Current policymakers, employers, and education leaders have called upon higher education institutions (HEIs) to supply more graduates with marketable skills certificates in support of labor market demands. Simultaneously, institutions need new processes to flexibly deliver training to an increasing number of non-traditional students. The directives to serve non-traditional students and marketable certifications challenge the throughput capacity of HEIs. The current study assessed potential relationships between entry systems, enrollment protocols, and enrollment volume. The research methodology employed hierarchical linear modeling to compare the performance of an open entry-dynamic enrollment (OE-DE) system against a traditional entry-static enrollment system (TE-SE). The results of the study determined OE-DE systems contributed to larger student enrollments for a non-credit, workforce training program conducted at an urban, multi-campus community college district.
The present dissertation contributed to prior literature regarding open entry processes in higher education and workforce training. The application of activity theory illustrated how existing administrative tools and rules lock institutions to traditional entry systems. The Entry System Interdependency Model, presented in the conceptual framework, illustrated an agile administrative system capable of employing multiple entry and enrollment processes to satisfy the needs of both traditional and non-traditional students. Flexibility in entry and enrollment protocols benefits non-traditional students by providing immediacy of start, move-on-when-ready, and competency-based learning. Courses offering these qualities require alternative processes for entry and enrollment. The present research demonstrated the value of assessing administrative processes for potential consequences upon course enrollment volume.
|Commitee:||Higham, Russ, Glaman, Ryan|
|School:||Tarleton State University|
|Department:||Department of Educational Leadership and Technology|
|School Location:||United States -- Texas|
|Source:||DAI 81/11(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Community college education, Adult education|
|Keywords:||Activity theory, Competency based education, Enrollment, Hierarchical linear modeling, Non traditional student, Open entry|
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