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Increasing student persistence at a community college from a faculty perspective

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Increasing student persistence at a community college from a faculty perspective

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INCREASING STUDENT PERSISTENCE AT A COMMUNITY COLLEGE FROM A
FACULTY PERSPECTIVE
By

Helen Pitts

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 Helen Pitts

ii

DEDICATION
As I reflect on my accomplishments over the years, I realize that I am extremely fortunate
to have come in contact with some amazing people who have supported me my goals and
aspirations. This journey could not have been possible without the love and support of so many
family and friends. Fortunately for me, this gift was only possible by the blessings bestowed
upon me by my Heavenly father, who has given me the courage, strength and fortitude to bring
this project to fruition. My parents, family members and friends have provided unconditional
love and encouragement during this journey. In memory of my beloved parents, Clarabell and
Alexander Dawson, who instilled in me to not only dream, but to pursue those aspirations, I
dedicate this dissertation to all the women in my family, especially to my daughter Tanya, my
granddaughter Zilliah and sisters Jean, Alma, Ruth, Linda, Laura, Carol, Carla and Elena
Dawson.

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Acknowledgements
My deep gratitude and appreciation goes to my Dissertation Committee members
- my Chair, Dr. Kenneth Yates, whose guidance, expertise and commitment was instrumental to
my success during this process, Dr. Briana Hinga and Dr. Edward Karpp, for their willingness to
serve on my committee and for guiding and conferring knowledge (K) upon me. My sincere
gratitude to Tanya (my daughter), Zilliah (granddaughter), my parents and my sisters, who
motivated (M) and supported me through this journey. To my dissertation co-author, Dr. Martha
Pogue Maimone, you made this journey fun and rewarding. The alignment of our goals came to
fruition and I hope that we can continue to work together as educational change agents in the
future as we pursue educational equity. I also would like to thank former Dean Karen Symms
Gallagher for the organizational (O) resources made available for the Weekend Writes and
faculty members Dr. Evelyn Castillo and Dr. Ilda I. Jimenez who supported us during the
weekend writes, to make this journey an enjoyable and valuable experience.
To my friends, colleagues and Dr. Sudhakar Ravada who enthusiastically believed in my
goals and aspirations, my sincere thanks for your encouragement and support during this
journey; your commitment to my success made this educational goal possible.

iv

TABLE OF CONTENTS
DEDICATION ................................................................................................................................ ii
Acknowledgements ............................................................................................................ iii
Tables ........................................................................................................................................... viii
List of Figures ..................................................................................................................................x
Abstract .......................................................................................................................................... xi
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 ......................................................................................................... 63
Organization/Culture/Context Assessment ........................................................................... 67
Recruitment ........................................................................................................................73
Survey ................................................................................................................................... 73
Interview ............................................................................................................................... 73
Instrumentation ..................................................................................................................73
Survey ................................................................................................................................... 74
Interview Protocol Design .................................................................................................... 75
Data Collection ..................................................................................................................75

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Surveys .................................................................................................................................. 75
Interviews .............................................................................................................................. 75
Data Analysis .....................................................................................................................76
Surveys .................................................................................................................................. 76
Interviews .............................................................................................................................. 76
Trustworthiness of Data .....................................................................................................76
Role of Investigators ..........................................................................................................76
Limitations .........................................................................................................................77
Chapter Four: Results and Findings ...............................................................................................78
Participating Stakeholders .................................................................................................79
Determination of Assets and Needs ...................................................................................79
Results and Findings for Knowledge Causes.....................................................................80
Factual Knowledge ............................................................................................................... 80
Value ..................................................................................................................................... 90
Attribution ............................................................................................................................. 97
Results and Findings for Organizational Causes ...............................................................98
Policies and Procedures ........................................................................................................ 98
Summary of Assets and Needs ........................................................................................105
Knowledge .......................................................................................................................... 106
Motivation ........................................................................................................................... 107
Organization ........................................................................................................................ 107
CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION .........................................109
Purpose of the Project and Questions ..............................................................................109
Recommendations to Address Knowledge, Motivational and Organizational…………109
Knowledge Recommendations ........................................................................................... 110
Motivation Recommendations ............................................................................................ 117
Organization Recommendations ......................................................................................... 121

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Summary of Knowledge, Motivation and Organization Recommendations ...................... 128
Integrated Implementation and Evaluation Plan ..............................................................129
Organizational Purpose, Needs, and Expectations ............................................................. 129
The Stakeholder’s Goal: Faculty .....................................................................................129
Implementation and Evaluation Framework ....................................................................... 130
Level 4: Results and Leading Indicators ............................................................................. 131
Level 3: Behavior ................................................................................................................ 133
Level 2: Learning ................................................................................................................ 137
Level 1: Reaction ................................................................................................................ 141
Evaluation Tools ................................................................................................................. 141
Data Analysis and Reporting .............................................................................................. 142
Summary of the Implementation and Evaluation ............................................................... 143
Limitations and Delimitations ..........................................................................................143
Recommendations for Future Research ...........................................................................144
Conclusion .......................................................................................................................145
References ...................................................................................................................................146
Appendix A Faculty Survey Protocol ..........................................................................................159
Appendix B Faculty Interview Protocol ......................................................................................164
Appendix C Immediate Evaluation Tool (Levels 1 and 2) ..........................................................167
Appendix D Delayed Evaluation Tool (Levels 1, 2, 3, and 4).....................................................169
Appendix E Example of Digital Dashboard to Communicate Progress of Goals .......................171

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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 63
Table 6: Summary of Motivation Influences and Method of Assessment 67
Table 7: Summary of Organization Influences and Method of Assessment 70
Table 8: Survey Results for Factual Knowledge of Components in a CESP 81
Table 9: Survey Results of Factual Knowledge of Administration Knowing their
Individual Roles 83

Table 10: Survey Results for Conceptual Knowledge of the Process of Creating and
Implementing a CESP 85
Table 11: Survey Results for Metacognitive Knowledge Establishing and Implementing
a CESP 86

Table 12: Survey Results for Metacognitive Knowledge of Evaluating the Progress
and Effectiveness of a CESP 87

Table 13: Survey Results for Metacognitive Knowledge Influence 89

Table 14: Survey Results for Motivation Influences 91

Table 15: Survey Results for Motivation Influences 93

Table 16: Survey Results for Motivation Influences 95

Table 17: Survey Results for Motivation Influences 97

Table 18: Survey Results for Organization Influences 99

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Table 19: Survey Results for Organization Influences 101

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 106

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

Table 24: Organization Assets or Needs as Determined by the Data 108

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 122

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

Table 29: Critical Behaviors, Metrics, Methods and Timing for Evaluation 133

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 141

x

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

xi

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 P. 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.
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
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

28

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)
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

29

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
challenging duties, accessing one’s knowledge and skills, devising a method, auditing one’s
progress and adjusting one’s plans of action as needed.

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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
necessary approaches. Correspondingly, Pintrich (2004) advocates for the capacity to assess,
manage and adjust various facets of understanding, aspirations or strategies as needed. Ambrose

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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

34

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.

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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

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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.

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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.

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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.

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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?

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

Administration:
What do you think best
describes the role of
administration and the faculty
to improve continuous student
enrollment?

Faculty:
What do you think best
describes the role of faculty in
implementing a 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:
Administration:
What do you think is the
process of establishing and
implementing a CESP that
focuses on improving

64

Assumed Knowledge
Influences
Survey Item Interview Item
1. Develop and organize
plan with milestones
2. Develop an evaluation
plan
3. Implement and
evaluate the plan
4. All of the above*
continuous student enrollment
at ABCCC?

Faculty:
Interviews were not
conducted for this influence.

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*
4. Define district goals in
2009
Administration: Interviews
were not conducted for this
influence.

Faculty:
Interviews were not
conducted for this influence.
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?

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Assumed Knowledge
Influences
Survey Item Interview Item
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.

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.

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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.
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

67

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
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?
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

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Assumed Motivation
Influences
Survey Item Interview Item
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 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.

69

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.
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.

70

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
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
organizational 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?

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Assumed Organization
Influences
Survey Items Interview Items
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.

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/achievements?
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
accommodation for

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?

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Assumed Organization
Influences
Survey Items Interview Items
all-nighters prior to an
exam
5. Provide Career
Counseling Services
Team*
The institution provides
adequate resources (time,
financial, personnel, and
equipment) to implement a
CESP that promotes
continuous student
enrollment.
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 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*

Administration:
Interviews were not
conducted for this influence.

Faculty:
Interviews were not
conducted for this influence.

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.

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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 11 faculty were selected at random
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.

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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 3.
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
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 settings, policies/procedures and resources for administration and faculty were assessed
via surveys and interviews methods.

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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 methods. 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.
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.

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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.
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 P. Maimone, ABCCC part-time credit
English as a second language division adjunct professor and full-time Marshall School of

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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 Helen Pitts
Findings from data analysis will be reported in this chapter as they relate to the assumed
knowledge, motivation, and organizational assets and challenges for ABCCC to motivate,
support, and prepare faculty as they implement a CESP identified in Chapters Two and Three.
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 to
determine the challenges and identify and implement 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. Both qualitative and
quantitative data were collected in an effort to demonstrate that the assumed influences met their
respective thresholds. Specifically, surveys and interview data were collected to understand the
knowledge, motivation and organizational assets and challenges of higher education faculty at
ABCCC who will be responsible for creating and implementing a CESP at each of their
respective areas of responsibility.
A Qualtrics® survey was sent to faculty at ABCCC, followed by interviews. The
rationale was that the survey data would inform the interview protocol and probing questions
within each interview.

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Participating Stakeholders
The stakeholder group who participated in the study were 11 faculty members from
ABCCC for the quantitative survey. Eleven faculty were interviewed to gain a more in-depth
understanding of the perceived knowledge, motivation, and organizational influences. The
survey was anonymous; therefore, there was no individual demographic information collected
(e.g., age, race, years of experience, etc.) for participants. Four of the eleven faculty members
interviewed were female (36%) and seven were male (64%). No other demographic information
on the interview participants was collected.
Determination of Assets and Needs
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 determining assets or needs 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 and interview questions indicated a need at ABCCC. The
threshold was determined based on the small number of participants and the emphasis the
research placed 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. 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,
conceptual, procedural, 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 for the assumed influence.
Influence 1. Assumed Factual Knowledge Cause. Faculty knows 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 11 participants, three did not respond to the question. Of the remaining
eight, the accuracy in identifying the individual components ranged from 37.50% for item 4 to
62.50% for item 5, 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 faculty
to understand the components of the CESP. The literature placed a significant emphasis on the
understanding and importance of the need for familiarity with the key elements for the CESP.
Therefore, it was determined that challenges exist, and there is a need to enhance the faculty’s
factual knowledge of the components of the CESP. See Table 4 for the survey results of factual
knowledge of the components of a CESP.

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Table 8
Survey Results for Factual Knowledge of the Components in a CESP
# Factual knowledge item; (n = 8) 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 the College* 50.00% 4
2 Ethical and effective advocacy* 37.50% 3
3 Efforts to increase student persistence* 75.00% 6
4 Measurable and time-limited plan of activities* 50.00% 4
5 A monitoring plan to measure progress* 62.50% 5
Did not respond to question 3
*Expected answer
Interview findings. Of the 11 participants interviewed, only one accurately described one
of the components of the CESP. In the response, Participant 5 noted that “it is very important for
us to clarify our goals, clarify the mission of the institution, first and foremost, what’s the point
of all this - what’s the mission of the college.” Similar to the responses received from the survey,
the participants interviewed had some knowledge of the CESP and were able to describe some
fundamental components of the CESP. For example, when probed with a follow-up question on
what they thought should be included in the CESP, Participants 1 and 2 emphasized the
institution’s efforts to increase student persistence by stating, “We create pathways to move
students into more classes” and “providing future opportunities down the road for other classes.”

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Participants 3 and 7 elaborated on the need for more communication with the institution. For
example, Participant 3 noted there was a need for more communication between stakeholders,
stating that “key components of the plan are efficient, but frequent communication between the
college and students is important.” Participant 7 also noted that “there is a need to better
communicate with our students so that they know what we offer here [at the college].”
Summary. As the survey results indicate, only 75% of the responses established
adequate knowledge of the participants to identify one of the five components of the CESP.
During the interview, only 12.8% of the participants could describe one of the components of the
CESP. Therefore, there it was determined that there is a need to enhance the faculty’s factual
knowledge components of the CESP.
Influence 2. Assumed Factual Knowledge Cause. Faculty know their individual
roles to implement a CESP.
Survey results. As shown in Table 9, 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. Participants were asked which element best describes their role in
implementing a “Continuous Enrollment Strategic Plan (CESP)” at the institution and to check
all responses that applied. Of the 11 participants, two did not respond to the question. Of the
remaining nine, the accuracy in identifying the individual components ranged from 44.44% for
items 2, 4 and 5 to 55.55% for items 1 and 3, and, as such, did not meet the established threshold
of 85%. The cut-score for this influence was set at 85% due to the emphasis the research placed
on the actions needed by each member of the team to achieve the goals during the development
and implementation of the CESP. Participants’ responses did not come close to the 85%
threshold. Therefore, it was determined that a need exists for faculty to know their individual

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roles in implementing a CESP. Table 5 presents the survey results of the faculty’s factual
knowledge of their individual roles to implement a CESP.
Table 9

Survey Results of Factual Knowledge Faculty know their individual roles for implementing a
CESP

# Factual knowledge item (n = 9) 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* 55.55% 5
2 Provide intellectual training* 44.44% 4
3 Facilitate student engagement* 55.55% 5
4 Provide user-friendly steps for registration* 44.44% 4
5 Practice transfer of knowledge* 44.44% 4
Did not respond to question 2
*Expected answer
Interview findings. None of the 11 participants could describe all the steps they would
take in the process of implementing a CESP. However, Participants 1 and 2 selected two of the
eight possible responses. For example, these respondents elaborated on the need for
collaboration with administration stating, “we need to work together to serve our students.”
Participant 3 identified one of the possible eight possible responses, expressing a need to set
goals for students, stating that, “rather than planning one semester at a time, they could plan a

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whole year or two years.” Participants 3 and 4 each described one of the possible steps,
Participant 5 could not describe any of the steps needed and Participant 6 described three
possible steps needed, such as determining needs and objectives, setting goals and collaboration
with administration, emphasizing the need for “individuals that are institution-minded that have
the entire institution at their best interest in working with students, staff, faculty, and
administration.”
Summary. Similar to the results of the survey, the interview results indicated that the
faculty members could not definitively describe their roles in the development and
implementation of the CESP. Since only one participant could describe three of the eight (37%)
of the possible responses, it was determined that challenges exist with the faculty, and there is a
need for faculty to enhance their knowledge on their personal roles in creating and implementing
the CESP.
Influence 3. Assumed Conceptual Knowledge. Faculty knows the process of creating
and implementing a CESP.
Survey results. The survey question asked participants to select all applicable responses
from four possible answers. Participants were asked what best describes the process of creating
and implementing a CESP. The option was to select one answer from four possible answers.
The accuracy for identifying participants’ knowledge of the process for creating and
implementing a CESP is based on the established cut-score of 85%. As shown in Table 10, the
results showed that all participants were knowledgeable about the process for creating and
implementing a CESP. Therefore, the influence is recognized as an asset for the institution.
Table 10 presents the results of the conceptual knowledge survey.

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Table 10

Survey Results for Conceptual Knowledge Faculty know the process for creating and
implementing a CESP

# Conceptual Knowledge Item; (n=6) 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 0.00% 0
2 Develop an evaluation plan 0.00% 0
3 Implement and evaluate the plan 0.00% 0
4 All of the above* 100.00% 6
Did not respond to question 5
*Expected answer
Interview findings. No interviews were conducted for this influence.
Summary. Since the survey results met and exceeded the thresh-hold for this influence, it
was determined that faculty have thorough knowledge of the process of the development and
implementation of the CESP, and, as a result, this is an asset for the institution.
Influence 4. Assumed Metacognitive Knowledge Cause. Faculty reflect on their
ability to facilitate understanding and awareness to develop and implement a CESP.
Survey Results. As shown in Table 11, the survey results indicate that a need exists for
this influence. The survey question asked participants to select all that reflected their ability to
facilitate understanding and awareness in developing and implementing a CESP. Of the 11

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participants, four (36.36%) did not respond to the question. Of the remaining seven, the accuracy
in identifying the individual components ranged from a low 28.57% for item 4 to a high 71.42%
for items 1 and 3, and, as such, did not meet the established threshold of 85% set for this
influence. These, as well as similar results for the remaining components, indicate that
improvement is necessary. Therefore, 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 Faculty reflect on their ability to facilitate
understanding and awareness to develop and implement a CESP

# Metacognitive Knowledge Item; (n=7) 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”*
71.42% 5
2 Translate and evaluate what you are doing and
why*
57.14% 4
3 Identify changes and evaluate progress as needed* 71.42%% 5
4 Define district goals in 2009 28.57% 2
Did not respond to question 4
*Expected answer
Interview findings. No interviews were conducted for this influence.

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Summary. The survey responses for the assumed influence that best describes the
participants’ knowledge of their ability to facilitate understanding and awareness to develop and
implement a CESP demonstrated that there is a need for the institution to address this influence.
Influence 5. Assumed Metacognitive Knowledge Cause. Faculty reflect on their
ability of evaluating the progress and effectiveness of a CESP.
Survey results. As shown in Table 12, the survey results indicate that a need exists for
this influence. The survey question asked participants to select all applicable responses from four
possible answers to determine what best describes their ability to reflect on the process to
evaluate the progress and effectiveness of a CESP. Of the 11 participants, five did not respond to
the question. Of the remaining six, the accuracy in identifying the individual components ranged
from a low 33.33% for item 3, to a high 83.33% for item 1, 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 faculty to reflect on their ability to evaluate the
progress and effectiveness of the CESP. Therefore, it was determined that there is a need to
enhance the knowledge of the participants to evaluate the progress and effectiveness of the
CESP.
Table 12

Survey Results for Assumed Metacognitive Knowledge Faculty Reflect on Their Ability to
Evaluate the Progress and Effectiveness of a CESP
# Metacognitive Knowledge Item; (n=6) Percentage Count
Which of the following best describes evaluating the
progress and effectiveness of a “CESP?” Check all that
apply.

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1 Analyze document progress and lessons learned* 83.33% 5
2 Evaluate consistency aligned with the Institution’s
mission and vision*

66.66%

4
3 Apply last-minute changes 33.33% 2
4 Set-up processes for monitoring and tracking changes* 66.66% 4
Did not respond to question 5
*Expected answer.
Interview findings. Participants were asked what they would need to monitor their
progress of the CESP and how they would know they were making progress. Of the 11
participants interviewed, only three were able to discuss one of the possible responses to the
question. For example, Participant 3 responded that “we would be able to look at the numbers
and discuss the implications with the dean of research.” In discussing a possible response
relating to monitor and track progress via the use of data, Participant 4 stated, “a continuous
review of the reports to monitor the number of students in each class. For example, ‘review the
fall and spring schedule to determine how many students were enrolled.’” However, on the
possible response to analyze consistency with mission, vision, and values, Participant 6
commented that “we need clarification on our mission, vision, and values.” On the follow-up
question on how they would know they are making progress, in discussing the reflection
response, Participant 6 stated, “we need to congregate as a team and talk about what worked,
what didn’t work and how to tweak the process in order to focus on the task at hand.”
Summary. It was determined that the faculty’s ability to evaluate the progress and
effectiveness of the CESP must be addressed. Only 30% of the participants were able to discuss
three of the possible responses during the interview. Although the survey results for the assumed

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influence was a high 83.33% for one of the items, it was determined that the responses did not
meet the established thresh-hold for this influence.
Influence 6. Assumed Metacognitive Knowledge Cause. Faculty reflect on the
process of making informed-decisions to support student’s successful outcomes in a CESP.
Survey results. As shown in Table 13, the survey results indicate that this influence is an
asset. The survey question asked participants to reflect on their ability to effectively reflect on
the process of making informed decisions to support student’s successful outcomes and to select
the best of six possible answers. Of the 11 participants, five did not respond to the question. The
remaining six were confident in the effectiveness of their ability to reflect on the decision-
making process. Therefore, this influence was determined to be an asset, and there is no need for
improvement in the participants’ knowledge for this influence.
Table 13

Survey Results for Assumed Metacognitive Knowledge Faculty Reflect on the Process of Making
Informed-Decisions to Support Student’s Successful Outcomes in a CESP

# Metacognitive Knowledge Item (n=6) Percentage Count

Which of the following best describes the process of
making informed-decisions to support student’s successful
outcomes in a CESP? Select only one.
1 Identify your goal 0.00% 0
2 Collect data 0.00% 0
3 Analyze data 0.00% 0

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4 Evaluate the advantages and disadvantages 0.00% 0
5 Employ student's input 0.00% 0
6 All of the above* 100.00% 6
Did not respond to question 5
*Expected answer
Interview findings. No interviews were conducted for this influence.
Summary. The results of the survey indicate that all of the participants were confident in
their ability to reflect on the process or making informed decisions to support students’
successful outcomes in a CESP, therefore, this is an asset for the institution.
Results and Findings for Motivation Causes
Value
Influence 7. Assumed Motivational Cause. Faculty see value in providing data
about learners to demonstrate improvement in continuous enrollment rates.
Survey results. As shown in Table 14, the survey results indicate that no need exists for
this influence, and, as a result, is an asset for the institution. The survey question asked
participants if they see value in providing data for students to demonstrate improvements in
continuous student enrollment rates and to select the best response from six possible answers on
the extent to which they strongly disagree or strongly agree on the value of providing data about
learners to demonstrate improvement in continuous enrollment rates. Of the 11 participants, five
did not respond to the question. Of the remaining six, the accuracy in identifying the individual
components ranged from a low 33.337% for item 4 (moderately agree) to a high 66.66% for item

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5 (strongly agree), and as such, met the established threshold of 85%. Therefore, it was
determined that no challenges existed for this influence.
Table 14

Survey Results for Motivational Influence Faculty See Value in Providing Data About Learners
to Demonstrate Improvement in Continuous Enrollment Rates

# Value Item (n=6) Percentage Count
Using the scale below, rate the extent to which you
agree or disagree with the following statement: “I
see value in providing data about learners to
demonstrate improvement in continuous enrollment
rates”.

1 Strongly disagree 0% 0
2 Moderately disagree 0% 0
3 Neither agree or disagree 0% 0
4 Moderately agree 33.33% 2
5 Strongly agree 66.66% 4
Did not respond to question 5

Interview findings. In an effort to capture a different dimension of the phenomenon,
participants were asked what value they saw in providing data about the students and whether it
went beyond increasing rates of continuous enrollment. Participants 1 and 2 described two of the
six possible responses. For example, in the area of collaboration with all stakeholders, these
participants noted that “we can share experiences with each other, for instance, something might

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work in one division that can be shared with others,” and “collaboration is a more holistic way to
see us all unite around a common goal.” In the area of student focus, these participants
suggested “having a counselor sitting in classes.”
On the follow-up question about whether the CESP goes beyond increasing rates of
continuous enrollment, the participants responded that the CESP “would unite us and get us to
deliver better instruction and design programs that make sense to students.” Participant 3
described one of the six possible responses, holding the institution accountable, stating that
“there is room for more improvement.” Participant 6 described two of the six possible responses:
holding the institution accountable and student focus. In these two responses, the participant
noted that “English and math are always going to be popular, but students want other careers
such as automotive, cosmetology, and other alternative programs and certificates, the institution
should be able to make them available.”
Summary. The results of the survey demonstrate that no challenges exist for the
institution. For example, all the survey respondents moderately or strongly agreed that there is
value in providing data about students to demonstrate improvement in continuous enrollment
rates. However, during the interviews, only 20% of the faculty were able to describe two of the
six possible responses to the interview questions. Given that more respondents participated in the
interview than the survey, more weight was given to the data collected from the interviews. As a
result, it was determined that challenges exist, and there is a need for faculty to demonstrate
shared value in providing data about students to demonstrate improvement in continuous student
enrollment rates. Moreover, the survey responses were closed-ended statements and only
ascertained fragments of knowledge. In contrast, while conducting interviews with the 11

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faculty, the interviewer was able to uncover a more in-depth story behind the participant’s
experiences. Therefore the researcher gave more weight to the interviews.
Emotions
Influence 8. Assumed Motivational Cause. Faculty feel positive creating and
maintaining programs that promote a culture to improve continuous student enrollment
success.
Survey results. As shown in Table 15, the survey results indicate that a need exists for
this influence. The survey question asked participants to select all applicable responses from five
possible levels of agreement/disagreement, ranging from strongly disagree to strongly agree. Of
the 11 participants, five did not respond to the question. Of the remaining six, the accuracy in
identifying the individual components ranged from a low 16.66% on items 1 and 3 (strongly and
moderately disagree), to a high 66.66% on item 5 (strongly agree), 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. Therefore, it was determined that challenges exist, and
there is a need for faculty to see value in creating and maintaining programs that promote a
culture to improve continuous student enrollment success.
Table 15

Survey Results for Motivational Influence Faculty Feel Positive in Creating and Maintaining
Programs That Promote a Culture to Improve Continuous Student Enrollment Success

# Emotion Item (n=6) Percentage Count

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

1 Strongly Disagree 16.66% 1
2 Moderately Disagree 0% 0
3 Neither Agree nor Disagree 16.66% 1
4 Moderately Agree 0% 0
5 Strongly Agree 66.66% 4
Did not respond to question 5

Interview findings. Participants were asked what steps they would take personally to
develop and maintain programs to promote a culture of social and academic integration to
enhance continuous student enrollment. Results showed 60% of the participants could not
discuss any of the four possible responses. Only 30% of participants were able to discuss two of
the possible responses and only one participant was able to discuss three of the four possible
responses. On discussing the need to focus on learning achievement, Participant 6 noted, “we
need to offer more vocational programs and create new and innovative certification programs. In
addition, Participant 6 addressed the need to secure unanimous support for resources by stating
“there is a need to allow faculty to come up with some creative, innovative plans for an
alternative student or students who are looking to do different things outside of the established
mainstream curriculum.”

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Summary. Based on the results of the survey and interview data, it was determined that
there is a need for the institution to address this influence. As the survey results indicate, only
66.66% of the respondents demonstrated confidence in this influence. In addition, only one
interviewee felt strongly about the faculty’s confidence level to increase and maintain a culture
to enhance continuous student enrollment.
Influence 9. Assumed Motivational Cause - Faculty feel positive collecting and
analyzing data to assess student improvement.
Survey results. As shown in Table 16, the survey results indicate that this influence is an
asset. The survey question asked participants to select one applicable response from five
possible answers. Of the 11 participants, five did not respond. Of the remaining six, the accuracy
in identifying the individual components ranged from a low 16.66% (moderately agree) to a high
83.33% (strongly agree), and, as such, did meet the established threshold of 85% for this
influence. Therefore, it was determined that there is a high positive level of faculty to collect and
analyze data to assess student improvement.
Table 16

Survey Results for Motivational Influence Faculty Feel Positive Collecting and Analyzing Data
to Assess Student Improvement

# Emotion Item (n=6) Percent Count

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.”
1 Strongly Disagree 0% 0

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2 Moderately Disagree 0% 0
3 Neither Agree nor Disagree 0% 0
4 Moderately Agree 16.66% 1
5 Strongly Agree 83.33% 5
Did not respond to question 5

Interview findings. Participants were asked how positive they felt in their ability to
analyze data from the plan to make informed decisions on improving continuous student
enrollment. Of the 11 participants interviewed, none express positivity about their ability to
analyze data. Therefore, based on the interviews, this influence was determined to be a need. On
discussing the knowledge of what data to collect and the data collection process, Participants 1
and 2 noted, “We rely on the expertise of the dean of research, he does an excellent job
collecting and analyzing the data.” However, Participant 6 noted that “although we have the data,
we need to ask the right questions about the data; we need a combination of both to be able to do
something with it.”
Summary. Data analyzed from the survey indicated that all respondents strongly agreed
or somewhat agreed with this influence, and, as a result based on the survey, this influence was
originally determined to be an asset. On the other hand, data analyzed from the interviews
determined that this influence is a need for the institution. Given that the number of participants
partaking in the interviews was greater than the number of participants partaking in the survey,
more weight was given to the results of the interview and as a result this influence was
determined to be a need. Moreover, the survey responses were merely closed-ended statements

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and only ascertained fragments of knowledge. In contrast, while conducting interviews with the
11 faculty, the interviewer was able to uncover a more in-depth story behind the participant’s
experiences. Therefore the researcher gave more weight to the interviews.
Attribution
Influence 10. Assumed Motivational Cause - Faculty can shape the culture at the
institution to increase the success of the CESP through their own efforts.
Survey results. As shown in Table 17, the survey results indicate that a need exists for
this influence. Participants were asked the extent to which they believe in shaping the culture at
the institution to increase success of the CESP through their own efforts. Of the 11 participants,
five did not respond to the question. Of the remaining six, the accuracy in identifying their roles
ranged from a low 16.66% for items 1 and 3 (strongly and somewhat disagree), to a high 66.66%
for item 5 (strongly agree), 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
faculty to be motivated to shape the culture at the institution to increase the success of the CESP.
As a result, this influence was determined to be a need. Table 17 below outlines the results of the
survey.
Table 17

Survey Results for Assumed Motivational Influence Faculty Can Shape the Culture at the
Institution to Increase the Success of the CESP through Their Own Efforts

# Attribution Item (n=6) Percent Count

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Using the scale below, rate the extent to which you agree or disagree
with the statement, "I can shape the culture at the institution to
increase the success of the "CESP" through my own efforts."
1 Strongly Disagree 16.66% 1
2 Moderately Disagree 0% 0
3 Neither Agree nor Disagree 16.66% 1
4 Moderately Agree 0% 0
5 Strongly Agree 66.66% 4
Did not respond to question 5

Interview findings. No interviews were conducted for this influence.
Summary. It was determined that a need exists for improvement in the faculty motivation
to shape the culture at the institution to increase the success of the CESP. As the survey results
indicate, only 66.66% of the faculty strongly agreed that they can shape the culture of the
institution.
Results and Findings for Organizational Causes
Policies and Procedures
Influence 11. Assumed Organizational Cause. The college’s current policies,
processes and procedures support aligned 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. Participants were asked which of the responses represented alignment of

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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 11 participants, five did not respond to the question.
Of the remaining six, the accuracy in identifying the institution’s support ranged from a low
16.66% for item 5, to a high 50.00% for item 1, and, as such, when 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 Organizational Influence the Institution’s Current Policies, Processes and
Procedures Support Aligned with the Goal of Increasing Continuous Student Enrollment

# Policies and Procedures Item (n=6) Percent Count

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 organizational culture profile (policies, norms,
behaviors, values)* 50.00% 3
2 Evaluate the institution's beliefs, goals, and team dynamics* 0% 0
3 Schedule twenty-four hours cafeteria service 0% 0
4
Arrange free online-tutoring, mentoring, workshop series, special
programs and advising* 33.33% 2
5 Identify free study hall and peer tutor support* 16.66% 1

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Did not respond to this question 5
*Expected answer
Interview findings. Participants were asked in what ways the institution would support
the goal of creating a CESP. Of the 11 participants interviewed, only two were able to discuss
the need for the institution to develop an organizational culture profile. For example, two
participants discussed the need to be open to new initiatives that are student-centered.
Participant 6 noted that “our leaders would want to push it [the plan] through, but my concern is
sustaining it; I don’t think that our leaders do a good job of managing it while we are in it.”
Participant 10 noted that “there is a need for us to attract potential students, even high school
students; because we are living in an age where students have many educational options.”
Summary. The survey results indicated that there is an alignment with the policy of the
institution in their efforts to ensure a successful CESP. However, during the interview, 80% of
the participants expressed skepticism about the institution’s willingness to support the creation of
a CESP. Given that the number of participants partaking in the interviews exceeded the number
of participants engaging in the survey, more weight was given to the data received from the
interview, and as a result, this influence was determined to be a need. In addition, during the
interviews, the researcher was able to gain fuller insights into what a particular experience was
for the participants. Therefore the researcher gave more weight to the interviews.
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.

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Survey results. As shown in Table 19, the survey results indicate that a need exists for
this influence. 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, as the item was poorly worded. Of the 11 participants, five did not
respond to the question. Of the remaining six, the accuracy in identifying their roles ranged from
a low 16.66% for item 3, to a high 50.00% for item 5. As a result, the established threshold of
85% set for this influence was not met. Therefore, based on the survey results, this influence was
determined to be a challenge for the institution. Table 19 below outlines the results of the survey.
Table 19

Survey Results for Organizational 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

# Policies and Procedures Item (n=6) Percent Count

Which of the following policies and procedures should be the
highest priority to facilitate the “CESP’s” success? Please
select “only” one below:
1 Influence major decisions* 0.00% 0
2 Ensure activities align with the institution’s parameters* 33.33% 2
3 Communicate daily operations at the institution 16.66% 1
4 Provide clarity of the institution's mission, vision, and goals* 0.00% 0

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5 Provide best practices for acceptable behaviors at GCC* 50.00% 3
Did not respond to this question 5
*Expected answer
Interview findings. No interviews were conducted for this influence
Summary. It was determined that this influence is an asset for the institution since the
results from the survey met the threshold established for this influence.
Influence 13. Assumed Organizational Cause. The institution’s resources and tools
aligned with the goal of increasing and maintaining programs that promote a culture of
social and academic integration to enhance the faculty’s commitment to maximize
continuous student’s 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, as the item was poorly worded. Of the 11 participants, five did not
respond to the question. Of the remaining six, 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 faculty's commitment to
maximizing continuous student’s enrollment ranged from a low 16.66% for items 2, 3 and 5 to a
high 50.00% for item 1 and, as such, in the aggregate met the established threshold of 85%.

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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.
Table 20

Survey Results for Organizational Influence 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 faculty’s commitment to maximize continuous student’s enrollment.

# Resources Item (n=6) Percent Count

Which of the following resources should be the highest priority
for successful student outcomes/achievements? Please select
"only" one below.
1
Provide free online tutoring support (24 hours a day, 7 days a
week)* 50.00% 3
2 Support guidelines for resource allocation or rejection* 16.66% 1
3 Arrange dedicated study rooms* 16.66% 1
4 Arrange accommodation for all-nighters prior to an exam 0.00% 0
5 Provide Career Counseling Services Team* 16.66% 1
Did not respond to this question 5
*Expected answers
Interview findings. Participants were asked in what ways the institution provides
adequate resources that align with increasing and maintaining programs to maximize continuous
student enrollment. All interviewees agreed that the institution provided adequate resources, and
specifically mentioned access to human resources as the most important. For example,
Participant 6 noted, “we have adequate staff, more counselors - in residence and online.”

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Participant 10 noted “we have counselors, we have chat tools, and we have a community that
makes students a priority.” Participant 5 noted, “we hire more faculty, added classes, we have
space, we are given resources for equipment and a new building is approved.”
Summary. Data from both the survey and the interviews demonstrated that this influence
is an asset for the institution.
Influence 14. Assumed Organizational Cause. The institution provides adequate
resources (time, financial, personnel, and equipment) to implement a CESP that promotes
continuous student enrollment.
Survey results. As shown in Table 21, the survey results indicate this influence as 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 11 participants, five 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, as the item was poorly worded. Of the remaining six, the accuracy in identifying
their roles ranged from a low 16.66% for item 3, to a high 50.00% for item 1, and, as such, in the
aggregate met the established threshold of 85%. Table 21 below outlines the results of the
survey.
Table 21

Survey Results for Organizational Influence the institution provides adequate resources (time,
financial, personnel and equipment) to implement a CESP that promotes continuous student
enrollment.

# Resources Item (n=6) Percentage Count

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Which of the following resources and tools should be the
highest priority to facilitate the "CESP's" success? Please
select "only" one below:
1
Allocate resources and tools for a strong student-centered
environment* 50.00% 3
2
Allocate resources and tools to cultivate and enrich student's
growth* 0% 0
3
Allocate resources and tools for professional development for
administration and faculty* 16.66% 1
4 Allocate resources and tools for off-campus trips 0% 0
5
Allocate resources and tools for peer mentoring, tutoring
programs and outreach to local high schools* 33.33% 2
Did not respond to this question 5
*Expected answer
Interview findings. No interviews were conducted for this influence.
Summary. As indicated by the survey responses, this influence was determined to be an
asset for the institution.
Summary of Assets and Needs
Tables 22, 23, and 24 show the knowledge, motivation and organizational influences for
this study and their determination as an asset or need.

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Knowledge
As shown in Table 22, four of the six assumed knowledge influences were determined to
be needs through the survey results. Recommendations for improvement of the knowledge
influences will be discussed in Chapter Five.
Table 22
Assumed Knowledge Influences
Assumed Knowledge Influences Assets or Need
Declarative Factual
Faculty know the components of a Continuous Enrollment Strategic Plan
(CESP)
Need
Faculty know their individual roles to implement a CESP. Need
Declarative Conceptual
Faculty know the process of creating and implementing a CESP
Asset
Metacognitive
Faculty reflect on their ability to facilitate understanding and awareness
to develop and implement a CESP.
Need
Faculty reflect on their ability to evaluate the progress and effectiveness
of a CESP.
Need
Faculty reflect on the process of making informed decisions to support
student’s successful outcomes in a CESP.
Asset

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Motivation
As shown in Table 23, all four assumed motivational influences were determined to be
needs through the survey and interview results. Recommendations for improvement of the
motivational challenges will be discussed in Chapter Five.
Table 23
Assumed Motivational Influence
Assumed Motivational Influences Asset or Need
Value
Faculty see value providing data for students to demonstrate
improvement in continuous student enrollment rates.
Need
Faculty see value in creating and maintaining programs that promote a
culture to improve continuous student enrollment success.
Need
Mood
Faculty feel positive collecting and analyzing data to assess student
improvement
Need
Attribution
Faculty can shape the culture at the institution to increase the success of
the CESP through their own efforts.
Need

Organization
As shown in Table 24, all of the four assumed organizational influences were determined
to be needs through the survey and interview results. Recommendations for improvement of the
organizational challenges will be discussed in Chapter Five.

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Table 24
Assumed Organizational Influence
Assumed Organizational Influences Asset or Need
Policies and Procedures
The institution’s current policies and procedures support are aligned with
the goal of increasing continuous student enrollment.
Need
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.
Need
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 faculty’s commitment to maximizing
continuous student enrollment.
Asset
The institution provides adequate resources (time, financial, personnel) to
implement a CESP that promotes continuous student enrollment.
Asset

Chapter Five will include recommendations for how to improve the assumed influences
that were deemed challenges in the findings of this study. Proposed solutions and
recommendations will be shared with the leadership team at ABCCC.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Authored by Helen Pitts
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 examining 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 focused on was the faculty members at ABCCC. Two questions
guided this study:
1. What are the knowledge and skills, motivation, and organizational assets and challenges
for faculty 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?
Recommendations to Address Knowledge, Motivational and Organizational Influences
The assumed knowledge, motivation, and organization (KMO) influences in the
following tables were determined, through data analysis, to be challenges. Each of the KMO
influences has been given a 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. Data analysis revealed that four of the six assumed knowledge influences
were determined to be a need. Two of the six assumed knowledge influences were determined to
be assets. As indicated in Table 25, all influences were found to be challenges and were given
high priority for addressing the faculty’s knowledge gaps at ABCCC. Additionally, context-
specific recommendations for addressing these knowledge gaps are illustrated in the table 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
Recommendations
Declarative Factual
Faculty 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
faculty’s prior
knowledge of strategic
planning.
Faculty 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
Provide instructions to
faculty on their
individual roles in the
CESP implementation,
then conduct a
brainstorming
assessment.

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learning (Schraw &
McCrudden, 2006).
Declarative Conceptual
Faculty know the process
of creating and
implementing a CESP.
Asset How individuals organize
knowledge influences
how they learn and apply
what they know (Schraw
& McCrudden, 2006).
Provide information in
the form of a visual
graphic of the strategic
planning process to help
faculty organize the
process.
There was no gap in this
knowledge influence.
However,
recommendations will be
provided to re-enforce
faculty engagement and
motivation.
Metacognitive
Faculty 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 a job aid that
shows the reflective
process and have an open
discussion about their
metacognitive process on
their abilities and
awareness to develop and
implement a CESP.
Faculty reflect on their
ability to evaluate 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 faculty with a
job aid that shows the
reflective process and
give them an opportunity
to self-reflect on the
process and effectiveness
of the CESP by
discussing among
themselves and assessing
their strengths and
weaknesses of the
evaluation process.

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Faculty reflects on the
process of making
informed decisions to
support student’s
successful outcomes in a
CESP.
Asset The use of metacognitive
strategies facilitates
learning (Baker, 2006).
Provide opportunities for
learners to engage in
guided self-monitored
self-assessment (Baker,
2006).
Provide faculty with
information detailing the
decision-making process
and provide an
opportunity for self-
monitoring and self-
assessment.
There was no gap in this
knowledge influence.
However,
recommendations will be
provided to re-enforce
faculty engagement and
motivation.

Factual knowledge solutions. Provide information on the components of a CESP by
relating the components to the faculty’s prior knowledge of strategic planning. The findings
and results showed a need in the faculty’s factual knowledge of the components of the CESP.
Information processing theory can be applied to make recommendations. Schraw and
McCrudden (2006) found that meaningful learning, when connected with prior knowledge, is
more quickly and accurately remembered because it is developed and executed to perfection.
This would suggest providing faculty with information on the components of a CESP by relating
the components to the faculty’s prior knowledge of strategic planning. Thus, it is recommended
that senior leadership provide information on the components of a CESP by relating the
components to the faculty’s prior knowledge of strategic planning.
According to Weyers et al. (2020), a job aid is a promising tool that supports the
frequently used skills of an individual that is designed to guide the individual in accomplishing a
given task. Educational settings generally follow an institutional structure that presents
opportunities for an individual to acquire factual, conceptual, theoretical and strategic knowledge

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that may be beneficial to solve anticipated challenges and obstacles. Clark and Estes (2008)
further suggests that job aids are a good substitute when an individual is required to meet a new
performance goal in an area in which they have experience or for assignments that they do not
encounter often.
Conceptual knowledge. Provide instructions to faculty on their individual roles in
the implementation of the CESP, then conduct a brainstorming assessment. The findings
and results showed a need in factual knowledge regarding faculty knowing their individual roles
to implement 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 apply
what they know. This would suggest that faculty would benefit from information on their
individual roles of implementing a CESP. Thus, it is recommended that senior leadership
provide information to faculty on their individual roles in the CESP implementation, and, then,
conduct a brainstorming assessment.
A study conducted by Anderson (2014) suggests that undergraduate college leaders know
their specific roles in, for example, the creation, action plan, real measuring tools, standard-based
instruction, and ownership of employing new programs. Anderson further suggests that
community college leaders should be aware of the respective roles of leaders and experts in
knowing to orchestrate scholarship, others’ pedagogy, and the components of running an
organization in an orderly and disciplined manner.

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Conceptual knowledge. Provide information in the form of a visual graphic of the
strategic planning process to help faculty organize the process. The findings and results
showed that faculty know the process of creating and implementing a CESP. Therefore, this
influence is an asset for the institution, although reinforcement is recommended. However,
recommendations will be provided to re-enforce engagement and motivation to the faculty.
Visual communication theory can be applied to make recommendations. Schraw and
McCrudden (2006) suggest that how individuals organize knowledge influences how they learn
and apply what they know. This would suggest that introducing images and symbols in the
systematic plan will enhance problem-solving and achieve targeted objectives. Also, faculty
would benefit from the visual communication. Thus, it is recommended to provide information
in the form of a visual graphic of the strategic planning process to help faculty organize the
process.
According to Ambrose et al. (2010), the manner in which an individual formulates
knowledge determines how they understand and apply what they learn. Ambrose et al. further
assert that, when learning is organized, then individuals are better able to apply the knowledge
when needed. To facilitate learning, Ambrose et al. suggest coaching and assessing at a
challenging level without exceeding the individual’s current level of knowledge and skills.
Faculty should be challenged to create a visual graphic or concept map of the CESP.
Metacognitive knowledge solutions. Provide a job aid that shows the reflective
process and have an open discussion about their metacognitive process on their abilities
and awareness to develop and implement a CESP. The findings and results showed a need in
metacognitive knowledge influences as faculty reflect on their ability to facilitate understanding
and awareness to develop and implement a CESP. Integrating learning theory can be applied to

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make recommendations. Baker (2006) suggests the use of higher-order strategies facilitates
learning and advocates providing opportunities for learners to engage in guided self-monitoring
and self-assessment. In addition, Mayer (2011) suggests having learners identify prior
knowledge (what they know and do not know about a topic) before a learning task. This would
suggest that faculty could benefit from metacognitive assessment, such as planning for the task
of creating the CESP, monitoring their performance, providing timely and accurate feedback,
regulating skills, and evaluating performance and goal fulfillment. Thus, it is recommended that
faculty should be provided with job aid that demonstrates the reflective process and have an open
discussion about the strengths and weaknesses of their metacognitive process regarding their
ability and awareness to develop and implement a CESP.
Metacognitive knowledge helps a person understand and control his or her own cognitive
performance. Rueda (2011) suggests that, through self-awareness, metacognitive knowledge is
centered on strategic behavior and problem-solving that allows an individual to “know when and
why to do something.” According to Pintrich (2002), in addition to knowledge about knowing,
metacognition also includes an awareness of and knowledge of one’s own perception. Pintrich
further asserts that metacognitive control and self-regulatory processes are essential for learners
to monitor, control, and regulate their perception and learning. Similarly, Ozturk (2017)
classifies metacognitive knowledge into three categories: planning, monitoring, and regulation.
In addition, Clark and Estes (2008) suggest that job aids are useful when there is a need for an
individual to execute an assignment in a performance area in which they have experience or for
critical assignments.
Metacognitive knowledge solutions. Provide a job aid that shows the reflective
process and have an open discussion about their metacognitive process on their abilities

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and awareness to develop and implement a CESP by discussing among themselves and
assessing their strengths and weaknesses of the evaluation process. The findings and results
showed a need in metacognitive knowledge influences, as faculty reflect on their ability to
evaluate the progress and effectiveness of a CESP. Mayer (2011) would suggest that integrating
learning theory can be applied to make recommendations. Baker (2006) suggests the use of
higher-order strategies facilitates learning and advocates providing opportunities for learners to
engage in guided self-monitoring and self-assessment. This would suggest that faculty could
benefit from metacognitive assessment of their strengths and weaknesses in evaluating the
progress of the CESP. Thus, it is recommended that faculty should be provided with job aid that
demonstrates the reflective process and have an opportunity to self-reflect on the process and
effectiveness of the CESP by discussing among themselves and assessing their strengths and
weaknesses in the evaluation process.
Mayer (2011) suggests having learners identify prior knowledge (what they know and do
not know about a topic). Baker (2006) suggests providing opportunities for learners to engage in
guided self-monitored self-assessment.
Metacognitive knowledge solutions. Provide faculty with information detailing the
decision-making process and provide an opportunity for self-monitoring and self-
assessment. The findings and results showed this influence, faculty reflect on the process of
making informed decisions to support student’s successful outcomes in a CESP to be an asset for
the institution. However, recommendations will be provided to re-enforce engagement and
motivation to the faculty. Mayer (2011) would suggest the integrating learning theory can be
applied to make recommendations. Baker (2006) suggests providing opportunities for learners to
engage in guided self-monitored self-assessment. Thus, it is recommended that faculty should be

117

provided with information detailing the decision-making process and an opportunity for self-
monitoring and self-assessment.
Baker (2006) recommends modeling one’s own metacognitive process by talking out
loud and assessing strengths and weaknesses. Baker further suggests providing opportunities for
learners to debrief the thinking process upon completion of a learning task.
Motivation Recommendations
Introduction. An analysis of the data collected demonstrates that all four of the
motivational influences were determined to be needs for the institution. As indicated in Table
26, the needs influences have been assigned as need priority for achieving the institution’s goal
and, as a result, evidence-based principles have been suggested as context-specific
recommendations.
Table 26
Summary of Motivation Influences and Recommendations
Assumed Motivational
Influence
Asset or Need
Principle and Citation Context-Specific
Recommendations
Value

Faculty see value in
providing data about
students to demonstrate
improvement in
continuous student
enrollment rates.
Need Learning and motivation are
enhanced if the learner values
the task. (Eccles, 2006).

Provide modeling and
coaching to faculty to
show student
improvement using
data.

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Faculty see value in
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; Pintrich, 2003).
Provide faculty with
data demonstrating the
expected return of
the programs and the
relevance to the culture
to improve continuous
student enrollment
success.
Emotion

Faculty feel positive
collecting and analyzing
data to assess student
improvement.
Need Positive emotional
environments support
motivation (Clark and Estes,
(2008)
Provide faculty with
positive results that
support motivation to
collect and analyze data
to assess student
improvement.
Attribution

Faculty can shape the
culture at the Institution
to increase the 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 faculty with
timely and accurate
feedback that identifies
any observed
deficiencies in skills or
expertise and training in
those skills and
expertise.

Value solutions. Faculty see value in providing data about students to demonstrate
improvement in continuous student enrollment rates. The findings and results showed a need
for value influence: faculty see value in providing data about students to demonstrate
improvement in continuous student enrollment rates. Expectancy value theory can be applied to
make recommendations. As noted by Eccles (2006), learning and motivation are enhanced if the

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learner values the task. Eccles and Pintrich (2003) further assert that 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 faculty would benefit from putting more effort into
providing data about students to demonstrate improvement in enrollment rates. Thus, it is
recommended that providing modeling and coaching to faculty to show student improvement
using data.
A study conducted by Cooper et al. (2017) suggests that expectancy-value theory predicts
that an individual will put more effort into activities that they simultaneously perceive to have
value and at which they expect to succeed. Pajares (2006) purports that models who are credible
and similar can foster positive values. In the seminal research conducted by Atkinson (1957), the
findings originally defined expectancies as individuals’ anticipations that their performance will
be followed by either success or failure, and defined value as the relative attractiveness of
succeeding or failing on a task.
Value solutions. Provide faculty with data demonstrating the expected return of the
programs and the relevance to the culture to improve continuous student enrollment
success. The findings and results showed a need in value. Faculty need to see value in creating
and maintaining programs that promote a culture to improve continuous student enrollment
success. Expectancy value theory can be applied to make recommendations. Eccles (2006) and
Pintrich (2003) would suggest that 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 faculty would benefit from enhanced positivity in creating and maintaining
programs that promote a culture to improve continuous student enrollment success. Thus, it is

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recommended that providing faculty with data demonstrating the expected return and the
relevance to the culture to improve continuous student enrollment success.
According to Lloyd and Mertens (2018), expectancy is an individual’s anticipation that
the degree to which personal effort is expended, determines goal achievement. Learning and
motivation are enhanced if the learner values the task and higher expectations for success and
perceptions of confidence can positively influence learning and motivation (Eccles, 2006).
Emotion solutions. Provide faculty with a positive environment that supports
motivation to collect and analyze data to assess student improvement. The findings and
results showed that this influence is a need for the institution. The Broaden and Build theory
(B&B) can be applied to make recommendations. Clark and Estes (2008) suggest that positive
emotional environments support motivation. This would suggest providing faculty with ample
opportunities to exhibit their positive emotion within the team context. Thus, it is recommended
to provide faculty with a positive environment that supports motivation to collect and analyze
data to assess student improvement.
According to Compton and Hoffman (2013), positive emotion is instrumental in fostering
the factors that allows an individual to flourish. Clark and Estes (2008) purport that positive
emotional environments support motivation and the authors provided three elements of
motivational performance: active choice, persistence and mental effort. Therefore, if faculty’s
motivation decreases, it will hinder their ability to successfully develop and implement the
CESP.
Attribution solutions. Provide faculty with timely and accurate feedback that
identifies any observed deficiencies in skills or expertise and training in those skills and

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expertise. The findings and results showed a need for this influence. Faculty need to believe
that they can shape the culture at the institution to increase the success of the CESP through their
own efforts. Attribution theory can be applied to make recommendations. Rueda (2011) asserts
that 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 faculty would benefit from shaping the culture at the institution to increase the success of the
CESP through their own efforts. Thus, it is recommended that senior leadership provide faculty
with timely and accurate feedback that identifies any observed deficiencies in skills or expertise
and training in those skills and expertise.
According to Weiner’s (1986) seminal research, attribution theory proposes that the
attributions an individual makes about events and behavior can be classified as either internal or
external, stable or unstable, and controllable or uncontrollable. Anderman and Anderman (2009)
suggest that attribution retraining consists of providing accurate feedback that identifies the skills
or knowledge the individual lacks along with communication that skills and knowledge can be
learned, followed with the teaching of these skills and knowledge. In addition, providing
feedback that stresses the process of learning, including the importance of effort, strategies, and
potential, self-control of learning, will enhance performance (Pintrich, 2003).
Organization Recommendations
Introduction. An analysis of the data collected shows that three of the four assumed
organizational influences were determined to be assets, and one was determined to be a need.
As indicated in Table 27, the needs influence has been assigned as needs priority for achieving
the institution’s goal and, as a result, evidence-based principles have been suggested as context-
specific recommendations. In addition, context-specific recommendations along with the

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research-based principles will be provided for sustaining the assets influences. Table 27 lists the
organizational assumed influences, priority, principle, and recommendations. Following the
table, a detailed discussion for the policies and procedures recommendations and the literature
supporting the recommendation is provided.
Table 27
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Asset or
Need
Principle and Citation Context-Specific
Recommendation
Policies and Procedures

The Institution’s current
policies and procedures
support are aligned with the
goal of increasing
continuous student
enrollment.

Need
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 faculty
with current
policies and
procedures that
demonstrate
alignment with the
goal of increasing
continuous student
enrollment.
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.

Need When policies and procedures are
aligned and communicated from the
top with all stakeholders
organizational performance increase
(Clark and Estes, 2008)

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 faculty
with the
Institution’s
policies and
procedures that
demonstrate
consistencies with
the alignment to
develop and
implement a CESP
that will promote
continuous student
success.
Resources
The Institution’s resources
and tools are aligned with
the goal of increasing and

Asset

Provide faculty
with extra

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maintaining programs that
promote a culture of social
and academic integration to
enhance the faculty’s
commitment to maximize
continuous student’s
enrollment.

Resources refers to materials that are
necessary to achieve a goal (Clark
and Estes, 2008).

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 to use
towards student
equity and diversity
training,
curriculum
revision,
development and
implementation
geared at
increasing and
maintaining
programs that
promote a culture
of social and
academic
integration to
enhance the
faculty’s
commitment to
maximize
continuous
student’s
enrollment.

There was no gap
in this knowledge
influence.
However,
recommendations
will be provided to
re-enforce faculty
engagement and
motivation in
enhancing student
persistence.

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The Institution provides
adequate resources (time,
financial, personnel and
equipment) to implement a
CESP that promotes
continuous student
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).

Provide faculty
with additional
stipend for
resources and
training to track the
implementation
(and evaluation) of
the CESP in an
effort to take
corrective action as
needed that will
promote
continuous student
enrollment.

There was no gap
in this knowledge
influence.
However,
recommendations
will be provided to
re-enforce faculty
engagement and
motivation in
enhancing student
persistence.

Policies and procedures solutions. Provide faculty with the current policies and
procedures that demonstrate alignment with the goal of increasing continuous student
enrollment. The findings and results showed a need for this influence: the institution’s current
policies and procedures are aligned with the goal of increasing continuous student enrollment.
Organizational theory can be applied to make recommendations. Clark and Estes (2008) would
suggest that, when policies and procedures are aligned and communicated from the top with all
stakeholders, organizational performance increases. This would suggest that faculty could benefit
from having an awareness of the governance and accountability structure of the institution's
current policies and procedures. Thus, it is recommended that the administration provide faculty

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with the current policies and procedures that demonstrate alignment with the goal of increasing
continuous student enrollment.
When policies and procedures are aligned and communicated from the top with all
stakeholders, organizational performance increases (Clark & Estes, 2008). Clark and Estes
further assert 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. 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).
Policies and procedures solutions. Provide faculty with the Institution’s policies and
procedures that demonstrate consistencies with the alignment to develop and implement a
CESP that will promote continuous student success. The findings and results show a need for
this 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. Organizational
theory can be applied to make recommendations. Clark and Estes (2008) would suggest 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. This would suggest that faculty could benefit from having access to
organizational messages, policies and procedures that govern the work of the Institution. Thus, it
is recommended that senior leadership provide faculty with the institution’s policies and
procedures that demonstrate consistencies with the alignment to develop and implement a CESP
that will promote continuous student success.

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According to Clark and Estes (2008), 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.
Resources solutions. Provide faculty with the extra resources to use towards student
equity and diversity training, curriculum revision, development and implementation,
geared at increasing and maintaining programs that promote a culture of social and
academic integration to enhance the faculty commitment to maximize continuous student
enrollment. The findings and results showed an asset for this influence. 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 faculty’s commitment to
maximizing continuous student enrollment. However, recommendations will be provided as an
informational tool for incoming faculty. Organizational theory can be applied to make
recommendations. According to Clark and Estes (2008), resources refer to materials that are
necessary to achieve a goal. This would suggest that faculty could benefit from having adequate
resources to enhance their commitment to maximizing continuous student enrollment. Thus, it is
recommended that faculty are provided with extra resources to use towards student equity and
diversity training, curriculum revision, development, and implementation geared at increasing
and maintaining programs that promote a culture of social and academic integration to enhance
the faculty’s commitment to maximizing continuous student’s enrollment.
Clark and Estes (2008) stress the importance of ensuring that organizations provide
adequate resources to achieve goals. Clark and Estes further assert that effective change efforts
ensure that everyone has the resources needed to do their job and that effective change efforts
ensure that everyone has the resources (equipment, personnel, time, etc.) needed to do their job

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and that, if there are resource shortages, then resources are aligned with organizational priorities.
In addition, Lafortune et al. (2016), suggest that over time, there is a positive relationship
between educational resources and student achievement.
Resources solutions. Provide faculty with an additional stipend for resources and
training to track the implementation (and evaluation) of the CESP in an effort to take
corrective action as needed that will promote continuous student enrollment. The findings
and results showed an asset for this influence. The institution provides adequate resources (time,
financial, personnel and equipment) to implement a CESP that promotes continuous student
enrollment. However, recommendations will be provided as an informational tool for incoming
faculty. Organizational theory can be applied to make recommendations. According to Clark and
Estes (2008), 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. This would suggest that faculty could benefit
from an additional stipend allocation. Thus, it is recommended that faculty are provided with
additional stipends for resources and training to track the implementation (and evaluation) of the
CESP to take corrective action as needed that will promote continuous student enrollment.
Clark and Estes (2008) assert that effective change efforts ensure that everyone has the
resources needed to do their job. Clark and Estes further stress the importance of ensuring that
organizations provide adequate resources to achieve goals. Research conducted by 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. In addition, research conducted by Gigliotti and Sorensen (2018) agree that there is
a positive relationship between spending and achievement.

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Summary of Knowledge, Motivation and Organization Recommendations
Implementing knowledge recommendations should be done in a purposeful manner. The
following recommendations will be guided by evidence-based principles and chosen to address
the outstanding knowledge, motivation, and organizational needs identified in this study. It is
recommended that the faculty at the institution are provided with information and job aid on the
components, creation, and implementation of the CESP by relating the process to the faculty’s
prior knowledge of strategic planning.
Motivational recommendations will be implemented with a focus on improving the
faculty’s value, emotion and attribution. The institution will be expected to provide modeling
and coaching to faculty to show student improvement using data. Pajares (2006) agrees that
models who are credible and similar can foster positive values. In addition, the institution will be
expected to provide faculty with a positive environment that is conducive to collecting and
analyzing data to assess student improvement. Clark and Estes (2008) support that a positive
emotional environment supports motivation. Lastly, the institution will be expected to provide
faculty with timely and accurate feedback that identifies any observable deficiencies in skills or
expertise and training in those skills and expertise. According to Rueda (2011), 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.
Organizational recommendations will be implemented by ensuring the senior leadership
provide faculty with current policies and procedures that are focused on continuous student
success. In addition, extra resources and additional stipend should be allocated to faculty to
maximize continuous student enrollment through various training and curriculum development.
Clark and Estes (2008) support that effective change efforts ensure that everyone has the

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resources needed to do their jobs and if there are resource shortages, then resources should be
aligned with organizational priorities.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Needs, and Expectations
The mission of the institution is to academically prepare students for graduation and
success in education 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 of the institutional master plan
(IMP) of a new CESP created for the institution to effectively implement it and improve
continuous enrollment of students.
The desired outcome for this project is to improve organizational performance by
providing faculty at the institution with the necessary knowledge and skills, motivation, and
organizational tools to successfully achieve their performance goal of implementing a CESP to
increase persistence and retention to 100%.
The Stakeholder’s Goal: Faculty
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 the institution] school year, administration and faculty
will implement a plan to increase the student persistence/retention rate from 70% semesterly and

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50% annually to 100% in annual increments at the institution as defined by the board of trustees’
mission statement, objectives and functions by the end of [Date to be determined by the
institution].
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%, evaluate
subsequent organization results, and demonstrate the value of training to the organization
(Kirkpatrick & Kirkpatrick, 2016). 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). 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.
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, 2016).
Planning from the beginning with an emphasis on what will be accomplished through improved
on-the-job performance of ABCCC site-administrators in keeping the focus on what’s important
(Kirkpatrick & Kirkpatrick, 2016).

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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 in Table 28 below, 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 the institution as to whether their 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,
the effectiveness of programs, and the satisfaction of program participants. Table 28 shows the
Level 4 external and internal leading indicators for ABCCC.
Table 28
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increased student
completion (degree,
transfer, and certificate)
rates.
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) www.cccco.edu

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2. Increased Student
Services and Counseling
departments.
Number of students completing
educational goals.
2020 Best Colleges Niche
https://www.collegefactual.com/
colleges/glendale-community-
college-glendale-ca/
3. Increased ranking as
reported by United States
News World Report
(USNWR).
Ranking number

Institution’s Media Department
4. Increased positive press
mentions regarding
college programs and
performance.
Number of positive articles
written in the press related to the
implementation of the CESP.
Institution’s Media Department
Internal Outcomes
1. Increased student
enrollment from semester
to semester.
Number of students enrolled
from semester to semester.
Institution’s Admissions and
Records
2. Increase student
completion rates.
Number of students completions

Institution’s Admissions and
Records
3. Increased student
satisfaction.
Student Survey

Annual Spring Student Survey
4. Increased student
participation in student
services, such as Equity
Programs.
Number of students
participating in programs.
Student Services and
Counseling departments.
5. Increased perception by
the institution’s Board
Members that the college
is fulfilling its Master
Plan.
Number of positive remarks at
the institution Board meetings.
President and Superintendent of
the College.

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Level 3: Behavior
Critical behaviors. The stakeholders of focus are the faculty and administrators as the
key influencers at the institution who can champion and increase students’ semester to semester
continuous enrollment. Kirkpatrick and Kirkpatrick (2016) suggest Level 3 outcomes are used to
understand the level at 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
faculty will be willing to demonstrate in order to achieve their performance goals. The proposed
critical behaviors required for faculty to achieve their goal are as follows:
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.
Table 29
Critical Behaviors, Metric(s), Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Develop and
implement a CESP that
promotes student
1a. Number of activities
created to support
student achievement.
1a. Faculty and Senior
leaders transmit the
institution’s mission,
1a. Annually

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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.

1b. Number of meetings
held among faculty
colleagues to discuss
collaboration.

1c. The number of
activities and programs
faculty organize with
students outside of
classroom activities.

1d. The number of
faculty participating in
professional
development training.

vision, and core values
from paper to action,
traditions, symbols,
ceremonies, and rituals
that are aligned with the
vision and mission.

1b. Senior leaders to
evaluate the nature of the
tasks and student
autonomy.

1c. Faculty to document
the frequency and duration
of interactions and
compare the data to exam
or course grades.

1d. Faculty should
integrate technology, allow
students to work in groups;
determine students’ prior
knowledge; encourage
goal setting, approve
independent learning
projects; encourage self-
assessment and scaffolding
assignments.
1b. Twice per
semester.

1c. At least 3
times per
semester.

1d. At least 4-5
times per
semester.

2. Create an evaluation
plan to monitor and
measure the progress of
CESP every semester.

Identify the number of
steps needed to create
an evaluation plan to
monitor and measure the
progress of the CESP.
Quantitative training and
guidance by the director of
Institutional Research
Planning and Grants.
Semesterly
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
Identify the number of
steps needed to conduct
analysis of evaluation
data in making informed
decisions.
Faculty and senior leaders
to design data collection
methods; collect data;
summarize and analyze
data and assess the validity
and trustworthiness of the
findings.
Semi-annually

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attain 100% continuous
enrollment.

Required drivers. According to Kirkpatrick and Kirkpatrick (2016) p. 53, required
drivers are “processes and systems that reinforce, monitor, encourage and reward the
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 faculty.
Table 30
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Provide information in the form of visual aid
demonstrating components of the CESP and
strategic planning process.
Ongoing 1
Provide job aid demonstrating reflective
processes in the development and
implementation of the CESP.
Ongoing 1
Provide timely and accurate feedback that
identifies observed deficiencies in skills and
training
Ongoing 1, 2

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Encouraging
Provide coaching, modeling and resources
demonstrating student improvement using data
Four times per semester 2
Provide stipend and resources towards student
equity programs, diversity training, and
curriculum development implementation.
Two times per semester 3

Rewarding
Faculty recognition at monthly enrollment
management meetings by senior leaders
Four times per semester 3
Extra resources for equity and diversity
training, curriculum revision, development and
implementation
Annually 3
Additional stipend for resources and training
to track, implement and evaluate the CESP.
Semi-annually 3
Monitoring
Senior leadership will monitor faculty
performance of their individual role of the
implementation of the CESP
Ongoing 3
Senior leadership will monitor faculty for
observed deficiencies in skills and expertise in
connection with the creation, implementation
and evaluation of the CESP.
Ongoing 3

Organizational support. Senior administration will play an integral role in reinforcing,
encouraging, rewarding, and monitoring the faculty critical behaviors in creating, implementing
and evaluating the CESP. In order for faculty to successfully participate in the CESP process,
administration will need to provide time for faculty to be trained, time for faculty to collaborate
and plan, and provide for out-of-classroom support through various stipends and resources. All
of these endeavors require funding, and the administration will have to work strategically to
acquire the monetary support needed to effectively develop, implement, and evaluate the CESP.

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To ensure the required drivers are implemented, the following support will be extended to
faculty. Senior leaders will assign service credit to faculty for time spent working
collaboratively with colleagues as professional development in the form of coaching, modeling
and feedback assessment, extra resources to use towards student equity and diversity training,
curriculum revision, development and implementation and an additional stipend for resources
and training to track the implementation (and evaluation) of the CESP.
Level 2: Learning
Learning goals. 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. Demonstrating confidence and
commitment to the development, implementation and evaluation of the CESP is important to the
goal of increasing student persistence at the institution. As suggested by Kirkpatrick and
Kirkpatrick, confidence is the level of certainty an individual has doing what is being taught and
commitment is the level of effort the learner will apply to what is being taught.
Learning goals. Upon completion of the recommended solutions the faculty will be able
to
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)

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6. Attribute the success of creating a CESP to their own efforts. (Attribution)
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, motivation and organizational needs and
improvements identified in Chapter Four.
It is recommended that the institution’s 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 senior leadership, administrators, and faculty 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 faculty an opportunity to self-reflect on the
plan of action and effectiveness of the CESP by discussing among themselves and assessing their
strengths and weaknesses of the evaluation progress in order to demonstrate their learning.
Faculty will be tasked with developing and implementing the CESP at the main campus.
In addition, faculty will be given information detailing the decision-making process and provided
an opportunity for self-monitoring and self-assessment and will receive training from a CESP
specialist/coach in which they will see a demonstration and have opportunities for practice and
feedback. Faculty will also sit in on CESP enrollment management committee member team
meetings alongside the specialist/coach. Faculty will debrief with the coach about the CESP
strategies observed and the specialist/coach will provide feedback. This will take place over a 5-

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week period. On these site visits, the CESP specialist/coach will provide faculty with models of
successful faculty who have achieved similar goals.
The final comprehensive plan recommendation is for the institution to create a CESP
implementation team that includes senior leadership, dean, faculty, and staff 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 staff to conduct a comprehensive
policy review that will focus on the implementation of CESP. Moreover, as part of this policy
review committee, it is recommended that the institution's senior leadership encourage faculty to
share policies that they would eliminate or modify to create an environment more conducive to
student success.
Evaluation of the components of learning. Table 31 lists the methods and activities that
will be used to evaluate the declarative and metacognitive knowledge skills, value, emotion,
attribution, and commitment of the institution faculty participating in the recommended training
program.

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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 concept map Knowledge check
using the information on the components of a CESP to
demonstrate learning.
During training
Group activity where the institution leadership teaches and
explains individual roles in the CESP implementation.
During training
Pre and post brainstorming assessment Before and after training
Procedural Skills “I can do it right now.”
NA
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.
Faculty develop an action plan, which includes SMART
goals to benchmark progress.
Towards the end of the training
Senior leadership, faculty, and administrators develop a
plan of action and effectiveness of the CESP by discussing
among themselves and assessing their strengths and
weaknesses of the evaluation to benchmark progress.
Near the end of training

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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 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.
Table 32
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Active interaction during group activities. During each training session
Contributing by asking meaningful questions During each training session
Relevance
Unanimous surveys After each training session
Customer Satisfaction
Unanimous 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

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on the behaviors and results that training graduates are experiencing on the job, while also
revisiting the reaction and learning levels.
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 institution an opportunity to see
what’s working and troubleshoot areas where the program needs to be revised. ABCCC faculty
and administrators will be evaluated through an observation form and a survey including rating
scale items, multiple choice, and open-ended questions (Appendices A, B, C, D, and E).
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 and faculty continuously share and communicate data that
emphasizes progress toward the number of administrators and faculty successfully implementing
CESP in their respective areas, the number of times individual faculty are observed utilizing
appropriate CESP strategies, and the number of times that administrators observe the CESP
coaches/trainers through informal walkthroughs. This data will be collected by institution senior
leaders on informal CESP walkthroughs and organized by a central tracking system for informal
walkthroughs maintained by the Retention Office.

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Developing a digital dashboard to communicate the status of these data points will
communicate to internal stakeholders that administrators and faculty are serious about
reinforcing, 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 was used to plan, implement, and evaluate the
effectiveness of a CESP training program designed to provide the institution’s 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 was used to
maximize transfer of learning to behavior and subsequently lead to organizational results. The
New World Kirkpatrick Model was used to backward plan the CESP program for administrators
and faculty 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 faculty 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 faculty
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 primarily on administrators and faculty
when there was another stakeholder (staff) identified as being essential to achieving the
organization’s global goal of effectively implementing CESP as an extension to existing IMP
that promotes continuous student enrollment. Administrators were the stakeholder of focus in

144

Maimone’s (2019) examination of this study, so there is some research on this group. However,
the institution’s senior leadership were not examined in any capacity, limiting the scope of this
research. Studying faculty also limited this study because they are such a small stakeholder
group. Eleven participants are a small sample who participated in this study on the institution’s
main college campus.
Recommendations for Future Research
Recommendations for future research on this topic should be initially focused on
collecting data from the institution’s entire student population, the third stakeholder in this study.
Although a concurrent study (Maimone, 2020), already gathered data from administration, a
more thorough and complete gap analysis would be possible if research were focused on the
institution student population. Lastly, since faculty were examined in this study and the co-
author in this study examined the administration (Maimone, 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 the institution 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,

145

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 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 would 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 institution’s commitment to advancing
the necessary institutional and policy changes that support successful student outcomes.
This study examined the knowledge and skills, motivational, and organizational needs of
faculty to effectively implement a CESP program at ABCCC. Interviews and surveys
determined which KMO influences were assets to the organization and which were needs. Based
on the findings, a recommended program was designed using the New World Kirkpatrick Model
to equip site faculty with the KMO factors they were lacking to successfully implement a CESP.
The key influencers at the ABCCC main campus are the administrators and faculty who can
foster and increase students’ semester to semester continuous enrollment.
Lastly, 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.

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APPENDIX A
FACULTY SURVEY PROTOCOL
Responses designed with an asterisk (‘*’) represents the correct response.
Q1. Please indicate your College affiliation by selecting one of the below options:
· A. Administrator
· B. Faculty*
· C. Staff
Q2. Which of the following components should be included in a CESP at the college? Check all
that apply.
· A. Mission, vision and goals of the institution*
· B. Ethical and effective advocacy*
· C. Efforts to increase student persistence*
· D. Measurable and time-limited plan of activities*
· E. A monitoring plan to measure progress*
Q3. Which of the following best describes your role in implementing a CESP. Check all that
apply.
· A. Identifying high-impact educational practices*
· B. Provide intellectual training*
· C. Facilitate student engagement*
· D. Non-transparency
· E. Practice transfer of knowledge*
Q4. Which of the following best describes the process of creating and implementing a “CESP?”
Please select “only” one below:
· A. Develop and organize plans with milestones
· B. Develop an organizational plan
· C. Implement and evaluate the plan
· D. All of the above*

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Q5. Which of the following facilitate understanding and awareness to develop and implement a
“CESP?” Check all that apply.
· A. Describe the steps to create and implement a “CESP”*
· B. Translate and understand what you are doing and why*
· C. Identify changes and evaluate progress as needed*
· D. Define district goals in 2009

Q6. Which of the following best describes your ability to evaluate the progress and
effectiveness of a “CESP?” Check all that apply.
· A. Analyze document progress and lessons learned*
· B. Evaluate consistency aligned with the Institution’s mission and vision*
· C. Apply last-minute changes
· D. Set-up processes for monitoring and tracking changes*
Q7. Faculty reflect on the process of making informed-decisions to support student’s successful
outcomes in a CESP. Select only one.
· A. Identify your goal
· B. Collect data
· C. Analyze data
· D. Evaluate the advantages and disadvantages
· E. Employ student's input
F. All of the above*
Q8. Using the scale below, rate the extent to which you agree or disagree with the following
statement.
“I see value in providing data for students to demonstrate improvement in continuous
student enrollment.”
· A. Strongly Disagree
· B. Moderately Disagree
· C. Neither Agree or Disagree

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· D. Moderately Agree
· E. Strongly Agree
Q9. Using the scale below, rate the extent to which you agree or disagree with the following
statement.
“I feel positive creating and maintaining programs that promote a culture to improve
continuous student enrollment success.”
· A. Strongly Disagree
· B. Moderately Disagree
· C. Neither Agree or Disagree
· D. Moderately Agree
· E. Strongly Agree
Q10. Using the scale below, rate the extent to which you agree or disagree with the following
statement.
“I feel positive collecting and analyzing data to assess student improvement.”
· A. Strongly Disagree
· B. Moderately Disagree
· C. Neither Agree or Disagree
· D. Moderately Agree
· E. Strongly Agree
Q11. Using the scale below, rate the extent to which you agree or disagree with the following
statement.
“I can shape the culture at GCC to increase the success of the "CESP" through my own
efforts."
· A. Strongly Disagree
· B. Moderately Disagree
· C. Neither Agree or Disagree
· D. Moderately Agree
· E. Strongly Agree

162

Q12. Which of the following is the highest priority action that the institution should support to
ensure a successful “CESP?” Please select “only” one below.
· A. Develop an organizational culture profile (policies, norms, behaviors, values)*
· B. Evaluate the institution's beliefs, goals, and team dynamics*
· C. Schedule twenty-four hours cafeteria service
· D. Arrange free online-tutoring, mentoring, workshop series, special programs and
advising*
· E. Identify free study hall and peer tutor support*
Q13. Which of the following policies and procedures should be the highest priority to facilitate
the “CESP’s” success? Please select “only” one below:
A. Influence major decisions*
· B. Ensure activities align with the institution’s parameters*
· C. Communicate daily operations at the institution
· D. Provide clarity of GCC's mission, vision, and goals*
E. Provide best practices for acceptable behaviors at GCC*
Q14. Which of the following resources should be the highest priority for successful student
outcomes/achievements? Please select "only" one below.
· A. Provide free online tutoring support (24 hours a day, 7 days a week)
· B. Support guidelines for resource allocation or rejection
· C. Arrange dedicated study rooms
· D. Arrange accommodation for all-nighters prior to an exam
E. Provide Career Counseling Services Team*
Q15. Which of the following resources and tools should be the highest priority to facilitate the
"CESP's" success? Please select "only" one below:
· A. Allocate resources and tools for a strong student-centered environment*
· B. Allocate resources and tools to cultivate and enrich student's growth*
· C. Allocate resources and tools for professional development for administration and
faculty*

163

· D. Allocate resources and tools for off-campus trips
· E. Allocate resources and tools for peer mentoring, tutoring programs and outreach to
local high schools*

164

APPENDIX B
FACULTY INTERVIEW PROTOCOL
Introduction
Thank you for volunteering to talk with me today to participate in this dissertation study.
My name is Helen Pitts and I am an Educational Doctorate candidate at USC’s Rossier School of
Education. The purpose of this study is to examine the knowledge, motivation and
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 institution, 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 have consented 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 to
maintain 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 now begin.
*Turn on Recording Device on iPhone

165

My name is Helen Pitts 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, proceed].
Thank you, let us begin with the first question.
Faculty Interview Questions

1. What do you think the components of a strategic enrollment plan should be? What should
it include? - Knowledge
2. Tell me what steps you would take personally in the development and implementation of
a CESP? - Knowledge
3. What do you think you will need to do to monitor your progress? How would you know
you are making progress toward creating the plan? - Knowledge
4. What value do you see in creating this plan? Does it go beyond increasing rates of
continuous enrollment? - Motivation
5. Tell me what steps you would take personally to increase and maintain a culture of social
and academic integration to enhance continuous student enrollment? - Motivation
6. How confident are you in your ability to analyze data from the Plan to make informed
decisions on improving continuous enrollment and student success? - Motivation
7. In what ways would ABCCC support the goal of creating a continuous enrollment
strategic plan? - Organizational
8. Tell me in what ways does ABCCC provide adequate resources and tools that align with
increasing and maintaining programs that maximize continuous student enrollment? -
Organizational
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

166

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.

167

APPENDIX C
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 interesting. 1 2 3 4 5
I learned how to apply the CESP’s development, implementing and
evaluation strategies learned during the training.
1 2 3 4 5
Overall, I was satisfied with the training. 1 2 3 4 5
The CESP’s developmental, implementation and evaluation
strategies learned in this training are worth implementing in my
classroom.
1 2 3 4 5
I am confident in my ability to implement the CESP strategies I
learned in my efforts to increase student persistence.
1 2 3 4 5
I am committed to applying the CESP strategies I learned in my
efforts to increase student persistence.
1 2 3 4 5
Mark an X next to the statements that best describe the faculty roles in the CESP process.
____ Know what CESP strategies are and when to teach them.*
____ Identify students as recipients of academic, behavioral, or social-emotional support (CESP
strategies).*

168

____ 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.*

Please provide your explanations for the following question:

1. Explain the five steps in the development, implementation and evaluation of the CESP
(Fundamentals of strategic enrollment planning, organization, planning assumptions, key
performance indicators and project timeline).

169

APPENDIX D
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 the CESP training held prior to the start of school.
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

The CESP training was worthwhile. 1 2 3 4 5
I have implemented CESP strategies during instructional time. 1 2 3 4 5
I continue to be confident in my ability to implement and evaluate
CESP strategies within my instruction.
1 2 3 4 5
I continue to be committed to implementing and evaluating CESP
strategies within my instruction.
1 2 3 4 5
Implementing CESP strategies has positively impacted my instruction
and my students’ success in my classroom.
1 2 3 4 5

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

Critical Behavior Observed Not
Observed
Comment

170

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.

Create an evaluation plan to monitor
and measure the progress of CESP
every semester.

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.

171

APPENDIX E
EXAMPLE OF DIGITAL DASHBOARD TO COMMUNICATE PROGRESS OF GOALS

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

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 Pitts, Helen (author)

Core Title Increasing student persistence at a community college from a faculty 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 (committee chair), Hinga, Briana (committee member), Karpp, Edward (committee member)

Creator Email HPitts@marshall.usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-392233

Unique identifier UC11666402

Identifier etd-PittsHelen-9121.pdf (filename),usctheses-c89-392233 (legacy record id)

Legacy Identifier etd-PittsHelen-9121.pdf

Dmrecord 392233

Document Type Dissertation

Rights Pitts, Helen

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