Administrator Perceptions of Student Retention Practices in Community Colleges

The purpose of this qualitative descriptive study was to understand administrator perceptions of student retention practices in community colleges. The sample for this study consisted of 11 administrators within community colleges in Arizona. The theoretical framework for this study was the Zeithaml theory of behavioral consequences of service quality. The researcher administered an online questionnaire and conducted 11 video interviews and utilized Vaismoradi's four phase thematic analysis process. The researcher employed the use of NVIVO qualitative analysis software for comprehensive development of code and themes. Data analysis yielded seven themes related to student retention practices: (1) Administrators describe a focus on programs and practices designed for student success, (2) Administrators describe the importance of maintaining student engagement, (3) Administrators describe administrative and academic decisions drive student retention, (4) Administrators describe the need for students to balance external factors that impact retention, (5) Administrators describe engagement having positive impact on student retention, (6) Administrators describe lack of engagement as negatively impacting student retention, and (7) Administrators describe student retention as complex with many variables to consider. Conclusions from this study were active student engagement, early student advisement, guided pathways, and connecting with students were perceived to influence student retention. The complexities of student retention require administrators to continue to seek new ways to help students succeed in their academic journeys. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]