Getting across the Stage: A Phenomenological Study Exploring the Lived Experiences of College Level Seniors Who Are Leaving Higher Education before Degree Completion

Autor/in	Fowler, Marissa A.
Titel	Getting across the Stage: A Phenomenological Study Exploring the Lived Experiences of College Level Seniors Who Are Leaving Higher Education before Degree Completion
Quelle	(2018), (280 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-4124-1
Schlagwörter	Hochschulschrift; Dissertation; College Seniors; Dropouts; Student Experience; Teacher Student Relationship; Student Attitudes; Student Interests; Majors (Students); Peer Relationship; Barriers; Academic Persistence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; College; Colleges; Senior; Hochschule; Fachhochschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Studieninteresse; Peer-Beziehungen
Abstract	Although previous literature has recognized the ongoing issue of students leaving higher education before degree completion college-level seniors are vastly underrepresented in retention literature. The terms "dropout" and "stop-out" often pertain to high school or college students between freshman and sophomore year, as these subgroups of students are the primary members of the dropout phenomenon we see today. However, the number of senior-level students stopping-out before degree completion is growing and deserves the attention of the higher education community. Thus, this study used a qualitative phenomenological research method to explore the lived experiences of college-level seniors who stopped out before degree completion. The results of this study revealed that when college-level students consider stopping out, they examine their interactions with faculty, passion and connection to their major, peer integration, and non-academic barriers to persistence. This study provides implications for both policy and practice in addressing the unique needs of senior-level students. Moreover, this study outlines specific recommendations for educational leaders to better support this population by remembering that access without support is not opportunity, to turn to their student population for information when trying to improve retention issues and to prioritize flexible paths to degree completion. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01