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Final Dissertation Richard Tremmel.pdf (1.52 MB)

ETD Abstract Container

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Investigating Student Retention Through Instructional Design and Curricular Practices: A Qualitative Analysis of Music Business Programs

Tremmel, Richard Phillip
http://orcid.org/0009-0009-2737-8074
http://rave.ohiolink.edu/etdc/view?acc_num=frank1734031018197362

Abstract Details

2024, Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, International Institute for Innovative Instruction.
Many universities in the United States are experiencing a decline in student enrollment and struggling with poor retention rates. Student attrition has long been recognized as a critical issue for institutions of higher learning globally. The consequences of students failing to complete degree programs include reduced university revenues, which, in turn, can negatively impact the local economy. Given the broader issue of declining enrollment and retention across universities, it was particularly important to examine these trends within specific fields of study, such as music business programs. Understanding the unique challenges and opportunities within this niche can provide valuable insights for addressing retention issues more effectively. The research questions of this study were: (a) What are the positive and negative factors that music business program faculty, staff, and administrators perceive to impact student retention in music business programs?; and (b) What instructional design and curricular practices do music business program faculty, staff, and administrators perceive to impact student retention in music business programs? Participants were purposefully selected, including faculty, staff, and administrators. Data were gathered through semistructured interviews and analyzed using a six-step thematic analysis. Themes were developed inductively, relying on the raw data rather than any predetermined coding scheme. The findings revealed that emphasizing experiential learning, fostering engagement, and creating supportive educational environments are critical for improving retention rates. External influences, such as the COVID-19 pandemic and unpreparedness for college, negatively impact student retention. The findings also revealed that instructional design and curricular practices that positively impact student retention include experiential learning and diverse teaching approaches characterized by teaching various subjects and providing options.
Joel Gardner (Committee Chair)
David Ni (Committee Member)
David McCurry (Committee Member)
169 p.
Curricula; Education; Higher Education; Instructional Design
student enrollment, student retention, student attrition, higher education, university revenues, local economy, declining enrollment, music business programs, retention issues, instructional design, curricular practices, experiential learning, engagement, supportive educational environments, COVID-19, college unpreparedness, faculty, staff

Recommended Citations

Citations

  • Tremmel, R. P. (2024). Investigating Student Retention Through Instructional Design and Curricular Practices: A Qualitative Analysis of Music Business Programs [Doctoral dissertation, Franklin University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=frank1734031018197362

    APA Style (7th edition)

  • Tremmel, Richard. Investigating Student Retention Through Instructional Design and Curricular Practices: A Qualitative Analysis of Music Business Programs. 2024. Franklin University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=frank1734031018197362.

    MLA Style (8th edition)

  • Tremmel, Richard. "Investigating Student Retention Through Instructional Design and Curricular Practices: A Qualitative Analysis of Music Business Programs." Doctoral dissertation, Franklin University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=frank1734031018197362

    Chicago Manual of Style (17th edition)

frank1734031018197362
64
© 2024, all rights reserved.
This open access ETD is published by Franklin University and OhioLINK.