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035 a| (Sirsi) o1449649296;

035 a| (OCoLC)1449649296;

049 a| EREE;

090 a| LB2331.66;

100 1 a| Newhouse, Laura,e| author.?| UNAUTHORIZED;

245 10 a| Higher education staff retention :b| decreasing barriers, increasing supports, and examining congruence /c| by Laura Newhouse.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (178 pages) :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 1.15 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

502 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Heidi Puckett;

500 a| Title from PDF t.p. (viewed May 27, 2025).;

520 3 a| The present study aimed to identify barriers and supports at a small private college and examine the impact of congruence, if any, on job satisfaction and turnover intention. Former staff of Moth College participated in a qualitative, phenomenological study that included a pilot survey, semi-structured interviews, and a hypothetical intervention. Prior to the study a literature review identified current studies, issues, and best practices related to the study questions and the study design. A theoretical framework utilizing Social Cognitive Career theory, Social Exchange theory, and Self- in role theory undergird the study. Participants of the study noted unrealistic/unreasonable expectations, poor work life balance, nepotism, and cronyism as barriers. Supports were identified as family atmosphere and colleagues. These concepts were used to create a hypothetical intervention that aimed to address and reduce barriers while utilizing identified supports. Participants were then asked to respond to feedback questions regarding the perceived effectiveness, if any, of the hypothetical intervention. A discussion of study results as well as recommendations and future study ideas are detailed in the final chapters.;

504 a| Includes bibliographical references.;

650 0 a| Universities and collegesx| Professional staffx| Job satisfaction.=| ^A1065234;

650 0 a| Universities and collegesx| Professional staffx| Attitudes.=| ^A1065234;

650 0 a| Employee retentionx| Education (Higher)=| ^A476975;

650 0 a| Work-life balancex| Education (Higher)=| ^A1032446;

650 0 a| Social cognitive theory.=| ^A1032423;

653 a| turnover intention;

653 a| higher education staff;

700 1 a| Puckett, Heidi,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13412;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462631;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462631-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462631-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

Higher education staff retention : decreasing barriers, increasing supports, and examining congruence / by Laura Newhouse.

Author/creator	Newhouse, Laura author.
Other author	Puckett, Heidi, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (178 pages) : illustrations
Supplemental Content	Access via ScholarShip
Subjects	Universities and colleges--Professional staff. --Job satisfaction. Universities and colleges--Professional staff. --Attitudes. Employee retention--Education (Higher). Work-life balance--Education (Higher). Social cognitive theory.

Summary	The present study aimed to identify barriers and supports at a small private college and examine the impact of congruence, if any, on job satisfaction and turnover intention. Former staff of Moth College participated in a qualitative, phenomenological study that included a pilot survey, semi-structured interviews, and a hypothetical intervention. Prior to the study a literature review identified current studies, issues, and best practices related to the study questions and the study design. A theoretical framework utilizing Social Cognitive Career theory, Social Exchange theory, and Self- in role theory undergird the study. Participants of the study noted unrealistic/unreasonable expectations, poor work life balance, nepotism, and cronyism as barriers. Supports were identified as family atmosphere and colleagues. These concepts were used to create a hypothetical intervention that aimed to address and reduce barriers while utilizing identified supports. Participants were then asked to respond to feedback questions regarding the perceived effectiveness, if any, of the hypothetical intervention. A discussion of study results as well as recommendations and future study ideas are detailed in the final chapters.
General note	Advisor: Heidi Puckett
General note	Title from PDF t.p. (viewed May 27, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Dissertation note	Presented to the Faculty of the Department of Educational Leadership
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Higher education staff retention : decreasing barriers, increasing supports, and examining congruence / by Laura Newhouse.

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