Exploring the Impact of Student Success Centers in Georgia: A Narrative Inquiry Approach
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Authors
Doerr, William
Issue Date
2026-01-20
Type
Dissertation
Language
en_US
Keywords
Educational leadership , Higher education , Education, Higher--Administration , College dropouts--Prevention , Dissertations, Academic
Alternative Title
Abstract
This dissertation explores the multifaceted nature of student success (defined as retention, progression, and graduation) in higher education through the lens of narrative inquiry and the framework of Vincent Tinto’s Theory of Student Departure. The data collection consisted of a survey and semi-structured interviews. Purposeful criterion sampling was employed to select administrators, and the snowball method was utilized to select the student participants from public institutions in Georgia. The findings aligned with Tinto’s Dimensions and Commitments, with the following student themes shaping success: (1) Comprehensive Student Support Ecosystem; (2) Comprehensive Academic Support and Aspirations; (3) Student Journey and Development in Higher Education; (4) Holistic Student Support, Wellbeing, and Engagement Spectrum. Additionally, there were three themes to emerge for administrators: (1) Holistic Approach to Student Success and Support Systems; (2) Strategic Academic Innovation; (3) Comprehensive Student Success and Wellbeing. The implications for institutions to consider include investing in communications, student-driven programming, focusing on mental health, and supporting student identities. Implications for administrators include sharing their personal journey, creating a welcoming environment, and partnering with faculty to balance rigor with support. Implications for students include being proactive in seeking assistance, focusing on peer connections, identifying a professional path, focusing on mental well-being, and seeking support options. Future researchers may consider expanding this study to include the long-term impact of COVID learning loss and a longitudinal study on student success services for pre-enrolled students until their graduation.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.