Persistence in higher education: What do students and instructors in Reserve Officer Training Corps (ROTC) perceive as contributing factors to persistence in college?
Abstract
The purpose of this mixed method case study was to examine perceptions of ROTC students and instructors with the goal to identify factors related to student persistence to graduation. An analysis of four university ROTC programs was conducted to determine if factors related to the leadership curriculum contributed to the students' ability to complete their graduation requirements. Student perceptions were obtained through individual semi-structured interviews. A purposeful sample of college students (n=16) who had completed at least two years (four classes) of continuous enrollment in the ROTC leadership curriculum participated in the interview process. Quantitative data was obtained through the administration of Likert-style surveys, to students (n=96) and instructors (n=34), and university persistence data in order to substantiate the information captured through the interview process. Results supported six factors considered significant to ROTC students persistence in college; personal development, opportunity, academic integration, financial assistance, social integration, and mentorship. The preponderance of data indicated that the students and instructors perceive that the ROTC leadership program does favorably impact student persistence.
Subject Area
Education|Higher education
Recommended Citation
Psaltis, Chris Anthony, "Persistence in higher education: What do students and instructors in Reserve Officer Training Corps (ROTC) perceive as contributing factors to persistence in college?" (2016). ETD Collection for Fayetteville State University. AAI10610447.
https://digitalcommons.uncfsu.edu/dissertations/AAI10610447