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Home gt Education gt Leadership Administration amp Policy (Higher Education) gt Strategic Enrollment Management Quarterly gt Vol 2 Issue 2 gt Abstract

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Overview Editorial Board Contact

The Global Context

Beyond ldquoCompletionrdquo Student Success is a Process

1 Tricia A Seifert1 2 Joseph Henry2 and3 Diliana Peregrina-Kretz1

Article first published online 10 JUL 2014

DOI 101002sem320042

Copyright copy 2014 American Association of Collegiate Registrars and Admissions Officers

Issue

Strategic Enrollment Management QuarterlyVolume 2 Issue 2 pages 151ndash163 July 2014

Additional Information

How to Cite

Seifert T A Henry J and Peregrina-Kretz D (2014) Beyond ldquoCompletionrdquo Student Success is a Process Strategic Enrollment Management Quarterly 2 151ndash163 doi 101002sem320042

Author Information

1 1

Ontario Institute for Studies in Education University of Toronto

2 2

Sheridan College

Publication History

1 Issue published online 10 JUL 2014 2 Article first published online 10 JUL 2014

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Abstract Article References Cited By

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Student success is one of the hottest higher education buzzwords in the public media discourse and among enrollment management professionals It should come as no surprisethat the notion of student success is discussed and dissected in media and policymakercircles given its connection to the highest office of the United States the Oval

Office In the 2009 State of the Union address President Obama introduced Goal 2020 stating emphatically ldquoIn a global economy where the most valuable skill you can sell is your knowledge a good education is no longer just a pathway to opportunitymdashit is apre-requisiterdquo Achieving Goal 2020 would place the United States again with the highest proportion of college graduates in the world Stating ldquothis country needs and values the talents of every Americanrdquo President Obama promised to ldquoprovide the support necessary for you [students] to complete collegerdquo Explicitly and implicitly student success has become associated with college completion Since the presidential announcement the Institute for Higher Education Policy (IHEP) along with the Ford Lumina and Bill amp Melinda Gates foundations have come together to create the NationalCoalition for College Completion (IHEP nd) Together with Complete College America a host of higher education policy stakeholder groups are advancing the goal of increased college completion

It appears fairly clear that college completion has moved into a prominent position interms of defining student and institutional success Davenport Martinez-Saenz and Rhine (2012) noted that ldquoretention and completion are frequently and consistently usedas indicators of student successrdquo (31) When students complete the credential that they sought upon matriculation this is student success When students complete the credential they sought at the institution where they matriculated this is institutional success Of course such a definition of success is based on a host of assumptions which Habley Bloom and Robbins suggest in their 2012 book Increasing

Persistence are faulty As Seidman (2005) and Tinto (2012) noted a definition of student success must take into account studentsrsquo academic goals and intentions

Further weighing in on this conversation the Chronicle of Higher Education in its March 2 2012 issue published perspectives from a panel of higher education policy makers and faculty members questioning the process of defining student and institutional success in this manner Beyond measurement and metrics Debra Humphreys (2012) vice presidentfor policy and public engagement at the American Association of Colleges and Universities (AACampU) challenged the soundness of the college completion agendas focus on efficiency and productivity as compromising quality Her colleague at AACampU Carol Schneider (2013) commented that employers are looking for college graduates whocould think creatively and critically frame questions in terms of values and dialogue collaboratively with peers who are unlike themselves and thus student successmust be defined in ways that move beyond completion Despite these perspectives the

policy agenda and the press make it difficult to decouple the completion agenda from any other definition of student success

Strategic enrollment management (SEM) to some extent helps bring together the notionof student success and the completion agenda with its emphasis on process over simply end goals According to Bontrager (2004) SEM is achieved by not only creating data-rich environments to inform decision making but also developing clear goals for different types of students through the provision of quality learning supports and programs Thus the idea that success can and should be measured simply by outcome-focused graduation data is not consistent with the SEM principles which view student success as a continuum (Bontrager and Smith 2009 as cited in Gottheil and Smith 2011)and a set of many processes within higher education (Hossler Bean and Associates 1990) Those that work on a day-to-day basis in managing the enrollment funnel on college campuses must take more intentional approaches to ensure students meet their intended goals

Certainly many students who attend postsecondary institutions do so with the intention of completing the credential that they sought at the time of matriculation Thus goal attainment in this regard is clearly a mark of success In addition to the questionable assumptions on which student success as college completion is based and the uncertain implications that such a focus may have on quality we ponder the efficacy of such a definition with regard to educating citizens for a lifetime of learning By defining success as an outcome that one attains upon college completion might the unintended consequence be graduates who are not prepared to weather the storm of economic uncertainty or who are not willing to engage the challenges of leading their communities We ask these questions in an effort to suggest that other definitions of success may be equally valuable Beyond the definition of success as anoutcome (ie college completion) a more liberal perspective may define success as an ongoing lifelong process in which students today become the graduates of tomorrow who have developed the habits of mind to inquire purposively about themselves and others to think critically weigh evidence and question assumptions on which knowledge is based to communicate to a variety of audiences in a host of mediums andto engage meaningfully with their community Student success as an outcome or student success as a processmdashhow one defines and then measures this construct is of serious consequence

The two studies detailed in this article come from data collected from Ontario Canada Although the Ontario Canadian context differs from that of the broader American higher education context the similarity with regard to policy that focuses on educational attainment as a matter of public accountability is strikingly similar (Gottheil and Smith 2011) The Ontario provincial government announced in 2011 a goal of having 70 percent of the adult population possess a postsecondary credential (Ministry of Training Colleges and Universities 2011) This is quite analogous to President Obamas 2020 College Completion Goal Moreover the degree to which governments incentivize (or penalize) postsecondary institutions with respect to retention is also similar (Gottheil and Smith 2011) For example colleges in Ontario have been measured on their performance based on graduation rate since 1998 and receive some performance-based funding using employment rate six months post-graduation (Ministry of Training Colleges and Universities 2002) Similarly the $1 billion Race to the Top College Affordability and Completion project rewards states and ultimately institutions in scaling reforms that can reduce the cost of college andhelp students complete college faster (US Department of Education nd)

With an emphasis on cost reduction completion and reduced time to completion as the measures by which success is defined we felt it timely to ask this question of those who are most deeply engaged in the postsecondary milieu students student affairs andservices staff who support students faculty who educate students and senior administrative leaders who serve as a bridge between policy development and enactmentWe share these findings not to negate the notion that part of the definition of success includes persisting through to completion of the goal one sets and the role ofinstitutions to support students in this pursuit but to open the dialogue for a more nuanced notion of what constitutes student success

Sheridan CollegemdashStudent Success Definition

1 Top of page 2 Sheridan CollegemdashStudent Success Definition 3 Supporting Student Success Study 4 References 5 Biographies

As part of the efforts to enhance the student experience at Sheridan College a numberof strategic initiatives were initiated in 2009 under the leadership of the Student Success Steering Committee It was safe to say all faculty and staff supported studentsuccess Throughout the documents and in meetings everyone affirmed their overriding commitment to success But what was missing was a common understanding of what studentsuccess looked like and how each person contributed to student success at the collegeIt was clear there was a need for a consistent definition of student success

Therefore a working group was formed and tasked to lead the development of a common shared definition of ldquoStudent Successrdquo for Sheridan that reflected the views and beliefs of the internal community It was important to engage as many faculty membersstudents and staff as possible It was decided the student success working group committee members would facilitate a number of in-person focus group sessions across the college to gather answers to two specific questions

1 What is your personal definition of student success 2 What is your contribution to student success in your role at

Sheridan

The working group continued to gather input from faculty staff and students for approximately one month In the end over 552 participants completed the exercise fromvarious stakeholders including students faculty staff and administrators The responses to the questions were then collected at the end of each focus group by the work group facilitators

All results were summarized and validated for specific themes by the working group with the input of the Academic Leadership Team The themes were then submitted to the executive committee for final review and adoption The resulting definition of studentsuccess was subsequently included in the ldquoCreative Campusrdquo academic plan and officially trademarked by the college

The final definition identified student success as indeed multifaceted and complex (Figure 1)

Figure 1 Sheridans Definition of Student Success

Download figure to PowerPoint

Sheridans definition identified several key components but on an individual level it was noted that each students may see their success through a very distinct lens It was agreed by the committee upon review of results that students at Sheridan were seenas achieving success if they experienced these outcomes

1 Identification or discovery of career and personal goals anddirection

2 Development of the whole person which includes intellectual personal creative and social development

3 Demonstrated and ignited passion for lifelong learning 4 Mastering of skills and capabilities within the students

chosen discipline 5 Experience of a positive journey filled with incremental

milestones and successes 6 Academic and professional achievement and a sense of

personal accomplishment and effective preparation for next steps beyond Sheridan

This definition has been a critical lens through which Sheridan Student Services define our programs and services and increasingly we look at the whole student experience Additionally the student success definition functions as a beacon through which all members of the Sheridan community can look as they think about the work theydo with students and their functional responsibilities

Supporting Student Success Study1 Top of page

2 Sheridan CollegemdashStudent Success Definition 3 Supporting Student Success Study 4 References 5 Biographies

The Supporting Student Success research study examined how administrators faculty staff and students viewed their campus in terms of its organization and approach to supporting student success As part of the study the researchers also investigated how these different stakeholder groups defined student success A total of 372 stakeholders participated in this study (128 students 122 student affairs and services staff 42 senior administrators and 80 faculty members) from across nine universities and four colleges in Ontario The institutions were selected to representthe diversity of public institutions across Ontario and varied in geographic locationsize and the research focus of the institution through its mandate

It was central to the study to capture the individual and collective perceptions of stakeholders and thus we selected a constructivist methodological approach where participants had the opportunity to play a role in the interpretation of the data Theresearch team conducted individual and focus group interviews with senior administrators faculty collaborators (we utilize this term to refer to faculty who are highly involved in collaborative efforts across the institution with student services and support staff) individual faculty and students The conversations beganwith participants depicting how they had made sense of their institutions organization toward supporting student success The visual data enhanced our conversations with participants and enriched our understanding of the interview data Interview data was transcribed verbatim to ensure accuracy of each file

Once interview data was transcribed for each institution two team members analyzed the data and developed overarching domains and explicated codes These domains and codes were the basis from which the research team crafted overarching statements to represent that institutions data To ensure trustworthiness and credibility of the data analysis a third team member (peer-debriefer) was asked to review the coded transcripts and the overarching domains developed to ensure an accurate representationof the data Once the three team members discussed the institutional file and concurred on the accuracy of the file one team member developed the institutional report delineating the findings

A site report was shared with senior administrators and an executive report was sharedwith staff faculty and students Following a constructivist methodological orientation we provided all stakeholders an opportunity for member check-in and invited them participate in a series of conference calls to ensure the accuracy of thereports Following this format of analysis for each of the institutions in the study the research team then met to discuss and identify common themes across the 13 institutions In the next section we provide the results of stakeholdersrsquo perceptions and definitions of the term student success

Six main categories of ldquostudent successrdquo emerged from the analysis of the data these were (1) retention and graduation (2) personal success (3) success varies for individual students (4) success is a holistic process (5) success is student engagement and (6) success is having a sense of belonging at the institution Upon further analysis of the data we began to group these categories into definitions to capture a more complete depiction Thus student success defined as ldquoacademic successrdquoincluded items such as retention and graduation grade point average and learning specific content knowledge Student success defined as ldquopersonal successrdquo included studentsrsquo day-to-day success students taking risks and challenges and students feeling engaged at their campus A holistic definition of student success included both academic and personal successes as well as students gaining skills to prepare them for employment lifelong learning and self-agency

Each stakeholder group varied in how they defined ldquostudent successrdquo with some groups leaning in similar directions Table 1 provides a graphical representationof how the different stakeholder groups defined success Not surprisingly administrators were more inclined to define successin terms of academic outcomes such as grade point average retention and graduation while faculty definitions were similarbut focused more on students mastering course content Interestingly while both senior administrators and faculty primarily defined student success as ldquoretention and graduationrdquo administrators also talked about student success as a holistic process while faculty talked about student success having a different meaning to individual students It is noteworthy to recognize how the definitions offered by these two groups begin to diverge as this highlights a continuum of the definition

rather than the dichotomization of an outcome successful or not successful

Table 1 Top Definitions of Student Success

Faculty Senior Administrators Staff Students

1 Mastering Academic Content

1 Retention and Graduation

1 Personal Success

1 Personal Success

2 Retention and Graduation

2 Holistic Success

2 Holistic Success

2 Academic Success

3 Personal Success

3 Academic Success

3 Engaging Students

3 Sense of Belonging

Staff noted repeatedly how student success varied by the individual students definition and encapsulated a combination of personal (emotional mental physical) and academic well-being (finding the right program fit making progress in their courses being prepared for the workforce) Studentsrsquo definition of success balanced the definitions of administrators faculty and staff For students success was a combination of academic and personal success The students in the study valued their academic involvement as well as their involvement on campus and in their community Students spoke fondly about the importance of mastering academic content and graduating but also about the value they placed in making meaningful connections to people and feeling like they belonged on their campus both academically and sociallyOne student exemplified studentsrsquo definition of success saying ldquoTo me its not just marks I think you have more success when you are involved and around other students So your extracurricular your time management skills are part of your success I get good grades but I do a lot of extra things on campusrdquo

While the four groups in the Supporting Student Success study differed in how they defined success it was often due to their role in the institution Administrators defined

success foremost by the means they are held accountable by the province in the form ofKey Performance Indicators (KPIs) The institutions success is defined by student performance in several categories (eg retention and graduation rates) and thus these metrics figure prominently in administratorsrsquo definition of student success However administrators understood the importance for students to experience exploreand develop beyond academic coursework while in postsecondary education Staff membersshared that they received messages from administrators about what ldquosuccessrdquo looked like in terms of retention and graduation and while these definitions certainly informed how they conducted their work they placed greater emphasis in supporting studentsrsquo broader personal and academic development in their day-to-day interactions with students

Upon further analysis of the data we developed a visual representation of the groupings of the various definitions of student success to capture a more complete understanding of how these terms interrelated (Figure 2) At the top of the model we included the phrase ldquovaries by studentrdquo as this phrase was a common one utilized by participants to describe success The notion of ldquoit varies by studentrdquo again reinforces that success is not a dichotomous outcome (graduated or did not graduate) and that success can look (and feel) differently for individual students and is perceived differently by the various stakeholders at the institution

Figure 2 Making Sense of Student Success

Download figure to PowerPoint

Connections Between StudiesThe notion of college completion as the outcome that defines student success has dominated the discourse Our argument is not to reject college completion as a valid and critical outcome of postsecondary education rather our intention is to suggest that policy makers and the media may not adequately represent the diversity of definitions that the people closest to the college milieu advance By asking over

success foremost by the means they are held accountable by the province in the form ofKey Performance Indicators (KPIs) The institutions success is defined by student performance in several categories (eg retention and graduation rates) and thus these metrics figure prominently in administratorsrsquo definition of student success However administrators understood the importance for students to experience exploreand develop beyond academic coursework while in postsecondary education Staff membersshared that they received messages from administrators about what ldquosuccessrdquo looked like in terms of retention and graduation and while these definitions certainly informed how they conducted their work they placed greater emphasis in supporting studentsrsquo broader personal and academic development in their day-to-day interactions with students

Upon further analysis of the data we developed a visual representation of the groupings of the various definitions of student success to capture a more complete understanding of how these terms interrelated (Figure 2) At the top of the model we included the phrase ldquovaries by studentrdquo as this phrase was a common one utilized by participants to describe success The notion of ldquoit varies by studentrdquo again reinforces that success is not a dichotomous outcome (graduated or did not graduate) and that success can look (and feel) differently for individual students and is perceived differently by the various stakeholders at the institution

Figure 2 Making Sense of Student Success

Download figure to PowerPoint

Connections Between StudiesThe notion of college completion as the outcome that defines student success has dominated the discourse Our argument is not to reject college completion as a valid and critical outcome of postsecondary education rather our intention is to suggest that policy makers and the media may not adequately represent the diversity of definitions that the people closest to the college milieu advance By asking over

1000 students student affairs and services staff faculty and senior administrators these two studies capture the voices of various stakeholders involved in the process When you look at the definitions used by stakeholders across the two studies it is evident that success defined simply as college completion shortchanges the richness of studentsrsquo experiences In both studies participants spoke passionately about the importance of the process of success Students come to college looking to learn about themselves and others They make meaningful connections and develop a sense of belonging and commitment to their campus community They strive to realize their potential both in the academic pursuits and those that enrich them personally

Focusing on success purely as an outcomemdashin terms of college completionmdashfails to take into account the experiences and connections that influence studentsrsquo personal professional and academic development Our findings which demonstrate the varied nature of how student success is defined are supported by previous research Ewell and Wellman (2007) also note the multiple dimensions of student success in which retention is complemented by studentsrsquo quality of learning and skill attainment as well as their positive experience engaging on campus Moreover the varying definitions that different stakeholder groups provided from the two empirical examplesdetailed here consistently supported the perspective advanced by Davenport Martinez-Saenz and Rhine (2012)

College completion is the end product of a long journey for students one that does not encapsulate the various experiences challenges people ldquoday-to-dayrdquo successes and failures that students encounter as they move through their postsecondary experience Student success as a process that involves a variety of experiences and actors better captures how a student develops and grows through their postsecondary journey For participants in both studies student success was often about the ldquojourney not the destinationrdquo because they understood that success defined solely as college completion did not reflect the true success of students particularly among lower income first-generation and historically underrepresented students As policymakers hone in on the importance of higher education administrators and faculty to support college completion for all students recognizing and valuing a broader definition of success allows us to shift the discourse and focus on the processmdasha process which we argue supports the National Coalition of College Completions guidingprinciples of equity transformation and quality (IHEP nd)

Viewing student success as a process one that includes and measures a variety of constructs is consistent with SEM principles and allows for formative feedback to improve institutional policies and practices designed to foster student success According to Wilkinson and colleagues (2007 6) at the core SEM ldquofocuses on what is best for students and how to ensure their success while addressing all aspects of the institutions missionrdquo If we decouple this definition there are two main actors students and the institution Supporting the success of students while addressing the mission of the institution requires us to think broadly about what is best for students For those who work closely with students it is often obvious that what is best for the student is not always aligned with the mission of the institution This disconnect can cause tension as stakeholders grapple with how to balance these competing needs Thus SEM requires stakeholders to think critically about the alignment between what is best for their student body and their institutional missionInstitutional missions are often driven by accountability and state and federal policies which tend to be aligned with two key words retention and graduation Student success is not always a linear path that takes a student from point A to pointB We acknowledge that college completion is an important aspect of student success but believe a more fulsome definition (and thus set of measurements) better accounts for the needs and experiences of a diverse and increasingly international student body while providing the public with a more holistic and comprehensive understanding of how postsecondary education serves the public good

As delineated in the Sheridan College definition of success success includes experiencing incremental milestones in a students postsecondary journey whether thismeans that a student successfully moves forward academically year to year or that theyrealize their program was not a good fit Participants across both studies also agreedthat despite having varying definitions about how they perceived success within their role at the institution (eg faculty focusing on mastering academic content or administrators focusing on retention and graduation) recognizing and valuing studentsrsquo individual notions of success was important Both of these studies expand our understanding of success beyond the current rhetoric that defines student success solely in terms of college completion

Defining success as an absolute outcomemdashcollege completionmdashrisks losing sight of the process that is student success Those that are involved in strategic enrollment on campus are uniquely positioned to understand that By reframing student success as a

process higher education administrators and faculty are positioned to reshape the curriculum and cocurriculum such that educational connections to studentsrsquo personal and professional development are also seen as an ongoing process not a defined and predetermined end Educating students to view their learning and development as an ongoing process may result in greater resiliency and willingness to adapt to a varietyof circumstances not only within an ever-changing workplace but in our interdependent and global community

Creating and fostering a culture that supports a more expanded notion of student success within an institution can have a positive impact not only on the students themselves but also on the staff faculty and administrators who work closely to support each student This campus-wide approach is foundational in SEM literature (seeHossler 1986) From those who work in recruitment to those who support students in difficulty a process-based definition of student success allows people to their unique contributions which might not be captured in the narrow outcome-only definition historically advanced by policy leaders and government funders

Both of the studies that we highlight portray an expanded definition of student success The findings show that stakeholders at all levels of the institution value a holistic definition of student success however like some staff members in the Supporting Student Success study noted the messages that they receive from ldquoaboverdquo are often incongruent with these holistic definitions as they focus solely on student success as an outcome in terms of completion The efforts made by Sheridan College to develop an integrated definition of student success that can inform the work of all stakeholders as they support students is an example of how institutions can begin to shift the conversation and culture to one that values individualsrsquo contributions to the process of student success We suggest that policy that rewards higher education institutions for measuring the process of student success rather than only the outcome is more sensitive to the variations of studentsrsquo intentions and paths in pursuing higher education and thus incentivizes higher education administrators and faculty to creatively consider opportunities that best support all students

References1 Top of page 2 Sheridan CollegemdashStudent Success Definition

3 Supporting Student Success Study 4 References 5 Biographies

Bontrager B 2004 ldquoEnrollment Management An Introduction to Concepts and Structuresrdquo College and University 79 (3) 11ndash16

Chronicle of Higher Education 2012 March 2 ldquoDo College-Completion Rates Really Measure Qualityrdquo Chronicle of Higher Education Online Edition httpschroniclecomarticleDo-College-Completion-Rates131029

Davenport Z M Martinez-Saenz and L Rhine 2012 ldquoThe Student Success Conundrumrdquo In Strategic Enrollment Management Transforming Higher Education edited by B Bongrager D Ingersoll and R Ingersoll 25ndash42 Washington DC AACRAO

Ewell P and J Wellman 2007 Enhancing Student Success in Education Washington DC National Postsecondary Education Cooperative

Gottheil S and C Smith 2011 ldquoIntroduction Moving Beyond the American SEM Experiencerdquo In SEM in Canada Promoting Student and Institutional Success in Canadian Colleges and Universities edited by S Gottheil and C Smith 1ndash15 Washington DC AACRAO

Habley W R J L Bloom and S Robbins 2012 Increasing Persistence Research-Based Strategies for College Student Success San Francisco Jossey-Bass

Hossler D 1986 Creating Effective Enrollment Management Systems New York College Entrance Examination Board

Hossler D J P Bean and Associates 1990 The Srategic Planning of College Enrollments San Francisco Jossey-Bass

Humphreys D 2012 ldquoWhats Wrong with the Completion AgendamdashAnd What WeCan Do About Itrdquo Liberal Education 98 (1) Online Edition httpswwwaacuorgliberaleducationle-wi12humphreyscfm

o Web of Sciencereg Times Cited 6 Institute for Higher Education Policy nd National Coalition for College

Completion httpwwwiheporgprogramsnccccfm Ministry of Training Colleges and Universities 2002 March 4 Archived Release

Colleges Receive $164 Million Funding Based on Performance httpnewsontariocaarchiveen20020304Colleges-receive-164-million-funding-based-on-performancehtml

Ministry of Training Colleges and Universities 2011 January 24 Archived Backgrounder Strengthening Student Support in Ontario httpnewsontariocatcuen201101strengthening-student-support-in-ontario-3html

Obama B 2009 Remarks of President Barack Obama ndash As Prepared for Delivery Address to Joint Session of Congress February 24th 2009 httpwwwwhitehousegovthe_press_officeRemarks-of-President-Barack-Obama-Address-to-Joint-Session-of-Congress

Seidman A 2005 ldquoMinority Student Retention Resources for Practitionersrdquo In Minority Retention What Works edited by G H Gaither 7ndash24 San Francisco Jossey-Bass

Schneider C G 2013 ldquoLosing Our Way on the Meanings of Student Successrdquo Liberal Education 99 (2) Online edition httpwwwaacuorgliberaleducationle-sp13schneidercfm

o CAS Tinto V 2012 Completing College Rethinking Institutional Action Chicago

University of Chicago Press o CrossRef US Department of Education nd College Access Affordability and Completion

httpwwwedgovcollege Wilkinson R B J S Taylor A Peterson and M L Machado-Taylor 2007 ldquoA

Practical Guide to Strategic Enrollment Management Plan in Higher Educationrdquo Educational Policy Institute httpwwweducationalpolicyorgpdfSEM20Guidepdf

Biographies1 Top of page 2 Sheridan CollegemdashStudent Success Definition 3 Supporting Student Success Study 4 References 5 Biographies

Tricia A Seifert is an assistant professor in the higher education program at the Ontario Institute for Studies in Education

Joseph Henry is associate dean of Student Success at Sheridan College andis a doctoral student at Northeastern University in Boston

Diliana Peregrina-Kretz is a doctoral student in the higher education program at the Ontario Institute for Studies in Education

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