dc.contributor.author	Queen, Jaclyn
dc.coverage.spatial	Valdosta (Ga.)	en_US
dc.coverage.temporal	2022-2023	en_US
dc.date.accessioned	2024-06-25T15:21:18Z
dc.date.available	2024-06-25T15:21:18Z
dc.date.issued	2024-06-07
dc.identifier.other	50ecff3f-5cb9-4619-b10d-09995e8bca34	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7191
dc.description.abstract	Orientation programs have traditionally been implemented to share information about the institution and typically involve consistent goals that connect new faculty to other colleagues, clarify and establish expectations, expose new faculty to the culture of the institution, and introduce each to the available services at the institution. Historically, new faculty orientation programs have struggled to clarify their role and purpose and develop programs that meet each person’s specific needs. This study investigates the effectiveness and significance of new faculty orientation programs at Georgia College & State University and Valdosta State University, focusing on the perceptions and experiences of each of the 13 new faculty who participated in the study during the 2022-2023 academic year. The study explores activities, challenges, and insights related to onboarding, aiming to understand its impact on new faculty. Specifically, this study examines how onboarding and orientation practices impact newly hired faculty members' integration, sense of belonging, long-term engagement, and uncertainty reduction within their institution. The study highlights the importance of tailored orientation practices in clarifying expectations and connecting faculty with campus resources. Key factors contributing to successful onboarding include personalized experiences, valuable connections, and clear communication of institutional values. Findings from the interviews reveal the significance of orientation programs in fostering community integration and readiness for academic roles and suggest that effective onboarding facilitates and enhances immediate engagement, a sense of belonging, and long-term retention and presents the significance and role of orientation programs in an important introduction to the academic community.	en_US
dc.format.extent	1 electronic record. PDF/A document, 173 pages, 4735347 bytes	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Education	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Higher education	en_US
dc.subject	Curriculum development	en_US
dc.subject	Universities and colleges--Faculty	en_US
dc.subject	Valdosta State University	en_US
dc.subject	Employee orientation	en_US
dc.title	A Qualitative Study Investigating the Onboarding Experience in Higher Education and the Effect that It Has on Employment Retention, Satisfaction, and Success	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie
dc.description.committee	Landau, Jamie
dc.description.committee	Smith, Matthew
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US