Ed.D. (Doctor of Education)
Department of Counseling and Higher Education (CAHE)
Since the inception of the guided pathways model in 2015, most related research has focused on the interconnecting processes and practices that lead to student persistence and completion. While the processes and practices are the basis of the model, scholars acknowledge that the model's human capital and change management components are just as significant. An institution must have a majority of its faculty and staff engaged in and excited about shifting to guided pathways for the model to succeed and be sustainable. Buy-in across the institution, but especially from faculty, is essential to the model's overall effectiveness.This qualitative case study, completed at a small Mid-Western community college, examines faculty's perceptions regarding the values and drawbacks of the guided pathways model. Faculty participants also shared information related to their perceptions regarding the model's implementation, especially in relation to internal and external relationships and collaborations and ongoing communications and training. Overall, the study found faculty participants favored a transition to the guided pathways model. Participants could clearly communicate the model's value in relation to helping students persist, succeed, and complete more succinctly. However, participants also provided additional insights indicating that great care must be taken in course sequencing and guiding student choice while ensuring the liberal arts education's totality. In keeping with the foundations of transformational leadership, participants also expressed that a change in culture to allow for cross-departmental collaborations would be necessary for a successful implementation. Participants called for administrators to foster relationships and supply time for open and transparent communication across campus.
Zimmerman-Cooper, Lesley Lynn, "Assessing Faculty Perceptions of a Guided Pathways Model" (2021). Graduate Research Theses & Dissertations. 7808.
Northern Illinois University
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