A Qualitative Description Analysis of U.S. Higher Education Quantitative Success Metrics
Format Type
Plenary
Format Type
Paper
Start Date
13-1-2021 3:50 PM
End Date
13-1-2021 4:10 PM
Abstract
Currently, the U.S. system of higher education almost exclusively evaluates success using quantitative data metrics based on traditional student trajectories and university structured programs. This is problematic for community colleges and their students. Therefore, I conducted a pilot, qualitative description analysis to evaluate the accuracy of the quantitative metrics and to identify factors that influence student classifications as completers and non-completers. I interviewed individuals (n=13) who attended community colleges and high-ranking university graduate programs, to gather information about their successful educational paths and timelines. I then applied the success metrics of three U.S. quantitative datasets to classify the students as completers or non-completers. In some cases, participants were classified as completers, but often half of the sample were classified as non-completers or did not meet the criteria to be included in the national samples. Participants were classified as non-completers for two main reasons: transfer prior to Associate degree completion and limitations with prescribed timelines. The latter is complicated by the student perceived freedom of the open door policy at community colleges and rigid timelines within the quantitative measures. The results from this study indicate a need to modify existing quantitative metrics to purposefully incorporate community colleges and their students. Moreover, the findings reinforce the importance of qualitative research in higher education and qualitative description research as a valuable method to evaluate quantitative metrics.
Keywords
qualitative, qualitative description, community college, higher education
A Qualitative Description Analysis of U.S. Higher Education Quantitative Success Metrics
Currently, the U.S. system of higher education almost exclusively evaluates success using quantitative data metrics based on traditional student trajectories and university structured programs. This is problematic for community colleges and their students. Therefore, I conducted a pilot, qualitative description analysis to evaluate the accuracy of the quantitative metrics and to identify factors that influence student classifications as completers and non-completers. I interviewed individuals (n=13) who attended community colleges and high-ranking university graduate programs, to gather information about their successful educational paths and timelines. I then applied the success metrics of three U.S. quantitative datasets to classify the students as completers or non-completers. In some cases, participants were classified as completers, but often half of the sample were classified as non-completers or did not meet the criteria to be included in the national samples. Participants were classified as non-completers for two main reasons: transfer prior to Associate degree completion and limitations with prescribed timelines. The latter is complicated by the student perceived freedom of the open door policy at community colleges and rigid timelines within the quantitative measures. The results from this study indicate a need to modify existing quantitative metrics to purposefully incorporate community colleges and their students. Moreover, the findings reinforce the importance of qualitative research in higher education and qualitative description research as a valuable method to evaluate quantitative metrics.
Comments
The paper based on this research is currently under review with TQR.