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Description
Through the past quarter century, universities and the National Collegiate Athletic Association (NCAA) have experienced increased participation from student-athletes, along with increasing academic and career advising needs. Student-athletes can find themselves getting lost within scheduling demands of their sport and identifying closer with their athletic identity. Without a universal model to address student-athlete career advising needs, assertions presented the opportunity for more examination into processes and resources provided to NCAA student-athletes. The purpose of this study was to share valuable information for stakeholders involved in the career advising dynamic. The study’s intervention provided the ability to bridge gaps in student-athletes’ athletic and academic careers, establish balance, and provide a foundation to build a successful career during and after-sport. Furthermore, facilitating collaborations between stakeholders provided increased engagement within the career advising process. To further explore outcomes within the study, participant data were analyzed separately and integrated into study findings. Participants included 10 student-athletes and 10 coach/faculty/staff, who completed surveys and post-focus groups. Participants were also provided the opportunity to engage in the intervention through career advising meetings, student-athlete success worksheets, a career advising directory, and the instruments listed. The study had three goals: to understand identified outcomes for student-athletes, to understand how and to what extent new processes and resources assisted them, and to understand perceptions regarding new processes and resources that were made available. The study and intervention were supported by the Self-Efficacy Theory, Self-Worth Theory, Attribution Theory, and Gordon’s 3-I Process. Results of the study indicated that a collaborative and inclusive career advising process for student-athletes promoted successful outcomes for participant groups. Results also revealed that participants were able to expand their support systems, enhance their knowledge/resource development, and build more relationships. Additionally, variations of engagement and understanding by participants within the study expanded on these three emerging themes, which collectively led participants to see the broader purpose encompassing the career advising process. Furthermore, an integration of quantitative and qualitative data was presented, along with connections to the existing literature and research questions. Additional discussion included lessons learned, limitations of the study, implications for practice, and implications for research.
ContributorsAnundson, Brock (Author) / Mertler, Craig (Thesis advisor) / Ott, Molly (Committee member) / Haugland, Sydney (Committee member) / Arizona State University (Publisher)
Created2022
Description
The most common approach to improvement of educational systems has been the adoption of episodic initiatives and short-lived improvement programs. In recent years, a continuous improvement (CI) approach has made it onto the education scene, but the effects of continuous improvement in education remain largely unstudied. This study addressed the need to examine the long term impacts of CI in educational organizations.
Using a CI framework, this mixed methods action research (MMAR) study was conducted to examine the impact of CI on one school district’s measures of quality, stakeholder satisfaction, and cost savings, as well as to determine the value of CI leadership coaching, according to district leaders.
Qualitative data included interviews with and observations of school district leaders and the CI leadership coach. Quantitative data included stakeholder surveys, district scorecards, and state data dashboard reports. Results indicated improvement from a CI approach was slow to occur, though CI positively impacted some quality outcomes, primarily in the area of math. CI positively impacted student satisfaction, though it had minimal impact on employee and parent satisfaction. The district experienced cost savings as a result of CI, and CI leadership coaching was reported as highly valued by district leaders. The results of the study suggest a systematic CI approach and coaching support can impact change over time, but requires patience and a within district executive leader champion.
Using a CI framework, this mixed methods action research (MMAR) study was conducted to examine the impact of CI on one school district’s measures of quality, stakeholder satisfaction, and cost savings, as well as to determine the value of CI leadership coaching, according to district leaders.
Qualitative data included interviews with and observations of school district leaders and the CI leadership coach. Quantitative data included stakeholder surveys, district scorecards, and state data dashboard reports. Results indicated improvement from a CI approach was slow to occur, though CI positively impacted some quality outcomes, primarily in the area of math. CI positively impacted student satisfaction, though it had minimal impact on employee and parent satisfaction. The district experienced cost savings as a result of CI, and CI leadership coaching was reported as highly valued by district leaders. The results of the study suggest a systematic CI approach and coaching support can impact change over time, but requires patience and a within district executive leader champion.
ContributorsCallaway, Erica (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Hartley, Adam (Committee member) / Matarazzo, Melissa (Committee member) / Mertler, Craig (Committee member) / Arizona State University (Publisher)
Created2019