CIRP Freshman Survey (TFS)
Category: Pathways to and Through Postsecondary
Interventions to improve postsecondary student success often involve supports that are external to the college classroom, although there is growing evidence that faculty involvement in interventions can improve student outcomes. This paper explores the challenges that arise when faculty and staff collaborate to improve student success as well as the organizational changes that support the implementation of a low-touch, technology-based intervention. Drawing on interviews with the implementing team, we find that faculty and staff negotiate their different understandings of the intervention’s goals, develop new channels of communication, and create new roles to facilitate their collaboration. The findings speak to the context-specific changes that underpin implementation and may explain the difficulty in scaling low-touch interventions to other contexts.
Keywords
Higher Education; Collaboration; Organization Theory/Change; Student knowledge
Education level
Document Object Identifier (DOI)
10.26300/c3e8-nx92
