Abstract

According to Zawacki-Richter, Backer, and Vogt (2009), literature focusing on student services falls into three general categories: learning theories and attrition research, student needs and satisfaction, and models for best practices. Research addressing the specific training needs of student affairs practitioners responsible for implementing and managing student support services for online students is not a major area of focus (Moore & Kearsley, 2012). Therefore, unlike the faculty and technology subsystems, the student affairs subsystem has not become securely anchored in delivering services to fully online students (Crawley & Howe, 2016; Moore, 2013; Moore & Kearsley, 2012). The lack of research focusing on the challenges and professional development needs of student affairs professionals responsible for delivering services to online students demands attention, as these critical stakeholders are responsible for transforming student services operations to meet the needs of the growing fully online student population. This phenomenological study examined mid-level enrollment management practitioners' experience with implementing student services designed to support the operational objectives of online education innovations at traditional universities, and the subsequent influence on their preparedness to develop and sustain services for fully online students. The Quality Implementation Framework (QIF), a meta-framework comprising of 14 steps for high quality implementation, and The Council for the Advancement of Standards in Higher Education (CAS), which has general standards for advancing quality student affairs programs and services, guided the study design and data collection processes.

Graduation Date

2020

Semester

Fall

Advisor

Cox, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0008344

Language

English

Release Date

December 2021

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Campus-only Access)

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