Date of Award

12-2019

Type

Dissertation

Major

Doctor of Education

Department

Counseling, Foundations & Leadership

First Advisor

Michael D. Richardson

Second Advisor

Marguerite H. Yates

Third Advisor

Gina L. Sheeks

Abstract

In this qualitative study, the researcher sought to address a gap in the literature related to identifying and understanding perceptions of collegiate faculty of the quality, benefits, and consequences of dual enrollment participation upon students, their higher educational organization, and their own career paths. Study participants included 36 collegiate faculty and administrators with faculty standing employed full-time by Columbus State University who have taught dual enrollment students in college settings, high school settings, or in both settings. The sequential qualitative design identified perceptions of the participants through application of a survey instrument. The initial phase of data collection was followed by a subsequent phase utilizing a semi-structured focus group identifying agreement and disagreement with the initial phase results and research literature regarding the quality, benefits, and consequences of dual enrollment participation, thus providing deeper understanding of the perceptions of faculty at Columbus State University. Research literature generally suggests many immediate and future benefits to students obtained by participating in dual enrollment but also suggests some level of disagreement between some stakeholders regarding the advantages and disadvantages of dual enrollment. Likewise, the study results indicate faculty at Columbus State University possess positive perceptions of the benefit to students, the institution, and to their own instructional experience, but also possess reservations . Results carry implications for institutions, their students, and their faculty for future implementation, sustainment, and assessment of dual enrollment instruction and partnerships.

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