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Description
The purpose of this mixed methods action research study was to implement digital outreach strategies, which would enhance students’ motivation to complete financial aid requirements and scale the departments’ more time-consuming counseling efforts. Using self-determination theory as the primary framework, I implemented the use of a series of emails and text messages sent by students’ admissions recruiters to a group of first-year students admitted to a large, public Land Grant Institution. The messages were framed to enhance students’ autonomy, competence, and relatedness the summer before they enrolled. The digital campaign was also supported by supplemental opportunities, including virtual appointments, a targeted webpage, and virtual workshops. Following the intervention, I compared the enrollment and financial outcomes of participants and a comparison group. Intervention and comparison groups were also surveyed about their perceived levels of self-determination and satisfaction prior to high school graduation and the summer before enrolling at the university. Additionally, selected students from both groups were interviewed during their first semester at the university. There were no statistically significant differences in students’ perceived self-determination, satisfaction, enrollment, and financial aid outcomes following the intervention. Relatedness increased significantly across the two times of assessment indicating all students developed stronger relationships with those from the university’s financial aid and admissions offices, which boded well for students just entering the university. In logistic regression analyses, Pell Grant eligibility was a significant factor associated with negative financial aid outcomes of owing a student account balance of $500 or greater and not completing financial aid requirements on time. Taken together with qualitative interviews, these findings suggest a need for additional one-on-one or other high-touch support methods, to support admitted students in the financial aid process.
ContributorsMiller, Gabrielle Christiana (Author) / Rillero, Peter (Thesis advisor) / Buss, Ray R (Committee member) / Corella, Arezu (Committee member) / Arizona State University (Publisher)
Created2024
Description
Arizona State University's Sun Devil Fitness and Wellness department plays a vital role in enhancing the physical health and well-being of its student population. However, the demanding responsibilities placed on campus recreation professionals, combined with the high expectations for student engagement, have led to a concerning rise in employee turnover. To address this issue, a comprehensive series of professional development workshops was designed, aiming to empower campus recreation professionals in navigating their roles effectively and improving their overall experience. This mixed-methods action research study was conducted to address the challenge of employee retention among entry-level campus recreation professionals at Arizona State University. The research encompassed both quantitative and qualitative assessments, focusing on critical factors such as self-efficacy, career success, job satisfaction, sense of belonging, and motivation. The study aimed to determine whether significant differences existed in these variables before and after the intervention. Data collection involved surveys, open-ended questions, and interviews, offering a comprehensive understanding of the impact of the professional development workshops.
The results of this study indicate that the professional development workshops served as an effective intervention on various constructs. Quantitative data showed a positive change in career success, motivation, and job satisfaction among staff members, while qualitative data shed light on key factors influencing employee retention. These factors included the lack of professional development opportunities, unclear career advancement pathways, a strong desire for more substantial recognition, and the paramount importance of supportive leadership and a positive work environment.
ContributorsSealey, Joshua (Author) / Rillero, Peter (Thesis advisor) / Ross, Lydia (Committee member) / Spivak Smith, Courtney (Committee member) / Arizona State University (Publisher)
Created2024