Date Available

6-12-2024

Year of Publication

2024

Document Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

College

Education

Department/School/Program

Educational Leadership Studies

Advisor

Dr. John Nash

Co-Director of Graduate Studies

Dr. Justin Bathon

Abstract

The topic of late registration in higher education is a term that must be clearly defined to properly compare and contrast academic success metrics. A standard definition for late registration has yet to be agreed upon. For the purposes of this mixed methods action research study, late registration is enrollment in a course 10 days preceding the beginning of the course.

Review of registration data at Southcentral Kentucky Community and Technical College uncovered a disparity between student academic performance of those who registered on time and those who registered late. The institution’s heightened focus on academic performance reflects the performance-based funding equation that rewards academic success and course completion. Identification of an appropriate intervention to support late registrants’ academic success is imperative to improve academic success rates.

With poor engagement, care calls were implemented as an intervention to provide support for late registrants. Factors such as first-generation status, students who are parents, and timing of admission application were assessed to evaluate their impact on the late registrants’ poor engagement with the care calls.

Targeted outreach communicating resources to encourage student success is necessary. Text messaging, social media communication, and workshops are different strategies that can be used to reach students. The diverse student population of the community college demands that we utilize a variety of methods to reach students.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.201

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