Case Studies Involving Displaced Workers' Transition to Community College

Autor/in	Brooks, Lillian R.
Titel	Case Studies Involving Displaced Workers' Transition to Community College
Quelle	(2013), (249 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-4098-7
Schlagwörter	Hochschulschrift; Dissertation; Dislocated Workers; Transitional Programs; Community Colleges; Case Studies; Qualitative Research; Student Personnel Services; Barriers; Administrative Organization + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitsloser; Community college; Community College; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	The focus of this qualitative study is how community college transition programs and services accommodated students who experienced a major life transition event (job loss) using Schlosberg's (1984) Life Transition Model and the updated model with Anderson and Goodman (2006). Students' perceptions of transition programs and services were juxtaposed with the perceptions of faculty, counselors, and administrators to understand how close or how far the colleges' were in offering wrap-around level services. Three overarching themes emerged from the research data: 1) the student participants reported that, where wrap-around level supports were available and they utilized them, many difficulties in transitioning to college were alleviated; 2) there were organizational issues that mitigated the colleges' ability to sustain wrap-around level services; and 3) the administrators, faculty, counselors, and staff in both cases reported that the colleges' willingness to provide services at the wrap-around level varied depending on external funding resources. Analysis of students' perspectives revealed two transition experiences characterized by moving away from being a displaced worker to becoming fully engaged as a college student. The second transition experience manifested transition barriers which revealed a "gap" in student services at the main campuses. Significant themes that emerged were learning math, using computers, organizational issues, and building relationships between students and college personnel. Sub-significant themes included orientation, credit articulation, counseling and advising, cohorts and learning communities, and bureaucratic processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01