Advisor(s) - Committee Chair
Ric Keaster (Director), Dean May, and Jay Morgan
Educational Leadership Doctoral Program
Doctor of Education
The purpose of this study was to investigate the impact of branch campuses on the mission of their main campuses in Kentucky. An online survey and key informant interviews were conducted with administrators. Both research methods identified strategies to minimize the impact of institutional, situational, and dispositional barriers (Cross, 1981) that impede the successful academic and social integration (Tinto, 1975; 1993) of nontraditional students who frequent these campuses. In addition, institutional research offices provided student enrollment and credit-hour production data for analysis by site. The study classified demographic information on administrators, including gender, full- or part-time capacity, administrative title, and years of experience. Half of the 17 campuses were co-located with another educational or related institution with interactive television as the primary mode of course delivery. Coding of key informant interviews resulted in five themes: faculty resources, course offerings, immersion in the local community, revenue generation, and advisory boards. In spite of the fact that 81% of respondents reported that students could receive a full degree on site, consistent between survey responses and key informant interviews was the identified need for additional educational programming in support of students’ academic interests and needs. A variety of non-credit programming was also offered at these sites to accommodate community needs.
Education | Educational Leadership | Educational Methods
Atkins, Caroline L., "The Branch Campus Contribution to the Mission of the Main Campus in Kentucky" (2015). Dissertations. Paper 86.