Systemic Change for the Retention of Health Sciences Students at One Community College in Pennsylvania: An Exploratory Case Study

The problem addressed in this study was the trend of students completing health sciences stackable credentials not pursuing the related health sciences associate degree after completing the stackable credential, despite the availability of the streamlined pathway. The purpose of this qualitative exploratory case study utilizing semi-structured interviews and thematic analysis was to understand the effectiveness of community college leadership in the health sciences by applying multi-dimensional leadership qualities for improving student development practices that guide students to complete an associate degree in the health sciences through streamlined pathways of stackable credentials. The study participants were health sciences students enrolled in stackable credentials. They participated in two semi-structured interviews, where they shared their academic and career goals, the challenges they faced on their academic journey, their specific needs, and the kinds of leadership qualities they believed would be necessary to address their needs. This qualitative exploratory case study determined, through thematic analysis of the collected data, that health sciences students enrolled in stackable credentials needed increased engagement opportunities, where student development was the focus. The recommendation for systemic change was that leadership, faculty, and staff develop, implement, and provide ongoing structured mentoring services to health sciences students directly in the health sciences center. Through the recommended mentoring services, students enrolled in stackable credentials would develop much-needed critical thinking and self-efficacy skills for goal development and decision-making. Recommendations for future research include repeating the study with a larger sample across multiple community colleges, learning more about designing a robust health sciences mentoring center, and gaining a better understanding of student development experiences among different demographic populations. [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.]