THE COLLEGE OF NURSING FACULTY PERCEPTIONS AND ACCEPTABILITY TO THE UNIVERSITY’S STUDENT RETENTION AND ELIMINATION POLICY

Abstract

Student retention is defined as the extent to which the learners stay or remain at an HEI or Higher Education Institution and complete a program or course of study within a specified period. Several terms are linked to describe retention and its’ policies. Based on research, one of the key components of student success is the faculty. They play a vital role in the student's college experiences, including retention. A college student manual was distributed University-wide and supplemental manuals were created to provide information to the students and faculty regarding rules and regulations. However, despite the presence of these documents, a study regarding the faculty’s perception and whether they accept these policies is still non-existent. The role of the faculty in successful institutional efforts in student retention is not well investigated. Therefore, these weaknesses can challenge the successful outcomes of many institutional efforts, hence creating this research initiative. The purpose of this study is to explore the faculty’s perception regarding the student retention and elimination policy. Moreover, the acceptability, appropriateness, and feasibility of the policy were evaluated. The current research findings and recommendations could assist the University and administration in developing strategic plans to respond more effectively to challenges associated with student retention.
The current analysis applied a mixed-methods approach of triangulating the quantitative questionnaire and qualitative interviews. Particularly the concurrent triangulation strategy. . Based on the findings, all areas yielded high acceptability (4.32), highly appropriate (4.375), and highly feasible as reflected in the table. This would mean that the faculty embraced the contents of the student manual about its’ retention and elimination policy. However, four themes emerged during data analysis namely: (A) Dissemination; (B) Orientation; (C) Action; and (D) Revalidation. The faculty members understand the value they bring to institutions’ ability to help retain students, because they care about their success, and strive to incorporate practices that support student retention. The findings show that the faculty have moved beyond needing to be persuaded that they are important to student retention to recognizing the value of their role. Faculty are willing to participate in student retention initiatives that align with their values.