Institutional Conditions that Matter to Community College Students’ Success

Edenfield, Crystal L; McBrayer, Juliann Sergi

doi:10.1080/10668926.2020.1785353

Cited by 10 publications

(10 citation statements)

References 24 publications

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“…The principal investigator (PI) is a leader of one of the assessed colleges where she serves as the principal. Edenfield and McBrayer (2021) and Whitt (2008) recommend assessing institutional conditions by seeking the perspectives of critical stakeholders in educational institutions. These main stakeholders are students, first and foremost, and lecturers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These main stakeholders are students, first and foremost, and lecturers. This approach would better inform institutional leaders on organisational conditions stakeholders must navigate and what they desire to succeed (Edenfield & McBrayer, 2021). A research method that is effective in understanding the organisational conditions is the qualitative approach since it allows the participants to share their perspectives and experiences (Calcagno et al, 2008; Du Plessis & Mestry, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

Skakane-Masango

Mtshali

Ngcobo

2023

BEL

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The recent migration of public nursing colleges from the Department of Health to the higher education sector in South Africa has compelled nursing institutions to ensure that their programs meet the Council of Higher Education requirements. One of these requirements is comprehensive student support services in line with the prerogative to widen access and success in higher education. Public Nursing Colleges have reported having systems to provide academic and non-academic support to their students. However, there is limited empirical research on lecturers’ and students’ perspectives on conditions that influence the utilization of available student support services in nursing colleges. Hence, this research explores organisational conditions that influence the utilization of student support services from the perspectives of lecturers and students at three selected campuses in the province of KwaZulu-Natal in South Africa. The research methodology is qualitative, in which a purposive sampling of 21 participants involved individual interviews. The interview of lecturers was due to their expected role in identifying and implementing some of the student support services. The students were involved in the study because they are the ones who benefit from the existence of such services and should therefore be in a better position to report on organisational conditions that enable utilization. Data analysis was thematic as guided by the academic and non-academic areas of student support services expected of nursing colleges. There was high agreement on the availability of systems to provide academic and non-academic student support services. However, there were limited coordinated, standardized, and structured efforts to implement them at different colleges. More so, lecturers reported a shortage of critical resources. The findings suggest improving conditions to utilize student support services effectively. It should help ensure that student support activities are well-coordinated, comprehensive, and aligned with policy.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

Skakane-Masango

Mtshali

Ngcobo

2023

BEL

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“…Thus, it is urged that these institutions tailor their programs to the cultural strengths Mexican American students bring [37]. Research must explore the ways in which Mexican American students utilize language and their social locations, in the context of the students' abilities and interests [38,39]. They must necessarily affirm and humanize the students' experience in their community college, while fostering active student engagement in the process of their language and cultural development, to encourage their transfer to four-year institutions [40].…”

Section: The Community College Pathwaymentioning

confidence: 99%

Como una flor/like a flower, we bloom: Memories along the community college pathway

Jaime-Diaz

Méndez-Negrete

2021

Adv Educ Res Eval

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Previous studies on Mexican American students in community college have demonstrated a sense of resilience in completing their studies. However, such studies have been student-centric in advising that cultural capital be utilized in fostering student success. In this article, we advise the incorporation of pedagogical conocimientos as a tool for the professional development of faculty, staff and administrators in humanizing the community college experience. The findings in this article explore ways in which three students draw upon their memories in furthering their education. We analyze how students make sense of lived experiences and transmit them into their educational trajectory.

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“…Too often, programs or practices are created without considering student perspectives because including students' voices might complicate the decision-making process (Schwartz, Craig, Tzeciak, Little, & Diaz, 2008). (p. 2) While integrating student insights improves learning outcomes and academic success, the ability of instructors and institutions to respond to student needs is constrained (Cho & Heron, 2015;Cook-Sather et al, 2014;Edenfield & McBrayer 2020). Making a successful transition to online learning in the context of the pandemic involves considering the needs, responsibilities, and challenges students, instructors, and institutions face (Bonnicci et al, 2016;Kang & Im, 2013;Khu et al 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Making a successful transition to online learning in the context of the pandemic involves considering the needs, responsibilities, and challenges students, instructors, and institutions face (Bonnicci et al, 2016;Kang & Im, 2013;Khu et al 2006). In much research exploring online learning, instructors are positioned as part of the institution (Edenfield & McBrayer, 2020). While connected to the institution, instructors have academic freedom which provides some autonomy and with the isolation of instructors in their homes under the pandemic they are positioned between the students and the institution (management, staff, and resources).…”

Section: Introductionmentioning

confidence: 99%

Building on Students’ Perspectives on Moving to Online Learning during the COVID-19 Pandemic

Kelly

2022

cjsotl-rcacea

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This paper provides insights from students and the author’s experiences of the move to online course delivery in the current pandemic. Key issues students identified as impacting success include: student stress/distress related to the pandemic, challenges with Wi-Fi and connectivity, students’ and instructors’ technical skills, and issues related to course design and delivery method (synchronous or asynchronous). Students’ insights, the instructor’s experiences, and the academic literature on online education are used to provide suggestions for addressing these challenges. This analysis began as an exercise to inform my course planning but led to a recognition that (a) a successful transition requires action by students, instructors, and institutions and (b) that these actions are constrained making successful transitions both demanding and difficult.

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Institutional Conditions that Matter to Community College Students’ Success

Cited by 10 publications

References 24 publications

Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

Como una flor/like a flower, we bloom: Memories along the community college pathway

Building on Students’ Perspectives on Moving to Online Learning during the COVID-19 Pandemic

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