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dc.contributor.authorHolloway, Kelly L.
dc.date.accessioned2018-05-31T17:37:24Z
dc.date.available2018-05-31T17:37:24Z
dc.identifier.urihttp://hdl.handle.net/10898/5070
dc.description.abstractThe problem targeted by this study is the widening imbalance between admissions and graduation rates occurring at many long-standing institutions of higher education. This study applied the theory of disruptive innovation to gain insight into the policies, procedures, beliefs, and perspectives of how a single college that was established in the twenty-first century adopted and enacted practices necessary to maintain an institution with consistent retention and competitive graduation rates. The study used an explanatory, qualitative single case study design to collect and analyze the data. The data collection methods included semi-structured, open-ended interviews and a focus group, and the review of nine relevant documents. Participants included 8 administrators, 1 faculty participant, as well as 5 faculty participants in a focus group. The research questions asked about the perceptions and influence of the mission, vision, and operating principals at the twenty-first century institution built on an innovative model. Four salient themes emerged from the data including Accessibility, Innovation, Attentiveness, and Student Success. The researcher concluded that student success measures permeated the findings of this research study. Recommendations for further study include: a longitudinal study of Innovative College, the examination of long-standing institutions that have adapted their cultures toward an accountable and innovative framework, an extension of this study to include student perceptions, and the examination of the effects of changes in leadership on the sustainability of Innovative College.
dc.titleDISRUPTIVE INNOVATION FOR STUDENT SUCCESS AT A TWENTY-FIRST CENTURY FOUR-YEAR BACCALAUREATE INSTITUTION
dc.date.updated2017-07-19T23:34:28Z
dc.language.rfc3066en


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