Collaboration and Retention: A Phenomenological Study of the Lived Experiences of Faculty in Career and Technical Education
Loading...
Authors
Neppl, Kaeley
Issue Date
2026
Volume
Issue
Type
Thesis
Language
en_US
Keywords
Adaptive Leadership , Career and Technical Education , Collaboration , Retention , Student Success
Alternative Title
Abstract
The purpose of this dissertation was to examine how collaboration between student support and instructional services in higher education impacts retention in career and technical education programs. The literature review highlights foundational theories in student development, student engagement, and student involvement that inform retention-focused student service departments’ work. Theories on career and technical education, student success, and faculty involvement are also highlighted as contributing factors influencing retention rates and driving the work of instructional service departments. While research confirms the significant role of both departments in retention, the importance of their collaboration remains largely unaddressed. This study used a phenomenological qualitative research methodology and included interviews with career and technical education faculty who shared their lived experiences of collaboration with student support services. Findings from the study highlighted the main themes of the siloed experience, skill-based definitions of success, and external barriers. Proposed solutions included identifying a shared understanding of the problem, articulating goals and responsibilities, redefining success metrics, and integrating CTE success teams.
Description
2026
Citation
Publisher
Creighton University
License
Copyright is retained by the Author.
A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.