Date

5-23-2025

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

April Small

Keywords

Student Support Services, Two-Year Colleges, Education

Disciplines

Educational Leadership

Abstract

This phenomenological study aimed to understand and discover the impact that student support services had on the lives of two-year college students during the duration of college and after graduation. The central research question was What are the experiences of college students, in South Arkansas, who utilized student support services at two-year institutions and how did they impact their lives? The study also focused on the services provided to remove barriers so students could remain in school long enough to earn a degree and how they can continue to be successful after graduation. The theory that guided this study was Albert Bandura’s Social Cognitive Theory as it explained the motivation behind students learning from the experiences of other students who utilized student support services in college. This qualitative study focused on two-year college students between the ages of eighteen and thirty who attended college in Southern Arkansas. Data collection was in the form of personal interviews, questionnaires, and focus groups. Data analysis consisted of coding and all participants were given pseudonyms. The semi-structured interview, questionnaire, and focus group sessions were audio recorded and transcribed. Results of this study revealed that Student Support Services aided in college retention and graduation, and impacted students and assisted them in navigating the complexities of college to become successful college graduates.

Download

Share

COinS