, a survey of 143 institutions conducted by the Instructional Technology
Council, an entity representing over 200 institutions offering online distance education programs,
found that only 49% of online programs reported offering this service (Hardy & Meyer-Griffith,
2012). Per Schroeder and Terras (2015), advising is “one of the four most poorly addressed
priorities of adult learners; of all the factors identified for meeting their goals, students reported
advising as their greatest need and the area with which they were most dissatisfied” (p. 43).
The Evolution of Academic Advising
Although academic advising has many permutations, the primary purpose is to guide
students’ development in an academic setting (Cook, 2009). In the United States, different forms
of academic advising have been prevalent since the beginning of higher education. “The
proliferation of colleges throughout the nineteenth century provided a time for academic
guidance to secure its place in education and advising groups began to emerge” (National
Academic Advising Association [NACADA], 2012, p. 1). The evolution of academic advising
mirrors the history and development of higher education (Cook, 2009). In the early years of
21
higher education, a university president could advise the few students enrolled (Cook, 2009).
Then, faculty served as primary advisors until the influx of students in the 1960s and 1970s,
following the GI Bill. During this period, academic advising took a different role as it had to
meet its new students’ developmental needs (Gillispie, 2003).
The establishment of NACADA in 1977 was the official recognition of the profession of
academic advising (Beatty, 1999). The first NACADA conference addressed many pertinent
issues to the field of advising:
Conference sessions addressed issues such as development and implementation of
successful academic advising programs, development of advising models, changing roles,
advisor training, assessment, nontraditional students, advisor handbooks,
advising/orientation/retention linkages, peer advising, management of advising services,
advising minority students, faculty and professional advisors, computer-assisted advising,
advising and career development, and advising special student populations. (Beatty,
1999, p. 71)
Furthermore, NACADA established fundamental criteria for academic advising:
1. Advising has measurable impact upon students.
2. Advising must be recognized within the institution.
3. Advising must have well-articulated goals.
4. Components and criteria for quality advising must and can be isolated for the purposes of
research, improvement, and evaluation.
5. Research is essential to discover new advising methods and to improve present methods.
6. Central coordination of advising is necessary to prevent fragmentation and to maintain
advising excellence. (NACADA, 2010, p. 1)
22
Establishing core values and competencies in the advising field helped to guide practice.
According to NACADA (2017), caring, commitment, empowerment, inclusivity, integrity,
professionalism, and respect are core values by which academic advisors should abide. Core
competencies are conceptual, informational, and relational.
Types of Advising
The future of the U.S. economy and democracy depends on universities’ ability to
increase the number of high-quality post-secondary degrees they award (Applegate, 2012).
Therefore, customizing services that can help retain the 21st-century student is critical
(Applegate, 2012). Online students’ only connection to the institution and important resources
will likely be through the academic advisor. Therefore, this service is critical for a successful
online program. The following are types of advising used in higher education.
Developmental Advising
Creamer and Creamer (1994) described developmental advising as a partnership between
the student and the advisor in the form of intentional coaching, guidance, and administrative
strategies. Chickering’s (1969) theory of identity development articulates seven vectors that track
the development of higher education students. Universities began implementing such strategic
approaches to advising when special populations became a presence on campuses in the 1970s
(Gillispie, 2003). This type of advising could benefit online graduate students by keeping them
engaged and active in their academic programs.
23
Prescriptive Advising
Prescriptive advising approaches advising from a more authoritative position, whereby
the advisor provides a plan, and the student follows it (Crookston, 2009). This approach can lead
to conflicts when the advisor’s instruction to the student is not accurate (Crookston, 2009). This
approach is also problematic because there is no developmental component; the student simply
takes instructions from the authority or advisor (Crookston, 2009). This advising approach is
commonly implemented but may not be the most effective structure for online graduate students
due to its limited engagement.
Intrusive Advising
Intrusive advising, also known as proactive advising, involves an advisor intervening
when a student is struggling (Earl, 1987). Unlike prescriptive and developmental advising, the
advisor takes more initiative to make consistent contact with students to support persistence and
retention (Clarkson, 2007).
Theoretical Framework
Two theories frame this study: Crookston’s (2009) advising theory and Bronfenbrenner’s
(1979) ecological systems theory.
Crookston Advising Theory
In the context of academic advising, this study used the lens of a developmental advising
theory posited by Crookston (1972, 2009). This framework emphasizes the importance of
holistic advising whereby the advisor learns vital details about the student and applies this
knowledge to their advising. According to Crookston (1972),
[Developmental academic advising] is concerned not only with a specific personal or
vocational decision but also with facilitating the student’s rational processes,
24
environmental and interpersonal interactions, behavioral awareness, and problem-solving,
decision-making, and evaluation skills. Not only are these advising functions but as they
are essentially teaching functions as well. (p. 5)
This lens will provide insight into assessing the quality of outsourced academic advising.
Ecological Systems Theory
The other conceptual framework for this study draws upon ecological systems theory
(Bronfenbrenner, 1979), which examines an individual’s development within their environment.
Specifically, this theory proposes that different levels of environmental influences have an
impact on a person’s development (Bronfenbrenner, 1979). The theory is credited with
explaining contextual variation in development (Darling, 2007). Ecological systems theory was
used as a lens for considering how online graduate students experience outsourced student
support services. According to Bronfenbrenner (1986),
The ecology of human development is the scientific study of the progressive, mutual
accommodation throughout the life course between an active, growing human being and
the changing properties of the immediate settings, in which the developing person lives.
This process is affected by the relations between these settings and by the larger contexts
in which the settings are embedded. (p. 188)
This work is also defined as a long-term change in which a person perceives and deals with his
or her environment (Gilstrap & Zierten, 2019). Ecological systems theory (Bronfenbrenner,
1979), also referred to as human ecology theory, provides a psychological perspective of how an
individual interacts with environmental influences (Johnson, 2008). There are five systems
described in the framework: microsystem, mesosystem, exosystem, macrosystem, and
chronosystem.
25
The microsystem refers to institutions that directly impact an individual, such as family,
school, neighborhoods, and peers (Bronfenbrenner, 1979). A person can both be influenced and
have influence in the microsystem (Johnson, 2008). For example, an online student’s
microsystem may include their spouse and children or classmates. In each case, the student could
be influenced by how they perform in class or influence their classmates or peers. Another study
on distance education students related to the ecological systems theory gives an example of an
online student who gained self-confidence from being encouraged by their peers (McLinden,
2016).
The mesosystem refers to the relationships and interactions between a person and their
microsystems (Johnson, 2008). An example is the relationship between a family and teachers.
Certain parental expectations can influence the quality of academics at a school. For example, if
a parent serves in the school’s PTA and influences the school’s pedagogy, then this role would
affect the student’s mesosystem.
According to Bronfenbrenner (1979), an exosystem consists of one or more settings that
do not involve the developing person as an active participant. The system indirectly affects a
person and includes factors such as an institution’s policies. An example of an exosystem is a
new policy implemented at a university to instate mandatory advising in all degree programs.
The macrosystem describes the culture of the environment in which an individual lives
(Bronfenbrenner, 1979). This system can include ethnicity and socioeconomic status (Johnson,
2008). An example of the macrosystem might be a homeless student’s environment, which
would have a strong impact on their development as a student due to possible malnourishment or
lack of sleep prior to class.
26
The last system, chronosystem, was added to the theory years later to encompass the
element of time (Bronfenbrenner, 1995). This system involves circumstances or environmental
events that can impact a person. The duration of the events can be long- or short-term. An
institution’s chronosystem might consist of yearly changes in administration. Constant turnover
in a department or institution would impact the students’ academic experience.
Human ecology theory can be applied to all research related to a person’s development,
from infancy through adulthood (Darling, 2007). Due to the many factors relating to a student’s
environment and its connection to their behavior, studies on behavioral and academic outcomes
often reference this theory (Johnson, 2008). The models and detailed layers in each system can
also apply to an organization or institution (Johnson, 2008).
Applying the Framework to the Study
Ecological systems theory addresses how a student’s environment impacts them on
multiple levels (Darling, 2007), and it was used to examine the experience of online graduate
students in a program that outsources student services. This study examined the interactions
taking place primarily in the microsystem, exosystem, and chronosystem.
The microsystem is a lens through which to consider the third-party company’s influence
over graduate students. When a program outsources services, it connects the employees at these
companies with students on a personal level through academic advising, admissions, tutoring, or
other means (Moore, 2002). Therefore, the personnel employed by the companies will have a
direct impact on graduate students.
Within the exosystem level, the policies contracted with the outsourced third party can
have an impact on the students. The duration of the contract can influence the type of service
provided (Quigley & Pereira, 2011). If the advisors know the program is contracted for only six
27
months, they may place less value on the services they provide. Furthermore, if the contract does
not outline and determine quality control standards, the company might hire someone whose
qualifications do not meet the university’s requirements (Gupta et al., 2005).
The last level is the chronosystem, which consists of short-term or long-term changes that
can affect someone’s environment (Bronfenbrenner, 1995). This level applies to the present
study in terms of whether the third party has high staff turnover. Having multiple advisors and
contacts can damage a student’s experience. Build rapport with administrators takes time, so
high turnover rates can be detrimental.
Conclusion
This chapter provided background on the history of distance learning and elaborated on
the progression of online education. The background of OPMs provides context for how an
online program outsources services. This literature review also provides insight into the
characteristics of graduate students and the type of services, such as customized academic
advising models, that should be implemented to prepare the 21st-century student for success.
Furthermore, ecological systems theory (Bronfenbrenner, 1979) provides a framework
for this study through its multilevel approach to analyzing the student’s experience in the
microsystem, exosystem, and chronosystem. In addition, Crookston’s (1972, 2009) theory will
provide a lens for the training for student services advisors.
The next chapter will address the methodology used for data collection and analysis. It
also details the instrumentation and site selected for the study.
28
CHAPTER THREE: METHODOLOGY
This study explored how students experience outsourced student services in online
graduate programs. Institutions outsource a wide spectrum of services, including counseling,
residential life, financial planning, information technology, admissions, student services, and
orientation (Lipka, 2010). It is likely that outsourcing will not only continue but increase (Gupta
et al., 2005). Therefore, outsourcing services for online programs will require careful
management and assessment. Using a central guiding research question, this study examined
how students experience outsourced services.
Research Questions
Research questions are intended to frame and explore the purpose of a study (Hesse-
Biber & Leavy, 2011). According to Maxwell (2013), research questions should consist of
concepts geared to better understand the participants. The following research questions were
selected to understand students’ perspectives regarding the subject of outsourcing:
1. How do students experience outsourced student support services in online graduate
programs?
2. How do these services contribute to the academic success of students, if at all?
Research Design and Methods
The purpose of this study was to explore the experiences of online graduate students with
outsourced student services. Therefore, a qualitative design was used, as it serves
to understand how people interpret their experiences and make sense of their environments
(Merriam, 2009). Specifically, I used an interpretive qualitative approach (Hesse-Biber & Leavy,
2011), which was applicable to this study for three reasons. First, it allowed for the design to be
flexible (Maxwell, 2013). Qualitative studies do not have a set of logical steps to follow; rather,
29
as the information unfolds, one has to continuously revise and reconstruct the research design
(Maxwell, 2013). Second, as this study explored the experience of the participants in online
programs, the information flowed freely and guided the study without a permanent set of
guidelines. Third, by building on concepts from the data, this study yielded themes rather than
deductively testing a hypothesis (Merriam, 2009).
Site Selection
To maintain the integrity and confidentiality of the institution and location, the site
selected for this study was assigned a pseudonym (Merriam & Tisdell, 2015). Kennedy Rose
University was established in 1890 and is a private, Tier 1 research institution located in an
urban community on the East Coast. At the time of this study, it had 23 academic units, 200
undergraduate majors, and 150 graduate programs. The university enrolls approximately 27,500
graduate and professional students and 26,000 undergraduate students a year. This site was
selected based on accessibility for the researcher and the number of online graduate programs for
which the institution outsourced student services. This study focused on three of these programs.
The first program had outsourced all student services. The second program had a hybrid model
where some services were outsourced, and some were hosted in-house. The third program did
not outsource any student services.
Population and Sample
The target population was graduate students who completed at least one semester in one
of three master’s programs. By using these criteria, the data came from participants’ first-hand
experiences. Fifteen participants were selected for virtual or in-person interviews.
Participants were selected through purposeful sampling, which consists of the researcher
selecting a group that will provide the most thorough information regarding the subject
30
(Merriam, 2009). When selecting a purposeful sample, the research should include a strategy
highlighting typical or average characteristics (Merriam & Tisdell, 2015). For this study, some of
the characteristics were race, gender, age, full-time vs. part-time enrollment, and the total
enrollment numbers for each program. The sampling criteria targeted graduate students who had
been enrolled in each of the identified graduate programs for at least one year. Furthermore,
convenience sampling guided the study, and participants were selected based on factors such as
availability and time (Merriam, 2009).
Instrumentation
The survey was the first instrument used in this study (see Appendix B). The survey’s
purpose was to gather basic demographic information as well as general information about the
participant’s perspective on program services, including those provided by outsourced vendors.
The survey asked if participants were interested in participating in an interview. Questions on
the survey pertained to the student’s background information, such as their race, age, and work
experience. Furthermore, the survey inquired about their experience with their academic advisor
and access to resources.
The interview protocol explained the purpose of the study and provided confidentiality
information (see Appendix D). It also advised participants of confidentiality measures at the
beginning of the interview and allowed for the interviewer and participant to build
trustworthiness, which served the disclosure of information during the interview (Merriam,
2009).
Interviews included a mix of semi-structured and open-ended questions, followed by
probing questions for the conversation to be meaningful, thorough, and thoughtful with each
subject (Merriam, 2009). The first couple of questions were broad; the researcher asked neutral
31
questions regarding student services. Then, the questions gradually moved into a more open-
ended approach, allowing for responses and follow-up questions to flow naturally. Other
questions pertained to students’ experience with advisors, the resources available, and the
services offered. These guidelines applied to all interviews.
Data Collection
Kennedy Rose University‘s IRB office provided approval, and the researcher contacted
administrators from the three graduate programs to ask them to send a survey to their graduate
students. They distributed the survey to students through a link via email or through an online
portal managed by program staff. The questions focused on how many semesters students had
been enrolled in their graduate program and whether they had experience with their program’s
student services. From the survey results, the researcher selected 15 students to participate in the
interview based on the sampling criteria described earlier. The researcher contacted the
participants via email and shared the information sheet with them to explain compensation and
confidentiality practices and to ask about their availability. The researcher set up a meeting
invitation using the web-based meeting platform Zoom for virtual participants.
Individual interviews were 30 to 45 minutes long, conducted virtually, and consisted of
both unstructured and semi-structured open-ended questions to draw out the participants’
opinions (Creswell, 2014). At the beginning of the interview, the researcher asked if the
participant felt comfortable being recorded on an audio device. The interview opened with
introductions and an explanation of the use of pseudonyms to maintain confidentiality. The
researcher explained the interview structure and let the participant know that they could refrain
from answering a question if they were not comfortable. The researcher took notes during
32
interviews and recorded non-verbal behaviors (Merriam, 2009). The researcher provided the
participants a $50 gift card at the end of the interview.
The data collected from the notes and audio recordings from each interview were
transcribed. The researcher stored this information in a secure, password-protected computer.
After the researcher conducted a verbatim transcription of the data from the audio recordings and
notes, data analysis took place.
Data Analysis
The data set in this study consisted of interviews and survey response transcripts. The
goal of analyzing the data was to develop a formulated strategy to make sense out of the
information the participants provided (Merriam & Tisdell, 2015). This strategy consisted of
organizing, coding, and interpreting the data (Merriam & Tisdell, 2015).
Strategy
According to Merriam and Tisdell (2015), due to the processes of looking for patterns
and themes, all qualitative analysis is inductive and comparative. To maintain validity, however,
it was important to conduct the analysis alongside data collecting; otherwise, there was a chance
that important information could be left out of the study (Merriam & Tisdell, 2015). Therefore,
the researcher analyzed the data throughout the collection process.
Early in the process, the researcher acknowledged biases regarding the subject. In this
case, the researcher acknowledged they previously worked in one of the academic units used in
this study. Once these items were in place, the following steps, outlined by Merriam (2009),
were followed.
Construction of categories (Coding). The researcher made notations that were
important to the study and were written alongside the survey results and interview transcripts.
33
These notations were meant to answer the research questions and were referred to as coding the
data (Merriam, 2009). Assigning these codes to the data was the first step in the analysis.
Sorting categories and data. The next step was to narrow and sort the tentative
categories and subcategories created in the first step (Merriam, 2009). This step consisted of both
inductive and deductive strategies, as the researcher began with a theme and then deduced
whether the category was a new theme or fell in line with previous ones (Merriam, 2009).
Naming categories. The next step in data analysis was assigning names aligned with the
purpose of the research (Merriam, 2009). This was an important strategy, as the categories were
the answers to the research questions (Merriam, 2009). These categories also included all of the
important information found in the data (Merriam, 2009).
Interpreting the data (Incorporating theory). The final layer of the researcher’s
strategy was to make inferences from thinking about the data (Merriam, 2009). This step
involved discovering relationships across categories and explaining how the findings related to
future practice (Merriam, 2009).
Validity
According to Merriam (2009), researchers cannot fully capture reality; however, a
researcher can implement several strategies to maintain validity. The researcher used qualitative
validity to maintain this study’s accuracy and credibility (Creswell, 2014). This procedure was
conducted by strategically building trustworthiness with the participants and gaining multiple
perspectives to ensure the findings were authentic. Furthermore, the study utilized various data
sources through surveys and interviews, which ensured data triangulation. Using multiple
sources of data was vital to adding validity to the research (Creswell, 2014). Respondent
validation was another strategy implemented in this study to ensure the researcher did not
34
misinterpret any communication from the participants (Merriam, 2009). Finally, reflexivity, or
the researcher’s self-reflection, was implemented to avoid biases and assumptions that could
distort the study’s outcomes (Merriam, 2009).
Role of Researcher
The researcher’s credibility has a profound impact on a study. Factors affecting
credibility are their background, training, experience, and track record (Merriam, 2009). The
researcher for this study holds a master’s degree, will soon earn a doctorate in higher education
administration and has worked in the field for over 10 years, specifically in the area of academic
and student support services. Four of those years were dedicated to working with online graduate
students. The researcher understands the biases that may be present, given her background in the
field of study. The researcher has also worked in one of the academic units examined in the
study. The researcher made a note of any conflicting personal thoughts throughout data
collection and analysis. The researcher also understood the importance of confidentiality and
trustworthiness for the participants and used pseudonyms for both the participants and the study
site.
Conclusion
This chapter outlined the study’s methodology, which consisted of surveys and
interviews to triangulate the data. The site, Kennedy Rose University, has a large online graduate
student population, which was beneficial to the study. The process for data collection and
analysis was also outlined in this chapter, along with the importance of researcher rapport and
credibility. The next chapter will discuss the results derived from the survey and interview data.
35
CHAPTER FOUR: PRESENTATION OF DATA AND FINDINGS
This chapter presents the results of the data analysis. The data were collected through a
survey and individual interviews with online graduate students currently enrolled at Kennedy
Rose University (a pseudonym). The chapter presents a profile of student participants along with
their experiences with online student services. The findings derived from the data were organized
in the following themes: lack of knowledge as a barrier to student success, connection and
engagement, and expectations of student support services. The purpose of this study was to
explore online graduate students’ experiences with outsourced student services and to answer the
research questions:
1. How do students experience outsourced student support services in online graduate
programs?
2. How do these services contribute to the academic success of students, if at all?
Overview of Participants
Fifteen participants were selected for individual interviews, with five students in each of
the following categories: an online program that fully outsourced support services, a program
that partially outsourced services, and a program that did not outsource services. The program
that fully outsourced services contracted with a company to oversee their marketing,
instructional design, recruitment, admissions, and advising. The program that partially
outsourced services had a company manage their marketing and recruitment services. The
program that did not outsource services provided all services in-house and did not contract with a
vendor.
The criteria for study participation was that participants had completed at least one year
in an online program and that they expressed interest in being interviewed. Participants were
36
identified by pseudonyms to maintain confidentiality. Each program’s academic advisor emailed
a link to a survey through Qualtrics (see Appendix B). The survey questions included general
demographic questions, questions regarding their experiences in their program, and interest in
being interviewed f. Participants were selected for a 30- to 45-minute interview through
purposeful sampling, and the researcher selected participants based on who could provide the
most thorough information (Merriman, 2009). Convenience sampling was also used, based on
the participants and the researcher’s willingness and availability. The sample consisted of a
diverse group of online graduate students. Table 1 provides an overview of the participants’
demographic information and background.
Table 1
Participant Demographics
Name Gender Age
Range
Race/Ethnicity Enrollment
Status
Program
Type
Years of
Work
Experience
Bob Male Below 35 Asian PT Partial
outsourced
services
5-10 Years
Allen Male Above
35
African
American
FT Partial
outsourced
services
10+ Years
Jane Female Below 35 Multiple Races FT Partial
outsourced
services
10+ Years
Eleanor Female Below 35 Latinx PT Partial
outsourced
services
10+ Years
Linda Female Below 35 White FT Partial
outsourced
services
5-10 Years
Dave Male Above
35
Asian PT No
outsourced
services
10+ Years
Sally Female Below 35 African
American
FT No
outsourced
services
10+ Years
37
Table 1, continued
Name Gender Age
Range
Race/Ethnicity Enrollment
Status
Program
Type
Years of
Work
Experience
Paul Male Above
35
African
American
PT No
outsourced
services
10+ Years
Nancy Female Below
35
Asian FT No
outsourced
services
5-10 Years
Kristin Female Below
35
Multiple Races FT No
outsourced
services
10+ Years
Rhonda Female Below
35
Multiple Races FT Fully
outsourced
services
10+ Years
Terri Male Above
35
White PT Fully
outsourced
services
10+ Years
Nathan Male Above
35
White FT Fully
outsourced
services
10+ Years
Saul Male Above
35
African
American
PT Fully
outsourced
services
10+ Years
Alice Female Above
35
Hispanic PT Fully
outsourced
services
10+ Years
The participants were diverse in race, gender, and age. They were seven males and eight
females. Eight participants were under age 35, and seven were over age 35. Their ethnic
backgrounds varied. Half the participants were full-time students, and most had more than 10
years of work experience. They shared the reasons they chose an online program over an on-
campus program and noted their career aspirations.
Participant Profiles
Bob was a part-time student in a program that partially outsourced services. He enrolled
in the program because he worked at a very demanding job that would not allow him to be on
38
campus. Bob was worried about the credibility of an online program before starting, but he
realized the university did not distinguish between online or on-campus on the diploma.
Allen was a full-time student in a program that partially outsourced services. He traveled
frequently for work and needed a flexible program that he could access anywhere in the world.
Allen had worked in mid-level management and had aspirations of being the CEO of a company,
which is why he enrolled in his program.
Jane was a full-time student in a program that partially outsourced services. She was a
returning student who pursued her degrees later in life due to a difficult upbringing. Jane worked
in financial services, did not reside near campus, and needed to enroll in an online program. She
also wanted to graduate in two years, which was feasible if she enrolled full-time.
Eleanor was a part-time student in a program that partially outsourced services. She
decided to enroll in an online program after working in the construction industry and shifting to
real estate development. Eleanor felt that online courses would be the most convenient way to
accomplish this goal, as she worked full-time and had a family.
Linda was a full-time student in a program that partially outsourced services. An online
program was appealing because it reduced the commute time to school. Furthermore, she felt as
though the recruitment process was customized and had a personal touch. That is why she
applied to this program.
Dave was a part-time student in a program that did not outsource services. He was a
father of three, with many family and work commitments, making an online program more
appealing. When he started the program, his family was overseas, and he had to travel every
quarter to see them. Therefore, he needed a flexible academic program.
39
Sally was a full-time student in a program that did not outsource services. She had
worked for the same company for 13 years and wanted to advance in her career. Sally also
traveled 50% of the time and needed a fully online program. She liked the option of
asynchronous and synchronous courses to study at her own pace.
Paul was a part-time student in a program that did not outsource services. He had a
scholarship to study in his professional field, and he did not want to attend class on-campus
because he and his family lived outside of the U.S.
Nancy was a full-time student in a program that did not outsource services. She did not
reside near the university and was working full-time. Therefore, she chose an online program.
She was persistent in that the first time she reached out to apply, the program’s enrollment was
closed. She applied the following year and was accepted.
Kristin was a full-time student in a program that did not outsource services. She was
working full-time and had no flexibility with her job, which is why she selected an online
program. The information session she attended was very helpful in her program selection.
Rhonda was a full-time student in a program that fully outsourced services. She was a
supporter of people doing research and was excited to be interviewed. Rhonda always wanted to
pursue a master’s degree, but she could not find the right time due to career and family demands.
Rhonda gravitated to the program as she lived close to the university. Her career interests also
aligned well with the content of the program.
Terri was a part-time student in a program that fully outsourced services. She was a non-
traditional student who volunteered at the university and was informed about this program,
which piqued her interest. Terri’s family and friends had multiple degrees. She traveled often,
which was another reason an online degree program appealed to her.
40
Nathan was a full-time student in a program that fully outsourced services. He previously
completed two graduate programs at this university but decided to pursue a third as he shifted his
career. He recalled trusting the university due to a positive experience with his on-campus
experience, but he was extremely dissatisfied with his current online experience.
Saul was a part-time student in a program that fully outsourced services. Although he was
located outside of the U.S., he stated that, due to his personality and learning style, the online
platform was better suited for him.
Alice was a part-time student in a program that fully outsourced services. She avoided
applying to an on-campus program due to the commute it would require. She was a mother and
wife with a full-time job and felt like an online program would provide her with a better life
balance.
Overall, the majority of participants enrolled in online programs for convenience due to
family and job demands. Many were also working professionals who were looking to advance in
their careers. The following section will discuss themes that surfaced from interview data.
Themes
The following four themes emerged from the interviews: lack of knowledge as a barrier
to student success, connection and engagement, and expectations of student support services. All
themes directly relate to the participants’ experiences in their online graduate programs’ student
support services. It is important to note that participants did not know if their programs
outsourced support services. Academic departments do not share this information with students,
and the researcher did not disclose this information due to confidentiality. However, the
researcher retrieved this information from each department’s administrators, and the summary
below notes each program type.
41
Theme 1: Lack of Knowledge as a Barrier to Student Success
Over half of the interviewees expressed a lack of knowledge and confusion regarding
where and how to access services and resources in their program. The majority described how
this lack of knowledge negatively impacted their ability to be successful academically. Bob, who
was in a program that partially outsourced services, expressed being overwhelmed and not
knowing what resources were available to him:
I think one thing is, sometimes, I don’t even know what resources I have. There was, I
don’t know, a tutorial of going through the career center and things like that. I feel like
we just touched on it during the first week, but it would be, like, at the end of the day, and
we’re already pretty burnt out from a full day of class, and then, the next thing you know,
they’re talking about checking out resources.
Kristin, a student in a program that did not outsource services, also had a similar
experience with confusion when trying to access support for downloading her transcripts:
One negative thing that I could share with you is that I had a question recently about how
to obtain my transcripts because I wasn’t able to figure out how to access them online.
I had reached out to the department, and I called, and there was no answer. So, I was
advised to check an online FAQ system. And then I got an email response telling me to
ask my department [about how to access my transcripts]. I have had several tricky
experiences with not knowing where I am supposed to go to answer questions.
Nathan, who was in a program that fully outsourced services, expressed frustration with
navigating student support to settle financial aid matters. When he asked his advisor to direct him
to the proper resources for aid, she informed him that she did not handle those matters. He
expressed the following:
42
The financial aid process has been tough, and what I find is there are pieces to the puzzle
of getting this education, and none of them will communicate with each other on my
behalf. When I bring this matter up, stating that I’m really struggling because I’m
spending a lot of time on figuring out how to access information on financial aid, it’s like
they cut you short. They say, “No, we don’t handle financial matters.”
Saul and Terri, who were in programs that fully outsourced services, also expressed some
concerns about access to resources and uncertainty on how to access course plans. Saul described
having to advocate for access to more resources, since many opportunities were for on-campus
students:
You mostly have to physically be on campus to benefit from all those resources. And I
remember I would get those emails about events on campus, and I would have to email
back, like, is there going to be a recording of this? I’m in the online program, not on
campus.
Terri expressed frustration with gaining access to her course plans and advising on what her
path should be in the program:
There’s a real misunderstanding on what our paths are supposed to be. They’re very late
to give us any kind of plan. I feel like, you know, I understand that advocating for
yourself in graduate school is important, but if I don’t even know what my plan actually
is, how do I advocate or make changes?
Data analysis revealed that interviewees had not had good experiences with accessing
resources and services. The findings revealed that many programs were not customizing
resources and services for online students to access support toward their academic success.
Responses to the third question on the survey (Appendix B) also supported this finding, as most
43
interview participants were moderately satisfied to extremely dissatisfied with the information
and resources the department provided.
Theme 2: Connection and Engagement
The second theme involved experiences with connection and engagement in the online
classroom and at the institution. All programs hosted events to engage students, which had
mostly positive feedback from participants. Also, most interviewees had developed close
relationships with their classmates due to organized, in-person programming and student-
initiated communication, via platforms like WhatsApp, to stay in touch.
Eleanor, a student in a program that partially outsourced services, explained the initial
week-long programming was imperative for bonding with classmates. Eleanor stated,
We did a one-week intensive session, and it was literally five days where we all got to
stay at the [university] hotel and do a week of intensive courses. Throughout that week,
we got to know each other and the cohort, like, on a social level and also on a
professional level. So, it allowed us to get to know each other and make connections. And
then through online platforms like WhatsApp text messaging, we’ve actually all become
pretty good friends. I mean, we have our own Zoom or our own WhatsApp channel
where we communicate constantly, whether it be professional or personal.
Furthermore, some participants recalled that, even though they were online students, their
programs included them in on-campus events, allowing them to feel connected to the institution.
Rhonda, who was in a program that fully outsourced services, stated the following:
We have had one on-campus event which was not mandatory. It was the institution’s
homecoming where they have a mixer, and you get to meet your professors. They didn’t
have a big turnout, but, because I live close by, I went, and it was a nice experience to see
44
students and professors in person. I remember going to the mixer, and I heard someone
speaking. I was like, oh, I know your voice, and she started laughing.
Sally, who was in a program that did not outsource services, discussed the benefits of an
optional trip abroad, which was a great way for students to feel connected. Sally stated,
The trip is what made those connections happen because we had that week abroad with
each other, and we were able to really connect. It’s been really cool to talk to people
outside of my industry and make those connections and those friends that I think I’ll have
for a lifetime.
Allen, who was in a program that partially outsourced services, expressed the connections
he gained paid off with his being hired at a nationally recognized technology company. He said,
“On day one, I started making connections, and my networking at the institution is how I got my
job at a top tech firm. I didn’t wait until I graduated.” However, a couple of participants
expressed an opposing viewpoint, did not feel connected to the institution, and felt
inconvenienced by having to attend events on campus. Bob, who was in a program that partially
outsourced services, expressed not feeling connected to the institution. He stated, “I feel like the
connection to the institution is definitely lacking being online.” Dave, who was in a program that
does not outsource services, stated that he was hesitant about having to attend an in-person event:
“Honestly, there was hesitation because this is remote program”.
Although two participants did not express positive experiences with connection and
engagement, the majority discussed their connections with their fellow online classmates
regardless of program type. Participants in programs that hosted in-person events had positive
experiences in the areas of connectivity and engagement.
Theme 3: Expectations of Student Support Services
45
The final theme was participants’ expectations of student support services. Interviewees
provided varied responses as to what they expected an online graduate program to have, along
with varied findings as to whether their programs met these expectations. Also, survey data
provided an overview of the participants’ satisfaction with student services and resources in the
program. The following are findings from the interviews.
Linda, who was in a program that partially outsourced services, expected that her
program would have more support services to assist her academically. She stated,
My expectations were that I would have someone to kind of steer me on the academics
because it’s such a fast-paced environment. Other programs have an advisor to help with
academics, and that’s not what I feel like we have here.
Rhonda, who was in a program that fully outsourced services, expressed that student services did
not meet her expectations. She initially thought there would be more communication between the
student and the advisor. However, in her program, the advisor only has one interaction with a
student each semester. Rhonda stated in the interview: “I think there needs to be more than
calling just once. I feel like this [support from the advisor] is lacking, because if we have issues
with the professor, or the course structure itself, we don’t have much support.”
Terri, who was in a program that fully outsourced services, expected more customization
and attentiveness to online learners. She expressed some dissatisfaction with the lack of
customization and follow-up from the student support team:
But my understanding or expectation [of student support services] would be more
personalized. Every semester, I get one phone call from a student services advisor asking,
“How’s it going?” [I stated] I’m not having a great experience in my class right now and
46
I never got a follow-up. I never got any feedback, she was like, “Thank you for letting me
know.” And no one called to check in as to why I was having a problem afterward.
There were also participants, such as Nancy and Allen, who explained how student
support met their expectations. Nancy, who was in a program that does not outsource services,
expressed her thoughts about student services as a place to go to for answers. Although her
program administrator did not have the answers to her questions, she offered advice. Nancy said,
I envision a place that we can reach out to for all of the answers and resources we need.
Recently, I was trying to apply for a scholarship and I didn’t really know where to go or
who to ask. I emailed the assistant director because I figured maybe she will know
someone who could support. She did not have the information, but she did know who I
could reach out to for the next step.
Furthermore, Allen, who was in a program that partially outsourced services, stated, “I would
have to imagine that student services would be everything from academic support to counseling
support. I access both counselors through my program regularly.”
There was also data from the survey regarding this theme, as all 15 participants reported
their experience with academic advising and satisfaction with information and overall services
provided by the program (Tables 2 and Figures 1 through 3).
47
Table 2
Experience with Student Support Services
Name Program Type Category 1 Category 2 Race
Bob Partial outsourced
services
Neither satisfied nor
dissatisfied
Slightly dissatisfied Asian
Allen Partial outsourced
services
Extremely satisfied Moderately satisfied Black
Jane Partial outsourced
services
Slightly satisfied Slightly satisfied Hispanic
Eleanor Partial outsourced
services
Moderately satisfied Moderately satisfied Hispanic
Linda Partial outsourced
services
Moderately satisfied Moderately satisfied White
Dave No outsourced
services
Extremely satisfied Extremely satisfied
Asian
Sally No outsourced
services
Neither satisfied nor
dissatisfied
Slightly satisfied Black
Paul No outsourced Extremely satisfied Extremely satisfied Black
Nancy No outsourced Moderately satisfied Moderately satisfied Asian
Kristin No outsourced Extremely satisfied Extremely satisfied Multiple
Race
Rhonda Fully outsourced Moderately satisfied Slightly satisfied Multiple
Race
Terri Fully outsourced Slightly satisfied Slightly satisfied White
Nathan Fully outsourced Extremely dissatisfied Extremely dissatisfied White
Saul Fully outsourced Slightly dissatisfied Slightly dissatisfied Black
Alice Fully outsourced Slightly dissatisfied Neither satisfied nor
dissatisfied
Hispanic
48
Figure 1. Programs that do not outsource services.
Figure 2. Programs that partially outsource services.
49
Figure 3. Programs that fully outsource services.
The responses gathered from participants varied depending on the program type. These
results were derived from the survey data and were scored on a Likert scale, ranging from
extremely dissatisfied to extremely satisfied. The results under both categories revealed that
participants in programs with fully outsourced services were more likely to be dissatisfied as
compared to students in the other program types. Participants in programs that did not outsource
services showed the most satisfaction overall.
Furthermore, in evaluating satisfaction, the data demonstrated a shift in satisfaction,
particularly with Black and Latinx participants, from generally satisfactory responses to 100%
dissatisfaction with outsourced advising services.
Participants came into programs with expectations of how student support services
should operate, and their level of satisfaction was a result of these expectations. Responses
varied across all program types. Some participants in programs that fully outsourced expressed
50
dissatisfaction with student support, since the services did not meet their expectations. In
programs that partially outsourced services, some participants were satisfied with the support
provided, and some were not. Lastly, a student in a program that does not outsource was satisfied
with the services provided.
Additional Findings
Additional topics that emerged from the data analysis offered insight into how
participants experienced support services in their online programs.
Factors Related to Race and Identity
Over half of the participants discussed thoughts and experiences regarding factors of race
and identity. This finding is important to include since race and identity can play a significant
role in students’ experiences in their school environment. The participants who shared
experiences on this topic came from all program types; however, those who had a negative
experience with race came from a program that fully outsourced services.
One of the participants, in a program that did not outsource services, discussed some
preconceived notions coming into the graduate program. Dave expressed specific thoughts about
his race and feelings surrounding beliefs about his culture: “I think a lot has to do with the fact
that Asians are minorities. You definitely feel significantly less.” Dave did not specifically point
to anyone in his program who made him feel less significant, but he expressed a belief about
himself upon entering into the program. This is evidence of how identity and race can influence
students’ perceptions.
Allen, a student in a program that partially outsourced services, said that he was
pleasantly surprised with the representation of people of color in the administration. However, he
noted that there was not as much diversity in his own cohort:
51
Both advisors are women of color, and, you know, I’m a man of color. So, it has been
wonderful for me to see other representation. And then there’s an administrator who is
Latinx. So it’s diverse. It’s a true multicultural environment that is from the school itself.
Now on the student side, I’m one of two men of color.
A student in a program that fully outsourced services, Terri, recalled that the topic of race
had never been brought up, even though it would have been very helpful to learn more about this
in her field of study. She felt this was an area that was lacking in the program given current
events, so she took the initiative to present the subject matter in a recent assignment:
Our program has taken less concern than I think is appropriate. It is a very difficult time
in the world for all of us, whether or not it’s based on your ethnic experience. I just
submitted a case study for the class that I’m in right now and I addressed it [race] myself.
Alice, another student in a program that fully outsourced services, discussed how she
came into the program having experienced oppression in her life, being of Latinx descent and
working in a White, male-dominated field. However, she stated that the administrators in the
program shared her beliefs of not looking at race but at a person’s character. She stated,
We’ve all been oppressed. Sometimes, I wish, if we just saw people for the content of
their character, that would be great. Like this is why I love Martin Luther King. He said
judge me on the content of my character, not the color of my skin. You know what I
mean. My brown skin doesn’t make me smarter or better than you, and your White skin
doesn’t make you stronger or smarter than me. It’s me that you are supposed to look at
and that’s it. My teachers have shared that sentiment as well.
52
On the contrary, Saul, who was in a program that fully outsourced services, experienced a
circumstance in which he felt his group members discriminated against him, and he had to work
harder as a man of color to advocate for the faculty member to clear things up:
I had a group I was assigned to work with on a project. And, long story short, my group
winded up not telling me they were submitting the assignment. The day that the
assignment was due, they ended up submitting the assignment without me. No apology
was ever given. Then, I really had to advocate for myself in order for the professor to
believe me. I ended up doing extra work to prove myself to the instructor.
In regards to identity, Sally, who was in a program that does not outsource services,
discussed an error with her gender in the school system. She felt as though the advisors were
uncertain if she identified as a male or female, but they were very respectful about approaching
the subject. Her advisors even went as far as to add gender-neutral pronouns in their signature
line. Sally stated,
I think they kind of approached me that way, too, because I was in the system as a male. I
did kind of wonder why they were kind of tiptoeing around me for a little bit, until I
figured that out. I guess I could say that they were very respectful. You just never know
how people identify these days.
The topic of race and identity impacted participants’ experiences. This topic can
influence students regardless of program type and can positively or negatively impact their
success in an online program.
Impact of Covid-19
According to UNESCO, on April 1, 2020, schools and higher education institutions were
closed in 185 countries, affecting 89.4% of all enrolled learners (Marinoni, van’t Land, & Jense,
53
2020). Covid-19 is a serious health pandemic that largely disrupted higher education and had a
significant impact on the world. The interviews for this study were conducted within six months
of the start of the pandemic, and it was clear that its repercussions affected these participants and
the higher education system as a whole. Many participants expressed noticing more support,
engagement, and communication from their advisors and university during the onset of the
pandemic.
Kristin, who was in a program that did not outsource services, expressed that she felt well
supported throughout the pandemic. She stated,
The university has sent out a lot of communication about it [Covid-19]. Academically,
they have even offered a pass/no pass grade option. They have done a great job at making
it very clear that they’re here for us, and, if there’s anything that we’re going through that
is really impacting us in our personal lives or whatever, we can come to them.
Sally, who was in a program that did not outsource services, stated there was an extra layer of
support and an opportunity for financial resources that she noticed since Covid-19. She said,
But then there was a second layer where they [the advisor] said, “We know it’s hard right
now with the pandemic. We know that you guys are going through some difficult times,
so if you need further assistance, there’s a program that’s giving out grants.”
Saul, who was in a program that fully outsourced services, noticed a significant improvement in
the response time from his advisors after Covid-19. He said, “I do see that the response rate has
drastically improved since Covid. Prior to Covid-19, I was not happy with the turnaround times
via email.”
54
Overall, all of the interview participants expressed positive feedback regarding the efforts
and action taken among student support administrators after Covid-19 surfaced. These
participants felt well supported emotionally and financially during the initial onset of Covid-19.
Conclusion
As online programs continue to grow, it is imperative that programs assess their students’
experiences to determine what services and resources are most beneficial to them. This study
focused on the experiences of graduate students in three programs: one that outsourced all
student services, one that outsourced some, and one that did not outsource any. The following
themes emerged from the data across all programs: lack of knowledge as a barrier to academic
success, connection and engagement, and expectations of student support service. Two additional
themes emerged: the role of race and identity and the influence of Covid-19 on advisor support
for students.
The evidence presented in this study shows a varied level of satisfaction based on the
type of program in which the participants were enrolled. There also seems to be a lack of
knowledge and efficiency in many of the programs. However, there was a strong sense of
connection among participants throughout each program. Finally, the climate of Covid-19
brought a positive experience of support and engagement between administrators and
participants.
The next chapter will further expand on the findings, present recommendations,
implications for practice, and opportunities for future research.
55
CHAPTER FIVE: DISCUSSION AND IMPLICATIONS
This study sought to understand the experiences of students in online graduate programs.
This topic is significant because many institutions are moving to an online platform and need to
assess students’ experiences related to support services. Also, many programs outsource some or
all of their services, and little research examined how these services influence online student
success.
This study's results offer evidence that all online graduate programs are not equal in
terms of services and how students experience them. Participants noted different levels of
satisfaction depending on whether support services were outsourced or handled in-house.
Overall, participants reported higher satisfaction in programs that did not outsource at all or
outsourced only some aspects of their services. These services and the Covid-19 pandemic
influenced students’ academic success both positively and negatively.
This chapter will address the research questions and issues presented in Chapter One,
revisit the theories that guided this study, ecological systems theory (Bronfenbrenner, 1979) and
Crookston’s advising theory, and discuss implications for practice and recommendations.
Discussion of Findings
This section focused on addressing the two research questions that guided this study and
the findings: How do students experience outsourced student support services in online graduate
programs, and how do these services contribute to the academic success of students, if at all?
Findings included a range of positive and negative experiences through various program types in
both the survey and interviews. The following section discussed how the survey and interview
findings aligned with the literature.
56
Experience with Student Support Services
Findings from this study revealed that, overall, participants in programs with fully
outsourced support services experienced more dissatisfaction with student services than
participants in other programs. Also, Black and Latinx participants were less satisfied with fully
outsourced programs. Published literature on the strengths and weaknesses of outsourced
university services reported that significant issues could arise from outsourcing, leading to
dissatisfied customers (Kremic et al., 2006).
The findings also revealed that most online programs in this study did not customize
resources and services to ensure efficient access for online students. Participants across all
programs expressed they would have a better experience if the resources were customized for the
online learner. Previous research has found that academic advising and student services are
considered critical services for online students and should be customized (Applegate, 2012).
Furthermore, participants discussed a lack of communication between the advisors and
students. Some participants in programs with fully outsourced services stated they needed to
advocate for more online resources because many offerings were only available to on-campus
students. These findings support the concept anchored in the literature that students are often
unaware of the availability of support services at their institutions (Markey, 2012). Literature
also states that designing support services for distance learners requires consideration of the
special needs of a population that must learn how to navigate virtually and connect to resources
differently than on-campus students (Hardy & Meyer-Griffith, 2012).
One finding from this study contradicted the literature related to connection and
engagement. Participants in this study, across all programs, experienced strong connections with
their classmates and the institution, except for a few. Results also showed that all programs that
57
hosted in-person events helped student participants feel more connected and engaged with the
program and institution. While published literature stated that outsourced services could dilute
the institution’s identity and mission and make students feel less connected (Quigley & Pereira,
2011), participants in this study expressed feeling connected to the institution and classmates.
Overall, the findings in this study reinforced previous research in that, overall, student
satisfaction is a result of successful student support services and programs (LaPadula, 2003).
Participants in programs that did not outsource services reported being more satisfied than
participants in programs that partially or fully outsourced their programming.
Influence on Academic Success
Participants did not directly connect their experiences to the long-term impact on
academic success. However, many participants expressed expectations for stronger support,
more customized online resources, and increased communication, which will ultimately
influence academic success.
Moore and Fetzner (2009) and Milman et al. (2015) cited several student support services
that contribute to academic success, including personalized access to administrative and
programmatic contacts, advisors and coaches, online and/or on-campus orientations to online
learning, a 24/7 technical support help desk, academic support and tutoring, and enabling
students to support each other through online community websites, courses, or student
associations.
The participants in this study also offered suggestions on how to improve student services
to support academic success. Some suggestions were implementing an online calendar,
consolidating information into one website, having a monthly newsletter, and implementing a
mentor/mentee program to support online students academically.
58
These suggestions were shared as more efficient ways to enhance the online student
experience. As mentioned in the literature, designing support services for distance learners
requires considering the special needs of a population that must learn how to navigate virtually
and connect to resources differently than on-campus students (Hardy & Meyer-Griffith, 2012).
The results of this study provided additional suggestions programs can implement to lead
students to academic success.
Examining Findings through Theoretical Frameworks
This section will examine the findings of this study through the lens of ecological
systems theory (Bronfenbrenner, 1979) and Crookston’s (1972, 1994, 2009) advising theory.
Ecological systems theory examines how students interact with their environment on different
levels (Bronfenbrenner, 1979). Crookston’s theory of advising focuses on the importance of
holistic advising, in which the academic advisor takes the time to learn vital details about the
student and applies this knowledge to the advising process.
Bronfenbrenner
Ecological systems theory (Bronfenbrenner, 1979) offered insight into how participants
perceived and experienced an online environment. In this study, the researcher examined the data
through the microsystem, exosystem, and macrosystem.
Microsystem. The microsystem refers to institutions that directly impact an individual,
such as family, school, neighborhoods, and peers (Bronfenbrenner, 1979). The emerging
microsystems for participants included peers and academic advisors.
Peers. Relationships in a microsystem are highly influential and can impact an
individual’s beliefs and actions (Bronfenbrenner, 1979). Bronfenbrenner (1979) stated that the
microsystem is also bi-directional, so students can be influenced by their peers and can change
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and influence their peers as well. The findings support this concept since participants discussed
forming interpersonal groups in which students participated by supporting each other through
various platforms.
Rhonda mentioned the following regarding how the peers from her program enhanced her
environment in the online classroom:
The engagement is there [from my classmates,] and we definitely support each other. My
classmates would always text asking how my assignment is going. It makes for a great
environment, which is almost better than an in-classroom setting.
Ecological systems theory (Bronfenbrenner, 1979) and the findings from this study suggest that
peer engagement is an essential component for an online setting. In this construct, participants in
this study made positive contributions to their peers’ success by developing interpersonal
relationships and support.
Academic advisors. Participants had direct contact with academic advisors in all
program types, making the advisors an essential part of the microsystem. An advisor’s
responsibilities include providing student services, such as academic guidance, assistance with
resources, and overall support navigating the academic program.
In this study, experiences with the participants’ academic advisors differed. Participants
who had academic advising services in-house experienced more positive experiences, while
participants whose academic advising services were contracted out had fewer positive
experiences. Some participants expressed that their expectations of an academic advisor did not
match the services provided. Others expressed the need for a more customized approach to
student services. However, survey participants stated they were satisfied with services from their
advisors. These varying experiences within a microsystem component align directly with the
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theory, as some people experience systems differently even when they are within the same
environment (Bronfenbrenner, 1979).
Findings related to academic advisors within the microsystem emphasized the importance
of proper training for advisors in all program types. Students need various levels of support, and
advisors should be prepared to provide the necessary resources and guidance to support these
students.
Exosystem
The ecosystem refers to a setting in which the person does not have an active role but can
still be influenced. Policy decisions are an example of an exosystemic influence.
Institutions’ decisions to outsource services and staff can influence a student’s
experience. In this study, participants experienced both positive and negative outcomes from
programs that outsourced services. Participants in programs that fully outsourced services
experienced more dissatisfaction than students in programs that did not outsource.
Over 50% of participants in fully outsourced programs expressed significant
dissatisfaction with student support services. This dissatisfaction stemmed from many factors,
including a lack of clear communication between the advisor and student, frustrations with
navigating student support resources, and lack of access to online resources. An academic
advisor typically guides these functions. Participants who had outsourced advising services
expressed the most dissatisfaction with their online programs.
The exosystemic influences related to policymaking with outsourcing demonstrate the
need for more consideration and evaluation of students’ input in the policymaking process. The
exosystem directly influenced the participants’ experience. Therefore, these data should be
factored into the policymaking process when determining whether to outsource.
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Chronosystem
The chronosystem involves transitions and changes in one’s lifespan that can influence
someone (Bronfenbrenner, 1979). The Covid-19 pandemic was a major event that occurred
during the span of this study and affected people around the world on many levels, including
finances, health and wellness, and access to basic needs.
Participants discussed how the pandemic affected their experience in their online
program. Although some did not see a shift in their experiences with student services, others
noticed an increase in communication, outreach, and resources. They also said both emotional
support and additional financial resources were presented during a critical time in the pandemic.
The provision of these additional resources supports the connection to socio-historical events
directly impacting a person (Bronfenbrenner, 1979). Most participants in this study experienced
enhanced support during a difficult transition with the pandemic.
Crookston
This study also looked at the framework of Crookston’s (1972, 1994, 2009) advising
theory, which stresses the importance of holistic advising for a student’s development.
Crookston’s theory focuses on developmental advising in lieu of prescriptive advising, as
developmental advising also focuses on more interpersonal interactions and other experiences
leading to students’ growth (Crookston, 1994). As it relates to this study, most participants
expressed the need for a hands-on approach from their advisors because many needed additional
support as a result of either being out of school for a number of years and/or having limited time
due to family and work obligations.
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In outsourced advising programs, participants who sought non-prescriptive guidance on
topics not directly related to academic progress often encountered a “dead end.” Specifically,
participants expressed two categories of responses with their requests for guidance.
Two participants provided examples of seeking guidance related to financial aid. They received
responses denying their requests, as the advisor was prohibited from responding to requests
outside of the contract’s scope. The other category of cases occurred when participants sought
guidance on issues not directly related to academic progress, which resulted in unsatisfactory
follow-up and a lack of results. Therefore, the findings aligned with Crookston’s theory that the
lack of in-depth advising contributed to dissatisfaction, specifically with outsourced advising
programs.
Customization. The online population has specific needs and requires customized
support (Dare et al., 2005). The results in this study revealed that the programs that did not
outsource, or did so in a limited capacity, had more successful feedback on their academic
advising services. In these programs, advisors were hired by the university, had training, and met
requirements aligned with holistic advising. The majority of the participants enrolled in fully
outsourced programs expressed more dissatisfaction with academic advising. This could be
because advisors at these companies are not required to have the same training and background
as advisors on campus.
Recommendations
The following section will provide recommendations and guidance for administrators
related to student support services for online graduate students.
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Recommendation One: Implement a Certification Training Program for All Outsourced
Staff
The first recommendation for administrators is to implement a certification training
program required for student support staff before they interact with students. The data showed
that participants in programs that fully outsourced were less satisfied with their academic
advising. When evaluating satisfaction by race, while participants generally provided satisfactory
responses in most categories, 100% of Black and Latinx participants expressed dissatisfaction
with outsourced advising services.
Participants also expressed dissatisfaction with getting the proper information and
resources they needed holistically. This certification program would provide training specifically
related to the institution, pathways to additional student services offered by the institution, and
program details. Better training and communication between the university and the outsourced
staff is needed to clearly communicate standards and expectations as well as to explain the
campus culture and mission.
The certification program should be mandatory for all outsourced staff interacting with
students and should include two training modules. The first module should provide advisors a
sense of the university’s culture by focusing on the institution’s unique characteristics as well as
its fundamental philosophy and mission. This will help the OPM staff better understand the
institution they are serving, help them instill campus values in their role, and ultimately become
more invested in their position. The module should also include training on connecting students
to the institution’s student services that are outside of the scope of the contracted service, such as
financial aid or student health services.
64
The second module should focus on the fundamentals of serving the online graduate
student population. This module should include a lesson on the profile and background of the
online graduate student cohort as well as focus on cultural sensitivity with a racial equity lens to
develop a better understanding of the population with whom OPM staff will work. The module
should also provide hypothetical scenarios as well as communication techniques to address
difficulties. The module should also discuss expectations of the student support staff and the type
of advising the program would like to implement, such as a holistic advising approach to support
the whole student.
This certification program should be covered in the initial contract between the program
and the OPM and be required for each new hire. This program will ensure outsourced student
support staff members are fully prepared for and confident in serving the online population, as
they are an extension of the institution.
Recommendation Two: Implement One-Stop Online Location for Students
Another recommendation for administrators is to develop a more efficient website for
students to access resources. More than half of the participants in this study expressed confusion
about where to access resources and schedules as well as learn whom to contact when there were
problems. Looking through a number of different sites to find resources is time-consuming.
Establishing an online platform as a one-stop-shop would help students navigate and
access resources in one place. This platform would include the following categories:
1. Classes (i.e., a link for students to easily access their classes)
2. Academic Resources (i.e., tutoring, lectures/presentations, writing center)
3. Student Support Resources (i.e., Financial resources, student health services, housing
services, disability services, counseling services)
65
4. Calendar (a list of upcoming events and a section for assignments)
5. Contact List (whom to contact and where to go for services)
An easily accessible comprehensive page of resources would relieve stress and make finding
information more efficient.
Recommendation Three: Design Outsourced Programs to Include Student Assessments
and Focus Groups
The third recommendation for administrators is to integrate student input into outsourced
programs’ initial design and ongoing evaluation. Gaining their input can be achieved by
surveying students on their satisfaction with the program as well as through a focus group. The
data gathered would provide feedback and material for OPM staff certification training
programs. Since most online graduate programs are three to four semesters long, it is important
that program administrators consider students’ needs of students for the short period during
which they are enrolled. The survey and focus groups would provide insightful information for
administrators, such as whether the resources and the delivery of the information the program
offers are useful to students.
Students would also be asked to evaluate the staff supporting them through their
academic journey. Specifically, questions would pertain to whether the communication style,
frequency, and the level of support provided by the staff meet their needs and expectations.
The purpose of the survey and focus groups would be to receive honest feedback from
students regarding their needs each semester. The results would be shared with the student
support services team for training purposes and to make adjustments as necessary.
66
Recommendation Four: Contract Accountability
Currently, there is little accountability for the onboarding, hiring, and quality of staff in
OPMs. Thus, accountability measures must be outlined in contracts between these organizations
and graduate programs. These contracts should include the following guidelines:
1. The program director, employed by the university, will interview OPM staff members
before they work with students.
2. The program director will provide direct feedback, on a quarterly or semester basis, to the
OPM about OPM staff, based on the student survey and focus group data.
3. The program director has the right to ask for OPM staff to be reassignment if they are not
satisfied with their performance.
Including this additional layer of accountability in the contract will provide more oversight and
autonomy to university-based staff if the services provided do not adhere to a high level of
quality or do not meet program standards and expectations.
Implications
This study’s results can inform policies for higher education administrators regarding
support services for online graduate students. By assessing students’ experiences, programs can
identify the areas in need of improvement to increase students; academic success.
Furthermore, this study aimed to guide administrators on their relationships with third-
party education companies. Successful partnerships may require more policies pertaining to the
proper training of staff, assessment, and accountability to improve student support. This study
also shed light on the lack of efficiency of online portals and online resources needed for
students to be successful.
67
Overall, more attention needs to be placed on how institutions and programs can best
support the online graduate population to increase retention and student satisfaction.
Future Research
There is little research on the online graduate student population. This study focused on
three types of online programs at one private institution. However, more research at multiple
institutions might examine how other programs outsource to third-party companies. Also, this
study focused solely on graduate students, and studying the undergraduate population would be
beneficial to this body of work.
This study examined the experiences of current students, yet program administrators’
perspective is also imperative in understanding internal operations when working with a third-
party company. Their perspective would offer more insight into the contract requirements and
protocol of working with a third-party education company.
Additionally, the Covid-19 pandemic presents an opportunity to conduct more research
on the impact of outsourced online student services, given the dependency on distance learning.
The increased demand for outsourced student support service providers should be examined for
its effect on services. The increased demand may create economies of scale or efficiencies, but it
may also lower the quality or prevent program customization to meet students’ individual needs.
Lastly, participants focused on specific areas of student support services, such as
academic advising and other general resources. However, student support services encompass a
wide range of services like financial aid, housing, health, and disability services. Research on
whether other areas of student support services are being outsourced would contribute to this
body of work.
68
Conclusion
As more institutions move to online degree programs, a point of focus needs to be how to
best support the students in these programs. Online graduate students are a diverse and unique
population that needs customized support to be successful academically. The online environment
also plays a central role in how students experience their program. More efficient technological
tools and resources are needed for easier navigation capabilities.
The results of this study indicate that students have a certain expectation of the level of
support they will need when they enroll in an online program, and it is important that
administrators assess these expectations each semester. Furthermore, with training, assessment,
and staff accountability, online graduate programs can provide the resources students need to be
successful.
69
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Wertz, R. (2000). Issues and concerns in the privatization and outsourcing of campus services in
higher education. New York, NY: National Center for the Study of Privatization in
Education; Retrieved from www.ncspe.org/seeker.php
79
APPENDIX A
Recruitment Email
Dear Student,
My name is Nina Richardson, and I am a doctoral candidate in the Ed.D. Program at the Rossier
School of Education at the University of Southern California. As a part of my research, I am
conducting a study of the experiences of the online graduate student population regarding
outsources support services.
I am looking for volunteers to complete a brief 2-3 minute survey. In order to participate in the
survey, you must be currently be enrolled in an online graduate program. All participants who
complete the survey will be entered in a drawing to win a $50 Amazon gift card.
I am also looking to interview students. If you meet the participant criteria, I may contact you to
participate in an individual interview. To be selected for interviews, you must have completed at
least one year in an online graduate program. All selected interview participants will receive a
$25 Amazon gift card upon completion of the interview.
To participate in this study, please begin by this survey
https://usc.qualtrics.com/jfe/form/SV_5w4KTcOtVN9CQcJ.
Participation in this study voluntary and your identity as a participant will remain confidential
during and after the study.
If you have any questions regarding the survey or the study, please feel free to email me at
nmnieves@marshall.usc.edu.
Best Regards,
Nina Richardson
Doctoral Candidate – Rossier School of Education
University of Southern California
80
Appendix B
Survey Questions
Directions: Please answer the following questions to the best of your knowledge. All responses
will remain confidential.
1. How long have you been enrolled in this online graduate program?
a. 1 semester
b. 2 semesters
c. 3 semesters
d. 4 semesters
e. Other-please list
2. Are you a full-time or part-time student?
a. Full-time
b. Part-time
3. Gender
Write in
4. Age
Write in
5. Racial/Ethnic Background
a. Write in
6. Years of work experience
a. 0-1 years of work experience
b. 2-5 years of work experience
c. 5-10 years of work experience)
d. 10+ years of work experience
We would like to know about your interactions with student service, such as academic advising,
in your online program.
7. Have you met with your academic advisor?
a. Yes
b. No
8. If yes, how frequently do you meet?
a. Once a week
b. Once a month
c. Once a semester
d. Other-Fill in
9. Student Experience with Advisors (Likert Scale)
81
Very Satisfied/Somewhat Satisfied/Neutral/Somewhat Dissatisfied/Dissatisfied
a) Friendliness
b) Responsiveness
c) Availability
d) Knowledge level
10. The information and services provided by your advisor. (Likert Scale
Very Satisfied/Somewhat Satisfied/Neutral/Somewhat Dissatisfied/Dissatisfied
11. Do you feel comfortable corresponding with your advisor?
a) Yes
b) No
12. Do you feel you are provided with the proper resources to be successful in your program?
a) Yes
b) No
13. Is there anything else you would like to share regarding your experiences with support
services in your program?
(Text box)
14. Would you be interested in participating in a 30-45 minute interview that seeks to
understand the experiences of online students with outsourced support services?
a. Yes; please provide your email address here:
b. No
Thank you for completing this survey. If you are selected to participate in the study you will be
contacted through email to schedule an appointment.
82
APPENDIX C
Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089-4033
OUTSOURCED STUDENT SERVICES FOR ONLINE GRADUATE STUDENTS AT
POST SECONDARY INSTITUTIONS
You are invited to participate in a research study conducted by Nina Richardson under the
supervision of Dr. Tracy Tambascia, at the University of Southern California. This research
study includes individuals who volunteer to take part in the study. This document encompasses
information regarding this study.
PURPOSE OF THE STUDY
This research study aims to understand the experiences of online graduate students, and whether
outsourced student support services affect their academic success. This study will also examine
whether the services offered by third-party companies contribute to the academic success of
students. By addressing student experiences, institutions can better assess their return on
investment from outsourcing.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to complete a 2-3 minute survey and a
30- 45 minute audio-recorded in-person interview. After the interview, you will have the
opportunity to review a transcript of the interview and follow up with any changes that need to
be made.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive a $10 Amazon or Starbucks gift card for participating in the study. The gift card
will be given to you at the conclusion of the interview.
CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential.
Participant responses will be coded with pseudonym and maintained separately in a password
protected computer. The audio recordings will be disposed of once they have been transcribed
and the interview transcriptions will be shredded once the study is completed.
The members of the research team, the funding agency and the University of Southern
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP
reviews and monitors research studies to protect the rights and welfare of research subjects.
INFORMATION SHEET
83
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact the
following Nina Richardson via email nmnieves@marshall.usc.edu or phone at (323)359-3852 or
Faculty Advisor Dr. Tracy Tambascia at tpoon@rossier.usc.edu or (213) 740-9747.
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu.
84
APPENDIX D
Interview Protocol
Introduction:
My name is Nina Richardson and I am a doctoral student at the University of Southern California
(USC) in the Doctor of Educational Leadership program. Thank you for your willingness to
participate in this study.
Explanation of purpose of interview:
This research study aims to understand the experiences of online graduate students. This study will
also examine whether the services offered by third-party companies contribute to the academic
success of students. By addressing student experiences, institutions can better assess their return
on investment from outsourcing.
Information Sheet
This document states that: 1) all information will be securely maintained and kept confidential,
2) your participation is voluntary. Please take a few moments to read this information sheet.
Request to record:
I would like to record the session in case there is anything I miss hearing from the interview.
Therefore, would you mind if I record this interview, with my phone and tape recorder? The
recording will be deleted after it has been transcribed.
Timeframe for interview:
This interview will take approximately 30-45 minutes.
Do you have any questions for me before we begin?
Interview Questions
1. Tell me about your decision to enroll in an online graduate program as opposed to an on
–campus programs?
2. Tell me about your experiences in your online courses?
a. Discuss your access to resources
3. Please describe your understanding of student support services?
4. Do you access student support services in your program, such as academic advising if so
how often?
5. Tell me about your interaction with your advisor?
a) Do you have multiple advisors?
b) Do you know if they are based on campus?
85
6. Do you feel that the advising support services offered has helped you academically, if so
please explain?
7. Please share your experiences with the admissions support team if applicable.
8. Please share your experiences with the orientation and on boarding for your program.
9. If you have not utilized services, please explain why?
10. Describe what support services you believe may be beneficial to online graduate students
11. Please describe your connection and engagement to your classmates and the institution.
12. Has race, ethnicity, or identity intersected with your experiences in being understood by
advisors
13. Is there anything else you would like to share about your experiences?
Closing:
We have concluded the interview. Thank you very much for your time. Do you have any
questions for me?
86
APPENDIX E
Post-Interview Email
Dear [Name],
Please review the attached transcription of your interview. Please take this time to review the
responses you provided and ensure that they accurately represent your experiences. If any
changes or clarifications are needed, please be sure to reply at your earliest convenience.
Thank you again for your participation,
Nina Richardson
Doctoral Candidate – Rossier School of Education
University of Southern California
Abstract (if available)
Abstract
This qualitative study examined the experiences of graduate students enrolled in online programs that have varying levels of outsourced student services. Specifically, the study examined students’ experiences in graduate programs that fully outsourced services, those that outsourced some student services, and those that did not outsource services. Institutions are outsourcing a wide spectrum of student support services
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Asset Metadata
Creator
Richardson, Nina Milan
(author)
Core Title
An examination of outsourcing student services for online graduate students
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
03/17/2021
Defense Date
02/12/2021
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
distance learning,graduate students,OAI-PMH Harvest,online programs,outsourcing,student services
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tambascia, Tracy (
committee chair
), Green, Alan (
committee member
), Sanders, Sabrina (
committee member
)
Creator Email
nmnieves@marshall.usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-428599
Unique identifier
UC11668580
Identifier
etd-Richardson-9328.pdf (filename),usctheses-c89-428599 (legacy record id)
Legacy Identifier
etd-Richardson-9328.pdf
Dmrecord
428599
Document Type
Dissertation
Rights
Richardson, Nina Milan
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
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
Tags
distance learning
graduate students
online programs
outsourcing
student services