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Increasing student persistence at a community college from an administration perspective

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Increasing student persistence at a community college from an administration perspective

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INCREASING STUDENT PERSISTENCE AT A COMMUNITY COLLEGE FROM AN
ADMINISTRATION PERSPECTIVE
By

Martha Pogue Maimone

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

December 2020

Copyright 2020 Martha Pogue Maimone

ii

DEDICATION
During this academic journey, GOD has bestowed upon me abundant favor beyond my
wildest imagination and dreams, guidance, love, support and encouragement of a plethora of
family, mentors, colleagues and friends. Specifically to my maternal grandmother, Chresie Ross
Pogue and grandfather Bob Dobbins, my beloved parents, Timothy and Juanita Jackson Pogue,
my second gracious mother, Rose Maimone, devoted sisters, Jacqueline, Anita, Chresie,
Francine, Melody Pogue, Paulette Maimone and supportive brothers, Keno Pogue, Dick Bavetta
and my namesake, aunt Martha and uncle Mitchell Reed. A hearty shout-out to the two jewels in
my crown and my pride and joy, husband, Michael Joseph and our son, Uriah Joseph Maimone.

iii

Acknowledgements
During a five-year educational trajectory to complete my joint-dissertation has been a
blessing but not without low valleys and high peaks, however, the highs have outweighed the
lows. I would like to take this opportunity to express my esteemed gratitude to my committee
chair, Kenneth Yates for his transformational leadership by devoting his indispensable time,
scaffolding and expertise pertaining to my dissertation from start to finish. I also would like to
acknowledge Briana Hinga for her advice, guidance as a professor and a co-committee member.
Moreover, I would like to also articulate a special thank-you to my third committee member,
Edward Karpp, who took a chance to work with me based on a strong recommendation by
Kathleen Flynn, my first teaching mentor and supervisor at Glendale Community College.
Edward’s faith in my effectiveness and positive feedback is greatly appreciated. My completion
of this project would not have been achievable without the support of my village, for instance,
Thomas Cummings, Julietta Shakhbagova, Robert Filback, and peers, Sudhakar Ravada,
Eduardo Tinoco, Donyelle Lakey Vaca, friends and family. I am very thankful to Helen Pitts,
long-term confidante and joint-author in this endeavor. I owe a debt of gratitude to former Dean
Rossier School, Karen Symms Gallagher, Melanee Vicedo, Evelyn Castillo and Ilda Jimenez that
facilitated USC librarian resources and the monthly Weekend Write Workshops.
Lastly, but not least, to my caring, loving, and supportive husband, Mike: my deepest
appreciation for his undying encouragement, personal drive, outstanding computer skills, and a
skilled and delectable chef. Also you exhibited impeccable proofreading skills, specifically,

iv

during the first year of my USC graduate study journey was beyond measure. Michael, without
you, this academic journey would have been unachievable. In closing, I would like to express
my warm appreciation to our god-send son, Uriah, for his endless support of my educational
goals. The old adage is true, “The apple doesn’t fall far from the tree,” as Michael, will graduate
from Pepperdine University with a MBA in 2021 and Uriah, our son, will also graduate in 2021
from University of St. Augustine for Health Sciences with a clinical PhD in Physical Therapy.

v

TABLE OF CONTENTS
Dedication .................................................................................................................................. ii
Acknowledgements ....................................................................................................... iii
Tables ........................................................................................................................................ ix
List of Figures ............................................................................................................................ xi
Abstract ....................................................................................................................................xii
Chapter One: Introduction ........................................................................................................... 1
Introduction of the Problem of Practice ............................................................................ 1
Organizational Context and Mission ................................................................................ 1
Related Literature ............................................................................................................ 2
Background on Community Colleges in the United States 2
Benefits to Students’ Continuous Enrollment 3
Societal Benefits .............................................................................................................. 4
Role in Student Achievement 4
Importance of the Problem to the Organization ................................................................ 5
Organizational Performance Goal .................................................................................... 5
Description of the Stakeholders ....................................................................................... 5
Stakeholders’ Performance Goals .................................................................................... 6
Stakeholder Group for the Study ...................................................................................... 7
Administration’s Critical Behaviors 7
Faculty Critical Behaviors 8
Purpose of the Project and Questions ............................................................................... 8
Conceptual and Methodological Framework .................................................................... 9
Definitions ....................................................................................................................... 9
Organization of the Study .............................................................................................. 10

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Chapter Two: Review of the Literature...................................................................................... 11
Community Colleges in the United States ...................................................................... 11
Limited Research on Community Colleges 11
Student Persistence in Enrollment 12
Importance of Continuous Enrollment 13
The Role of Administration in Fostering Continuous Student Enrollment 14
The Role of Faculty in Fostering Continuous Student Enrollment 15
Learners Academic Achievement 16
Graduation Rates 16
Transfer to Four-Year Institutions 17
Conceptual Framework .................................................................................................. 18
Stakeholder Knowledge, Motivation and Organizational Factors ................................... 18
Knowledge and Skills 18
Motivation 34
Organization 47
Chapter Three: Methodology .................................................................................................... 59
Purpose of the Project and Questions ............................................................................. 59
Conceptual and Methodological Framework .................................................................. 59
Assessment of Performance Influences .......................................................................... 60
Knowledge Assessment 61
Motivation Assessment 66
Organization/Culture/Context Assessment 70
Recruitment ................................................................................................................... 76
Survey 76
Interview 76
Instrumentation.............................................................................................................. 77
Survey 77
Interview Protocol Design 78
Data Collection .............................................................................................................. 78

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Interviews 79
Data Analysis ................................................................................................................ 79
Surveys 79
Interviews 79
Trustworthiness of Data ................................................................................................. 79
Role of Investigators ...................................................................................................... 80
Limitations .................................................................................................................... 80
CHAPTER FOUR: RESULTS AND FINDINGS ...................................................................... 81
Participating Stakeholders ............................................................................................. 82
Data Validation ............................................................................................................. 82
Results and Findings for Knowledge Causes .................................................................. 83
Factual Knowledge 83
Conceptual Knowledge 87
Metacognitive Knowledge 89
Results and Findings for Motivation Causes .................................................................. 93
Value 93
Emotion 94
Attribution 97
Results and Findings for Organization Causes ............................................................... 98
Policies and Procedures 98
Resources 102
Summary of Assets and Needs ..................................................................................... 105
CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION ........................................ 108
Purpose of the Project and Questions ........................................................................... 108
Recommendations to Address Knowledge, Motivation, and Organization Influences ... 108
Knowledge Recommendations 109
Motivation Recommendations 115

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Organization Recommendations 120
Summary of Knowledge, Motivation and Organization Recommendations .................. 125
Integrated Implementation and Evaluation Plan ........................................................... 126
Organizational Purpose, Need and Expectations 126
The Stakeholder’s Goal: Administration ...................................................................... 127
Implementation and Evaluation Framework 127
Level 4: Results and Leading Indicators 128
Level 3: Behavior 130
Level 2: Learning 134
Level 1: Reaction 137
Evaluation Tools 138
Data Analysis and Reporting 139
Summary of the Implementation and Evaluation 140
Limitations and Delimitations ...................................................................................... 140
Recommendations for Future Research ........................................................................ 141
Conclusion .................................................................................................................. 142
REFERENCES ....................................................................................................................... 144
APPENDIX A Site Administrator Interview Protocol.............................................................. 157
APPENDIX B Immediate Evaluation Tool (Levels 1 and 2) .................................................... 162
APPENDIX D Example of Digital Dashboard to Communicate Progress of Goals .................. 167

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TABLES
Table 1: Organizational Goal and Mission 6
Table 2: Summary of Assumed Knowledge Influences on Administration’s and Faculty’s
Ability to Achieve the Performance Goal 32
Table 3: Summary of Assumed Motivation Influences on Administration’s and Faculty’s
Ability to Achieve the Performance Goal 45
Table 4: Summary of Assumed Organization Influences on Administration's and Faculty’s
Ability to Achieve the Performance Goal 56
Table 5: Summary of Knowledge Influences and Method of Assessment 62
Table 6: Summary of Motivation Influences and Method of Assessment 67
Table 7: Summary of Organization Influences and Method of Assessment 71
Table 8: Survey Results for Factual Knowledge of Components in a CESP 84
Table 9: Survey Results of Factual Knowledge of Administration Knowing
their Individual Roles
86
Table 10: Survey Results for Conceptual Knowledge of the process of creating and
implementing a CESP 87
Table 11: Survey Results for Metacognitive Knowledge establishing and implementing
a CESP 89

Table 12: Survey Results for Metacognitive Knowledge of evaluating the progress
and effectiveness of a CESP 90

Table 13: Survey Results for Metacognitive Knowledge Influences 92

Table 14: Survey Results for Motivation Influences 93

Table 15: Survey Results for Motivation Influences 95

Table 16: Survey Results for Motivation Influences 96

Table 17: Survey Results for Motivation Influences 98

Table 18: Survey Results for Organization Influences 99

Table 19: Survey Results for Organization Influences 101

x

Table 20: Survey Results for Organization Influences 103

Table 21: Survey Results for Organization Influences 104

Table 22: Knowledge Assets or Needs as Determined by the Data 105

Table 23: Motivation Assets or Needs as Determined by the Data 107

Table 24: Organization Assets or Needs as Determined by the Data 107

Table 25: Summary of Knowledge Influences and Recommendations 110

Table 26: Summary of Motivation Influences and Recommendations 117

Table 27: Summary of Organization Influences and Recommendations 121

Table 28: Outcomes, Metrics, and Methods for External and
Internal Outcomes 131

Table 29: Critical Behaviors, Metrics, Methods and Timing
for Evaluation 134

Table 30: Required Drivers to Support Critical Behaviors 135

Table 31: Evaluation of the Components of Learning for
the Program 140

Table 32: Components to Measure Reactions to the Program 142

xi

LIST OF FIGURES
Figure 1. Gap analysis process (Clark & Estes, 2008). 60

xii

ABSTRACT
The overall goal of this project was to increase student persistence from semester to semester at
ABC Community College (ABCCC). Applying the gap analysis framework (Clark & Estes,
2008), the purpose of this study was to collect and analyze data pertaining to the knowledge,
motivation, and organizational (KMO) causes to examine the assets and challenges for the
administration to create and implement a new continuous enrollment strategic plan (CESP) to
achieve the aspirational goal of 100% student persistence and retention rates across semesters.
The study employed a mixed-methods approach, including surveys and interviews to capture
data from up to 31 participants and interview data from 19 administration participants to identify
and validate assumed assets and needs that may impact the creation of the new CESP. Based on
the findings of the study, research-based solutions were used to address the organization’s
performance challenges. Kirkpatrick and Kirkpatrick’s (2016) Four Levels of Evaluation were
used to create an implementation and evaluation plan to measure the effectiveness of the
solutions. Two questions guided this gap analysis:
1. What are the knowledge and skills, motivation, and organizational assets and challenges
for administration and faculty at ABCCC to create and implement a CESP to maximize
student success by increasing persistence and retention to 100%?
2. What are the knowledge and skills, motivation, and organizational recommendations for
administration and faculty to create and implement the plan?
Keywords: student persistence/retention, community colleges, ABCCC stakeholders,
Continuous Enrollment Strategic Plan (CESP)

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CHAPTER ONE: INTRODUCTION
Co-authored by Martha Pogue Maimone and Helen Pitts
Introduction of the Problem of Practice
Community colleges in the United States (U.S.) face a growing problem of declining
persistence/retention rates from semester to semester. This challenge represents the larger
national/international/societal problem in education of student continuous enrollment in
community colleges.
According to the Community College Research Center (CCRC, 2017), community
colleges are tasked with serving multiple missions, from workforce training to remediating
students, in preparation for higher education and community enrichment. It is imperative that
community colleges’ leadership, administration and faculty provide integrated and intrusive
support to increase students’ persistence to program and degree completion.
Organizational Context and Mission
ABC Community College (ABCCC) is one of 115 California community colleges
(CCCs). It was founded in 1927 and is located outside of downtown Los Angeles, CA. The
student-faculty ratio is 29:1. The college grants certificates and associate degrees and has a
college credit enrollment of 15,502 day and evening students. The campus sits on 100 acres and
has 15 permanent buildings and a renowned planetarium.
The mission of ABCCC is to academically prepare students for graduation and success in
educational and career goals. ABCCC exists to ensure students identify their educational goals
and needs and gain learning in basic skills education, lower division postsecondary education,
career and technical education and general education.

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Organizational Performance Status
ABCCC faces issues similar to what other community colleges encounter, such as student
retention/persistence from semester to semester and year to year. The college currently faces
obstacles to retaining students across semesters. At ABCCC, the rate of students not continuing
from fall to spring is about 30%. In addition, the rate of students enrolled in fall who do not
enroll in the next fall semester is about 50%.
Related Literature
Background on Community Colleges in the United States
Junior colleges in the U.S. were originally modeled after high schools in Germany as an
extension of high school. Junior colleges were later renamed community colleges to reflect their
intimate relationship with their surrounding regions. These institutions of higher learning were
founded in the U.S. in the mid-19th century to give more students opportunities by providing
education beyond high school. Correspondingly, Drury (2003) advocated that his new model
became a venue for minorities in American 2-year and 4-year public campuses who would have
otherwise been excluded from postsecondary education. As a result of this exclusion of
minorities, the Morrill Act of 1862 was enacted for this population.
According to Fong et al. (2017), in 1948, Bouge coined the term “community college”
and its goal of enriching the quality of community living. Moreover, these local institutions
were urged to commit to imparting education to their surrounding neighbors, coupled with
promoting a culture of social, academic integration of learning and inclusivity to all learners
regardless of their socioeconomic status (SES). During the advent of junior colleges, later
renamed community colleges, access to these institutions denied undergraduate education to
underserved and underrepresented learners. However, over the years, community colleges

3

evolved into a more inclusive educational option for all learners pursuing higher education and
preparing for career opportunities.
One of the key requirements of completing higher education is continuous enrollment in
a vocational program, degree program or transferring to a 4-year university. Moreover,
completion of a certificate or graduating from college is the passport to a better financial,
educational, personal and societal pathway for all learners.
Benefits to Students’ Continuous Enrollment
Continuous enrollment is important for all community college learners, as it provides a
gateway for personal, professional, educational and economic growth. According to the United
States Department of Education (USDE, 2016), continuous enrollment is beneficial to
undergraduate students, guaranteeing these learners college graduation candidacy, college
graduation and profitable career opportunities. Furthermore, the USDE purports that college
graduates with a 4-year degree can make up to 66% higher salaries than high school graduates.
Moreover, college graduates are not among the first to be laid off from work as are their non-
degree-holding counterparts.
Student retention in community colleges is beneficial to all stakeholders, providing
workforce training, preparing students to reach higher educational goals and enriching
communities. In the past, higher education was considered to hold intrinsic value for individual
learners. In contrast, to date, the benefits to the community are well documented by empirical
research as higher a societal value to the largest population of learners who pursue postsecondary
education.

4

Societal Benefits
Community colleges are the largest postsecondary educational system in America, and
these institutions are tasked with serving millions of students, solidifying their important roles in
meeting the demands of the communities they represent. Baim and Baum (2016) purported the
flexibility of community college admissions creates opportunities for many learners to pursue
higher education, lifelong learning and training to meet the demand for skilled workers in
California’s economy. Moreover, Ma et al. (2016) purported the benefits of a college educated
citizen include wholesome style of living, lower healthcare costs, participation in the economy
and society as well as building stronger families.
The Organization for Economic Cooperation and Development reported higher education
is the determining factor for learners to enhance abilities, proficiency skills and expertise, laying
the foundation to contribute to the community and the economy. Persistence to college
completion provides multiple benefits to the students’ metacognitive and psychosocial
development. Community colleges play a central role in achieving equitable outcomes and
academic achievement for all learners.
Role in Student Achievement
ABCCC and all American community colleges are in a unique position in the changing
landscape of higher education. Asserted by the American Association of Community Colleges
(AACC, 2014), community colleges are the gateway for more than half of undergraduate
students in the U.S. Therefore, continuous enrollment is essential to meet this population’s
demands. Further, given the large population of learners in the U.S. who rely on community
colleges to pursue higher education, it is imperative for these colleges to devise a system to
decrease the existing 6-year completion rate and heighten the persistence rate.

5

It is incumbent on American community colleges to meet the demands of the majority of
learners pursuing higher education by addressing the low retention rates. Higher education
institutions should be held accountable for providing integrated and intrusive support to the
nation’s bulk of learners to increase their persistence to program completion and earning a
degree.
Importance of the Problem to the Organization
It is important to address this issue because students’ lack of continuous college
enrollment has adverse effects on their academic achievement, transfer to 4-year institutions,
graduation, and ABCCC’s tuition revenue. Continuous enrollment is important for all
community college learners, as it provides a gateway for personal, professional, educational and
economic growth. Correspondingly, the USDE (2016) purports that it is advantageous to assist
undergraduate students with a first-rate college education that will enrich their lives and enhance
the nation’s economic security. ABCCC’s mission and goal is to prepare learners for further
higher education, employment, advancement, and successful participation in a global society.
Organizational Performance Goal
Ideally, the goal of ABCCC is to increase persistence and retention to 100%. Although
this goal is aspirational, the purpose of this study was to optimize the near-term student
persistence goals established by ABCCC on an annual basis necessary to aspire to the 100%
goal.
Description of the Stakeholders
The organization’s stakeholders for this study are administrators, faculty and students.
The ABCC administration supports faculty and students to meet targeted goals by providing
opportunities for autonomous decision making and democratic interaction styles and by

6

developing positive beliefs about personal autonomy and competence. Faculty have the most
influence on increasing student continuous enrollment and achieving the mission. Educators can
affect motivation through their interactions with students, assignments and exams, and the
classroom climate. Faculty serve as mentors, are proactive in identifying at-risk students,
encourage learners and emphasize the importance of education.
Students commit to their educational goal by taking advantage of college resources such
as tutoring and study groups as well as academic and career counseling.
Stakeholders’ Performance Goals
The goals for the organization and the three primary stakeholders to implement CESP are
shown in Table 1.
Table 1
Organizational Goal and Mission
Organizational Mission

The mission of ABC Community College (ABCCC) is to academically prepare students for
graduation and success in educational and career goals. ABCCC exists to ensure students identify their
educational goals and needs and successfully accomplish student
learning in the following areas (a): Basic skills education, (b) lower division postsecondary education,
(c)career and technical education and (d) general education.
Organizational Goal
By the [Dates to be determined by ABCCC], school year, administration and faculty will implement a
plan to increase the student persistence/retention rate from 70% semesterly and 50% annually to 100%
in annual increments at ABCCC as defined by the Board of Trustees Mission Statement, Objectives and
Functions, by the end of [Date to be determined by ABCCC].
Stakeholder Goal:
Administration

ABCCC administration will
collaborate with faculty to develop
and support the implementation of
a new continuous enrollment
strategic plan (CESP) to increase
students’ continuous enrollment by
(DATE TBD).
Stakeholder Goal:
Faculty

Faculty will collaborate with
administration to develop a
continuous enrollment
improvement plan that is specific,
measurable, attainable, relevant
and time bound to increase
students’ continuous enrollment.
Stakeholder Goal:
Students

By [Date to be determined],
100% of
students will maintain
continuous enrollment from
semester to semester until
completion/graduation.

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Stakeholder Group for the Study
This study focused on the administration and the faculty as the two key influencers at
ABCCC who can foster and increase students’ semester to semester continuous enrollment.
Stakeholders of Focus Critical Behaviors
According to Kirkpatrick and Kirkpatrick (2016), critical behaviors are the few,
observable and measurable actions that, if performed consistently, will have the largest impact
on achieving the stakeholders’ goals.
The critical behaviors were determined ultimately by an extensive review of the literature
and in collaboration with ABCCC leadership. A preliminary review of the literature reveals the
following potential critical behaviors for administration and faculty.
Administration’s Critical Behaviors
There are three proposed critical behaviors required for administration to achieve their
goal:
1. Collaborate with faculty to (a) establish and implement a continuous enrollment strategic
plan (CESP) focusing on improving continuous student enrollment and (b) provide data
to support improvement in continuous student enrollment rate.
2. Increase and maintain programs that promote a culture of social and academic integration
to enhance faculty and students’ commitment to increasing continuous student
enrollment.
3. Create and maintain an evaluation metrics and methods to monitor the CESP.

8

Faculty Critical Behaviors
There are also three proposed critical behaviors required for faculty to achieve their goal:
1. Develop and implement a CESP that promotes student success on a daily basis that
includes (a) creating a culture that promotes student achievement, (b) developing
collaborative learning techniques, (c) interacting with students outside the classroom, and
(d) providing academic challenges in the classroom.
2. Create an evaluation plan to monitor and measure the progress of CESP every semester.
3. Conduct an analysis of the evaluation data at the end of every semester to use as a basis
to make informed decisions for improving the strategic continuous enrollment plan to
attain 100% continuous enrollment.
Purpose of the Project and Questions
The purpose of the study was to use the Clark and Estes (2008) organizational
performance framework to examine the assets and challenges for the administration and faculty
to create and implement a CESP to achieve the aspirational goal of 100% persistence rate across
semesters. Two questions guided this project:
1. What are the knowledge and skills, motivation, and organizational assets and challenges
for faculty and administration at ABCCC to create and implement a continuous
enrollment strategic plan to maximize student success by increasing persistence and
retention to 100%?
2. What are the knowledge and skills, motivation, and organizational recommendations for
faculty and administration to create and implement the plan?

9

Conceptual and Methodological Framework
The conceptual and methodological framework used was Clark and Estes (2008)
performance improvement model. Clark and Estes suggest that high-performing organizations
are characterized by three distinct factors: individuals who have the knowledge and/or skills,
motivation, and organizational resources to succeed.
Kirkpatrick and Kirkpatrick’s (2016) New World Four Level Evaluation Model was used
as a framework for the proposed implementation and evaluation of the strategic continuous
enrollment plan. This four-level model provides a framework to collect data related to external
and internal organizational outcomes, stakeholders’ critical behaviors as they achieve their goals,
effectiveness of programs, and program participants’ satisfaction.
The data collected pertained to knowledge indicators, motivation indices, value, self-
efficacy, and mood scales. The proposed methods to collect the data include surveys and
interviews analysis.
Definitions
California Community Colleges Chancellor’s Office (CCCCO, 2018). Led by
Chancellor Eloy Ortiz Oakley who also serves as the chief executive officer, the office oversees
the board of governors, executive office, the consultation council, the annual budget and
legislative process, communications to the general public and media, and the internal operations
of the agency.
Persistence rate. The percentage of students who enrolled in three consecutive semesters
anywhere in the CCC system. If a student started in Fall 2008, then enrolled in Spring 2009 and
Fall 2009, that student would be counted as a persister, but if the student only enrolled in Spring
2009 and not Fall 2009, the student would not be counted as a persister.

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Organization of the Study
Five chapters are used to organize this study. This chapter introduced ABCCC’s mission,
challenges, goals, three stakeholders, stakeholders of focus and presented the key concepts and
terminology used in educational institutions. Conceptual and methodological frameworks were
employed and analyzed to clarify ABCCC’s goals and identify the causes for the variance of the
desired goals. Chapter Two will present a discussion of seminal and current literature relevant to
the study. Chapter Three will describe the methodology to be employed for collecting and
analyzing data.
Following data collection and analysis, Chapter Four will present the findings of the data
analysis. Lastly, Chapter Five will provide research-based solutions to answer the two questions
presented for closing the two gaps in student persistence/retention as well as recommendations
for an implementation and evaluation plan for the solutions.

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CHAPTER TWO: REVIEW OF THE LITERATURE
Co-authored by Martha Pogue Maimone and Helen Pitts
Community Colleges in the United States
Community colleges serve as the fountainhead in educating nearly 50% of undergraduate
learners in the United States. Therefore, it is incumbent on institutions of higher learning to
assist community college students persist to program and degree completion. According to
Cooper (2010), community colleges play a central role in meeting millions of learners’
educational needs. Institutions of higher learning have an obligation to provide guidance and
counseling, the two most essential student services that community colleges lack in regards to
underprepared learners. Correspondingly, Ma and Baum (2017) postulate that strong variables
of higher graduation rates at institutions of higher learning indicate social and academic
integration inside and outside of classroom environments. Further, community colleges furnish
various benefits to learners, such as affordability, credential completion, a 2-year degree or
transfer to a 4-year institution.
Institutions of higher learning recruit nearly 50% of undergraduate students but place
significantly less emphasis on retaining them. Moreover, community colleges are cognizant of
their charge to retain all learners from admission to fulfillment of their educational objectives,
including graduation. These educational systems must focus more on research in 2-year colleges
as well as 4-year colleges and universities to achieve student retention outcomes.
Limited Research on Community Colleges
There is an extensive breadth of literature on persistence/retention at 4-year universities;
however, there is a deficit of research at the 2-year level. Further, empirical research at
community colleges is non-existent and non-inclusive. According to Metz (2006), public and

12

private 2-year colleges’ charge is to place more emphasis on research pertaining to off-campus
factors as predictors of degree achievement, retention and persistence at community colleges, as
posited by Pascarella and Terenzini (as cited in Metz, 2005). In accordance with Windham et al.
(2014), prevalent and applicable research on student retention is critical for establishing and
assessing robust persistence interference at the community college level (Wild & Ebbers, 2002).
Moreover Metz (2005) purported that the majority of research on student persistence and
retention is focused at the 4-year level as opposed to 2-year institutions. As a result, it is
imperative that community colleges place more emphasis on research at the 2-year level which
will influence student achievement outcomes and enhance persistence/retention rates.
Furthermore, almost 50% of learners are enrolled in community colleges, as asserted by Scheutz
(2008), yet this targeted population does not persist to credential completion. The main focus of
research pertaining to student persistence is at 4-year institutions versus at 2-year colleges, as
noted by Windham et al. (2014). Furthermore, Tinto (1999) suggested it is essential for
educational institutions to concentrate their efforts in learners’ success and evaluate the triggers
affecting their persistence.
Student Persistence in Enrollment
American higher education is failing two-thirds of students and, consequently, failing the
nation. Roughly one-third of American high school students attend college, one-third have a high
school diploma but do not pursue postsecondary education, and one-third drop out altogether.
Anderson (2014) agrees that 2-year colleges represent the largest and fastest growing sector of
public education in America. Anderson further asserts these institutions are the pipeline to
postsecondary education for underprivileged, underrepresented and first-generation college
goers. Fike and Fike (2008) assert these institutions expend more resources on attracting future

13

learners as opposed to concentrating on students persisting. Astin (1993), Pascarella and
Terenzini (1990), Tinto (1993) and Lau (2003) all report similar findings that it is imperative for
academe to develop and execute processes, programs, procedures and policies that align with the
goal of maximizing competent learners' persistence.
The USDE (2011) affirms public, 2-year institutions are known for providing instruction
for the unskilled labor pool and improving profiting-making. However, they are admonished for
the 63% of students whose education goals do not come to fruition in an appropriate time frame.
Despite the multitude of challenges faced by 2-year community colleges, they represent the
benchmark for educational and economic growth in the United States.
High persistence and retention rates in 2-year colleges which are paramount in the
American educational landscape, require continuous student enrollment. Moreover, positioning
students at the forefront of institutional policy and practice can be instrumental in enabling a
focus on student completion, persistence and retention at 2-year public colleges in the United
States.
Importance of Continuous Enrollment
Institutions of higher learning are multifaceted, allowing learners to earn a credential or
associate degree, transfer to a 4-year college/university and enhance their career development.
These institutional systems are recognized as the thoroughfare for postsecondary job training to
gain the skills required by many employers. Comparably, Knaggs et al. (2015) affirm the
importance of continuous enrollment and ultimately graduation or certification from higher
educational institutions. Knaggs and colleagues further suggest these credentials are a
prerequisite for meeting the demands of the more than 46 million job opportunities forecasted by
2025. Consistent with Knaggs et al. (2015), Martin et al. (2014) assert that educational

14

attainment among the predominant, multicultural undergraduate population is essential for self-
empowerment, economic progress and community engagement in the emerging international
marketplace, including sustaining a rich lifestyle.
The USDE (as cited in Yu, 2017) reports that 2-year public colleges are known for
offering vocational education to diverse and less educated learners and contribute to the
marketplace. The high attrition and low retention rates present a critical problem for community
colleges due to the large percentage of students whose educational goals are unfulfilled.
The Role of Administration in Fostering Continuous Student Enrollment
Community college leaders are tasked to examine, devise and implement student support
services that are conducive to students’ success. Effective support services should include an
integrated network of academic, social and financial backing. Price and Tovar (2014) agree it is
the responsibility of 2-year public institutions to furnish a culture conducive to student learning:
an educational climate that fosters services such as scholarly and non-scholarly guidance and
economic assistance. These components are key and proven as a successful metric to foresee
greater academic achievement outcomes. Correspondingly, Yu (2017) purports that groundwork
is a major contributor to educational success. Thus, 2-year public institutions and secondary
school leaders must collaborate in coordinating a curricular foundation to ensure students’
achievement. Research associated with scholarly achievement suggests providing learners with
intellectual training, counseling and mentoring contributes to appropriate educational
achievement, namely in computation skills.
Pusser and Levin’s (2009) research findings show a thorough framework identifies
administrative duties, program procedures, educational programming and curricula, financial
plans, and community networking strategies. Moreover, community college practitioners

15

recognize the state of their learners in concert with a cadre of experienced and committed faculty
who mentor students and lead to more successful outcomes. Similarly, the culture, programs,
processes and policies developed and implemented by administration in high-performing
educational institutions play an important role in fostering continuous enrollment in community
colleges. Additionally, the classroom settings offer many opportunities for students to interact
with faculty and each other, resulting in students’ successful outcomes and persistence.
The Role of Faculty in Fostering Continuous Student Enrollment
Educational institutions have systems and programs established to facilitate students’
success, and faculty engagement and collaborative learning are positive predictors of continuous
enrollment. Asserted by Price and Tovar (2014), high-performing institutions’ practices and
procedures are fundamental aspects of student engagement that will heighten these targeted
learners’ educational endeavors. Wirth et al. (2014) report optimal performance between faculty
and learners motivates students by enhancing scholarship and campus activities. Similarly,
Dudley et al. (2015) conclude cooperation between learners and educators is an indicator of
imparting knowledge to all undergraduates. Collaboration among these stakeholders in academic
and non-academic activities offers learners’ guidance that results in uninterrupted retention and
scholarly attainment.
Research findings show high-impact educational practices by faculty, inside and outside
the classroom, such as student engagement and faculty-student interaction are positive indicators
of attaining educational goals. Additionally, research indicates that student-faculty interactions,
heightened faculty contributions to student retention and augmented educator counseling are
predicting variables in successful student outcomes (Dudley et al., 2015; Price & Tovar, 2014;
Wirth et al., 2014).

16

Learners Academic Achievement
Higher cumulative grade point averages (GPAs) benefit student persistence at the
community college, as these make for the most robust barometer of student persistence coupled
with educator-learner collaborations. Also, students on these campuses play a significant role in
their own academic success. Contributing factors include efficient policies, collaboration with
educators, persistence, self-efficacy, and completion of their educational goals. Nakajima et al.
(2012) conclude there is a positive correlation among an institution’s policies, type and
participation among stakeholders. Nakajima and colleagues further assert that age groups,
employment commitments, educator-learner collaboration and SES also predict learners’
persistence. Fong et al. (2017) report that psychosocial factors are instrumental in undergraduate
learners’ outcomes in the nation’s 2-year, public educational organizations. There is a positive
relationship between learners’ beliefs in their ability to accomplish a goal and successful
academic achievement. In addition, the learning environment contributes significantly to
learners’ academic achievement.
High-performing community colleges employ an increased student graduation as a
measurement tool. This objective can be attained when students, faculty and administration work
collaboratively to accomplish pertinent aspirational goals.
Graduation Rates
Graduation rates can be increased when learning communities (learners, faculty and
administration) work together to make informed decisions about meeting the student
population’s needs. In addition to transparency and accountability, high culmination rates
represent an institutional culture wherein completion of a program, transfer to 4-year universities
and degree attainment are highly valued. Two-year public learning institutions are the primary

17

gateway to a 4-year university degree for a large number of underrepresented students.
Correspondingly, graduation rates are a measure of accountability and transparency for high-
performing educational institutions. According to Stevenson et al. (2006), educators are charged
with deliberately maximizing their contributions by preserving learners’ retention to academic
goal achievement. Demetriou and Schmitz-Sciborski (2011) confirm that learning communities
are charged with ensuring students’ enrollment is continuous from the recruitment stage through
completion of their aspirational goals. Further, there is a positive correlation between students’
participation in campus social involvement and heightened graduation rates. Therefore, 2-year
public learning institutions are the crucial and primary gateway to a 4-year university degree for
a large number of underrepresented students.
Transfer to Four-Year Institutions
Two-year public institutions should develop collaboration with 4-year universities that
will make students’ transition a positive and successful experience. Handel (2011) suggests that
matriculating from 2-year to 4-year institutions of higher learning remains an attractive objective
for the majority of entering undergraduate scholars. In addition, Handel suggests that the College
Board findings show there is a large percentage of the 2-year student population who wish to
transfer and earn a 4-year degree.
Laanan et al. (2010-2011) declare the qualities of the 2-year public institutions that make
them the preferred choice for higher education seekers include open-door policies, various
academic required and elective courses and diverse student populations. Similarly, transferring
from community colleges to 4-year universities can be promoted and enhanced with mutual
collaboration between both institutions with clearly articulated guidelines and procedures.

18

Community colleges are change agents for students seeking educational, social and economic
mobility. Collaboration between 2-year and 4-year institutions developed through clear
expectations and articulation agreements can lead to successful outcomes for learners,
institutions and the society they serve.
The next section will describe the conceptual framework using the work of Clark and
Estes (2008) to help administration and faculty to clarify goals and identify gaps for
improvement.
Conceptual Framework
This is an improvement study on collaboration between administration and faculty in
which we applied Clark and Estes’ (2008) performance analysis model, which is a systematic,
analytical method that helps to clarify organizational goals and identify the current and
aspirational performance level within an organization. Assumed knowledge, motivation and
organizational needs were generated based on ABCCC information, personal knowledge and
related literature. These needs were validated and triangulated by data, including knowledge
assessments, motivation and organization scales. Data were collected through surveys and
individual interviews. Research-based solutions are recommended and accompanied by an
implementation and evaluation plan.
Stakeholder Knowledge, Motivation and Organizational Factors
Knowledge and Skills
Clark and Estes’ (2008) analytical, systematic problem-solving framework was utilized to
analyze the causes for ABCCC not achieving the aspirational goals. Knowledge and skills
(declarative, conceptual, procedural, and metacognitive) influences were addressed as purported
by Clark and Estes.

19

Anderson and Krathwohl (2002) define knowledge as organized and structured by an
individual. The knowledge dimension consists of four types of knowledge: factual, conceptual,
procedural and metacognitive. A series of critical behaviors of community college
administration and faculty were analyzed by employing these types of knowledge to comprehend
notable literature and classify these two main stakeholders’ critical behaviors in each type of
knowledge.
Declarative factual knowledge influences. Krathwohl (2002) suggests that factual
knowledge consists of basic specific disciplines, contexts or domains. It includes things like
terminology, details or elements that learners must know or be familiar with to understand and
function effectively or solve a problem in a given area.
Administration and faculty know the components of a CESP. The administration is
charged with implementing the president’s initiative pertaining to strategic enrollment growth.
This administrative team is cognizant of the college’s strategic plan to affect institutional and
policy changes aligned with the learners’ targeted successful outcomes. Appleby-Wineberg et al.
(2010) highlighted developing a plan that defines the desired outcomes, such as improvement of
student retention and effective recruiting. Steps in that plan include analyzing data and assessing
other parameters of interest that will help in assessing progress towards reaching the goal.
Correspondingly, Levitz (2017) reflected that the mission statement consists of the college’s
commitment to advancing institutional and policy changes that support positive learner
outcomes.
Baker and Martin (as cited in Powers & Schloss, 2017) asserted that the definition of
strategic planning is the ability to multitask, deal and handle the demands of unexpected
situations. The planning ingredient entails regular assessments of the college’s missions,

20

programs, and objectives correlated with changing environments internally and externally to
enhance excellence in the organization. Similarly, Powers and Schloss purported that successful
technical schools, community colleges, liberal arts colleges, and comprehensive universities can
be defined by the quality of their leadership teams. Effective planning and administration,
regardless of strategic advantages, can elevate a school beyond its peers in a vast array of critical
dimensions. All can enhance recruitment and retention, strengthen student life opportunities,
increase extramural support and private giving, and advance the institution’s reputation for
excellence.
Furthermore, Aaron et al. (2016) suggest that the components of a strategic plan include
participating in a personal reflection, creating a set of outcomes and aspirations, confirming and
working out the proposal, carrying out the proposal and, finally, analyzing progress in achieving
the desired outcomes. Bryson (2018) agrees that strategic planning employs a methodological
approach with a definitive plan of action for assessment, goal setting, analyzing and evaluating
aimed at continuing effectiveness of the institution. Further, Lovik (2014) outlines the key
components of the strategic plan that include key performance indicators (KPI): assessing the
internal and external environments; identifying and analyzing strengths and weaknesses,
opportunities, and threats; developing strategies, measuring the impacts of KPIs, strategies, and
goals; and, finally, monitoring and revising the plan on a routine basis.
Administration and faculty know their individual roles to implement a CESP. Levitz
(2017) found that placing learners at the center of the learning institution is paramount; therefore,
community college leaders are charged to carefully examine the think-process of all of their
employees (staff and faculty), the college’s processes and systems as well as the campus climate
and culture in order to boost student’s engagement and persistence. Comparably, Anderson

21

(2014) suggests that undergraduate college leaders know their specific roles in terms of the
creation, action plan, real measuring tools, standard-based instruction, and ownership of new
programs. Pusser and Levin (2009) and Anderson (2014) agree that a thorough framework
identifies administrative duties, program procedures, educational programming and curricula,
financial plans and community networking strategies.
Administration and faculty know the appropriate data to collect to support a CESP.
College leaders are empowered to assemble a CESP that will support establishing an intensified
strategic enrollment plan consisting of goals, measuring tools, auditing and self-assessment tools.
Talbert (2012) declares that collecting a data model focusing on increasing student persistence,
enhancing enrollment and raising graduation rates is necessary to retain students in public 2-year
institutions. Levitz (2017) agrees that strategic enrollment planning is a continuous and data-
informed process that provides achievable measurable goals as well as aligns and integrates
academic and co-curricular planning with marketing, recruitment, retention, and financial aid
strategies to foster planned long-term enrollment and fiscal health. According to Ortiz (2016),
college leaders should carefully evaluate data, value the various types of data and support a
campus climate by employing data that informs decision making toward continuous
enhancement of the programs’ quality.
Administration and faculty know what programs promote a culture of social and
academic integration to enhance continuous student enrollment. It is incumbent on
institutions to employ disaggregated retention and success data from pertinent programs to make
revisions for improvement, resulting in positive learners’ outcomes. Fike and Fike (2018) show
that an all-inclusive, data analytics-driven blueprint can direct attempts to mediate enhanced
learners’ continuous enrollment. Fike and Fike (as cited in Lau, 2003, p. 1) argued that, as

22

educators in academic communities, there is an urgency and a charge to employ optimal
measuring tools regarding learners’ data that focus on heightening their retention and continuous
matriculation. Other factors that positively influence learners’ outcomes are faculty collaboration
and faculty-student interaction. Ohlson et al. (2016) support that faculty collaboration is the
primary component of an educational environment associated with successful student outcomes.
Ohlson et al. further assert that, when faculty work simultaneously and collaboratively, learning,
proficiency and systems are enhanced. Similarly, studies conducted by Astin (1985) on student
involvement theory and Pace (1979) on student development support that faculty-student
interaction is one path to discerning and facilitating learners’ educational goals. Faculty-student
interaction has a positive effect on student success. For example, students enhance learning
through their involvement on campus, and personal collaboration among faculty and students
enhances involvement (Austin, 1985). Austin (1993, as cited in Wirt & Jaeger, 2014) further
asserts that, as collaboration increases, an evolution of knowledge and educational interpersonal
relationship increases.
Administration and faculty know what data analyses to make in order to facilitate
informed decisions in attaining 100% continuous enrollment. Institutions operate in frequently
evolving environments influenced by aspects such as customers’ needs and domestic as well as
international events. Improving programs and policies to deliver on student success goals
depends on continuous application of data and evaluation of existing strategies to determine
effectiveness. McAfee and Brynjolfsson (2012) reported data-driven analysis enables one to
make better decisions based on evidence as opposed to intuitive decisions. However, it is
important to note that availability of data to educators does not necessarily translate to

23

knowledge about data application that results in reform supporting students’ successful
outcomes.
According to Marsh and Farrell (as cited in Olah et al., 2016), educators may not have the
ability to monitor and analyze data to formulate solutions for improvement. Therefore, college
leaders must be knowledgeable of the components of the CESP aligned with increasing students’
continuous enrollment rates. Successful development, implementation of strategic planning and
program evaluation depend on the knowledge and collaboration of all stakeholders at community
colleges. Leaders in higher education are cognizant of providing a culture that focuses on
continuous improvement, successful completion rates and outcomes posited by Maxwell and
Person (2016). Efforts to develop, implement and evaluate a strategic plan aimed at continuous
student enrollment depend on an individual’s knowledge of the processes and demonstration of a
thorough understanding of the plan process.
Administration and faculty conceptual knowledge influences. Conceptual knowledge
refers to information regarding various classes or structures pertaining to a specific field (Mayer,
2008). Krathwohl (2002) posits conceptual knowledge is understanding the interrelationships
among the various components within a larger structure that enable them to function together.
Further, Krathwohl’s (2002) research shows conceptual knowledge is a person’s knowledge of
categories, classifications, principles, generalizations, theories, models, or structures pertinent to
a specific domain.
Administration and faculty know the process of establishing and implementing a CESP
that focuses on improving continuous student enrollment. Enhancing students’ access and
successful outcomes requires strategic management enrollment. Knowledge of the process of
developing a strategic plan is the guiding force for plan development; it provides overall

24

direction in advancing the mission of the institution. Gordon and Fischer (2016) indicate that an
understanding of the institution’s aspirational goals (mission and vision) is the foundation of
strategic planning. Gordon and Fischer (2016) further indicated that the process of strategic
planning seeks assessment to improve the institution. Aaron and Busby (2016) described a
strategic plan includes a self-examination of the efficacy to develop mission and values as well
as to gather and interpret institutions and peer data.
Administration and faculty know the relationship between the components of a CESP
and the goal of improvement in the continuous student enrollment rates. A strategic plan
should be at the forefront of undergraduate leaders’ targeted objectives. Enrollment management
entails establishing the support of viable and comprehensive structures instrumental in
maintaining and maximizing continuous enrollment rates. Furthermore, Gutierrez and Creason
(2017) note a strategic enrollment plan supports the college’s enrollment goals and strategies in
alignment with the strategic plan and institution’s mission. Gutierrez and Creason further agree
that administrative stakeholders are cognizant of the findings of the strategic communications
plan that include the institutional self-assessment to begin a dialogue on the institution’s
readiness to establish and adopt a completion by design model of success. Gutierrez and Creason
indicated they regularly conduct research on non-persister learners and counteract addressing
retention rates by focusing on pathways for this marginalized group.
Administration and faculty know the relationship between increasing and maintaining
student equity programs (SEPs) and culture of social and academic integration to enhance
continuous student enrollment. To make campuses and classrooms more supportive and
effective for all students, college stakeholders should work collaboratively and commit to
maximizing students’ outcomes. Levitz (2017) posits assembling a task force to establish a

25

strategic enrollment plan that encompasses an all-inclusive continuous process created to guide
the institution based on data to make informed decisions.
Lotkowski et al. (2004) proposed timely alerts, evaluation and monitoring processes
related to secondary schools’ and/or undergraduate institutions’ GPA, score on exams such as
ACT assessments, and tests in college courses along with other performance indicators,
including assignment completion and class attendance. Wild and Ebbers (as cited in Windham
et al., 2014) asserted that undergraduate institutions pinpoint a paradigm for monitoring learner
persistence that consist of terminology and creating relevant data at the beginning of the study.
Administration and faculty know the process for collecting, classifying, measuring and
interpreting the data to make informed decisions. Knowledge of data collection, classifying,
measuring and interpreting is important in improving effectiveness when making informed
decisions. Clark and Estes (2008) purported it is important to have clear vision, goals and ways
to measure progress. Knowledge of the process is required for obtaining and establishing the
elements that are valuable or detrimental to the process in order to take data-driven corrective
action (Maxwell & Person, 2016).
Administration and faculty procedural knowledge influences. Asserted by Rueda
(2011), procedural knowledge refers to knowing how to do something: from driving a car, to
knowing how to drive, to knowing how to study, and so forth. According to Krathwohl (2002),
procedural knowledge involves having the skills necessary to apply learned concepts. Learning is
increased when learners acquire component skills, practice integrating them on a consistent
basis, and, over time, learn when to apply the skills they have acquired (Clark & Estes, 2008).
Administration and faculty know how to establish and implement a CESP focusing on
improving continuous student enrollment. Strategic enrollment planning allows an institution

26

to set, implement and achieve goals to improve their mission. Nodine et al. (2011) impart that all
college administrative stakeholders’ engage in the completion by design model that is
instrumental in college settings to broaden the high-performance learning communities scope
which augments learners’ achievement. Correspondingly, Immordino et al. (2016) reported a
strategic planning framework consisting of seven major planning phases that provides a
systematic pathway to articulating strategy and direction for the institution’s future. Likewise,
Clark and Estes (2008) opined that it is helpful to have thorough awareness, clear goals and ways
to measure the progress of a plan. In contrast with Immordino et al. (2016), Clark and Estes
(2008) and Gordon and Fischer (2016) purported that the absence of measurable criteria makes it
impossible for an organization to achieve the desired outcomes.
Administration and faculty know how to promote CESP and provide data to support
increasing continuous student enrollment rates. Insightful learning communities, including
administrative leaders, are recognizing the importance of creating a task force, a designated team
focusing on providing, collecting, interpreting and using data to inform decision making,
resulting in enhanced continuous student enrollment to completion. Fike and Fike (2018)
highlight that academic leaders are cognizant of utilizing data that informs the school’s
commitment to supporting persistence goals and objectives. Likewise, Levitz (2017) reported the
college’s task force is responsible for establishing a cohesive strategic plan for future student
enrollment expansion by employing data analytics to devise and adopt an actionable objective-
driven plan. Correspondingly, Maxwell and Person (2016) declared that leaders in higher
educational institutions are cognizant of providing a culture that focuses on continuous
improvement coupled with measuring tools and evaluation of the system to support the reform.

27

Administration and faculty know how to increase and maintain SEPs that promote a
culture of social and academic integration to enhance continuous student enrollment.
College administrators are cognizant of the processes and procedures of the educational plan of
action to meet the aspirational goals. Hagedorn (as cited in Tinto, 1975) addresses frameworks of
retention as the most cited topic that correlates to forecasting the significance of learner
assimilation resulting in augmenting persisting. Correspondingly, Kinzie and Kuh (2016)
advocated for the Achieving the Dream (ATD) initiative, which is an example of the importance
of student access to public, 2-year learning institutions. ATD asserts that colleges should be as
successful at retaining and graduating students, particularly low-income learners. This student
success framework centered on institutional improvement efforts to increase student outcomes.
Administration and faculty know how to analyze the collected data that will result in
achieving continuous student enrollment. Knowledge of data analysis is essential in
interpreting the “what” and “why” of the data analysis. According to Astin and Antonio (2012),
the applicability of the data analysis should inform an individual about current practices and their
relation to the aspirational outcomes. However, Chenail (2012) warns that, to successfully
analyze data, an individual must possess a broad scope of knowledge along with good writing
and presentation skills. Chenail further agrees that the data analysis process requires an
individual to invest considerable time interpreting transcripts, observational notes and forming
conclusions on the coded information to draw evidence-based results from the collected data.
Research by Kinzie and Kuh (2016, as cited in Mayer et al., 2014) highlighted a few
guidelines, specifically applying collected data to interpret students’ performance and pinpoint
at-risk learners, making it a top priority to rectify. Mayer et al. (2014) further offer a platform to
involve all college administrative stakeholders by employing literature findings to create

28

interventions aimed at these targeted populations to heighten learners’ outcomes. The initiative
ATD is an exemplary model designed for 2-year colleges and leaders to adopt to enhance student
enrollment and outcomes. Further, these institutions are encouraged to support a culture of
commitment to using pertinent students’ data and other factual information, gauge progress and
establish strategies to increase students’ achievement
Administration and faculty know how to monitor the CESP and provide guidance to
the students. To make informed decisions, it is essential to monitor and measure the progress of
the plan by comparing actual performance with intended performance. Franklin and
Blankenberger (2016) argued that evaluating a plan requires an understanding of the institution's
activities and agreed upon achievement goals of an organization. Likewise, Aaron and Busby
(2016) indicated that, to ensure implementation and continuous progress, it is important to
identify specific measures to capture the progress of the plan.
Administration and faculty know how to identify measurable and achievable objectives
of a CESP. Identifying measurable and achievable plan objectives is essential, as it allows an
individual to document and interpret the momentum or setback of the plan. Clark and Estes
(2008) stress the importance of having clear vision, goals and ways to measure progress.
Furthermore, Maxwell and Person (2016) agreed that success in achieving the plan is contingent
on the institution’s ability to provide the facilities and support data collection and assessment.
Administration and faculty know how to implement the findings of a CESP as a basis
for making informed decisions. It is imperative for administration and faculty to have thorough
knowledge of the critical factors that lead to successful implementation. According to Gordon
and Fischer (2016), implementation is the center of strategic planning. Without a proper,
thought-out implementation process, the strategy is of no use to the institution. Hinton (2012)

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supports that successful implementation depends on an individual’s ability to convert strategic
thoughts into workable tasks. Hinton further suggests that this can be accomplished by
documenting who is responsible for what, when and how the tasks will be accomplished.
Administration and faculty are empowered to partake in collaborative exercises to ensure that the
course of action is aligned with the goal of continuous student enrollment. Participation in the
strategic plan process presents an opportunity to demonstrate one’s knowledge of applying
current and new information in search of solutions to enhance continuous student enrollment.
Administration and faculty metacognitive knowledge influences. Metacognitive
knowledge is the awareness of one’s own cognition and particular cognitive processes (Mayer,
2008). Cognitive processes include remembering relevant information from long-term memory,
understanding and building meaning from information, carrying out a procedure or process in a
given situation, evaluating and making judgments based on criteria and standards, and forming
patterns based on distinct elements from given situations (Mayer, 2008). Metacognitive
knowledge is the awareness of one’s own cognition and particular cognitive processes
(Krathwohl, 2002).
Administration and faculty reflect on their ability to evaluate the goal of establishing
and implementing a CESP. Research asserts self-reflection, access objectives, creation and
implementation of strategic plans are essential for institutions to remain progressive, relevant and
successful. According to Ambrose et al. (2010), metacognitive abilities are required to become a
successful, “self-directed, for instance, self-regulated or lifelong” student. Ambrose et al.
suggested these talents are more salient at increased doses of academic and employment
scenarios as an individual advances to more complicated and higher level of duties for
edification. Ambrose et al. suggest commanding talent and skills, learning the prescribed

30

challenging duties, accessing one’s knowledge and skills, devising a method, auditing one’s
progress and adjusting one’s plans of action as needed.
Administration and faculty reflect on increasing and maintaining SEPs that promote a
culture of social and academic integration to enhance continuous student enrollment. It is
important that academic leaders reflect and evaluate their performance on programs and provide
an environment aimed at increasing continuous student enrollment. Ortiz (2016) described the
application of data by college leaders that has been proven to continuously enhance the analytical
environment, processes and procedures.
Administration and faculty reflect on their progress to assess and monitor the collected
data to achieve the goal of continuous student enrollment. The ability to reflect and affect
change is an important element in an individual’s capacity to assess and monitor data analysis for
advancing decision making. The opportunity to reflect on the progress of the CESP enables an
individual to determine progress toward the goals and to discover new findings about the plan.
Panadero, Jonsson, and Botella (2017) suggested monitoring and assessing provides an
individual with a greater awareness of the objectives of a task. Enhanced understanding of the
targeted assignment contributes to improved performance that ultimately leads to successful
outcomes. According to Maxwell and Person (2016), scrutinizing student success and program
operations necessitates that learning communities possess pertinent infrastructure and the
capacity to gather and evaluate legitimate data which informs decision making. Ambrose et al.
(2010) pointed out a few requirements are needed to assess the strengths, weaknesses and
program of the strategic plan in order to take corrective action. For example, one must have the
ability to analyze the complexity of the plan, conduct a self-evaluation about their knowledge
and skills level, possess the ability to audit their progress, plan and make adjustments to

31

necessary approaches. Correspondingly, Pintrich (2004) advocates for the capacity to assess,
manage and adjust various facets of understanding, aspirations or strategies as needed. Ambrose
et al. also suggest that, if an individual is assessing the plan’s progress with the goal of
understanding its strengths and weaknesses, then the assessment process can demonstrate the
need to take or not take corrective action. Self-assessing and self-monitoring help the individual
learn the extent of their abilities to improve upon them without the need for a performance
appraiser. These tools involve the use of questions, such as what strengths and weaknesses are.
Administration and faculty reflect on their ability to self-monitor and self-assess a
CESP. Reflecting on the progress of the plan provides an individual the opportunity to connect
the activities and goals of the plan and develop critical thinking skills to take corrective action.
Reflecting on the ability to self-assess and self-monitor provides an individual with insight into
the importance of the plan to articulate those intuitions purposefully. Kizilcec et al. (2016)
purported self-regulated individuals with the ability to plan, manage and control their progress
accomplish more and at greater speed than individuals with lesser self-regulated capabilities.
Moreover, Panadero et al. (2017) assert self-regulated learning, such as self-monitoring and self-
assessing, is a positive indicator of successful outcomes. Furthermore, Pandero et al. purported
that meta-analyses are based on 11 different self-regulated learning components.
Self-regulated learning is closely correlated with educators. This scholarship is guided by
metacognition (thinking about one’s thinking), strategic planning (auditing and accessing
individual’s achievement via a benchmark) and motivation affecting learning. Table 2 outlines
the assumed knowledge influences for administration and faculty, respectively, and supporting
research.

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Table 2

Summary of Assumed Knowledge Influences on Administration’s and Faculty’s Ability to
Achieve the Performance Goal

Assumed Knowledge Influences Research Literature
Author, Year; Author, Year.
Declarative Factual (terms, facts, concepts)

Administration and faculty know the components of the
Continuous Enrollment Strategic Plan (CESP).
Appleby-Wineberg et al., 2010
Levitz, 2017
Powers & Schloss, 2017
Aaron & Busby, 2016
Bryson, Edwards and Slyke, 2018
Lovik, 2014
Administration and faculty know their individual roles
to implement a CESP.

Anderson, 2014
Levitz, 2017
Pusser & Levin, 2009
Administration and faculty know the appropriate data to
collect to support a CESP.
Levitz, 2017
Marshall & Catlin, 2015
Ortiz, 2016
Talbert, 2012
Administration and faculty know what programs
promote a culture of social and academic integration to
enhance continuous student enrollment.

Fike & Fike, 2018
Fishback, Leslie, Peck and Dietz, 2015
Ohlson, Swanson, Adams-Manning &
Bird, 2016
Wirt & Jaeger, 2014
Administration and faculty know what data analysis to
make in order to facilitate informed decisions in
attaining 100% continuous enrollment.
Goldrick-Rab, 2010
Levitz, 2017
Ortiz, 2016
Aaron & Busby, 2016
Kinzie & Kuh, 2016
Marsh & Farrell, 2015
Declarative Conceptual (categories, process models,
principles, relationships)
Administration and faculty know the process of
establishing and implementing a CESP that focuses on
improving continuous student enrollment.
Krathwohl, 2002
Gutierrez & Creason, 2017
Aaron & Busby, 2016
Gordon & Fischer, 2016

Administration and faculty know the relationship
between the components of a CESP and the goal of
improvement in the continuous student enrollment rates.
Gutierrez & Creason, 2017
Aaron & Busby, 2016
Usoh & Prestin, 2017

33

Assumed Knowledge Influences Research Literature
Author, Year; Author, Year.
Administration and faculty know the relationship
between increasing and maintaining Student Equity
Programs (SEPs) and a culture of social and academic
integration to enhance continuous student enrollment.
Levitz, 2017
Lotkowski et al., 2004
Windham, Rehfuss, Williams, Pugh &
Tincher-Ladner, 2014
Administration and faculty know the process for
collecting, classifying, measuring and interpreting the
data to make informed decisions.
Krathwohl, 2002
Pusser & Levin, 2009
Maxwell & Preston, 2017
Procedural
Administration and faculty know how to establish and
implement a CESP focusing on improving continuous
student enrollment.
Krathwohl, 2002
Nodine, Venezia & Bracco, 2011
Immordino, Gigliotti, Ruben &
Tromp, 2016
Administration and faculty know how to promote a
CESP and provide data to support increasing continuous
student enrollment rates.
Krathwohl, 2002
Nodine, Venezia & Bracco, 2011

Administration and faculty know how to increase and
maintain SEPs that promote a culture of social and
academic integration to enhance continuous student
enrollment.
Krathwohl, 2002
Kinzie & Kuh, 2016
Administration and faculty know how to analyze the
collected data that will result in achieving continuous
student enrollment.
Krathwohl, 2002
Kinzie & Kuh, 2016
Administration and faculty know how to monitor the
CESP and provide guidance to the students.
Krathwohl, 2002
Mayer, Cerna, Cullinan, Fong,
Rutschow & Jenkins, 2014
Administration and faculty know how to identify
measurable and achievable objectives of a CESP.
Clarke & Estes, 2008
Maxwell & Person, 2016
Administration and faculty know how to implement the
findings of a CESP as a basis for making informed
decisions.
Gordon & Fischer, 2016
Hinton, 2012
Metacognitive
Administration and faculty reflect on their ability to
evaluate the goal of establishing and implementing a
CESP.
Krathwohl, 2002
Mayer, 2011
Ambrose, Bridges, Lovett, DiPietro &
Norman, 2010

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Assumed Knowledge Influences Research Literature
Author, Year; Author, Year.
Administration and faculty reflect on increasing and
maintaining programs that promote a culture of social
and academic integration to enhance administration and
faculty commitment to increasing continuous student
enrollment.
Krathwohl, 2002
Mayer, 2011
Administration and faculty reflect on their progress to
assess and monitor the collected data to achieve the goal
of continuous student enrollment plan.
Krathwohl, 2002
Mayer, 2011
Ambrose, Bridges, Lovett, DiPietro &
Norman, 2010
Bandura, 1986
Administration and faculty reflect on their ability to self-
monitor and self-assess the progress of a CESP and if
there is a need to abandon the plan if adequate progress
is not being accomplished.
Kizilcec, Perez-Sanagustin &
Maldonado, 2016

Panadero, Jonsson and Botella, 2017.

Motivation
General theory. Motivation plays an important role in an individual’s success. Rueda
(2011) asserts that motivation, especially what is known as achievement or academic motivation,
emphasizes the beliefs that a person develops related to themselves as learners in terms of
learning tasks and activities. Clark and Estes (2008) assert that active choice, persistence, and
mental effort are three indices of a learner’s motivation. Active choice occurs when the learner’s
intention to pursue a goal is replaced by action, persistence transpires when the learner continues
the action in the face of distractions, and mental effort includes the strategies the learner chooses
to work smarter and develop novel solutions to achieve the initial goal.
Value. Value refers to a learned belief about the effectiveness or benefits of a task or goal
which can change without self-awareness (Clark & Estes, 2008). According to Rueda (2011),
value (or task value as it is often called in the motivation literature) refers to the importance one
attaches to a task. It gets at the question, “Why should I do this task?” A useful perspective of
task value is provided by Wigfield and Eccles (2000, 2002), as they consider four separate

35

dimensions of task value: attainment or importance value, intrinsic value, utility value and cost
value. The following sections present the administration and faculty’s value influences.
Administration and faculty value establishing and implementing a CESP. The greater
administration and faculty value establishing and implementing a CESP, the more motivated
they will be to engage and persist in the course of action. Administration and faculty leadership
provides a platform for continuously enhancing the learning environment, not only for students,
but also an opportunity for administration and faculty to undertake new challenges that offer
growth. Pintrich and Schunk (2002) declared that importance or attainment value refers to how
important it is to do well on the task for the individual as well as how central the task is
perceived to be to the individual’s personal identity. Pintrich and Schunk further suggest that
cost beliefs refer to the perceptions of the costs or negative consequences of engaging in the task,
although it has not been empirically investigated as much as the other three components of task
value. Further, Clark and Estes (2008) report there is a connection between performance goals
and an individual’s interest. Stakeholders at institutions of higher learning see value in collecting
and providing data that is conducive to increasing continuous learners’ enrollment rates and
successful outcomes.
Administration and faculty value providing data for students to demonstrate
improvement in continuous student enrollment rates. Administration and faculty are aware of
the usefulness of the data and the commitment to provide support for the aspirational goals.
Correspondingly, individuals are motivated due to increased levels of value and relevant duties.
Data and activities are useful in allowing for personal connection with the school (Rueda, 2011).
Administration and faculty see value in promoting a culture of social and academic
integration to increase continuous enrollment rates. A strong liaison among all college leaders

36

is considered a valuable structure in supporting their commitment and appreciation of the
initiatives. Wang and Hong (2018) opine that collective task value is a high predictor of well-
integrated and collaborative performance. If an individual recognizes a goal as fundamental to
their identity and if there is a high level of enjoyment while attaining the goal, the objective will
result in higher attainment value. Byl et al. (2016) argued that uniting learners is instrumental in
effective and enhanced educational attainment. An evaluation matrix is a salient tool for
addressing evaluation design issues, such as data collection methods, data sources, analysis
methods and criteria for making comparisons of the results of the various data.
Administration and faculty see value in creating and maintaining evaluation metrics
and methods to monitor a CESP. Data analysis offers an opportunity to gather, review and
analyze data to form findings or conclusions. Creating an evaluation plan is an essential element
of evaluating a program; it provides useful information pertinent to the initiatives, attributes and
outcomes. According to Clark and Estes (2008), evaluation is a key component of objective and
goal enhancement initiatives and presents dependable and supportive evidence of the up-to-date
and future status of the project. A study conducted by Wang and Hong (2018) found that
collective task value is a high predictor of well-integrated and collaborative performance. If an
individual recognizes a goal as fundamental to their identity and if there is a high level of
enjoyment while attaining the goal, it has a higher attainment value. Eccles and Wigfield (2002)
agreed that the end result of an individual’s performance is shaped by his/her self-concept (belief
about their ability to accomplish a goal) and self-efficacy (belief about ability and confidence).
Undergraduate college institution’s stakeholders are cognizant of the value in conducting data
semesterly to make informed decisions to improve students’ outcomes. Data analysis provides

37

an explanation of the various concepts, theory, framework and methods used in reaching a
conclusion for a certain situation.
Administration and faculty see value in conducting analyses of a CESP at the end of
every semester to use as a basis for making informed decisions for improving continuous
student enrollment. The opportunity to conduct data analysis offers an understanding of the
purpose of collecting data, assisting in forming conclusions and validating a hypothesis.
Correspondingly, evaluation is a critical element of any goal enhancement initiative which
presents dependable and supportable evidence to the current and future status of the project Clark
and Estes (2008). College leaders place a high level of importance on promoting a culture of
social and academic integration to accomplish the goals and objectives.
Administration and faculty see value in creating an evaluation plan to monitor and
measure the progress of the CESP every semester. Creating an evaluation plan is an essential
element of evaluating a program; it provides useful information pertinent to the initiatives,
attributes and outcomes. In a study of 96 participants, Wang and Hong (2018) conveyed that
collective task value is a high predictor of well-integrated and collaborative performance. Wang
and Hong further stated that, if an individual recognizes a goal as fundamental to their identity
and if there is a high level of enjoyment while attaining the goal, it has a higher attainment value.
Eccles and Wigfield (2002) suggested that the end result of an individual’s performance is
shaped by his/her self-concept (belief about their ability to accomplish a goal) and self-efficacy
(belief about ability and confidence).
Administration and faculty see value in conducting analyses of the evaluation data at
the end of every semester to use as a basis to make informed decisions for improving the
strategic continuous enrollment plan to achieve the aspirational goal. The opportunity to

38

conduct data analysis offers an understanding of the purpose of collecting data, assisting in
forming conclusions and validating a hypothesis. Clark and Estes (2008) agree that evaluation is
a critical element of any goal enhancement initiatives, as it presents dependable and supportable
evidence to the current and future status of the project.
Self-efficacy. Rueda (2011) defines self-efficacy as “People’s judgments of their
capabilities to organize and execute the course of action required to attain designated levels of
performances” (Bandura, 1986, p. 391). In this context, self-efficacy refers to administration’s
and faculty’s confidence in their ability to complete a task or performance goal, or belief they
have the ability to make a difference in the long term (Clark & Estes, 2008). Self-efficacy is an
essential art for administration to effectively change the college climate to promote continuous
student enrollment. The following section discusses administration and faculty’s self-efficacy
influences.
Administration and faculty are confident they can effectively establish and implement
the CESP. Administration and faculty are confident of the skills and expertise to devise an
implementation of the goal attainment. A shared institution’s culture demonstrates unity and
inclusion that promotes equality, motivation and a sense of accomplishment in achieving the
institutional goal. Bandura (1977) supports that the capacity for generating an aspirational
outcome is based on an individual’s optimistic conviction about his/her ability to execute a task
and attain successful results. Another study by Bandura (1986) supports that an individual's
motivation is triggered by excitement, interest and value in a specific assignment. Moreover,
Bandura asserts that it is the belief of an individual’s perception of their ability to develop and
implement a plan of action to successfully complete a given task according to Linnenbrink and
Pintrich (2003). Zee and Kooman (2016) indicated that positive self-efficacy beliefs contribute

39

to cognitive awareness in the form of increased commitment, and job satisfaction, and reduced
stress and frustration. Access to data exposes variability and optimizes the institution operations
for optimal results. By evaluating data on a student's performance, this means it is possible for
senior leadership to uncover hidden patterns and correlations.
Administration and faculty are confident they will provide data for students to
demonstrate improvement increasing continuous student enrollment rates. It is incumbent on
administration and faculty to utilize a multifaceted framework to assist faculty with evidence-
based data that informs decision making. Marsh and Farrell (2015) advocated that it would be
advantageous for college leaders to employ social and cultural aspects as a leadership model
facilitating educators to utilize data-based information to inform their scholarship. Marsh and
Farrell further agree that gathering, classifying and evaluating data creates a thorough path for
shareholders to interpret and implement in the decision-making process. Demonstrating
confidence pertaining to the importance of student success will lead members of the leadership
team at the institution to take actions that will lead to the CESP success.
Administration and faculty are confident they can successfully create and maintain
programs that promote a culture of social and academic integration to enhance continuous
student enrollment. Diversification in college settings is essential and meaningful as it provides
the learners with a feeling of satisfaction and a sense of belonging. Research by Severiens and
Wolff (2008) supports a correlation between educational and socio-cultural assimilation in
learning communities, as it gives the learners a sense of inclusivity. Creating and maintaining
valuation matrices is an important step in evaluating various options, as opposed to prioritized
criteria. A high degree of confidence in this process aids the team in making objective decisions.

40

Administration and faculty are confident they can create and maintain evaluation
metrics and methods to monitor a CESP. Academic leaders are self-assured that providing
institutional leaders with data to gauge whether the plans’ goals and objectives are executed.
There is an internal feeling of trust and awareness that propels an individual to engage in and
achieve goals that bring value both to self and others. Gordon and Fischer (2016) define mastery
in self-assessment is critical for college heads to analyze statistical information to determine if
objectives and outcomes have been satisfied. Bandura (1997) mentioned the capacity for
generating an aspirational outcome is based on an individual’s optimistic conviction about
his/her ability to execute a task and attain successful results. Bandura (1986) declared three
important aspects of motivation, namely personal interest, which is when one’s personal interest
is aligned with their intrinsic interest in the goal. The next is utility value, the usefulness of the
goal, and, lastly, value beliefs pertain to the relevance of the goal and their overall goal in life.
An analysis of the institution's strengths and weaknesses is a key component of the continuous
enrollment strategic planning process.
Administration and faculty are confident they can conduct analyses of a CESP at the
end of every semester to use as a basis to make informed decisions for improving continuous
enrollment. There is a strong sense of interest and commitment from the administration and
faculty to be successful in the data analysis process. According to Bandura (2006), one’s
assumption about an intended outcome is influenced by one’s belief in one’s ability to carry out
an assignment in certain situations. Furthermore, Linnenbrink and Pintrick (2003) described
other researchers have observed that cognitive engagement is an essential factor in goal
achievement, as it requires a deep concentration about the goal, the ability to decipher the known

41

and unknown and the ability to apply critical thinking and various tools to increase the
probability of a successful outcome.
Emotion. Clark and Estes (2008) refer to emotions as the mood or attitude one has
toward pursuing and achieving a goal. Administrators and faculty’s mood about the goal will
affect how they handle the task. An individual’s attitude about accomplishing a goal will affect
how they approach a given task. If an individual does not see value in the task, they could
develop a negative attitude, resulting in an unfavorable result of that task. Correspondingly,
Clark and Estes refer to emotions as the mood or attitude one has toward pursuing and achieving
a goal. The following section presents the administration and faculty’s emotion influences.
Administration and faculty feel positive about establishing and implementing a CESP.
There is a connection among an individual’s beliefs, confidence pertaining to the taskforce and
the successful creation and implementation of the CESP. Positive emotional responses facilitate
a deeper interest and effort in successfully completing an assignment. According to Meece et al.
(2006), acquisition of knowledge and competence elicit processing methods that enhance
intellectual achievement. Research by Linnenbrink and Pintrich (2003) also found that an
individual’s motivation is triggered by excitement, interest and value in a specific assignment.
Linnenbrink and Pintrich’s conclusion is also supported by Bandura (1986), asserting it is the
belief about an individual’s perception of their ability to develop and implement a plan of action
to successfully complete a given task. Institutions of higher learning are cognizant of the
importance of their individual positive attitude towards the data collection, successful student
outcomes and achievements.
Administration and faculty feel positive about collecting data that demonstrates student
improvement. Institution of higher learning leadership’s enthusiasm for the plan demonstrates

42

their commitment to making the data available for successful outcomes. Mastery self-
assessment is critical for college heads to analyze statistical information to determine if
objectives and outcomes have been satisfied (Gordon & Fischer, 2016). Administrators and
faculty are aware of the guidelines that are instrumental in maximizing programs that are
inclusive, equity-minded and academically integrated to enhance successful student incomes.
Administration and faculty feel positive about the criteria to increase and maintain
programs that promote a culture of social and academic integration to enhance students’
commitment to their goals. There is a high level of excitement from administration and faculty
about the criteria to enhance and maintain programs. However, based on Tinto’s (1993) model
regarding student integration, the institution and social collaborations are essential for learners to
persist (Fike & Fike, 2008). An evaluation metric is an essential tool in monitoring the progress
of the CESP.
Administration and faculty feel positive about creating and maintaining evaluation
metrics and methods to monitor a CESP. Stronger confidence emanating from administration
and faculty results in greater effectiveness in executing the aspirational goal. Enthusiastic
emotions with regard to assignments that bring value to a project contribute to predictable
successful outcomes. Fike and Fike (2008) stated that systematically evaluating the achievement
of learners requires access to valid data, which will enhance an individual’s confidence in
creating, maintaining evaluation metrics and methods to monitor the continuous enrollment plan.
Similarly, Meece et al. (2006) posited that, when an individual’s learning is based on skills
proficiency, it is highly probable that his/her accomplishment will be more enhanced in contrast
with individuals who do not have similar skill sets. The high level of confidence from

43

administration and faculty is symbolic of their support and belief in their abilities to successfully
implement the aspirational goals.
Attribution. Rueda (2011) purports attribution refers to the beliefs one has about the
reasons for success or failure at a task or activity as well as the degree of control they have in
affecting that outcome. Attributions and control beliefs motivate administration and faculty in
believing they possess abilities and skills to execute duties and responsibilities leading to
successful outcomes. The following sections present the administration and faculty’s attribution
influences.
Administration and faculty attribute the success of establishing and implementing a
CESP aimed at continuous student enrollment to their own efforts. Site administrators and
faculty increased predictions for positive outcomes will motivate and influence efforts to create
and implement the CESP. Rueda (2011) argued that an individual’s strong competence levels
coupled with higher expectancies will lead to successful execution. Further, Weiner (1986)
indicated that an individual has an internal need to comprehend the causes of meaningful results
and that personal attributions were influential in the results. It is imperative that college leaders
have a strong belief in their abilities and skills in providing data conducive to successful student
outcomes.
Administration and faculty attribute the success of providing data for students to
demonstrate improvement to increasing continuous student enrollment rates. Administration
and faculty strongly attribute their expertise to furnish data as a measuring tool to enhance
student achievement. According to Fike and Fike (2008), employing the application of data
facilitates leaders’ implementation of preventative programs to meet the special needs of all
students in fulfilling their educational goals. Similarly, Martinko et al. (2010) indicated that

44

attribution influences behavior, and attribution is one’s internal conviction of success (or failure)
of targeted goals that is influenced by one’s potential, mental effort, type of assignment and good
fortune. It is important for college leaders to create cultural and educational programs where
students feel safe and free to be involved.
Administration and faculty attribute the success of increasing and maintaining
programs that promote a culture of social and academic integration to their own efforts.
College personnel strongly attribute their expertise to enhance the learning environment that
facilitates student achievement. Kinzie and Kuh (2016) concluded that a positive contributor to
successfully retaining students is the ATD framework that supports community colleges’
adoption of a culture of success such as enacting policies and practices. Administrative leaders
strongly attribute their proficiency to develop, maintain assessment benchmarks and regularly
provide feedback on the CESP.
Administration and faculty attribute the success of creating and maintaining
evaluation metrics and methods to monitor a CESP to their efforts. College personnel
attributed their proficiency to enhance data and auditing systems that fosters successful student
outcomes. Correspondingly, Kinzie and Kuh (2016) concluded a positive contributor to retaining
students is the ATD framework that supports community colleges’ adoption of a culture of
evidence in examining student ’s performance. The groundwork of the CESP analysis by college
leaders will lead to a positive enrollment shift for continuous enrollment.
Administration and faculty attribute the success of conducting an analysis of a CESP
at the end of every semester to their own efforts. One key aspect of leadership is an internal
belief in the ability to conduct the evaluation, resulting in a positive influence on the outcome of
the analysis. Haddad and Taleb (2015) reported the successful outcome of a task is determined

45

by one’s belief in one’s ability to achieve the desired result. One’s progress and accomplishment
is enhanced based on one’s conviction about the capability to accomplish a given task.
Table 3 outlines the assumed motivation influences for administration and faculty and the
supporting research.
Table 3

Summary of Assumed Motivation Influences on Administration’s and Faculty’s Ability to Achieve
the Performance Goal

Assumed Motivation Influences Research Literature
Author, Year; Author, Year.
Value
Administration and faculty value establishing and implementing
a CESP.

Rueda, 2011
Clark & Estes, 2008
Administration and faculty value providing data for students to
demonstrate improvement in continuous student enrollment
rates.
Rueda, 2011

Administration and faculty see value in promoting a culture of
social and academic integration to increase continuous
enrollment rates.
Byl, Struyven, Meurs, Bieke, Tom,
Nadine, & Koen, 2016
Wang & Hong, 2018
Administration and faculty see value in creating and
maintaining evaluation metrics and methods to monitor a CESP.
Clark & Estes, 2008
Wang & Hong, 2018
Eccles & Wigfield, 2002
Administration and faculty see value in conducting analyses of a
CESP at the end of each semester to use as a basis for making
informed decisions for improving continuous student
enrollment.
Clark & Estes, 2008
Self-Efficacy
Administration and faculty are confident they can effectively
establish and implement a CESP.
Rueda, 2011
Bandura, 1997
Linnenbrink & Pintrich, 2003
Zee & Kooman, 2016
Administration and faculty are confident they can collect data
that demonstrates student improvement.
Marsh & Farrell, 2015
Administration and faculty are confident they can successfully
create and maintain programs that promote a culture of social
and academic integration to enhance continuous student
enrollment.
Byl, Struyven, Meurs, Bieke, Tom,
Nadine, & Koen, 2016

46

Assumed Motivation Influences Research Literature
Author, Year; Author, Year.
Administration and faculty are confident they can create and
maintain evaluation metrics and methods to monitor a CESP.
Gordon & Fischer, 2016
Morrill, 2010
Bandura, 1997
Linnenbrink & Pintrich, 2003
Administration and faculty are confident they can conduct
analyses of a CESP at the end of each semester to make
informed decisions for improving continuous enrollment rates.
Bandura, 2006
Linnenbrink & Pintrich, 2003
Emotion
Administration and faculty feel positive about establishing and
implementing a CESP.
Meece, Anderman, & Anderman,
2006
Administration and faculty feel positive about collecting data
that demonstrates student improvement to increase continuous
student enrollment rates.
Gordon & Fischer, 2016
Administration and faculty feel positive about the criteria to
increase and maintain programs that promote a culture of social
and academic integration to enhance students’ commitment to
the goal of continuous student enrollment.
Fike & Fike, 2008
Administration and faculty feel positive about creating and
maintaining evaluation metrics and methods to monitor a CESP.
Fike & Fike, 2008
Administration and faculty feel positive about conducting
analyses of a CESP at the end of each semester to use as a basis
to make informed decisions for improving continuous
enrollment.
Meece, Anderman & Anderman,
2006
Attribution
Administration and faculty attribute the success of establishing
and implementing a CESP aimed at continuous student
enrollment to their own efforts.
Rueda, 2011
Administration and faculty attribute the success of providing
data for students to demonstrate improvement to increase
continuous student enrollment rates.
Fike & Fike, 2008
Administration and faculty attribute the success of increasing
and maintaining SEPs that promote a culture of social and
academic integration to their own efforts.
Kinzie & Kuh, 2016

47

Assumed Motivation Influences Research Literature
Author, Year; Author, Year.
Administration and faculty attribute the success of creating and
maintaining evaluation metrics and methods to monitor a CESP
to their own efforts.
Kinzie & Kuh, 2016
Martinko, Harvey and Dasborough,
2010
Administration and faculty attribute the success of conducting
analyses of a CESP at the end of every semester to their own
efforts.
Haddad & Taleb, 2015

Organization
Organizational factors, such culture, structure and resources, policies and practices are
one of the three barriers to which performance gaps can be attributed (Clark & Estes, 2008;
Rueda, 2011). Organizational culture can be described as the group norms, rules of the game,
and habits of thinking, formal rituals, or philosophies of the company (Rueda, 2011).
Administration and faculty are cognizant of their responsibility in the learning environment that
are characterized by cultural models, cultural settings, policies, procedures and resources.
Cultural model. Rueda (2011) described cultural models as shared mental schema or
normative understandings of how the world works or ought to work. According to Gallimore
and Goldenberg (2001), the models are expressed through cultural practices (behavior, artifacts,
rules, etc.) in specific contexts. Administration and faculty are equally aware that this model is
beneficial in thinking about academe. The following sections present the administration and
faculty cultural model influences.
There is a culture of commitment from the college that is aligned with the goal to
establish and implement a CESP. It is imperative for the institution to ensure a shared
understanding of stakeholders’ behavior, values and priorities. Rueda (2011) described cultural
models articulate habitual or established behavior that are developed in an organization. This
model also helped to frame the foundation on how an institution is structured. Developing and

48

implementing a strategic plan requires a combination of shared understanding (behavioral,
cognitive and affective) of how the environment operates (Gallimore & Goldenberg, 2001;
Rueda, 2011). Although culture may not be easy to measure, they are susceptible to be evaluated
and interpreted.
There is a culture of commitment from the college to provide data for students to
demonstrate improvement to increasing continuous student enrollment rates. It is paramount
for institutions to use data to inform decision making that is consistently aligned with established
policies and procedures. Employing the application of data for learners facilitates educational
leaders to implement preventative programs to meet the special needs of all students in fulfilling
their educational goals (Fike & Fike, 2008). An environment established by a culture of integrity
and established by good governance and best practice is required for administration and faculty
to conduct the analysis of the CESP.
There is a culture that supports continuous improvement to conduct an analysis of the
evaluation data at the end of every semester to use as a basis to make informed decisions for
improving a CESP to achieve continuous enrollment rates the aspirational goal. A thorough
understanding of the organization’s culture cultivates meaningful behaviors that result in a high-
performing team. Research by Olah et al. (2010) suggest that availability to data by educators
does not necessarily translate to knowledge about data application that results in reform that
supports successful outcomes on behalf of students. Olah et al. (as cited in Marsh & Farrell
2015) further posit that the possibility exists that educators may not have the ability to monitor
and analyze data to formulate solutions for improvement. It is imperative that upper senior
leadership establish a climate conducive to the efforts of the goal of the CESP.

49

The college supports a culture of continuous efforts to create and maintain an
evaluation metrics and methods to monitor a CESP. It is vital to the college to employ data,
assessment and auditing to determine the characteristics for student success. Correspondingly,
Gordon and Fischer’s (2016) research findings assert that with the absence of measurable and
time-limited objectives, the probability of evaluating goal achievement diminishes. Individuals
are cognizant of understanding the culture of a learning institution is beneficial for goal
accomplishment.
There is a culture that supports continuous improvement to conduct an analysis of the
evaluation data at the end of every semester to use as a basis to make informed decisions for
improving a CESP to achieve continuous enrollment rates. A thorough understanding of the
organization’s culture cultivates meaningful behaviors that result in a high-performing team. As
previously stated, data availability may not translate to reform in support of positive student
outcomes (Olah et al., 2010). Olah and colleagues further posit that the possibility exists that
educators may not have the ability to monitor and analyze data to formulate solutions for
improvement.
Cultural setting. Gallimore and Goldenberg (2001) assert that the notion of cultural
settings can be helpful in thinking about the more visible aspects. Additionally, cultural settings
are the visible locations where the policies and practices of an organization intersect (Gallimore
& Goldenberg, 2001; Rueda, 2011). A cultural setting describes people coming together over
time to accomplish a goal (Gallimore & Goldenberg, 2001).
The cultural settings, also called a social context, will give administration and faculty an
understanding of the institution’s environment as they work together to increase continuous

50

student enrollment. The following sections present administration and faculty’s cultural setting
influences.
The college supports a culture of increasing and maintaining programs and promotes
a culture of social and academic integration to enhance faculty and students’ commitment to
increasing continuous student enrollment. The task force approved by the college leader
requires developing and implementing a master plan composed of data collection, and analyzing
its findings will lead to future student enrollment enhancement. Correspondingly, Levitz (2017)
purported a task force charged with enrollment management that consists of acquiring data sets
in collaboration with the appointed data group, evaluating the team’s scrutinized findings and
devising the objectives, getting buy-in and approval from upper management for deployment to
sustainability. College leaders are cognizant of the more visual aspects called social
contexts/cultural settings where organizational policies and practices will be put into practice.
The institution supports a culture of a systematic pattern of open and frequent
communications focused on developing and implementing a CESP that promotes student
success on a daily basis. Improvement in community colleges generally addresses academic
challenges; however, effective improvement effort must address the institution’s cultural
settings. Clark and Estes (2008) declared cultural settings are the core values, goals, beliefs,
emotions and processes that an individual develops and exercises over time. Gallimore and
Goldenberg (2001) stated culture takes place in settings, any place where people unite to
participate in accomplishing a valued activity. Moreover, Gallimore and Goldenberg warn that
settings may be absent from the environment developed to foster cooperation to enhance
scholarly outcomes. Institutions of higher learning are cognizant of the importance of an

51

environment that fosters an evaluation plan and subsequent feedback on the development and
implementation of the CESP every semester.
The institution supports a culture of providing an environment that aligns with
successfully creating an evaluation plan to monitor and measure the progress of CESP every
semester. It is essential for the institution to provide settings that support an environment
committed to building a reputation in enhancing higher educational research. A study conducted
by Ortiz (2016) found that college officials evaluate data, support a culture of employing various
data types and continually work on enhancing programs that promote students’ continuous
enrollment in the public, 2-year college sector. Ortiz further states that college leaders carefully
evaluate data, value the various types of data and support a campus climate of employing the
data that informs the decision making of enhancing the quality of programs on a continuous
basis. A commitment from senior leadership regarding the resources required for improving the
CESP enhance the chances of a successful decision-making process.
The institution provides resources to conduct an analysis of the evaluation data at the
end of every semester to use as a basis to make informed decisions for improving a CESP to
increase continuous students’ enrollment. The institution is committed to providing the
necessary resources (financial, natural and human resources) to conduct an analysis of the
evaluation data to use as a basis to make informed decisions. Franklin and Blankenberger (2016)
reported inspirational dialogues and enrichment courses are no longer sufficient for faculty while
conducting an evaluation. Furthermore, Franklin and Blankenberger suggest that an allotted
budget is essential for a successful evaluation process. Time off and funds are required,
especially since community colleges have a history of failing to allocate funds for expanding the
scope of research (Franklin & Blackenberger, 2016; Hadden & Davis, 2002).

52

Policies/procedures. According to Rueda (2011), organizational structures, policies, and
practices are of interest to us because they can influence whether the performance goals of
individuals, groups, or entire schools or organizational units are met. Further, policies,
processes, and procedures refer to systems in place in the school district (Clark & Estes, 2008).
Administration and faculty must be in agreement with organizational structures, policies and
practices that provide clarity and expectations which are prerequisites to the organization as they
affect the performance goals of all academic stakeholders. The following sections present the
administration and faculty’s policies and procedures influences.
The institution has consistent policies and procedures in place that are aligned with the
goal to develop and implement a CESP that promotes continuous student success on a daily
basis. Consistent policies and procedures foster predictable results; it increases motivation and
fulfillment and leads to successful outcomes. When organizational goals, policies, or procedures
conflict with organizational culture, performance problems will surface (Clark & Estes, 2008).
Clark and Estes further agree that effective organizations ensure that organizational messages,
rewards, policies and procedures that govern the work of the organization are aligned with or are
supportive of organizational goals and values. Senior leadership should ensure that policies and
procedures are in place to address pertinent challenges that are required for consistent decision
making.
The institution’s policies, processes and procedures are aligned with successfully
creating an evaluation plan to monitor and measure the progress of a CESP every semester. It
is imperative for institutions to establish a path that allows for frequent communication and
feedback on progress, which creates an environment that fosters accountability and respect.
Immordino et al. (2016) agree that the strategic planning framework comprises seven major

53

planning phases that provides a roadmap for a systematic pathway to articulate strategy and
direction for the future of the institution. Shared values and understanding, clear institutional
policies, practices and procedures are important to sustain a culture of integrity in pursuit of
student achievements.
The college’s current policies, processes and procedures support align with the goal of
increasing and maintaining programs that promote a culture of social and academic
integration to enhance faculty and students’ commitment to increasing continuous student
enrollment. Administrative leaders are empowered to be aware of the institution’s policies,
practices, and structures as they are instrumental in influencing if the objectives and goals are
being executed. According to Rueda (2011), goal attainment is contingent upon organizational
design, policies and procedures, any deviation can be problematic to fulfilling educational
achievement. Policies and procedures influence major decisions, administration and faculty must
form a cohesive team representing the institution’s best interest. Although consistent policies and
procedures can be beneficial to an institution, the lack of resources can be problematic in goal
achievement.
Resources. According to Clark and Estes (2008), resources refer to the availability of
assets, money, time, materials and personnel allocated towards effectively executing a project.
Clark and Estes further agree that resources are materials that are necessary to achieve a goal.
Administration and faculty require adequate resources and tools to systematically assess and
analyze the creation, implementation and evaluation of the strategic plan. The following sections
present the administration and faculty’s resource influences.

54

The institution provides resources, time, personnel and equipment to support the goal
to develop and implement a CESP that promotes continuous student enrollment success on a
daily basis. Professional development is one method institutions can employ to promote student
success. Clark and Estes (2008) agree that organizations must have resources and tools to affect
change. In addition, Clark and Estes suggest that effective change efforts ensure that everyone
has the resources (equipment, personnel and time) needed to do their job, and if there are
resource shortages, then resources are aligned with organizational priorities. Strategic
management of resources is necessary for anticipating and optimizing the CESP’s planning,
development and implementation.
The institution provides appropriate resources (human resources, materials and
equipment) to acquire data that demonstrates improvement to increase continuous student
enrollment rates. College leaders systematically evaluate data, empower an academic setting of
utilizing statistics, and work to augment strategies employing the findings appropriately.
Franklin and Blankenberger (2015) defined resources for data acquisition are a critical
component for administrators in their efforts to demonstrate improvement on continuous
educational programs and pursuits. Other resources, such as short-term leave, and developmental
training budget allotment pertaining to all college employees to attend seminars and hands-on
training for new strategies and goals (Franklin & Blackenberger, 2015; Hadden & Davies, 2002)
In contrast, other researchers found that 2-year institutions of higher learning are negligent in
providing resources to further advance evaluation tools for this purpose (Cohen et al., 2013;
Franklin & Blackenberger, 2015; Hadden & Davies, 2002). Undergraduate public college senior
leadership should allocate tools and resources that are instrumental in the development and
implementation of the CESP.

55

The college provides adequate resources and tools that align with the goal to establish
and implement a CESP aimed at continuous student enrollment. College leaders strategically
access data, empower an atmosphere of using statistics, and work to enhance programs
employing the findings on a continual basis. Marsh and Farrell (2015) indicated the
establishment of data-driven decision making tools in learning environments, such as investment
of assets and engagement provided by administration in support of enhancing teachers’ skills.
Value is created for the institution when there is an alignment of resources and tools in the
pursuit of maximizing student enrollment.
The institution’s resources and tools align with the goal of increasing and maintaining
programs that promote a culture of social and academic integration to enhance administration
and faculty commitment to maximize continuous students’ enrollment. Administration and
faculty are empowered to provide appropriate and sufficient capital aligned with the targeted
goals. To search for guidelines that are optimal for student achievement, a five-step ATD
exemplar is recommended to be adopted in learning communities to support all of the
components conducive to substantially increase student completion (Kinzie & Kuh, 2016; Mayer
2014). Institutions of higher learning senior leaders recognize the importance of adequate
resources, tools, financial, human and capital resources to maximize student successful outcomes
and achievements.
The institution provides resources to conduct an analysis of the evaluation data at the
end of every semester to use as a basis to make informed decisions for improving a CESP to
increase continuous students’ enrollment. The institution is committed to providing the
necessary resources (financial, natural and human resources) to conduct an analysis of the
evaluation data to use as a basis to make informed decisions. College leaders need ongoing

56

training and resources to ensure proper CESP implementation (Vekaria, 2017). In addition to
attending professional development training, this requires senior college leaders to provide site
administrators and faculty with resources for instruction, intervention, and data-based decision
making and allocate time to learn about the CESP framework (Vekaria, 2017). Franklin and
Blankenberger (2016) stated resources for data acquisition are a critical component for
individuals in their efforts to conduct analysis and evaluation of data.
Table 4 outlines the assumed organizational influences for administration and faculty
respectively and the supporting research.
Table 4

Summary of Assumed Organization Influences on Administration's and Faculty’s Ability to
Achieve the Performance Goal

Assumed Organization Influences Research Literature
Author, Year; Author, Year.
Cultural Model
There is a culture of commitment from the
college that is aligned with the goal to establish
and implement a CESP.
Rueda, 2011
Gallimore & Goldenberg, 2001
Clark & Estes, 2008
Gordon & Fischer, 2016
There is a culture of commitment from the
college to provide data for students to
demonstrate improvement to increasing
continuous student enrollment rates.
Fike & Fike, 2008
There is a culture that supports continuous
improvement to conduct an analysis of the
evaluation data at the end of every semester to
use as a basis to make informed decisions for
improving a CESP to achieve continuous
enrollment rates.
Marsh & Farrell, 2015
The college supports a culture of continuous
efforts to create and maintain evaluation
metrics and methods to monitor a CESP.
Gordon & Fischer, 2016

57

Assumed Organization Influences Research Literature
Author, Year; Author, Year.
Cultural Setting
The college supports a culture of increasing
and maintaining programs that promote a
culture of social and academic integration to
enhance students’ commitment to increasing
continuous enrollment.
Fike & Fike, 2008
Lotkowski, Robins, & Noeth, 2004
Levitz, 2017

The institution supports a culture of a
systematic pattern of open and frequent
communications focused on developing and
implementing a CESP that promotes student
success on a daily basis.
Clark & Estes, 2008
Gallimore & Goldenberg, 2001
Levitz, 2017

The institution supports a culture of providing
an environment that aligns with successfully
creating an evaluation plan to monitor and
measure the progress of CESP every semester.
Ortiz, 2016
The institution is committed to support an
analysis of the evaluation data at the end of
every semester to use as a basis to make
informed decisions for improving a CESP to
achieve continuous student enrollment.
Franklin & Blackenberger, 2016

Policies/Procedures
The institution has consistent policies and
procedures in place that are aligned with the
goal to develop and implement a CESP that
promotes continuous student success on a daily
basis.

Clark & Estes, 2008

The institution’s policies, processes and
procedures are aligned with successfully
creating an evaluation plan to monitor and
measure the progress of a CESP every
semester.
Immordino, Gigliotti, Ruben & Tromp,
2016
Kinzie & Kuh, 2016
Ma & Baum, 2016
The institution’s policies, processes and
procedures are aligned with successfully
creating an evaluation plan to monitor and
measure the progress of a CESP every
semester.
Immordino, Gigliotti, Ruben & Tromp,
2016
Kinzie & Kuh, 2016
Ma & Baum, 2016

58

The college’s current policies, processes and
procedures support align with the goal of
increasing and maintaining programs that
promote a culture of social and academic
integration to enhance students’ commitment
to increasing continuous enrollment.
Kinzie & Kuh, 2016
Clark & Estes, 2008
Resources
The institution provides resources, time,
personnel and equipment to support the goal to
develop and implement a CESP that promotes
continuous student enrollment.

Clark & Estes, 2008
Marsh & Farrell, 2015

The institution provides appropriate resources
(human resources, materials and equipment) to
acquire data that demonstrate improvement to
increase continuous student enrollment rates.
Kinzie & Kuh, 2016 Franklin &
Blankenberger, 2016
The institution’s resources and tools align with
the goal of increasing and maintaining
programs that promote a culture of social and
academic integration to enhance administration
and faculty - commitment to maximizing
continuous students’ enrollment.
Kinzie & Kuh, 2016
Clark & Estes, 2008
The institution provides resources to conduct
an analysis of the evaluation data at the end of
every semester to use as a basis to make
informed decisions for improving a CESP to
increase continuous students’ enrollment.
Franklin & Blankenberger, 2016
Vekaria, 2017

59

CHAPTER THREE: METHODOLOGY
Co-authored by Martha P. Maimone and Helen Pitts
Purpose of the Project and Questions
The purpose of this project was to examine the knowledge, motivation and organizational
influences that impede ABCCC’s aspirational goal of increasing student persistence and
retention from semester to semester to 100%. The Clark and Estes (2008) organizational
performance framework was used to examine the assets and challenges for the administration
and faculty to create and implement a new CESP to achieve the aspirational goal of 100%
student persistence rate across semesters.
Two questions guided this gap analysis:
1. What are the knowledge and skills, motivation, and organizational assets and challenges
for faculty and administration at ABCCC to create and implement a CESP to maximize
student success by increasing persistence and retention to 100%?
2. What are the knowledge and skills, motivation, and organizational recommendations for
faculty and administration to create and implement the plan?
Conceptual and Methodological Framework
This is a collaborative improvement study applying the Clark and Estes (2008)
performance analysis model. The gap analysis is a research-based, analytical framework that
determines the effectiveness of an organization by clarifying goals and identifying gaps for
improvement. Clark and Estes suggest that gaps can be diagnosed along three dimensions:
knowledge, motivation and organization. In other words, do individuals have the knowledge and
skills to achieve their goals? Do they value, have confidence, and feel positive about achieving

60

their goals? Are there any organizational barriers that prevent them from achieving their goals?
Figure 1 shows the cyclical flow model illustrating the steps of the gap analysis process.

Figure 1. Gap analysis process (Clark and Estes, 2008).

As the creation of a new CESP is an innovation for ABCCC, the Clark and Estes (2008)
gap analysis framework was adapted to guide the inquiry processes for this innovation study.
This current research established a priori assumed influences and KMO goals for this mixed-
methods case study through a search of the literature in Chapter Two. Assumed knowledge and
skills, motivation and organizational factors indices were examined using surveys and interviews
to confirm whether the assumed factors are assets or needs with respect to faculty and
administration in achieving the goal.
Assessment of Performance Influences
Chapter Two provided assumed KMO factors that may contribute to ABCCC
administration and faculty accomplishing their goals. There were 54 influences revealed in the
literature. To facilitate the management of the study, not all influences were included in Chapter
Three. The researchers prioritized the influences in each of the KMO categories as those that
would have the most influence on achieving the stakeholders' goals. As such, 14 high priority
influences were measured in the study as set forth in the sections that follow.

61

These influences were measured by surveys and interviews. Observations and document
analysis were considered, however, they were not conducted due to scheduling conflicts and the
arrival of the Covid-19 pandemic.
Knowledge Assessment
Anderson and Krathwohl’s (2001) revised Bloom's taxonomy was used as the framework
for the knowledge assessment. Assumed performance indicators related to the four knowledge
(declarative factual, declarative conceptual, procedural and metacognitive) explored in Chapter
Two were evaluated. Clark and Estes (2008) suggest that disparity in performance can be
attributed to lack of knowledge and skills. It is fundamental to ascertain whether individuals
know how (and when, what, why, where, and who) to accomplish a goal. Table 5 provides an
outline of the methodology to be used along with sample survey and interview items.
Declarative factual knowledge assessment. Multiple-choice questions were utilized to
assess administrator’s and faculty’s declarative factual knowledge. Multiple-choice items are
defined as questions that assess ‘pure recall’ of specific isolated pieces of knowledge such as
facts, definitions, terminologies, concepts, etc. Anderson and Krathwohl (2002). Additionally,
declarative factual knowledge was assessed using interview questions to facilitate cross
validation of data.
Declarative conceptual knowledge assessment. Anderson and Krathwohl (2002)
suggest that declarative conceptual knowledge allows an individual to describe the relationship
between the key aspect of a concept or principle and the full complexity of the theory. The
declarative conceptual knowledge type was assessed using multiple-choice items and open-ended
interview questions.

62

Procedural knowledge assessment. According to Anderson and Krathwohl (2002),
“how to” is the foundation of procedural knowledge. An individual must have the ability to
execute or implement the steps in a procedure. The procedural knowledge was assessed by
administration and faculty responding to open-ended procedural questions and survey methods
that serve as indicators in exploring a deeper understanding or use of higher-order cognitive
skills.
Metacognitive knowledge assessment. Krathwohl (2002) refers to metacognitive
knowledge as “knowledge about cognition in general as well as awareness of and knowledge
about one’s own cognition” (p. 214). Similarly, Meichenbaum (1985) refers to metacognition as
awareness of one’s own knowledge, one’s ability to understand, control, and manipulate one’s
cognitive processes. To assess metacognitive knowledge, open-ended interview questions were
designed to observe administration and faculty’s ability to apply their reflective approach to
learning and approach to problem-solving, monitoring, self-assessment, taking corrective action
and evaluating the progress of the activity.
As illustrated in Table 5, the declarative factual, conceptual, procedural and
metacognitive knowledge types were assessed using multiple choice for the survey items created
from using Anderson and Krathwohl’s (2001) knowledge assessment framework. Additionally,
administration and faculty were interviewed as shown in the interview item as well as observed
for further clarity on the work process.

63

Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed Knowledge
Influences
Survey Item Interview Item
Declarative Factual
(terms, facts,
concepts)

Administration and
faculty know the
components of a
Continuous
Enrollment Strategic
Plan (CESP).

Which of the following
components should be
included in a CESP at
College? Check all that
apply.
1. Mission, vision,
values and goals
of the College*
2. Ethical and
effective
advocacy*
3. Efforts to
increase student
persistence*
4. Measurable and
time-limited plan
of activities*
5. A monitoring
plan to measure
progress*
What do you think a
Continuous
Enrollment Strategic
Plan (CESP) would
consist of at
ABCCC?

Assumed Knowledge
Influences
Survey Item Interview Item
Administration and
faculty know their
individual roles to
implement a CESP.

Which of the following
best describes your role
in implementing a
“CESP” at the College?
Check all that apply.
1. Identifying high-
impact
educational
practices*
2. Provide
intellectual
training*
3. Facilitates
student
engagement*
Administration:
What do you think
best describes the
role of
administration and
the faculty to
improving
continuous student
enrollment?

Faculty:
What do you think
best describes the
role of faculty in
implementing a

64

4. Provide user-
friendly steps for
registration*
5. Practice transfer
of knowledge*

continuous
enrollment strategic
plan?
Administration and
faculty know the
process of creating
and implementing a
CESP.

Which of the following
best describes the
process of creating and
implementing a
“CESP?” Please select
“only” one below:
1. Develop and
organize plan
with milestones
2. Develop an
evaluation plan
3. Implement and
evaluate the plan
4. All of the
above*
Administration:
What do you think is
the process of
establishing and
implementing a
CESP that focuses
on improving
continuous student
enrollment at
ABCCC?

Faculty:
Interviews were not
conducted for this
influence.

Assumed Knowledge
Influences
Survey Item Interview Item

Metacognitive
Administration and
faculty reflect on
their ability to
facilitate
understanding and
awareness to
develop and
implement a CESP.

Which of the following
facilitate understanding
and awareness to
develop and implement
a “CESP?” Check all
that apply.
1. Describe the
steps to create
and implement a
“CESP”*
2. Translate and
evaluate what
you are doing
and why*
3. Identify changes
and evaluate
progress as
needed*
Administration:
Interviews were not
conducted for this
influence.

Faculty:
Interviews were not
conducted for this
influence.

65

4. Define district
goals in 2009
Administration and
faculty reflect on
their ability of
evaluating the
progress and
effectiveness of a
CESP.

Which of the following
best describes
evaluating the progress
and effectiveness of a
“CESP?” Check all that
apply.
1. Analyze
document
progress and
lessons learned*
2. Evaluate
consistency
aligned with
ABCCC’s
mission and
vision*
3. Apply last
minute changes*
4. Set-up processes
for monitoring
and tracking
changes*
Administration:
Interviews were not
conducted for this
influence.

Faculty:
Describe how you
would reflect on
your ability to
monitor your
progress of the CESP
and how you would
know you are
making progress?

Administration and
faculty reflect on the
process of making
informed-decisions
to support student’s
successful outcome
in a CESP.

Which of the following
best describes the
process of making
informed-decisions to
support student’s
successful outcomes in a
CESP?
1. Identify your
goal
2. Collect data
3. Analyze data
4. Evaluate the
advantages and
disadvantages
5. Employ
student’s input
6. All of the
above*
Administration:
Interviews were not
conducted for this
influence.

Interviews were not
conducted for this
influence.

66

Motivation Assessment
Clark and Estes (2008) suggests three types of motivation indices present in the work
environment: choice, persistence and mental effort. Active choice is when an individual actively
pursues a goal; persistence is when an individual stays on track to achieve a goal despite being
distracted by less important, but more desirable goals. Lastly, mental effort is when an
individual seeks out new information to achieve new goals.
Clark and Estes (2008) further suggests that the three motivation indices are influenced
by underlying psychological constructs, primarily to value an individual places on a goal,
confidence in taking the steps to achieve the goal, and feeling positive about achieving the goal.
Weiner (1986) has also shown that the attribution an individual makes on the success or failure
of achieving a goal determines that individual’s commitment to pursue the goal. The assumed
motivation constructs of value, self-efficacy, emotion and attribution discussed in Chapter Two
were assessed based on literature related to these four influences using surveys.
Value assessment. According to Rueda (2011), value refers to the importance one
attaches to a task. Self-reported data are often used to assess an individual’s value of a task. To
assess value, Likert scale reporting questions were developed to allow the researchers to collect
data on the value administration and faculty place on the development of the CESP in pursuit of
the aspirational goal. Additionally, the assessment for value was measured based on the
responses from administration and faculty of open-ended interview questions discussing their
respective value experiences.

67

Self-efficacy assessment. According to Bandura (1977), perceived self-efficacy is
concerned with an individual’s beliefs in their capability to perform a specific and current task.
In this context, self-efficacy refers to administration’s and faculty’s confidence in their ability to
complete a task or performance goal or belief that they have the ability to make a difference in
the long term. Self-efficacy was assessed using the Likert scale to ascertain the degree to which
administration and faculty agree or disagree with statements regarding their confidence to create
a CESP. Additionally, to assess self-efficacy, interview questions were posed to administration
and faculty to measure their confidence to establish a CESP.
Emotion assessment. According to Clark and Estes (2008), mood is an attitude about
pursuing and achieving a goal. In this context, administration’s and faculty’s mood about the
goal to create a CESP will affect how they approach the task. The assessment was conducted
using Likert scale ratings and interview questions.
Attribution assessment. Rueda (2011) defines attributions as the beliefs one has about
the reasons for success or failure at a task or activity as well as the degree of control they have in
affecting that outcome. Weiner (1986) suggests that an individual performs and achieves their
goals more effectively when they attribute success (or failure) to their own efforts. Assessment
of an individual’s attribution was conducted via a Likert scale ratings and interviews.
Table 6 lists the motivation influences for administration and faculty and the methods for
data collection.
Table 6
Summary of Motivation Influences and Method of Assessment
Assumed Motivation
Influences
Survey Item Interview Item

68

Using the scale below,
rate the extent to
which you agree or
disagree with the
following statements:
1. Strongly
Disagree
2. Moderately
Disagree
3. Neither Agree
or Disagree
4. Moderately
Agree
5. Strongly Agree

Value
Administration and faculty
see value in providing data
about learners to
demonstrate improvement
in continuous enrollment
rates.

I see value in
providing data about
learners to demonstrate
improvement in
continuous enrollment
rates.
Administration:
Interviews were
not conducted
for this
influence.

Faculty:
Tell me how do
you value
providing data
about the
students and
whether it went
beyond
increasing rates
of continuous
enrollment?

69

Assumed Motivation
Influences
Survey Item Interview Item
Emotion
Administration and faculty
feel positive creating and
maintaining programs that
promote a culture to
improve continuous student
enrollment success.

I feel positive creating
and maintaining
programs that promote
a culture to improve
continuous student
enrollment success.

Administration:
Interviews were
not conducted for
this influence.

Faculty:
Tell me what
steps you would
take personally
to develop and
maintain
programs to
promote a culture
of social and
academic
integration to
enhance
continuous
student
enrollment?

Administration and faculty
feel positive collecting and
analyzing data to assess
student improvement.

I feel positive
collecting and
analyzing data to
assess student
improvement.
Administration:
How positive do
you feel about
your ability to
collect data that
demonstrates
student
improvement?

Faculty:
Tell me how
positive you are
about your
ability to analyze
data from the
plan to make
informed
decisions on
improving

70

continuous
enrollment?
Attribution
Administration and faculty
can shape the culture at
ABCCC to increase
success of the CESP
through their own efforts.

I can shape the culture
at the institution to
increase the success of
the “CESP” through
my own efforts.

Administration:
Interviews were
not conducted for
this influence.

Faculty:
Interviews were
not conducted for
this influence.

Organization/Culture/Context Assessment
The final barrier that can contribute to performance-variance is organizational culture.
Clark and Estes (2008) note that “successful performance improvement will depend on taking
the specific organizational culture into account” (p. 103). The indices for organizational culture
are cultural models, cultural settings, policies and procedures and resources. The assessment
procedures were conducted via surveys.
Cultural model assessment. Gallimore and Goldenberg (2001) describe cultural models
as shared mental schema or normative understandings of how the world works, or ought to work.
Models are expressed through cultural practices (behavior, artifacts, rules, etc.) in specific
contexts. Both surveys and interviews were employed to assess cultural models.
Cultural setting assessment. Gallimore and Goldenberg (2001) assert that the notion of
cultural settings can be helpful in thinking about the more visible aspects. In specific, work
settings are classrooms, meeting places, playgrounds, administrator’s offices, cafeterias, teacher
lunch rooms, and so forth, where these models develop and where they are played out.

71

ABCCC’s cultural settings will give administration and faculty an understanding of the
institution’s environment as they work together to increase the continuous student enrollment.
Cultural settings were assessed via surveys and interviews methods.
Policies and procedures assessment. According to Rueda (2011), organizational
structures, policies, and practices are of interest because they can influence whether the
performance goals of individuals, groups, or entire schools or organizational units are met.
Policies, processes, and procedures refer to systems in place at the organization (Clark & Estes,
2008).
With respect to ABCCC, administration and faculty must be in agreement with
organizational structures, policies and practices that provide clarity and expectations which are
prerequisites to the organization, as they affect the performance goals of all academic
stakeholders. To assess policies and procedures, surveys and interviews methods were conducted
to evoke data to determine the effect of existing policies and procedures on the participants’
performance.
Resources assessment. Resources refer to the availability of assets, money, time,
materials, staff, personnel allocated towards effectively executing a project (Clark & Estes,
2008).
At ABCCC, administration and faculty require adequate resources and tools to
systematically assess and analyze the creation, implementation and evaluation of the CESP. To
determine the availability of resources at the college, surveys, and interviews were applied.
These assessment methods facilitated validation of data from all three sources.
Table 7
Summary of Organization Influences and Method of Assessment

72

Assumed Organization
Influences
Survey Items Interview Items
Policies/Procedures
The college’s current
policies, processes and
procedures support align
with the goal of
increasing continuous
student enrollment.

Which of the
following is the
highest priority
action that the
institution should
support to ensure a
successful “CESP?”
Please select “only”
one below.
1. Develop an
organizationa
l culture
profile
(policies,
norms,
behaviors,
values)*
2. Evaluate the
institution’s
beliefs, goals,
and team
dynamics*
3. Schedule
twenty-four
hours
cafeteria
service
4. Arrange free
online-
tutoring,
mentoring,
workshop
series, special
programs and
advising*
5. Identify free
study hall and
peer tutor
support*
Administration:
Interviews were not
included for this
influence.

Faculty:
Tell me in what ways
should the institution
support the goal of
creating the CESP?

73

There are consistent
policies and procedures in
place that are aligned with
the goal to develop and
implement a CESP that
will promote continuous
student success.

Which of the
following policies
and procedures
should be the highest
priority to facilitate
the “CESP” success?
Please select “only”
one below:
1. Influence
major
decisions*
2. Ensure
activities
align with the
institution’s
parameters*
3. Communicate
daily
operations at
the institution.
4. Provide
clarity of the
institution’s
mission,
vision, and
goals*
5. Provide best
practices for
acceptable
behaviors at
institution*
Administration:
Interviews were not
conducted for this
influence.

Faculty:
Interviews were not
conducted for this
influence.

.

74

Resources (time;
finances; people)
The institution’s
resources and tools align
with the goal of
increasing and
maintaining programs that
promote a culture of
social and academic
integration to enhance the
administration’s and
faculty’s commitment to
maximize continuous
students’ enrollment.

Which of the
following resources
should be the highest
priority for
successful student
outcomes/achieveme
nts? Please select
“only” one below:
1. Provide free
online
tutoring
support (24
hours a day, 7
days a
week)*
2. Support
guidelines for
resource
allocation or
rejection*
3. Arrange
dedicated
study rooms*
4. Arrange
accommodati
on for all-
nighters prior
to an exam
5. Provide
Career
Counseling
Services
Team*
Administration:
Interviews were not
conducted for this
influence.

Faculty:
Can you describe in
what ways the
institution provides
adequate resources that
align with increasing
and maintaining
programs to maximize
continuous student
enrollment?

The institution provides
adequate resources (time,
financial, personnel, and
equipment) to implement
a CESP that promotes
Which of the
following resources
and tools should be
the highest priority to
facilitate the
Administration:
Interviews were not
conducted for this
influence.

75

continuous student
enrollment.

“CESP’s success?
Please select “only”
one below:
1. Allocate
resources and
tools for a
strong
student-
centered
environment*
2. Allocate
resources and
tools to
cultivate and
enrich
student’s
growth*
3. Allocate
resources and
tools for
professional
development
for
administratio
n and
faculty*
4. Allocate
resources and
tools for off-
campus trips
5. Allocate
resources and
tools for peer
mentoring,
tutoring
programs and
outreach to
local high
schools*

Faculty:
Interviews were not
conducted for this
influence.

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Participating Stakeholders and Sample Selection
The stakeholder groups of focus for this improvement project were the administrators and
faculty at ABCCC. Administration is charged with establishing and employing a CESP focusing
on improving continuous student enrollment. Additionally, administrators and faculty are
cognizant of providing data to support improvement in the continuous student enrollment rate.
Administration and faculty are also responsible for developing and implementing a CESP
to promote continuous student enrollment at ABCCC. The institution employs approximately
300 administration (also referred to as classified employees) and approximately 1,300 faculty
members.
Recruitment
Survey
For the purpose of this study, administration and faculty members were recruited to
participate in the surveys, and interviews. Recruitment of the administrators and faculty who
work at the main ABCCC campus was conducted in collaboration with the ABCCC dean of
instruction and the dean of research, planning and grants through email that included a link to the
survey.
Fink (2017) suggests that, if responses to surveys are not forthcoming, reminders should
be sent to non-responders. As such, weekly email reminders were sent to encourage
participation.
Interview
The survey contained a page at the end that appeared after the participant submitted the
responses. The page contained an invitation to participate in an interview and a link that took the
participant to a new page that contained a request for their name, administration or faculty,
email, and office phone number. Up to 10 administration and 10 faculty were selected at random

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to participate in the interview. If the volunteer participant changed their mind or was not
available at the time of the interview, the next random participant was selected and contacted.
Instrumentation
The instruments used for this study were a survey and an interview protocol.
Survey
The survey included multiple-choice and Likert scale items. The survey measured
knowledge, motivation and organizational barriers that are instrumental in ABCCC to create and
implement the CESP. Survey items were developed for each of the assumed causes using the
critical behaviors of the administration and faculty.
Knowledge and skills. To ascertain if knowledge gaps exist with administration and
faculty, survey and interview items for declarative factual and conceptual knowledge were
created applying Anderson and Krathwohl’s (2001) knowledge assessment as shown in Table 2.
The survey items included general questions about basic factual information. For procedural
knowledge, interviews were administered. Lastly, for metacognitive knowledge, interviews were
conducted.
Motivation. To determine if motivational gaps exist with administration and faculty,
survey and interview items were created. According to Bandura (1997), the capacity for
generating an aspirational outcome is based on an individual’s optimistic conviction about
his/her ability to execute a task and attain successful results. A 5-point Likert scale was used to
measure various constructs underlying the stakeholders’ motivation.
Organization. To investigate if organizational gaps are the causes of the institution’s
inability to increase student continuous enrollment, survey items were developed. The survey
items consisted of questions to determine if the culture of the school supports 100% continuous

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enrollment. A 5-point Likert scale (from 1 = “Strongly disagree” to 5 = “Strongly agree”) was
employed in developing the survey items for the administration and faculty culture model.
Cultural setting, policies/procedures and resources for administration and faculty were assessed
via surveys and interviews methods.
Interview Protocol Design
The interview items were intended to assess the participant’s knowledge and commitment
about continuous student enrollment. The interview questions were intended to obtain a deeper
and meaningful understanding of the participants’ feelings and knowledge about barriers to
meeting the targeted goal. The purpose was to further triangulate the data collected in the survey-
and interview items. Both primary and secondary questions were included to address the full
knowledge, motivation and organization dimensions.
Data Collection
Following University of Southern California Institutional Review Board approval as well
as approval from ABCCC, participants were solicited from the ABCCC executive team and
surveys were sent via emails. Interviews were conducted in person.
Surveys
Surveys were forwarded to participants utilizing Qualtrics® and weekly email reminders
were sent to non-responders over a 30-day period. Surveys were sent out using Qualtrics® and
were completed via the Qualtrics® application. The survey remained open over a 30-day period
and reminders were sent to non-respondents for one month.

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Interviews
Interviews were conducted in person for 30 minutes on the ABCCC campus and recorded
in a code book. Codes were developed to represent various themes and facilitate interpretation
of the data.
Data Analysis
Surveys
The data from the surveys were analyzed employing descriptive statistics that included
the mean and standard deviation scores. Frequencies between the KMO were examined.
Knowledge and skills analysis were classified into knowledge types (Anderson & Krathwohl,
2001) for both administration and faculty. Motivational analysis was classified into value, self-
efficacy, mood and attribution for administration and faculty. Lastly, organizational influences
on data for cultural models and settings were examined.
Interviews
As suggested by Clark and Estes’ (2008) KMO framework, the recorded interviews of
administration and faculty were transcribed and coded using frequencies and common themes as
categorized above for KMO. Data captured outside of the KMO framework were analyzed using
emerging themes.
Trustworthiness of Data
Triangulation of the findings and results strengthened the trustworthiness of the data
(Merriam & Tisdell, 2016). Surveys and interviews findings were cross-analyzed to confirm the
results.

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Role of Investigators
The role of the co-investigators in this improvement study was to communicate the goal
of the study to individuals involved in the study (Merriam & Tisdell, 2016). The investigators
recognized the need to ensure integrity of the study through reflexivity (Maxwell, 2013; Merriam
& Tisdell, 2016). The co-investigators were Martha Pogue Maimone, ABCCC part-time credit
English as a second language division adjunct professor and full-time Marshall School of
Business office supervisor, and Helen Pitts, also an administrator in the USC Marshall School of
Business.
Limitations
The limitations of this study were the small sample, the time frame, and the limited
access to participants during the beginning of the school year. The findings are not generalizable
to other community colleges.

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CHAPTER FOUR: RESULTS AND FINDINGS
Authored by Martha Pogue Maimone
Assumed knowledge, motivation, and organization gaps related to understanding assets
and challenges for ABCCC to motivate, support, and prepare administration to implement a new
CESP identified in Chapters Two and Three were assessed. The gap analysis approach (Clark &
Estes, 2008; Rueda, 2011) assisted in the analysis of the assets and challenges in knowledge and
skills, motivation, and organizational culture. This approach determined the causes of the
challenges and identified and implemented solutions that ABCCC can utilize to effectively
implement a CESP as a systematic college-wide improvement program. Based on a review of the
literature, a list of possible influences was generated for effectively designing and implementing
a CESP at the higher education level. Fourteen possible influences were developed and
categorized into the areas of knowledge, motivation, and organization. Qualitative and
quantitative data were collected from two sources to demonstrate that the assumed influences
met their respective thresholds. Specifically, surveys and interviews data were collected to
understand the knowledge, motivation and organizational assets and challenges of higher
education administration at ABCCC who will be responsible for creating and implementing a
CESP in each of their respective areas of responsibility.
A Qualtrics survey was sent to administrator and staff participants at ABCCC, followed
by interviews were conducted. The rationale was that the survey would inform the interview
protocol and probing questions within each interview, and, based on interview data were
analyzed.

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Participating Stakeholders
The stakeholder group that participated in the study were 10 administrators and four staff
members from ABCCC for the quantitative survey. There were eight participating administrators
and staff members who were interviewed to gain a more in-depth understanding of the perceived
knowledge, motivation, and organizational influences. Three were three male administrators
(males 37.5%), three female administrators (37.5%) and two (25%) were male staff members.
The survey was anonymous. Therefore, there was no individual demographic information
collected (e.g., age, race, years of experience, etc.) for each participant. No other demographic
information on the interview respondents was collected.
Data Validation
This study utilized two sources of data: surveys and interviews. These data sources were
used to determine the assets and challenges of ABCCC based on the assumed causes outlined in
Chapter Three. The criteria used for validation of the influences for the effective implementation
of a CESP were as follows. Results from participants’ responses of less than 85% agreement on
the survey questions indicated a need at ABCCC. This threshold was determined based on the
small number of participants and the emphasis the research literature places on the importance of
a CESP in increasing student persistence.
Interview data were used to confirm or challenge survey results through
agreements/disagreements among participants and detail of responses. Open-ended interview
questions enabled the interviewer to delve deeper, gain a more comprehensive and thorough
narrative from each of the eight ABCCC participants. Further, interviews were also used to
elaborate on survey results to clarify discrepancies between the survey results and recorded
interview data. Interview responses with less than 85% agreement indicated a need at ABCCC.

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Results and Findings for Knowledge Causes
Participants’ knowledge influences were assessed through surveys and interviews.
Results are presented in the following section for each assumed influence in the areas of factual
knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge. Each
assumed influence was determined to be an asset or determined to be a need based on the
findings.
Factual Knowledge
Surveys and interviews were used to assess participants’ factual knowledge required to
successfully develop and implement a CESP. The results have been organized and evaluated to
assess whether there is a need regarding the assumed influence.
Influence 1. Assumed Factual Knowledge Cause. Administration know the
components of a Continuous Enrollment Strategic Plan (CESP).
Survey results. As shown in Table 8, the survey results indicate that a need exists for this
influence. The survey question asked participants to select all applicable responses from five
possible answers. Of the 14 participants, three did not respond to the question. Of the remaining
11, three participants were able to identify all five components. However, eight participants were
not able to identify all five components. The accuracy in identifying the individual components
ranged from 45.40% for item 4 to 100% for item 3, and, as such, did not meet the established
threshold of 85%.
These, as well as similar results for the remaining components, indicate that improvement
is necessary for administration to understand the components of the CESP. The literature placed
a significant emphasis on the understanding and importance of the need for the familiarity of the
key elements for the CESP. Therefore, it was determined that challenges exist, and there is a

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need to enhance the administration’s factual knowledge of the components of the CESP. See
Table 8 for survey results of factual knowledge of the components of a CESP.
Table 8
Survey Results for Factual Knowledge of Components in a CESP
# Factual Knowledge Item (n =11) Percentage Count

Which of the following components should be included in a
CESP at the College? Check all that apply.

1 Mission, vision, values and goals of ABCCC* 81.80% 9
2 Ethical and effective advocacy* 54.50% 6
3 Efforts to increase student persistence* 100.00% 11
4 Measurable and time-limited plan of activities* 45.40% 5
5 A monitoring plan to measure progress* 81.80% 9
Did not respond to question 3
*Expected answer
Interview findings. None of the eight participants interviewed were able to describe all
components of a CESP that corresponded with the literature. Two participants were able to state
two of the CESP elements. For example, Participant 1 said, “The overarching goal, vision and
intent, purpose of a CESP must be a sustainable, collaborative and integrated system to
maximize student success, access, equity, completion, fiscal stability, scheduling needs, serving
students and the community.” Similar to the responses received from the survey, the participants
interviewed had some knowledge of the CESP and were able to describe some fundamental

85

components of the CESP. For example, four participants were only able to identify one of the
components, and two participants were unable to identify any of the CESP components.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, only 27.27% (three out of 11) of the
participants demonstrated adequate knowledge to identify the five components of a CESP.
During the interview, none of the eight participants were able to articulate the pertinent CESP
elements. For instance, only 50% (four out of eight) were able to describe one of the CESP
components. Therefore, there is a need to enhance administration’s factual knowledge
components of the CESP.
Influence 2. Assumed Factual Knowledge Cause. Administration know their
individual roles to implement a CESP.
Survey results. Participants were asked which element best describes their role in
implementing a CESP at the institution and to check all responses that applied. All 14
participants responded to the question. The accuracy in identifying their roles ranged from
21.42% for one item and 57.14% for two items, and, as such, did not meet the established
threshold of 85%. Participants' responses did not come close to the 85% threshold. Therefore, it
was determined that a need exists for administration to know their individual roles in
implementing a CESP. See Table 9 below for the survey results of the administration’s factual
knowledge of their individual roles to implement a CESP.

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Table 9
Survey Results for Factual Knowledge of Administration Knowing their Individual Roles
# Factual Knowledge Item (n =14) Percentage Count

Which of the following best describes your role in
implementing a “CESP” at the College? Check all that
apply.
1 Identifying high-impact educational practices* 57.14% 8
2 Provide intellectual training* 21.42% 3
3 Facilitate student engagement* 57.14% 8
4 Provide user-friendly steps for registration* 50.00% 7
5 Practice transfer of knowledge* 50.00% 7
All 14 Participants responded
*Expected answer
Interview findings. During the interview, none of the eight participants were able to best
describe all of their individual roles as an administrator to improve continuous student
enrollment that is aligned with the literature. However, Participants 6 and 7 replied to one of the
elements of an administrator’s role. Four out of eight participants (2, 3, 4, and 8) were unable to
answer any of their individual roles as site administrators. Participant 1 said, “Work in
collaboration with the campus community to move the CESP forward and facilitate in achieving
the goals.” Participant 5 said, “Looking for student input on ways that we can improve our
processes and improve continuous student enrollment.”
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.

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Summary. Similar to the results of the survey, the interview results indicated that the
administrators were not able to describe their administrative roles to improve processes and
continuous student enrollment. Since only two participants were able to describe one out of five
(20.00%) possible responses, it was determined that challenges exist with the administration and
there is a need for administration to enhance their knowledge on their personal roles in creating
and implementing the CESP.
Conceptual Knowledge
Influence 3. Assumed Conceptual Knowledge. Administration know the process of
creating and implementing a CESP.
Survey results. Respondents were asked which of the following factors best describe the
process of creating and implementing a CESP? The accuracy in identifying the four processes
ranged from 00.00% for one item to 88.88%. As seen in Table 10, administrators were able to
correctly identify the process of creating and implementing a CESP according to the literature as
evidenced by the score of 88.88% that exceeded the 85% threshold. Eight of nine participants
responded to item 4 indicating this survey results as an asset.
Table 10
Survey Results for Conceptual Knowledge of the process of creating and implementing a
CESP
# Conceptual Knowledge Item (n =9) Percentage Count

Which of the following best describes the process of creating
and implementing a “CESP. Please select “only” one below:
1 Develop and organize plan with milestones 11.11% 1
2 Develop an evaluation plan 00.00% 0
3 Implement and evaluate the plan 00.00% 0

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4 All of the above* 88.88% 8
Did not respond 5

Interview findings. During the interview, none of the eight site administrators were able
to accurately describe all three processes of establishing and implementing a CESP that focuses
on improving continuous student enrollment. Participants 1 and 7 were able to only identify one
of the processes. Participants 3 and 6 were able to identify two of three processes. However,
participants 2, 4, 5 and 8 were unable to identify any of the three processes. Participant 1
mentioned that the enrollment management committee (EMC) would be a good place to start the
process of establishing and implementing a CESP. Participant 7 said, “I work with systems and
create new ways of interaction for the counseling staff at the college. Participant 3 explicitly
said, “One of the areas that I oversee is the dual enrollment program that offers college courses
to high school students.” Participant 6 mentioned that the college is increasing efforts for student
outreach services.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, 88.88% (8 out of 9) participants were able to
identify all three processes of creating and implementing a CESP that exceeded the 85%
threshold. Therefore, this influence is an asset. In contrast to the survey results, during the
interview, none of the eight site administrators were able to identify the three possible responses.
Four out of eight (50%) participants were unable to identify any of the three processes.
Moreover, the survey responses from eight participants were closed-ended statements resulting
in only fragments of knowledge. Contrary to survey results, open-ended interview questions
enabled the interviewer to delve deeper, gain a more comprehensive and a thorough narrative

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from each of the eight participants. Therefore, the interviewer is giving more weight to the
interviews. Correspondingly, during the interview process, probing questions conducted by the
interviewer indicated a clear variance of knowledge between the survey and interview results of
identifying the three processes of establishing and implementing a CESP. Based on 50% of the
participants who were unable to identify any processes, it was determined that site administrators
do not have a thorough knowledge of the processes of the development and implementation of
the CESP that focuses on improving continuous student enrollment at the college.
Metacognitive Knowledge
Influence 4. Assumed Metacognitive Knowledge Cause. Administration reflect on
their ability to facilitate understanding and awareness to develop and implement a CESP.
Survey results. Participants were asked to select required items out of four possible
answers in order to develop and implement a CESP. As seen in Table 11, the survey results
ranged from a low 09.09% in one item to a high 72.72%, indicating that the participants did not
meet the 85% threshold. However, 11 participants selected only item 3 that exceeded the 85%
threshold As such, it was determined that improvement is necessary for participants to develop a
deeper understanding and awareness to develop and implement a CESP.
Table 11
Survey Results for Metacognitive Knowledge establishing and implementing a CESP
# Metacognitive Knowledge Item (n = 11) Percentage Count

Which of the following facilitate understanding and awareness
to develop and implement a “CESP?” Check all that apply.

1 Describe the steps to create and implement a CESP* 63.63% 7
2 Translate and evaluate what you are doing and why* 72.72% 8

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3 Identify changes and evaluate progress as needed* 100.00% 11
4 Define district goals in 2009 09.09% 1
Did not respond 3
*Expected answer
Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, 100% (11 out of 11) of site administrators were
able to identify only item 3 indicating some knowledge of their ability to facilitate understanding
and awareness to develop and implement a CESP. However, the remaining survey responses,
items 1, 2 and 4, demonstrated that there is a need for the institution to address this influence.
Influence 5. Assumed Metacognitive Knowledge Cause. Administration reflect on
their ability of evaluating the progress and effectiveness of a CESP.
Survey results. Respondents were asked which factors reflected their ability to evaluate
the progress and effectiveness of a CESP. According to the literature, participants were unable to
give a description of both evaluating the progress and effectiveness of the plan as evidenced by
the low scores of 09.09% for one item to 72.72% for one item. The participants’ scores did not
meet the 85% threshold. Therefore, it was determined that there is a need to enhance
participants’ abilities to evaluate the progress and effectiveness of CESP, as shown in Table 12.
Table 12

Survey Results for Metacognitive Knowledge of evaluating the progress and effectiveness of a
CESP

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# Metacognitive Item (n = 11) Percentage Count

Which of the following best describes evaluating the
progress and effectiveness of a “CESP?”
Check all that apply.
1 Analyze document progress and lessons learned* 72.72% 8
2
Evaluate consistency aligned with ABCCC’s mission
and vision*
63.63% 7
3 Apply last minute changes* 09.09% 1
4 Set-up processes for monitoring and tracking changes* 63.63% 7
Did not respond 3
* Expected Answer

Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, 72.72% (8 out of 11) participants were able to
identify only one of the characteristics for evaluating the progress and effectiveness of a CESP.
Therefore, it was determined that challenges exist and there is a need to enhance the knowledge
of the site administrators to evaluate the progress and effectiveness of the CESP.
Influence 6. Assumed Metacognitive Knowledge Cause. Administration reflect on
the process of making informed-decisions to support student’s successful outcomes in a
CESP.
Survey results. Respondents were asked which of the following factors best describe the
process of making informed-decisions to support student’s successful outcomes in a CESP. Nine

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out of nine participants were able to identify the five components that exceed the 85% threshold.
Table 13 shows the survey results were indicative of a clear and strong agreement among all
participants valuing the process of making informed-decisions to support student’s successful
outcomes in a CESP.
Table 13
Survey Results for Metacognitive Knowledge Influences
#
Metacognitive Item (n = 9)
Percentage Count

Which of the following best describes the process of
making informed-decisions to support student’s
successful outcomes in a CESP?
1 Identify your goal 0.00% 0
2 Collect data 0.00% 0
3 Analyze data 0.00% 0
4 Evaluate the advantages and disadvantages 0.00% 0
5 Employ student’s input 0.00% 0
6 All of the above* 100.00% 9
Did not respond 5

Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. Since the survey results exceeded the threshold for this influence, it was
determined that site administrators were able to describe the process of making informed-

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decisions to support student’s successful outcomes in a CESP, and as a result, this is an asset for
the college.
Results and Findings for Motivation Causes
Value
Influence 7. Assumed Motivational Cause. Administration see value in providing
data about learners to demonstrate improvement in continuous enrollment rates.
Survey results. Participants were asked the extent to which they agree or disagree with
the statement “I see value in providing data about learners to demonstrate improvement in
continuous enrollment rates. The accuracy in identifying their value ranged from 00.00% for one
item to 44.44% for one item. Since the literature places a significant emphasis on the
administration seeing value in providing data about learners to demonstrate improvement in
continuous rates, the participants did not meet the 85% threshold. Therefore, it was determined
that challenges exist, and there is a need for participants to comprehend the value in providing
data to improve continuous enrollment rates. Table 14 shows the survey results for the
participants’ motivation influences.
Table 14
Survey Results for Motivation Influences
# Value Item (n = 9)
Using the scale below, rate the extent to which you agree
or disagree with the statement, “I see value in providing
data about learners to demonstrate improvement in
continuous enrollment rates.”
Percentage Count
1 Strongly Disagree 11.11% 1
2 Moderately Disagree 11.11% 1

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3 Neither Agree or Disagree 00.00% 0
4 Moderately Agree 33.33% 3
5 Strongly Agree 44.44% 4
Did not respond 5

Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, 44.44% (4 out of 9) participants found value in
providing data about learners to demonstrate improvement in continuous student enrollment
rates. The site administrators did not meet the 85% threshold. Therefore, it was determined that
challenges exist, and, as a result, there is a need for participants to find value in providing data
about learners to demonstrate improvement in continuous enrollment rates at ABCCC.
Emotion
Influence 8. Assumed Motivational Cause. Administration feel positive creating and
maintaining programs that promote a culture to improve continuous student enrollment
success.
Survey results. Participants were asked how positive they feel about creating and
maintaining programs that promote a culture to improve continuous student enrollment success.
The range in feeling positive about this CESP process varied from 00.00% for two items to
66.66% for one item. Table 15 shows all of the participants’ responses did not pass the 85%
threshold, making the respondents' positive feelings toward the CESP process a liability at the
institution.

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Table 15
Survey Results for Motivation Influences
# Emotions Item ( n = 9) Percentage Count

Using the scale below, rate the extent to which you agree or
disagree with the statement, “I feel positive creating and
maintaining programs that promote a culture to improve
continuous student enrollment success.”

1 Strongly Disagree 11.11% 1
2 Moderately Disagree 00.00% 0
3 Neither Agree or Disagree 00.00% 0
4 Moderately Agree 22.22% 2
5 Strongly Agree 66.66% 6
Did not respond 5

Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence this time.
Summary. As the survey results indicate, five participants elected not to respond. The
remaining 66.66% (6 out of 9) participants felt positive about creating and maintaining programs
that promote a culture to improve continuous student enrollment success at the college.
Therefore, it was determined that challenges exist and there is a need for the site administrators
to develop and maintain programs that promote positive feelings to enhance continuous student
enrollment success.
Influence 9. Assumed Motivational Cause. Administration feel positive collecting
and analyzing data to assess student improvement.

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Survey results. Participants were asked how positive they feel about collecting and
analyzing data to assess student improvement. As shown in Table 16, the range of feeling
positive about this process varied from 00.00% for two items to 44.44% for one item regarding
feeling positive about collecting and analyzing data to evaluate student improvement. The
participants’ results were below the 85% cut-score for this influence. Therefore, it was
determined that challenges exist, and there is a need to enhance site administrators’ positive
feelings.
Table 16
Survey Results for Motivation Influences
#
Emotion Item (n = 9)
Using the scale below, rate the extent to which you agree
or disagree with the statement, “I feel positive collecting
and analyzing data to assess student improvement.”
Percentage Count
1 Strongly Disagree 22.22% 2
2 Moderately Disagree 00.00% 0
3 Neither Agree or Disagree 00.00% 0
4 Moderately Agree 22.22% 2
5 Strongly Agree 44.44% 4
Did not respond 5

Interview findings. Eight respondents interviewed were asked how positive they feel
about their ability to collect data that demonstrate student improvement. Participant 3 was able to
identify two out of three possible answers in accordance with the literature. Participant 1 was
able to identify one of the three answers. Participant 3 mentioned that the college recently
implemented leadership changes that aligned with new support, direction and guidance from the

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top-down. Participant 1 stated being affiliated as a member and regularly attending the college’s
EMC was crucial and beneficial. However, participants 2, 4, 5, 6, 7 and 8 were unable to identify
any of the possible responses.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, five participants elected not to respond. The
remaining 44.44% (4 out of 9) participants felt positive about their ability to collect and analyze
data to assess student improvement. During the interview, only two out of eight participants were
able to identify some of the possible responses. However, six out of eight (75%) participants
were unable to identify any of the possible responses. These results in both the survey and
interview responses make this influence a need at the college.
Attribution
Influence 10. Assumed Motivational Cause. Administration can shape the culture at
ABCCC to increase success of the CESP through their own efforts.
Survey results. Respondents were asked if they believe in shaping the culture at ABCCC
to increase success of the CESP through their own efforts. The range of the site administrators
believing in their own efforts to shape the culture at ABCCC ranged from 00.00% for one item to
44.44% for one item. Administration did not meet the 85% threshold. Therefore, it was
determined that challenges exist, and there is a need at the college. Table 17 shows the survey
results that the participants’ felt an inability to shape the culture that supports increasing the
success of the CESP through their own efforts.

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Table 17
Survey Results for Motivation Influences
# Attribution Item (n = 9)
Using the scale below, rate the extent to which you agree
or disagree with the statement, “I can shape the culture
of the College to increase success of the “CESP” through
my own efforts.”
Percentage Count
1 Strongly Disagree 11.11% 1
2 Moderately Disagree 00.00% 0
3 Neither Agree nor Disagree 22.22% 2
4 Moderately Agree 44.44% 4
5 Strongly Agree 22.22% 2
Did not respond 5

Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, five out of nine (55%) participants elected not
to respond to the answer of shaping the culture through their own efforts. Additionally, only
22.22% (2 out of 9) participants strongly agreed that they have the ability to shape the culture
through their own efforts. The survey results make this influence a need at the college.
Results and Findings for Organization Causes
Policies and Procedures

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Influence 11. Assumed Organizational Cause. The college’s current policies,
processes and procedures support align with the goal of increasing continuous student
enrollment.
Survey results. As shown in Table 18, the survey results indicate that this influence is an
asset for the institution. Respondents were asked which of the responses represented alignment
of the policy with increasing continuous enrollment. Although the item called for the participant
to select only one item, when the results were analyzed, the researcher determined that any of
items 1, 2, 4 and 5, would be acceptable. Of the 14 participants, six did not respond to the
question. Of the remaining eight, the accuracy in identifying the institution’ support ranged from
a low 25.00% for item 4 to a high 37.50% for items 1 and 2, and, as such, added together, did
meet the established threshold of 85%. These, as well as similar results for the remaining
components, indicate that no improvement is necessary for the institution to prioritize the action
needed to ensure the success of the CESP. Therefore, based on the survey, it was determined that
this influence is an asset for the institution. Table 18 below outlines the results of the survey.
Table 18
Survey Results for Organization Influences
#
Policies and Procedures Item (n = 8)
Which of the following is the highest priority action that
ABCCC should support to ensure a successful “CESP”? Please
select “only” one below:
Percentage Count
1 Develop an organizational culture profile (policies, norms,
behaviors, values)*
37.50% 3
2 Evaluate the Institution's beliefs, goals and team dynamics* 37.50% 3

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3 Schedule twenty-four hours cafeteria service 00.00% 0
4 Arrange free online-tutoring, mentoring, workshop series,
special programs and advising*
25.00% 2
5 Identify free study hall and peer tutor support* 00.00% 0
Did not respond 6

Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, six out of eight (75%) participants elected not
to respond. Of the remaining survey responses, 100% of participants were able to identify the
highest priority action that the college should support to ensure a successful CESP. Since the
85% threshold was met, this influence was determined as an asset.
Influence 12. Assumed Organizational Cause. There are consistent policies and
procedures in place that are aligned with the goal to develop and implement a CESP that
will promote continuous student success.
Survey results. As shown in Table 19, the survey results indicate that this influence is an
asset for the institution. Participants were asked which of the responses represented alignment
with the institution’s policies and procedures and the goal to develop and implement a CESP that
promotes continuous student success. Although the item called for the participant to select only
one item, when the results were analyzed, the researcher determined that any of items 1, 2, 4, and
5, would be acceptable. Of the 14 participants, five did not respond to the question. Of the

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remaining 9, the accuracy in identifying their roles ranged from a low 11.11% for item 1 and
33.33% for item 5 to a high 44.44% for item 2, and, as such, added together, did meet the
established threshold of 85%. Therefore, based on the survey, it was determined that this
influence is an asset for the organization. Table 19 below outlines the results of the survey.
Table 19
Survey Results for Organization Influences
#
Policies and Procedures Item (n = 9)
Which of the following policies and procedures should be the
highest priority to facilitate the “CESP’s’ success?
Please select “only” one below:
Percentage Count
1 Influence major decisions* 11.11% 1
2 Ensure activities align with the ABCCC parameters* 44.44% 4
3 Communicate daily operations at ABCCC 11.11% 1
4 Provide clarity of ABCCC’s mission, vision and goals* 00.00% 0
5 Provide best practices for acceptable behavior at ABCCC* 33.33% 3
Did not respond 5
* Expected answer

Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, five out of nine (55.55%) participants elected
not to respond. Of the remaining survey responses, 88.00% participants were able to identify the

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highest priority to facilitate the CESP’s success which exceeded the 85% threshold. Therefore,
this influence is an asset.
Resources
Influence 13. Assumed Organizational Cause. The institution’s resources and tools
align with the goal of increasing and maintaining programs that promote a culture of social
and academic integration to enhance the administration’s commitment to maximize
continuous students’ enrollment.
Survey results. As shown in Table 20, the survey results indicate that this influence is an
asset for the institution. Participants were asked which of the responses represented alignment
with the institution’s resources and tools with the goal of increasing and maintaining programs
aimed at maximizing student enrollment. Although the item called for the participant to select
only one item, when the results were analyzed, the researcher determined that any of items 1,2,3,
and 5, would be acceptable. Of the 14 participants, six did not respond to the question. Of the
remaining eight, the responses in determining if the institution’s resources and tools are aligned
with the goal of increasing and maintaining programs that promote a culture of social and
academic integration to enhance the administration’s commitment to maximize continuous
student’s enrollment ranged from a low 25.00% for item 1 to a high 37.50% for items 2 and 5
and, as such, in the aggregate met the established threshold of 85%. Therefore, based on the
survey responses, it was determined that this influence is an asset for the institution. Table 20
below outlines the results of the survey.

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Table 20
Survey Results for Organization Influences
#
Resources Item (n = 8)
Which of the following resources should be the highest
priority for successful student outcomes/achievements?
Please select “only” one below:
Percentage Count
1
Provide free online tutoring support (24 hours a day, 7 days a
week)*
25.00% 2
2 Support guidelines for resource allocation or rejection* 37.50% 3
3 Arrange dedicated study rooms* 00.00% 0
4 Arrange accommodation for all nighters prior to an exam 00.00% 0
5 Provide Career Counseling Services Team* 37.50% 3
Did not respond 6
*Expected Answer
Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, six out of eight (75%) participants elected not
to respond. Of the remaining survey responses, 100% participants were able to identify the
highest priority for successful student outcomes/achievements. The respondents exceeded the
85% threshold, making this an asset at ABCCC.
Influence 14. Assumed Organizational Cause. The institution provides adequate
resources (time, financial, personnel, and equipment) to implement a CESP that promotes
continuous student enrollment.

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Survey results. As shown in Table 21, the survey results indicate that this influence is an
asset for the institution. Participants were asked which of the responses represented alignment of
the institution’s policy toward the success of the CESP. Of the 14 participants, six did not
respond to the question. Although the item called for the participant to select only one item,
when the results were analyzed, the researcher determined that any of items 1,2,3, and 5, would
be acceptable. Of the remaining eight, the accuracy in identifying their roles ranged from a low
12.50% for item 5 to 25.00% for item 2 and a high 62.50% for item 1, and, as such, met the
established threshold of 85%. Table 21 below outlines the results of the survey.
Table 21
Survey Results for Organizational Influences
#
Resources Item (n = 8)
Which of the resources and tools should be the highest
priority to facilitate “CESP’s success?
Please select “only” one below:
Percentage Count
1
Allocate resources and tools for a strong student-centered
environment*
62.50%

5
2
Allocate resources and tools to cultivate and enrich
student’s growth*
25.00% 2
3
Allocate resources and tools for professional
development for administration*
00.00%

0
4 Allocate resources and tools for off-campus trips 00.00% 0
5
Allocate resources and tools for peer mentoring, tutoring
programs and outreach to local high schools*
12.50% 1

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Did not respond 6
*Expected Answer
Interview findings. Interviews were not conducted for this influence.
Observation. No observations were conducted for this influence.
Document review. No documents were reviewed for this influence.
Summary. As the survey results indicate, six out of eight (75%) participants elected not
to respond. Of the remaining survey responses, 100% participants were able to identify the
highest priority to facilitate a successful CESP. One hundred percent of the survey responses
exceeded the 85% threshold. Therefore, this indicates an asset for this influence at ABCCC.
Summary of Assets and Needs
Tables 22, 23, and 24 show the knowledge, motivation and organization influences for
this study and their determination as an asset or a need.
Table 22
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Factual
Administration knew the components included in a CESP at the
College.
Need
Administration knew their individual roles to implement a CESP. Need

Conceptual
Administration knew the process of creating and implementing a
CESP.
Need
Metacognitive

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Administration reflect on their ability to facilitate understanding
and awareness to develop and implement a CESP.
Need
Administration reflect on their ability of evaluating the progress
and effectiveness of a CESP.
Need
Administration reflect on the process of making informed-
decisions to support student’s successful outcomes in a CESP.
Asset

Table 23
Motivation Assets or Needs as Determined by the Data
Assumed Motivation Influence Asset or Need
Value
Administration see value in providing data about learners to
demonstrate improvement in continuous enrollment rates.
Need
Emotion
Administration feel positive creating and maintaining programs
that promote a culture to improve continuous student enrollment
success.
Need
Administration feel positive collecting and analyzing data to
assess student improvement.
Need
Attribution
Administration can shape the culture at ABCCC to increase
success of the CESP through their own efforts.

Need
Table 24
Organization Assets or Needs as Determined by the Data
Assumed Organization Influence Asset or Need
Policies and Procedures
The College’s current policies, processes and procedures support
align with the goal of increasing continuous student enrollment.
Asset

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There are consistent policies and procedures in place that are
aligned with the goal to develop and implement a CESP that will
promote continuous student success.
Asset
Resources
The institution’s resources and tools align with the goal of
increasing and maintaining programs that promote a culture of
social and academic integration to enhance the administration’s
commitment to maximize continuous students’ enrollment.
Asset
The institution provides adequate resources (time, financial,
personnel, and equipment) to implement a CESP that promotes
continuous student enrollment.
Asset

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Authored by Martha Pogue Maimone
Purpose of the Project and Questions
The purpose of this study was to examine the creation and implementation of a CESP at
ABCCC. Specifically, the purpose of the project was to conduct a needs analysis in the areas of
knowledge and skill, motivation and organizational resources necessary to reach the
organizational performance goal of attaining 100% aspirational goal of continuous student
enrollment at ABCCC. The evaluation began by generating a list of assumed needs and then
moved to examine the needs systematically to focus on actual or validated needs. Although a
complete needs analysis would have focused on all stakeholders at ABCCC, for practical
purposes, the stakeholder of focus was the ABCCC administration also known as site
administrators.
Two questions guided this study:
1. What are the knowledge and skills, motivation, and organizational assets and challenges
for administrators at ABCCC to create and implement a continuous enrollment strategic
plan to maximize student success by increasing persistence and retention to 100%?
2. What are the knowledge and skills, motivation and organizational recommendations for
administration to create and implement the plan?
Recommendations to Address Knowledge, Motivation, and Organization Influences
The assumed knowledge, motivation and organization (KMO) influences in the following
tables were determined to be challenges during the data collection process. Each of the KMO
influences has been given high priority for achieving the institution’s aspirational goal.
Additionally, an evidence-based principle has been identified to guide context-based

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recommendations for improving performance in these areas. Following the tables, a detailed
discussion is provided for each influence including solutions based on the literature.
Knowledge Recommendations
Introduction. An analysis of the data collected shows that five out of six assumed
knowledge influences were determined to be a need. One of the six assumed knowledge
influences was determined to be an asset. As indicated in Table 22, all influences that were found
to be challenges were given high priority for addressing the administration’s knowledge gaps at
ABCCC. Additionally, context-specific recommendations for addressing these knowledge gaps
are illustrated in Table 25 along with the research-based principles to support the indicated
recommendations.
Table 25
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset or
Need
Principle and Citation Context-Specific
Recommendation
Declarative Factual
Administration know
the components of a
Continuous
Enrollment Strategic
Plan (CESP).
Need Information learned meaningfully
and connected with prior
knowledge is stored more quickly
and remembered more accurately
because it is elaborated with prior
learning (Schraw & McCrudden,
2006
Provide information on
the components of a
CESP by relating the
components to the
administration’s prior
knowledge of strategic
planning.
Administration know
their individual roles
to implement a CESP.
Need Information learned meaningfully
and connected with prior
knowledge is stored more quickly
and remembered more accurately
because it is elaborated with prior
learning (Schraw & McCrudden,
2006)
Provide information to
administration on their
individual roles in the
CESP implementation,
then conduct a
brainstorming
assessment.

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Discusses how individuals organize
knowledge influences how they
learn and apply what they know
(Schraw & McCrudden 2006).

Declarative
Conceptual

Administration know
the process of creating
and implementing a
CESP.

Need How individuals organize
knowledge influences, how they
learn and apply what they know
(Schraw & McCrudden, 2006),

Conceptual knowledge refers to
information regarding various
classes or structures, pertaining to
specific field (Mayer, 2008)
Provide information in
the form of a visual
graphic of the strategic
planning procedure to
assist administration to
organize the process.
Metacognitive
Administration reflect
on their ability to
facilitate
understanding and
awareness to develop
and implement a
CESP.

Need The use of metacognitive strategies
facilitates learning (Baker, 2006).
Model your own metacognitive
process by talking out loud and
assessing strengths and weaknesses
(Baker, 2006)
Provide job aids that
show the reflective
process and have an
open discussion about
their metacognitive
abilities and awareness
to develop and
implement a CESP.
Administration reflect
on their ability of
evaluating the
progress and
effectiveness of a
CESP.
Need
The use of metacognitive strategies
facilitates learning (Baker, 2006).
Provide opportunities for learners to
engage in guided self-monitored
self-assessment (Baker, 2006)

Provide administration
with a job aid that shows
the reflective process
and give them an
opportunity to self-
reflect on the plan of
action and effectiveness
of the CESP by
discussing among
themselves and assess
their strengths and
weaknesses of the
evaluation progress.

111

Administration reflect
on the process of
making informed-
decisions to support
student’s successful
outcomes in a CESP.
Asset Mayer (2011) suggests as
individuals increase their
metacognitive awareness, they
become self-regulated learners and
increase their ability to determine
what strategies work for them and
when it is appropriate to use these
strategies.
The use of metacognitive strategies
facilitates learning (Baker, 2006).
Provide opportunities for learners to
engage in guided self-monitored
self-assessment (Baker, 2006)
Provide administration
with information
detailing the decision-
making process and
provide an opportunity
of self-monitoring and
self-assessment.

There was no gap in this
knowledge influence.

Declarative knowledge solutions. Provide information on the components of a CESP
by relating the components to the administration's prior knowledge of strategic planning.
The findings and results showed an administration need in factual knowledge to know the
components of the CESP at the college. Information processing system theory can be applied to
make recommendations. Schraw and McCrudden (2006) suggest that information learned
meaningfully and connected with prior knowledge is stored more quickly and remembered more
accurately because it is elaborated with prior learning. According to Schraw and McCrudden, to
develop mastery, individuals must acquire component skills, practice integrating them, and know
when to apply what they have learned. This would suggest that ABCCC administration would
benefit from information on the components of a CESP. Thus, it is recommended that ABCCC
senior leadership provide information on the components of a CESP by relating the components
to the administration’s prior knowledge of strategic planning.
Lovik’s (2014) research outlines the key components of a strategic plan consist of
formulating key performance indicators (KPIs); assessing the internal and external environments;
identifying and analyzing strengths and weaknesses, opportunities, and threats; developing

112

strategies; measuring the impacts of KPIs, strategies, and goals; and, finally, monitoring and
revising the plan on a routine basis.
Declarative knowledge solutions. Provide information to administration on their
individual roles in the CESP implementation, then conduct a brainstorming assessment.
The findings and results showed an administration need in factual knowledge to know their
individual roles in implementing a CESP. The information processing system theory can be
applied to make recommendations. Schraw and McCrudden (2006) would suggest that
information learned meaningfully and connected with prior knowledge is stored more quickly
and remembered more accurately because it is elaborated with prior learning. Further, research
findings by Schraw and McCrudden discuss how individuals organize knowledge influences,
how they learn, and how they apply what they know. This would suggest that administration
would benefit from information on their individual roles of implementing a CESP. Thus, it is
recommended that ABCCC senior leadership provide information to administration on their
individual roles in the CESP implementation and then conduct a brainstorming assessment.
Anderson’s (2014) research discusses undergraduate college leaders knowing their
specific roles, such as regarding the creation, action plan, real measuring tools, standard-based
instruction, and ownership of employing new programs. Furthermore, Anderson articulates
community college leaders are charged with being cognizant of the respective roles of what
leaders and experts know to orchestrate the scholarship, pedagogy of others and the components
of running an organization in an orderly and disciplined manner.

113

Conceptual knowledge solutions. Provide information in the form of a visual
graphic of the strategic planning procedure to assist ABCCC administration to organize
the process. The findings and results showed an administration need in conceptual knowledge to
know the process of creating and implementing a CESP. Integrating the visual information
theory can be applied to make recommendations. Schraw and McCrudden (2006) advocate how
individuals organize knowledge influences, how they learn, and how they apply what they know.
Krathwohl (2002) discusses how conceptual knowledge allows the individual to use the
interrelationship of their foundational knowledge. According to Clark and Estes (2008), job aids
are used to provide self-help information to individuals who need “how to” information, without
guided practice. This would suggest that administration would benefit from visual information,
such as introducing images and symbols to the systematic plan, therefore enhancing problem-
solving and achieving targeted objectives. Thus, it is recommended that ABCCC upper
management provide information in the form of a visual graphic of the strategic planning
procedure to assist administration to organize the process.
According to Gutierrez and Creason (2017), administration is cognizant of the strategic
management plan that supports a most, paramount all-embracing model focused on the
advancement of continuous learners’ persisting and achieving successful outcomes. Further,
Gutierrez and Creason advocate academic institutions must offer effective strategies to increase
persistence and successful completion of non-degree or degree programs considered as the
college’s top priority.
Metacognitive knowledge solutions. Provide job aids that show the reflective process
and have an open discussion about their metacognitive abilities and awareness to develop
and implement a CESP. The findings and results showed an administration need in

114

metacognitive knowledge to reflect on their ability to facilitate understanding and awareness to
develop and implement a CESP. Integrating learning theory can be applied to make
recommendations. Mayer (2011) postulates integrating auditory and visual information
maximizes working memory capacity. Baker (2006) purports to model your own metacognitive
process by talking out loud and assessing strengths and weaknesses.
This would suggest that administration would benefit from increasing their awareness
and abilities to develop and implement a CESP, metacognitive strategies, monitoring their
performance, providing timely and accurate feedback, regulating skills, evaluating performance
and goal fulfillment. Thus it is recommended that ABCCC senior leadership provide job aids that
show the reflective process and have an open discussion about their metacognitive abilities and
awareness to develop and implement a CESP.
According to Krathwohl (2002) metacognitive knowledge is the awareness of one’s own
cognition and particular cognitive processes. Baker (2006) advocates the use of metacognitive
strategies facilitate learning. Mayer (2011) posits to have learners identify prior knowledge (what
they know and what they do not know about a topic) before a learning task.
Metacognitive knowledge solutions. Provide administration with a job aid that
shows the reflective process and give them an opportunity to self-reflect on the plan of
action and effectiveness of the CESP by discussing among themselves and assess their
strengths and weaknesses of the evaluation progress. The findings and results showed an
administration need in metacognitive knowledge to self-reflect on their ability to evaluate the
progress and effectiveness of a CESP. Information processing system theory can be applied to
make recommendations. Mayer (2011) would suggest integrating visual and auditory
information maximizes working memory capacity. Further, Mayer suggests facilitating transfer

115

promotes learning and provides guidance, modeling, coaching and other scaffolding during
performance. This would suggest that the administration would benefit from self-reflection and a
review of the effectiveness of a CESP by discussing among their peers. Baker (2006) advocates
the use of metacognitive strategies facilitate learning. Krathwohl (2002) discusses metacognitive
knowledge is important because it allows the individual to assess their level of cognitive
awareness. Thus, it is recommended that ABCCC leadership provide administration visual
information on the plan of action and effectiveness of the CESP among themselves and assess
their strengths and weaknesses of the evaluation progress.
Baker (2006) asserts providing opportunities for learners to engage in guided self-
monitoring and self-assessment as well as to debrief the thinking process upon completion of
learning tasks.
Metacognitive knowledge solutions. Provide administration with information
detailing the decision-making process and provide an opportunity of self-monitoring and
self-assessment. There was no gap in this knowledge influence. The findings and results
showed an administration asset in metacognitive knowledge to reflect on the process of making
informed-decisions to support student’s successful outcomes in a CESP.
Motivation Recommendations
Introduction. An analysis of the data collected shows that four out of four assumed
motivation influences were determined to be needs. As indicated in Table 26, all influences that
were found to be challenges were given high priority for addressing the administration’s
knowledge gaps at ABCCC. Additionally, context-specific recommendations for addressing
these knowledge gaps are illustrated in Table 26 along with the research-based principles to
support the indicated recommendations.

116

Table 26
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Need or
Asset
Principle and Citation Context-Specific
Recommendation
Value
Administration see
value in providing data
about learners to
demonstrate
improvement in
continuous enrollment
rates.
Need Value (or task value as it is often
called in the motivation literature)
refers to the importance one attaches to
a task. It gets at the question, “Why
should I do this task?” (Rueda, 2011)

A person’s confidence in their ability
increases when they see value in the
task or have had prior successes
(Eccles, 2006).

A principle of the expectancy value
theory suggests when individuals are
capable of doing a task, enjoy doing
the task, they are more motivated to
complete the task (Eccles, 2006).
Provide modeling and
coaching to
administration to show
student improvement
using data.

Emotion
Administration feel
positive creating and
maintaining programs
that promote a culture
to improve continuous
student enrollment
success.
Need Rationales that include a discussion of
the importance and utility value of the
work or learning can help learners
develop positive values (Eccles, 2006;
Linnenbrink & Pintrich, 2003)
Provide administration
an open-ended platform
to describe their
feelings in creating and
maintaining programs
that promote a culture
to improve continuous
enrollment success.
Administration feel
positive collecting and
analyzing data to assess
student improvement.
Need Mood is an attitude about pursuing and
achieving a goal (Clark and Estes,
2008).
Provide administration
a valid and reliable
assessment of
collecting and
analyzing data to assess
student success.

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Attribution
Administration can
shape the culture at
ABCCC to increase
success of the CESP
through their own
efforts.
Need Attributions refer to the beliefs one has
about the reasons for success or failure
at a task or activity as well as the
degree of control they have in
affecting that outcome (Rueda, 2011).

Learning and motivation are enhanced
when individuals attribute success or
failures to effort rather than ability
(Anderman & Anderman, 2009)
Provide administration
with timely and
accurate feedback that
identifies any observed
deficiencies in skills or
expertise and training
in those skills and
expertise.

Value solutions. Provide modeling and coaching to administration to show student
improvement using data. The finding and results showed an administration need in motivation
to see value in providing data about learners to demonstrate improvement in continuous
enrollment rates. Expectancy value theory can be applied to make recommendations. Rueda
(2011) would suggest value (or task value as it is often called in the motivation literature) refers
to the importance one attaches to a task. It gets at the question, “Why should I do this task?” This
would suggest that administration would benefit from seeing value in providing data about
learners to demonstrate improvement in continuous enrollment rates. Thus, it is recommended
that ABCCC senior leadership provide modeling and coaching to administration to show student
improvement using data.
Eccles (2006) asserts a person’s confidence in their ability increases when they see value
in the task or have had prior successes. Moreover, Eccles states a principle of expectancy value
theory suggests that, when individuals are capable of doing a task and enjoy doing the task, they
are more motivated to complete the task.

118

Emotion solutions. Provide administration an open-ended platform to describe their
feelings in creating and maintaining programs that promote a culture to improve
continuous enrollment success. The findings and results showed an administration need in
motivation to feel positive creating and maintaining programs that promote a culture to improve
continuous student enrollment success. Social cognitive theory can be applied to make
recommendations. Clark and Estes (2008) suggest positive emotional environments support
motivation. This would suggest that administration would benefit from feeling positive creating
and maintaining programs that promote a culture to improve continuous student enrollment
success. Thus, it is recommended that ABCCC senior leadership provide administration an open-
ended platform to describe their feelings in creating and maintaining programs that promote a
culture to improve continuous student enrollment success.
Lord’s and Kanfer’s (2002) research findings teach evidence-based study skills and
strategies to enable learner success and alleviate anxiety. According to Dembo and Seli (2012),
learners should be taught strategies to manage their motivation, time, learning strategies, control
their physical and social environment, and monitor their performance.
Emotion solutions. Provide administration a valid and reliable assessment of
collecting and analyzing data to assess student success. The findings and results showed a
need in this motivation influence of the administration to feel positive collecting and analyzing
data to assess student success. Social cognitive theory can be applied to make recommendations.
Eccles (2006) and Linnenbrink and Pintrich (2003) posit rationales that include a discussion of
the importance and utility value of the work or learning can help learners develop positive
values. This would suggest that administration would benefit from feeling positive collecting and
analyzing data to assess student success. Thus, it is recommended that ABCCC senior leadership

119

provide administration a valid and reliable assessment of collecting and analyzing data to assess
student success.
Clark and Estes (2008) purport mood is an attitude about pursuing and achieving a goal.
Denler et al. (2009) assert to encourage learners to set productive goals for themselves that are
challenging but achievable, and encourage self-evaluation.
Attribution solutions. Provide administration with timely and accurate feedback
that identifies any observed deficiencies in skills or expertise and training in those skills
and expertise. The findings and results showed an administration need in motivation to shape
the culture at ABCCC to increase success of the CESP through their own efforts. Attributions
theory can be applied to make recommendations. Rueda’s (2011) research postulated attributions
refer to the beliefs one has about the reasons for success or failure at a task or activity as well as
the degree of control one has in affecting that outcome. This would suggest that administration
would benefit from shaping the culture at ABCCC to increase success of the CESP through their
own efforts. Thus, it is recommended that ABCCC senior leadership provide administration with
timely and accurate feedback that identifies any observed deficiencies in skills or expertise and
training in those skills and expertise.
Anderman and Anderman (2009) recommend learning and motivation are enhanced when
individuals attribute success or failures to effort rather than ability. Pintrich (2003) asserts to
provide feedback that stresses the process of learning, including the importance of effort,
strategies, and potential, self-control of learning.

120

Organization Recommendations
Introduction. As shown in Table 27, an analysis of the data collected shows that four out
of four assumed organization influences were determined to be assets through the survey results.
Table 27
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Need or
Asset
Principle and Citation Context-Specific
Recommendation
Policies and Procedures
The college’s current
policies, processes and
procedures support align
with the goal of increasing
continuous student
enrollment.
Asset

Effective organizations
ensure that organizational
messages, rewards,
policies and procedures
that govern the work of
the organization are
aligned with or are
supportive of
organizational goals and
values (Clark & Estes,
2008)
Provide administration a
standard procedure in support
that aligns with the goal of
increasing continuous student
enrollment.

There was no gap in this
organization’s influence.
There are consistent
policies and procedures in
place that are aligned with
the goal to develop and
implement a CESP that will
promote continuous student
success.
Asset When policies and
procedures are aligned
and communicated from
the top with all
stakeholders
organizational
performance increase
(Clark and Estes, 2008)

Organizational structures,
policies, and practices are
of interest because they
can influence whether the
performance goals of
individuals, groups, or
entire schools or
organizational units are
met (Rueda, 2011)
Provide administration a a
standard procedure in
alignment with the goal to
develop and implement a CESP
that will maximize continuous
student success.

There was no gap in this
organization's influence.

121

Policies, processes and
procedures refer to
systems are put in place
in the organization (Clark
and Estes, 2008)
Resources
The Insitution’s resources
and tools align with the goal
of increasing and
maintaining programs that
promote a culture of social
and academic integration to
enhance the administration's
commitment to maximize
continuous students’
enrollment.
Asset Effective change efforts
ensure that everyone has
the resources (equipment,
personnel, time, etc.)
needed to do their job
and that if there are
resources shortages, then
resources are aligned
with organizational
priorities (Clark & Estes,
2008).

Resources refers to
materials that are
necessary to achieve a
goal (Clark and Estes,
2008).
Provide all the pertinent
materials in attaining the goal
of increasing and maintaining
programs that promote a culture
of social and academic
integration to enhance the
administration’s commitment to
maximize continuous students’
enrollment.

There was no gap in this
organization’s influence.
The institution provides
adequate resources (time,
financial, personnel, and
equipment) to implement a
CESP that promotes
continuous student
enrollment.
Asset

Defined resources for
data acquisition are a
critical component for
administrators in their
efforts to demonstrate
improvement on
continuous educational
programs and pursuits
(Franklin and
Blankenberger, 2015).
Provide administration an
establishment of data-driven
decision-making tools in
support of CESP
implementation that promotes
continuous student enrollment.
There was no gap in this
organization’s influence.

Policies and procedures solutions. Provide administration a standard procedure in
support that aligns with the goal of increasing continuous student enrollment. The findings
and results showed an administration asset in policies and procedures to support the goal of

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increasing continuous student enrollment. Organizational theory can be applied to make
recommendations. Clark and Estes (2008) prescribe that, when policies and procedures are
aligned and communicated from the top with all stakeholders, organizational performance
increases. This would suggest the college’s current policies, processes and procedures support
and align with the goal of increasing continuous student enrollment. It is recommended that
ABCCC senior leadership continue to provide administration a standard procedure in support
that aligns with the goal of increasing continuous student enrollment. Additionally, it is
recommended that ABCCC upper leadership partners with administration, faculty and other
stakeholders to maintain this asset in support of policies and procedures that align with the goal
of increasing continuous student enrollment.
Moreover, effective organizations ensure that organizational messages, rewards, policies
and procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values (Clark & Estes, 2008).
Policies and procedures solutions. Provide administration a standard procedure in
alignment with the goal to develop and implement a CESP that will maximize continuous
student success. The findings and results showed an administration asset in policies and
procedures aligned with the goal to develop and implement a CESP. Organizational theory can
be applied to make recommendations. Clark and Estes (2008) articulate policies, processes, and
procedures refer to systems that are put in place in the organization. According to Rueda (2011),
organizational structures, policies, and practices are of interest because they can influence
whether the performance goals of individuals, groups, or entire schools or organizational units
are met. This would suggest there are consistent policies and procedures in place that are aligned
with the goal to develop and implement a CESP that will promote continuous student success. It

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is recommended that ABCCC senior leadership continue to provide administration a standard
procedure in alignment with the goal to develop and implement a CESP that will maximize
continuous student success. It is also recommended that ABCCC leadership maintain this asset in
support of policies and procedures that are aligned with the goal to develop and implement a
CESP and to onboard other stakeholders.
Additionally, Clark and Estes (2008) suggest that organizational performance increases
when individuals communicate constantly and candidly to others about plans and processes.
Organizational structures, policies, and practices are of interest because they can influence
whether the performance goals of individuals, groups, or entire schools or organizational units
are met (Rueda, 2011)
Resources solutions. Provide all the pertinent materials in attaining the goal of
increasing and maintaining programs that promote a culture of social and academic
integration to enhance the administration’s commitment to maximize continuous students’
enrollment. The findings and results showed an administration asset in resources aligned with
the goal of increasing and maintaining programs. Organizational theory can be applied to make
recommendations. Clark and Estes (2008) report resources refer to materials that are necessary to
achieve a goal. Furthermore, Clark and Estes (2008) advocate resources refer to the availability
of assets, money, time, materials, staff, personnel allocated towards effectively executing a
project. This would suggest the institution would benefit from resources and tools aligned with
the goal of increasing and maintaining programs that promote a culture of social and academic
integration to enhance the administration’s commitment to maximize continuous students’
enrollment. It is recommended that the college senior leadership continue to provide all the
pertinent materials in attaining the goal of increasing and maintaining programs that promote a

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culture of social and academic integration to enhance the administration’s commitment to
maximize continuous students’ enrollment. The college’s leadership is also recommended to
maintain this asset in support of resources that align with the goal of increasing and maintaining
programs and to partner with administration, faculty and other stakeholders.
Clark and Estes (2008) articulate effective change efforts ensure that everyone has the
resources (equipment, personnel, time, etc.) needed to do their job and that if there are resource
shortages, then resources are aligned with organizational priorities.
Resources solutions. Provide administration an establishment of data-driven
decision-making tools in support of CESP implementation that promotes continuous
student enrollment. The findings and results showed an administration asset in resources to
implement a CESP that promotes continuous student enrollment. Organizational theory can be
applied to make recommendations. Clark and Estes (2008) purport resources refer to materials
that are necessary to achieve a goal. This would suggest the institution would benefit from
adequate resources (time, financial, personnel, and equipment) to implement a CESP that
promotes continuous student enrollment. It is recommended that the college senior leadership
continue to provide administration an establishment of data-driven decision-making tools in
support of CESP implementation that promotes continuous student enrollment. The institution’s
upper leadership is further recommended to maintain this asset in support of resources that are
aligned with implementing a CESP that promotes continuous student enrollment and to onboard
other representatives.
Franklin’s and Blankenberger’s (2015) research findings defined resources for data
acquisition are a critical component for administrators in their efforts to demonstrate
improvement on continuous educational programs and pursuits. Furthermore, Clark and Estes

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(2008) assert that effective change efforts ensure that everyone has the resources needed to do
their job.
Summary of Knowledge, Motivation and Organization Recommendations
The following recommendations were guided by evidence-based principles and chosen to
address the outstanding knowledge and motivation needs identified in this study. It is
recommended that ABCCC senior leadership provide administration, also known as site
administrators, information on the components of a CESP by relating the components to the
administration’s prior knowledge of strategic planning. It is also recommended that ABCCC
senior leadership provide information to administration on their individual roles in the CESP
implementation and then conduct a brainstorming assessment. An additional recommendation is
to provide information in the form of a visual graphic of the strategic planning procedure to
assist administration to organize the process. Another recommendation is to give administration
job aids that show the reflective process and have an open discussion about their metacognitive
abilities and awareness to develop and implement a CESP coupled with providing administration
visual information on the plan of action and effectiveness of the CESP among themselves and
assess their strengths and weaknesses of the evaluation progress. Lastly, it is recommended
ABCCC upper leadership provide modeling and coaching to administration to show student
improvement using data and an open-ended platform to the site administrators to describe their
feelings in creating and maintaining programs that promote a culture to improve continuous
student enrollment success. In addition to senior leadership providing administration a valid and
reliable assessment of collecting and analyzing data to assess student success, timely and
accurate feedback that identifies any observed deficiencies in skills or expertise and training in
those skills and expertise would also be of benefit.

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There were no outstanding organizational needs identified in this study. Therefore, it is
recommended that ABCCC senior leadership continue to provide administration a standard
procedure in support that aligns with the goal of increasing continuous student enrollment and a
standard procedure in alignment with the goal to develop and implement a CESP that will
maximize continuous student success. It is also recommended that college senior leadership
provide all the pertinent materials in attaining the goal of increasing and maintaining programs
that promote a culture of social and academic integration to enhance the administration’s
commitment to maximizing continuous students’ enrollment. Lastly, it is recommended that the
college senior leadership provide administration an establishment of data-driven decision-
making tools in support of CESP implementation that promotes continuous student enrollment.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need and Expectations
The mission of the institution is to academically prepare students for graduation and
success in educational and career goals. The institution exists to ensure students identify their
educational goals and needs and successfully accomplish student learning in the following areas:
(a) basic skills education, (b) lower division post-secondary education, (c) career and technical
education and (d) general education.
The organizational goal is to support a potential extension to the institution's existing
institutional master plan (IMP) of a new CESP created for the institution to effectively
implement a CESP to improve continuous enrollment of students. The desired outcome for this
project is to improve organizational performance by providing site administrators at the
institution with the necessary knowledge and skills, motivation, and organizational tools to

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successfully achieve their performance goal of implementing a CESP to increase persistence and
retention to 100%.
The Stakeholder’s Goal: Administration
The institution’s faculty will collaborate with the administration to develop and support
the implementation of a new CESP to increase students’ continuous enrollment by (DATE
TBD).
By the [Dates to be determined by ABC Community College (ABCCC)], school year,
administration and faculty will implement a plan to increase the student persistence/retention rate
from 70% semesterly and 50% annually to 100% in annual increments at ABCCC as defined by
the board of trustees, mission statement, objectives and functions, by the end of [Date to be
determined by ABCCC].
Implementation and Evaluation Framework
The New World Kirkpatrick Model will be utilized to design an integrated
implementation and evaluation plan for creating and supporting the implementation of new
CESP recommended in this study (Kirkpatrick & Kirkpatrick, 2016). The goal of the model is to
measure the effectiveness of a CESP, increase persistence and retention to 100%, subsequent
organization results, and demonstrate value of training to the organization (Kirkpatrick &
Kirkpatrick). The New World Kirkpatrick Model is an evaluation framework consisting of four
levels: Level 1: Reaction, Level 2: Learning, Level 3: Behavior, and Level 4: Results
(Kirkpatrick & Kirkpatrick 2016). Clark and Estes (2008) support the four-level model
developed by Kirkpatrick and recognize it as the best and almost universally used performance
evaluation system since its design in the 1950s.

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The New World Kirkpatrick Model is an updated version of the old Kirkpatrick Model
and differs significantly in how instruction for training is designed and planned (Kirkpatrick &
Kirkpatrick, 2016). In the updated model, the four levels are planned in reverse order with Level
4: Results coming first and Level 1: Reaction coming last (Kirkpatrick & Kirkpatrick). Planning
from the beginning emphasizes what will be accomplished through improved on-the-job
performance of ABCCC site administrators in keeping the focus on what is important
(Kirkpatrick & Kirkpatrick).
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) describe Level 4: Results as the main reason training
is performed, and, without connecting the contributions of training to outcomes, they can become
essentially meaningless. Leading indicators are measurable and short-term personalized targets
that suggest whether critical behaviors are on track to reach desired results (Kirkpatrick &
Kirkpatrick, 2016). As shown below in Table 28, leading indicators (internal and external) are
listed below along with the metrics and methods for how they will be measured and/or observed.
These leading indicators will inform ABCCC as to whether the site administrators are reaching
the goal of implementing a CESP at their main site.
Kirkpatrick and Kirkpatrick’s (2016) New World Four Level Evaluation Model will be
used as a framework for the proposed implementation and evaluation of the strategic continuous
enrollment plan. This four-level model provides a framework to collect data related to external
and internal organizational outcomes, stakeholders’ critical behaviors as they achieve their goals,
effectiveness of programs, and the satisfaction of program participants.
Table 28
Outcomes, Metrics, and Methods for External and Internal Outcomes

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Outcome Metric(s) Method(s)
External Outcomes
1. Increased student retention
and persistence rates from
semester to semester..
Number of students
enrolling semester to
semester
Reported annually to the state
and posted publicly via the
California Community
Colleges Chancellor’s Office
(CCCCO, 2018)
2. Increased student
completion (degree, transfer,
certificate) rates.
Number of students
completing educational
goals.
Reported by National Center
for Education Statistics
(NCES)
https://nces.ed.gov/collegenavi
gator/?q=glendale+community
+college&s=CA&l=91+92+&i
d=115001
3. Increased in ranking as
reported by United States
News World Report
(USNWR).
Ranking number Media Department
4. Increased in positive press
mentions regarding college
programs and performance.
Number of positive articles
written in the press related to
the implementation of the
CESP.
Media Department
Internal Outcomes
1. Increased student
enrollment from semester to
semester.
Number of students enrolled
from semester to semester.
Admissions and Records
2. Increased student
completion rates.
Number of students
completions
Admissions and Records

3. Increased student
satisfaction.
Student Survey Annual Spring Student Survey
4. Increased in student
participation in student
services, such as Equity
Programs.
Number of students
participating in program,
Student Services and
Counseling departments.

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5. Increased perception by the
ABCCC Board Members that
the institution is fulfilling its
Institutional Master Plan
(IMP).
Number of positive remarks
at the ABCCC Board
meetings.
President and Superintendent
of the College.
Level 3: Behavior
Critical behaviors. The stakeholders of focus are the administration and faculty as the
key influencers at ABCCC who can foster and increase students’ semester-to-semester
continuous enrollment. Kirkpatrick and Kirkpatrick (2016) suggest Level 3 outcomes are used to
understand the level in which individuals demonstrate newly attained knowledge and
philosophies. Kirkpatrick and Kirkpatrick further assert that critical behaviors are observable
actions that help demonstrate transfer from learning to practice and the importance of identifying
and assessing critical behaviors. As seen in Table 29, three critical behaviors were identified that
site administrators must be willing to demonstrate in order to achieve their performance goals.
First, administration must be able to collaborate with faculty to (a) establish and implement a
CESP focusing on improving continuous student enrollment and (b) provide data to support
improvement in continuous student enrollment rate. Second, administration must increase and
maintain programs that promote a culture of social and academic integration to enhance faculty
and students’ commitment to increasing continuous student enrollment. Lastly, administration
must create and maintain an evaluation metrics and methods to monitor the CESP. The specific
metrics, methods, and timing for these critical behaviors can be found in Table 29 below.
Table 29
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing

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Collaborate with faculty
to (a) establish and
implement a Continuous
Enrollment Strategic Plan
(CESP) focusing on
improving continuous
student enrollment;

(b) Provide data to
support improvement in
continuous student
enrollment rate.
Number of meetings
held with
administration and
faculty to discuss
collaboration.

Number of meetings
held with the head of
ABCCC Research
Planning and Grants.
ABCCC upper leadership
disseminate the institution’s
mission, vision and core
values from paper to action,
traditions, symbols,
ceremonies and rituals that
are aligned with the vision
and values.
Enrollment Management
Committee Members
(EMCMs) to evaluate
enrollment data and progress
of the CESP.
1. Every semester
(fall, spring and
summer).

Twice a semester
2. Increase and maintain
programs that promote a
culture of social and
academic integration to
enhance faculty and
students’ commitment to
increasing continuous
student enrollment.
Number of activities
created to support
student achievement.
Assessment and feedback
provided by the ABCCC
Vice-President and the
President/Superintendent of
the institution.
Semi-annually.
3. Create and maintain an
evaluation metrics and
methods to monitor the
CESP.
Identify the number of
steps needed to create
an evaluation metrics
and methods.
Quantitative training and
guidance by the director of
Institutional Research
Planning and Grants.
Semi-annually.
Required drivers. According to Kirkpatrick and Kirkpatrick (2016), required drivers are
“processes and systems that reinforce, monitor, encourage and reward performance of critical
behaviors” (p. 53). These required drivers facilitate the fulfillment and implementation of critical
behaviors.
Table 30 shows the recommended drivers to support critical behaviors of the
administration, also known as site administrators, as they seek to build their capacity as they lead
the implementation of a CESP program at their institution of higher learning.

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Table 30
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing K&K, p. 50, 52,
53

Provide information on the components of a CESP by
relating the components to the administration’s prior
knowledge of strategic planning
Ongoing 1,2,3
Provide information to administration on their
individual roles in the CESP implementation, then
conduct a brainstorming assessment.
Ongoing 1,2,3
Administration receives information in the form of a
visual graphic of the strategic planning procedure to
assist administration to organize the process.
Monthly 1,2,3
Encouraging
Provide administration job aids that show the
reflective process and have an open discussion about
their metacognitive abilities and awareness to
develop and implement a CESP.
Monthly 1,2,3
Administration receives job aid that shows the
reflective process and gives them an opportunity to
self-reflect on the plan of action and effectiveness of
the CESP by discussing among themselves and
assess their strengths and weaknesses of the
evaluation progress.
Monthly 1,2,3
Provide administration the opportunity of timely and
accurate feedback that identifies any observed
deficiencies in skills or expertise and training in those
skills and expertise.
Ongoing 1,2,3

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Rewarding
Through their monitoring of site level
implementation of CESP, ABCCC upper leadership
will recognize site administration at main campus
Enrollment Management Committee Members
(EMC) meetings.
Monthly 1,2,3
Through their monitoring of site level
implementation of CESP, ABCCC leadership will
provide modeling and coaching to administration to
show student improvement using data.
Monthly 1,2,3
Through their monitoring of site level
implementation of CESP, ABCCC upper leadership
will provide administration a valid and reliable
assessment of collecting and analyzing data to assess
student success.
Monthly 1,2,3
Monitoring
ABCCC leadership must report progress on
organizational goals to CESP implementation
Enrollment Management Committee Members
(EMCMs) that includes deans, site office leaders,
faculty, administrators and staff members.
Monthly 1,2,3
ABCCC upper leadership will report on progress of
organizational goals and status of CESP
implementation to the institution’s
president/superintendent, faculty, deans, office
leaders and administrators.
Semi-annually 1,2,3

Organizational support. ABCCC upper leadership will play an essential role in
supporting site administration and holding them accountable for executing their critical
behaviors on the job. The college’s leaders will need to actively participate and engage on the
main ABCCC campus CESP implementation EMCM’s team to monitor the change process.
They will need to provide funding and time for administrators to be trained on
implementing CESP, time management strategies, and a CESP coach/specialist. College

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leadership will need to facilitate an environment for site administrators and faculty to review
ABCCC policies that are out of alignment with organizational goals. Lastly, upper management
leaders will need to partner with administration and faculty to develop a communication plan for
providing ongoing information to all stakeholders about the implementation of CESP.
Level 2: Learning
Kirkpatrick and Kirkpatrick (2016) describe learning as the degree to which an individual
acquires the intended knowledge, skills, attitude, confidence and commitment to a goal based on
their participation in a training. Knowledge can be characterized by the phrase “I can do it,”
skills by the phrase “I can do it right now,” attitude by the phrase “I believe it will be
worthwhile,” confidence by the phrase “I think I can do it on the job,” and commitment by the
phrase “I will do it on the job” (Kirkpatrick & Kirkpatrick, 2016).
Learning goals. The following learning objectives are recommended solutions based on
the KMO needs identified at the end of Chapter Four. Upon completion of the recommended
solutions the site administrators will be able to do the following:
1. Describe the components of and create and implement the CESP. (Factual Knowledge)
2. Describe their individual roles in the implementation of the CESP. (Factual Knowledge)
3. Demonstrate and provide information in the form of a visual graphic of the strategic
planning procedure to assist administration to organize the process. (Conceptual)
4. Demonstrate the reflective process and their metacognitive abilities and awareness to
develop and implement a CESP. (Metacognitive)
5. Value using student data to improve achievement and continuous enrollment. (Value)
6. Attribute the success of creating a CESP to their own efforts. (Attribution)

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7. Describe the policies necessary to develop and implement a CESP that will maximize
continuous student success. (Policies and Procedures)
8. Describe the resources and tools necessary to support the CESP implementation that
promotes continuous student enrollment. (Resources)
Program. The following program is recommended to achieve the eight learning
objectives listed above that address knowledge and motivation needs and the organizational
improvements identified in Chapter Four.
It is recommended that ABCCC senior leadership hires a CESP specialist/coach to lead
training and provide ongoing support for one school year. The CESP specialist/coach would
begin in the summer by providing administrators with a 2-day summer training that breaks down
CESP components and their individual roles in support of CESP into manageable parts. At this
training, upper senior leadership will be asked to create a job aid that shows the reflective
process and give them an opportunity to self-reflect on the plan of action and effectiveness of the
CESP by discussing among themselves and assess their strengths and weaknesses of the
evaluation progress in order to demonstrate their learning.
ABCCC administration is tasked with developing and implementing the CESP at the
main campus. Also, these site administrators will receive information detailing the decision-
making process, an opportunity for self-monitoring and self-assessment, and training from a
CESP specialist/coach in which they see a demonstration and have opportunities for practice and
feedback. Administration will also sit in on CESP EMCM team meetings alongside the
specialist/coach. Administrators will debrief with the coach about the CESP strategies observed
and the specialist/coach will provide feedback. This will take place over a 5-week period. On

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these site visits, the CESP specialist/coach will provide administrators with models of successful
administrators who have achieved similar goals.
The final comprehensive plan recommendation is for ABCCC to create a CESP
implementation team that includes senior leadership, dean, faculty, and administrators to monitor
the change process by collecting feedback and adjusting as necessary. This team should be
created near the beginning of the fall semester and initially focus on developing a
communication plan for providing ongoing information to all stakeholders about the
implementation of CESP. Additionally, the CESP implementation team should mandate the
creation of a policy review committee consisting of senior leadership, deans, faculty and
administrators to conduct a comprehensive policy review that will focus on the implementation
of CESP. As part of this policy review committee, it is recommended that ABCCC upper
leadership encourage administration to share policies that they would eliminate or modify to
increase an environment that is conducive to students’ success.
Evaluation of the components of learning. Table 31 lists the methods and activities that
will be used to evaluate the declarative knowledge skills, value, emotion, attribution and
commitment of ABCCC administrators participating in the recommended training program.
Table 31
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge check using information on the components of a
CESP to demonstrate learning.
During training.
Group activity where ABCCC leadership teach and explain
individual roles in the CESP implementation
During training.
Pre-and post brainstorming assessment. Before and after training.

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Procedural Skills “I can do it right now.”
N/A.

Attitude “I believe this is worthwhile.”
Likert scale survey completed by participants
at the end of each training session.
Before, during and after training.
Discussion about the value and relevance of
the training.
During training.

Confidence “I think I can do it on the job.”
Likert scale survey completed by participants
at the end of each training session.
Before, during and after training.
Discussion about challenges and barriers to
implement new knowledge and skills.
During training.
Commitment “I will do it on the job.”
Likert scale survey completed by participants
at the end of each training session.
Before, during, and after training.
ABCCC leadership, faculty and administrators develop a plan of
action and effectiveness of the CESP by discussing among
themselves and assess their strengths and weaknesses of the
evaluation to benchmark progress.
Near the end of training.
Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) describe Level 1: Reaction as the degree to which
participants find the training favorable, engaging, and relevant to their job. The goal of the Level
1 is to quickly and efficiently determine whether the modeling, coaching, training program and
ABCCC leadership were effective. Table 32 below lists the methods that will be used to
determine whether site administrators find their training favorable, engaging, and relevant.

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Table 32
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Administrator observation. During each training session.
Active interaction during group activities. During each training session.
Asking meaningful questions. During each training session.
Relevance
Observation of group discussion. During each training session.
Unidentified surveys. After each training session.
Customer Satisfaction
Observe body language via group discussion. During each training session.
Unidentified surveys. After each training session.

Evaluation Tools
Immediately following the program implementation. Kirkpatrick and Kirkpatrick
(2016) recommend using a blended evaluation methodology to gather valuable data about the
effectiveness of a training program. This blended approach includes using immediate and
delayed evaluation tools to assess program effectiveness (Kirkpatrick & Kirkpatrick). The
purpose of immediate evaluation tools is to assess Levels 1 and 2 and measure anticipated
application and outcomes. On the other hand, the purpose of delayed evaluation tools is to focus
on the behaviors and results that training graduates are experiencing on the job while also
revisiting the reaction and learning levels. A sample of an evaluation tool to be used at the end of
the Program described above is found in Appendix D.

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Delayed for a period after the program implementation. Kirkpatrick and Kirkpatrick
(2016) suggest focusing delayed evaluations on how training graduates have applied what they
learned on the job including the support they are receiving (Level 3) and the results they have
accomplished (Level 4). Additionally, delayed evaluations also reexamine the effectiveness of
the training by measuring the reaction (Level 1) and learning (Level 2) of the program once
again (Kirkpatrick & Kirkpatrick). In this case, the delayed evaluation will take place about a
month after the launch of the training program to assess the impact of the training program at all
four levels. Evaluating the program at this time will give the organization an opportunity to see
what’s working and troubleshoot areas where the program needs to be revised. ABCCC
administrators and faculty will be evaluated through an observation form and a survey including
rating scale items, multiple choice, and open-ended questions (Appendices A, B, C and D).
Data Analysis and Reporting
Kirkpatrick and Kirkpatrick (2016) recommend being selective about the data used to
communicate progress toward program goals to stakeholders. For this program, it is
recommended that administrators continuously share and communicate data that emphasizes
progress toward the number of administrators successfully implementing CESP in their areas, the
number of times individual faculty are observed utilizing appropriate CESP strategies, and the
number of times that site administrators observe CESP coaches/trainers through informal
walkthroughs. This data will be collected by ABCCC administrators on informal CESP
walkthroughs and organized by a central tracking system for informal walkthroughs maintained
by the main on campus Retention Office.
Developing a digital dashboard to communicate the status of these data points will
communicate to internal stakeholders that site administrators are serious about reinforcing,

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encouraging, rewarding, and monitoring teacher critical behaviors to support the implementation
of CESP (See Appendix E).
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) was used to plan,
implement, and evaluate the effectiveness of a CESP training program designed to provide
ABCCC administrators and faculty with the knowledge and skills, motivation, and
organizational tools necessary to achieve their performance goals. Kirkpatrick’s four levels of
training and evaluation model were used to maximize transfer of learning to behavior to
subsequently lead to organizational results. The New World Kirkpatrick Model was used to
backwards plan the CESP program for administrators so that outcomes were identified from the
beginning. Furthermore, each level in the four-level model was embedded with measurements to
determine if the training was doing what it was intended to do. In other words, were site
administrators finding the training favorable, engaging, and relevant to their jobs (Level 1), were
they acquiring the intended knowledge, skills, attitude, confidence, and commitment based on
their participating in the training (Level 2), were administrators applying what they learned on
the job (Level 3), and were targeted outcomes occurring as a result of the training (Level 4)?
Limitations and Delimitations
A limitation to this study was that it focused only on administrators when there were
three stakeholders identified as being essential to achieving the organization’s global goal of
effectively implementing CESP as an extension to the existing ABCCC IMP that promotes
continuous student enrollment. Faculty were the stakeholder of focus in Pitts (2019) examination
of this study, so there is some research on this group. However, ABCCC senior leaders were not
examined in any capacity limiting the scope of this research topic. Studying administrators also

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limited this study because they are such a small stakeholder group. Eight participants are a small
sample who participated in this study on the main ABCCC and off campus sites.
Recommendations for Future Research
Recommendations for future research on this topic should be initially focused on
collecting data from the ABCCC student population, the third stakeholder in this study. Although
a concurrent study (Pitts, 2020) already collected data from faculty, a more thorough and
complete gap analysis would be possible if research were focused on the ABCCC student
population.
Lastly, since administration was examined in this study and the co-author in this study
examined the faculty (Pitts, 2020), it is recommended that ABCCC develop a strategy that
fosters a dynamic and diverse culture to support a holistic approach to learning and development
that creates an alignment for all stakeholders. Since key participants must continue to learn and
expand knowledge skills and competencies, the strategy should outline the mission and vision for
the learning and development that starts with leadership support. It should create experiences
and opportunities for team members to explore and actively participate in an environment that
will lead to new perceptions, values and behaviors. It should also promote a mindset where
collaborators will have a deep desire to teach, learn, and share knowledge with others.
Expanding this research topic to multiple community colleges would also yield additional
results for ABCCC to have a better understanding of how to implement a CESP on a larger scale.
This may benefit the institution with the efficient use of its resources. Furthermore, expanding to
multiple community colleges in other areas will be ideal for consumers of this research to have a
better grasp of common trends and themes that might emerge from the studies. Lastly, future

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research at ABCCC would be valuable to study the impact of the CESP implementation. This
research would provide more opportunities for observations, document review, and data analysis.
Conclusion
Building on Ruffalo Noel Levitz (2017), ABCCC established a goal to develop and
implement a CESP that will promote continuous student enrollment. This plan of action
established a task force that focused on the creation of a CESP consisting of an assimilated
strategic plan that outlined comprehensive objectives, measurements, self-evaluation and
culpability. In alignment with the mission statement is the college’s commitment to advancing
the necessary institutional and policy changes that support successful student outcomes. Further,
this plan also consisted of deeper levels of institutional transformation and achieving excellence
in fostering an all-inclusive learning environment that is devoted to both recruiting students and
retaining these targeted undergraduate student populations from start to finish in pursuit of their
ABCCC educational objectives.
This study examined the knowledge and skills, motivational, and organizational needs of
administrators to effectively implement a CESP program at ABCCC. Interview and survey data
guided the research in this study in relation to KMO assets and needs at ABCCC. Based on the
findings, a recommended program was designed using the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016) to equip site administrators with the KMOs that they were
lacking to successfully implement CESP. The key influencers at the ABCCC main and off-
campus sites are the administrators and faculty who can foster and increase students’ semester-
to-semester continuous enrollment.

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Lastly, it is recommended that ABCCC leadership develop a strategy that fosters a
dynamic and diverse culture to support a holistic approach to learning and development that
creates an alignment for all stakeholders

144

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APPENDIX A
SITE ADMINISTRATOR INTERVIEW PROTOCOL
Introduction:
Thank you for joining me today to participate in this dissertation study. My name is Martha
Pogue Maimone and I am an Educational Doctorate candidate at USC’s Rossier School of
Education. The purpose of this study is to examine the organizational needs for developing and
implementing a new continuous enrollment strategic plan (CESP) to achieve the aspirational goal
of 100% student persistence and retention rates across semesters at the main ABCCC campus.
All participant names and information including the college, faculty and administrators will be
de-identified and kept confidential. The interview should take about 30-45 minutes to complete.
Before we begin, I would like to make sure that you are aware that we can stop the interview at
any time if you feel uncomfortable with the questions or process. You can choose not to answer
any questions. I would like to confirm that you consent to participating in this study. Do you
consent to participating in this pilot study? Wait for response. Lastly, I would like to record the
audio (no video) of our conversation for maintaining accurate records of participant responses.
This is not necessary if you feel uncomfortable with being recorded. I am the only person that
will listen to this recording. Do you consent to being recorded for this interview? Wait for
response. Once again, thank you so much for agreeing to participate in this pilot study, we will
not begin.
*Turn on Recording Device on iPhone
My name is Martha Pogue Maimone and I am an Educational Doctorate candidate at
USC’s Rossier School of Education. This is an interview for my dissertation study. I am sitting
here with Insert Participant’s Name on Date. Mr. or Mrs. Insert Participant’s Name, do you
consent to being audio recorded for this study? Wait for response. [If no, stop recording / If yes,
process]. Thank you, let us begin with the first question.

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Administrator Interview Questions
1. What is your understanding of a CESP? - Factual Knowledge
Interview Note: If response to #1 demonstrates that participant does not fully
understand what CESP is, interviewer will provide participant with the following
definition:
A Continuous Enrollment Strategic Plan (CESP) is an integrated assimilated strategic plan
intervention model that outlines comprehensive objectives, measurements, self-evaluation and
culpability. This CESP model creates a more efficient and effective intervention model to
advance the necessary institutional and policy changes that support achieving the aspirational
goal of 100% persistence and retention rate across semesters that will serve all students at risk of
not completing their institution of higher learning educational short and long-term goals.
1. What do you think a Continuous Enrollment Strategic Plan (CESP) would consist of at
GCC? Knowledge
2. What do you think best describes the role of Administration to improving continuous
student enrollment? - Knowledge
3. Describe the type of data to collect that will support the goal of continuous student
enrollment. - Knowledge
4. What do you think is the process of establishing and implementing a CESP that focuses
on improving continuous student enrollment at ABCCC? - Knowledge
5. How much does the success of increasing and maintaining Student Equity Programs
(SEPs) depend on your own efforts? Tell me why? - Motivation
6. How much does creating and implementing a CESP depend on your own efforts? Tell me
why? - Motivation
7. How positive do you feel about your ability to collect data that demonstrates student
improvement? - Motivation
8. Does the College support an environment of commitment that aligns with the goal to
establish and implement a CESP? - Organization

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9. What kind of commitment and support do you receive from the College to achieve your
continuous enrollment goal? - Organization
10. Does the College support a culture of continuous improvement to conduct an analysis of
the evaluation data at the end of every semester to use as a basis to make informed-
decisions for improving a CESP to achieve continuous student enrollment rates?
Organization
Interviewer Note: If response to #11 does not include finances, time, roles or structure of
schedule ask the following questions:
a. FINANCES. Tell me about the financial challenges you may face implementing CESP at
your main college site. - Resources
b. TIME: With everything else going on at your college, how are you going to make the
time to plan and implement CESP? - Resources.
c. ROLES: Describe any adjustments to administrator’s roles and responsibilities you see
necessary to plan and implement a CESP? - Resources.
d. STRUCTURE OF SCHEDULE: Describe any structural changes to the college
schedule you see necessary to implement CESP - Resources.
1. Describe the resources and tools necessary to support of CESP implementation that
promotes continuous student enrollment. - Resources
2. Describe the policies necessary to develop and implement a CESP that will maximize
continuous student success. - Policies and Procedures
3. Attribute the success of creating a CESP to their own efforts. - Attribution
4. Value using student data to improve achievement and continuous enrollment. - Value
5. Demonstrate the reflective process and their metacognitive abilities and awareness to
develop and implement a CESP? - Metacognitive Knowledge

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6. Demonstrate and provide information in the form of a visual graphic of the the
strategic planning procedure to assist administration to organize the process. -
Conceptual
7. Describe their individual roles in the implementation of the CESP- Factual
Knowledge.
8. Describe the components of and create and implement the CESP. Factual Knowledge.
End of Interview
#19-26 (?) are questions that will most likely be answered in the questions above. I will
reserve them as extra questions to scan at the end of the interview and ask if necessary (also
depending on time of interview):
1. Give me an example of some current student retention and persistence data at your
school. - Factual Knowledge

2. What do you think that full implementation of CESP looks like? - Factual Knowledge

3. Give me an example of an inappropriate CESP administrator strategy? - Conceptual
Knowledge

4. How do you classify administrators s as being on track or off track for meeting their
CESP development and goal goals? - Conceptual Knowledge

5. How do you define success of increasing and maintaining Student Equity Programs
(SEPs) depend on your own efforts? Tell me why? - Motivation

6. Give me an example of an appropriate method creating and implementing a CESP
depend on your own efforts? Tell me why? - Motivation

7. How positive do you feel about your ability to collect data that demonstrates student
improvement? - Organization
8. How valuable is it to partner with senior upper leadership, faculty, staff and other
stakeholders when implementing CESP? - Value

9. How positive do you feel about partnering with district office leaders to implement CESP
at the main ABCC campus site? - Emotions

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10. Give me an example of the College’s support a culture of continuous improvement to
conduct an analysis of the evaluation data at the end of every semester to use as a basis to
make informed-decisions for improving a CESP to achieve continuous student enrollment
rates? - Organization

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APPENDIX B
IMMEDIATE EVALUATION TOOL (LEVELS 1 AND 2)
Please use the following rating scale to circle the number that best correlates with how you
feel about each statement.
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

The training was interactive, engaging and held my interest. (L1
- Engagement)
1 2 3
4 5
The information in this CESP program is applicable to
my work. (L1 - Relevance)
1 2 3
4 5
I was satisfied with the CESP program training. (L1 - Customer
Service)
1 2 3
4 5
What I learned will assist me to do my job more efficiently. (L1
- Attitude).
1 2 3
4 5
I am confident that I can apply what I learned from this
training on the job. (L1 - Confidence and L2 - Self-efficacy)
1 2 3
4 5

163

I am committed to implement what I learned from this training
on the job. (L1 - Commitment).
1 2 3
4 5
I feel positive about implementing CESP at my college
site. (L2 - Emotions)
1 2 3
4 5

Mark an X next to the statements that best describe the site administrator roles in the CESP
process.
_____Know what CESP strategies are and when to teach them.*
____ Identify students as recipients of academic or social emotional support (CESP
strategies).*
____ Implement CESP strategies during instructional time.*
____ Follow established protocols to refer students for specialized services when their needs are
not met through the implementation of CESP strategies in the classroom.

Mark an X next to the following is the highest priority action that ABCCC should support to
ensure a successful CESP? Please select “only” one below.
_____Develop an organizational culture profile (policies, norms, behaviors, values)*
_____Evaluate the Institution’s beliefs, goals and team dynamics)*
_____Schedule twenty-hours cafeteria service.
_____ Arrange free online-tutoring, mentoriy, workshop series, special programs and

advising.*

_______Identify free study hall and peer tutor support.*

164

Which of the resources and tools should be the highest priority to facilitate “CESP’s” success?
Please select “only” one below.

1. Allocate resources and tools for a strong student-centered environment*
2. Allocate resources and tools to cultivate and enrich student’s growth*
3. Allocate resources and tools for professional development for administration*
4. Allocate resources and tools for off-campus trips.
5. Allocate resources and tools for peer mentoring, tutoring programs and outreach to
local high schools*

165

Appendix C
Delayed Evaluation Tool (Levels 1,2, 3, and 4)
Please use the following rating scale to circle the number that best correlates with how you
feel about each statement regarding last month’s CESP training program.
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
I have applied what I learned at last month's CESP training
to my current role as an administrator (L1, L2, and L3).
1 2 3
4 5
Looking back, the CESP training was a good use of my time.
(L1).
1 2 3
4 5
I am still confident in applying what I learned at the CESP
training last month in my current role as a site administrator (L1
and L2).
1 2 3
4 5
I am still committed to implementing what I learned from last
month’s CESP training on the job (L1).
1 2 3
4 5
I still feel positive about implementing CESP at my college site
(L2).
1 2 3
4 5
This program has positively impacted my college (L1, L2, L4). 1 2 3
4 5
I am already seeing positive results from the training (L4). 1 2 3
4 5

166

The following observation checklist will be completed to evaluate the training program (L3):

Critical Behavior Observed Not
Observed
Comment
Collaborate with faculty to
(a) establish and implement
a Continuous Enrollment
Strategic Plan (CESP)
focusing on improving
continuous student
enrollment;
(b) Provide data to support
improvement in continuous
student enrollment rate.

Increase and maintain programs
that promote a culture of social
and academic integration to
enhance faculty and students’
commitment to increasing
continuous student enrollment.

Create and maintain an
evaluation metrics and methods
to monitor the CESP.

167

APPENDIX D
EXAMPLE OF DIGITAL DASHBOARD TO COMMUNICATE PROGRESS OF GOALS

Progress Test #1 Progress Test #2 Progress Test #3
Number of administrators
successfully
implementing a CESP at
ABCCC.
Number of times
individual administrators
are observed utilizing
appropriate CESP
strategies.
Number of times that
ABCCC senior
leadership observe
administrators through
informal walkthroughs.

Abstract (if available)

Abstract The overall goal of this project was to increase student persistence from semester to semester at ABC Community College (ABCCC). Applying the gap analysis framework (Clark & Estes, 2008), the purpose of this study was to collect and analyze data pertaining to the knowledge, motivation, and organizational (KMO) causes to examine the assets and challenges for the administration to create and implement a new continuous enrollment strategic plan (CESP) to achieve the aspirational goal of 100% student persistence and retention rates across semesters. The study employed a mixed-methods approach, including surveys and interviews to capture data from up to 31 participants and interview data from 19 administration participants to identify and validate assumed assets and needs that may impact the creation of the new CESP. Based on the findings of the study, research-based solutions were used to address the organization’s performance challenges. Kirkpatrick and Kirkpatrick’s (2016) Four Levels of Evaluation were used to create an implementation and evaluation plan to measure the effectiveness of the solutions. Two questions guided this gap analysis: ❧ 1. What are the knowledge and skills, motivation, and organizational assets and challenges for administration and faculty at ABCCC to create and implement a CESP to maximize student success by increasing persistence and retention to 100%? ❧ 2. What are the knowledge and skills, motivation, and organizational recommendations for administration and faculty to create and implement the plan?

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Asset Metadata

Creator Pogue Maimone, Martha (author)

Core Title Increasing student persistence at a community college from an administration perspective

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 11/14/2020

Defense Date 09/24/2020

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

Tag ABCCC stakeholders,Community Colleges,continuous enrollment strategic plan (CESP),OAI-PMH Harvest,student persistence/retention

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth V (committee chair), Hinga, Briana (committee member), Karpp, Edward (committee member)

Creator Email maimone@marshall.usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-392050

Unique identifier UC11666509

Identifier etd-PogueMaimo-9120.pdf (filename),usctheses-c89-392050 (legacy record id)

Legacy Identifier etd-PogueMaimo-9120.pdf

Dmrecord 392050

Document Type Dissertation

Rights Pogue Maimone, Martha

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